Academics
A Note to Parents about Academic Life at Duke TIP
Duke TIP summer programs offer superb academic opportunities, but the three-week sessions are challenging and intense. Students attend a single class for seven hours a day and experience academic work that compels them to think critically about themselves and their world. Students often find that this is the first time they have been "stretched" academically, and some students, especially younger ones, experience a level of expectation that they have never before encountered. You are encouraged to read all about Duke TIP Summer Studies carefully and to discuss Duke TIP with your son or daughter. Please allow him or her to be an active participant in deciding whether or not to attend Duke TIP and in choosing his or her class. Remember, however, that you know your child best, and if he or she is extremely apprehensive about attending Duke TIP, it might be wise to allow your child to make the decision not to attend. Just as Duke TIP is a demanding academic program, the residential aspect of Duke TIP can be equally demanding, especially for students who have never lived in close quarters with their peers. When you and your child are discussing Duke TIP, talk about every aspect of the program. Our students tell us that the Duke TIP experience changes their lives in many positive ways, but the student who comes to Duke TIP should expect to be fully engaged in the program in order to have the optimal Duke TIP experience.
Academics at Duke TIP
About the Curriculum
The academic curriculum is central to the Duke TIP Summer Studies experience. Courses span a broad spectrum, including natural, physical, and laboratory sciences; literature, writing, and speaking; history, philosophy, and social sciences; business and economics; and mathematics, computer science, and engineering.
Duke TIP courses emphasize critical thinking, problem-solving, writing and speaking skills, and higher-order thinking. Students are encouraged to take advantage of opportunities to experience courses that are not available at their local schools. Duke TIP courses are not designed to be remedial—they are fast-paced and intensive. Students are urged to select courses from subject areas that match their interest and aptitude, as demonstrated by their SAT or ACT scores.
About the Instructional Staff
The instructional staff is composed of talented and diverse individuals who believe in the Duke TIP mission and embrace the opportunity to participate in the academic development of young scholars. Many of the instructors have themselves been part of a talent search and have taken part in programs for the gifted. They are committed to challenging and inspiring their students and to providing an exceptional educational experience.
Duke TIP assembles a superior instructional staff for Summer Studies Programs. Instructors are selected for their expertise in their academic fields and are comprised of:
• accomplished college and university instructors
• exceptional students enrolled in a Master's or Ph. D. program
• outstanding teachers from public and private schools.
Teaching Assistants are chosen from a competitive pool of candidates and may be:
• outstanding college students
• graduate students with a passion for teaching
At each site, the instructional staff is supported by a full-time, on-site Academic Coordinator, who advises staff in the areas of curriculum and instruction.
About Duke TIP Coursework
Duke TIP embraces a simple educational philosophy: all students need and deserve an appropriately challenging education. Duke TIP courses are:
• designed to provide challenge, not remediation
• fast-paced and intense
• often equivalent to one year of a high school course or one semester of a college course
Students are encouraged to select courses from subject areas in which they have a keen interest, since they will be spending a great deal of time discussing and exploring these topics.
Attending a single class for seven hours on most weekdays and three hours each Saturday morning may seem a bit daunting at first. However, Duke TIP Instructors are committed to providing interesting, high-energy educational experiences that often differ from those that students encounter in their local schools. Instructors employ a variety of instructional strategies, including:
• debates
• class discussion
• simulations of real-world activities
• peer teaching or presentations
• guest speakers
• lab experiences
• field trips
• individual or group research projects
"I've never had more fun learning!"
—Summer Studies participant
Evaluation in Duke TIP Courses
Duke TIP does not assign either a letter or a numeric final grade; rather, the Instructors evaluate their students using a number of educationally appropriate criteria. In addition to an occasional quiz or test, instructors also use a variety of innovative assessments of student progress, such as journal writing, presentations, creative writing, and individual research. The non-graded approach encourages a less competitive environment in which students become comfortable taking intellectual risks that they might avoid in a stressful grade-driven environment.
At the end of the term, instructors will complete a rubric evaluation that assesses the student's performance. This evaluation indicates the student's performance in such areas as:
• intellectual processes
• work habits
• peer interactions
• and products created in the course such as texts, essays, visual projects, etc.
Evaluations are mailed to students' homes within two weeks after the end of the term along with a course description and syllabus; these items may be useful in requesting placement or credit from the student's local school. Students who intend to include their Duke TIP participation as part of their college admissions portfolio should be sure to keep a copy of the rubric evaluation. Duke TIP cannot guarantee that copies of the evaluation can be mailed at a later date. Neither Duke TIP nor Duke University will produce a transcript for Duke TIP students.
Parents or guardians are invited to schedule a final conference with course instructors for the last day of the term to discuss their student's progress during the program. Face-to-face conferences are available for parents who are planning to be on campus during departure day and telephone conferences are offered for the parents of students traveling alone.
Math Sequence Courses
The mathematics sequence includes the secondary school mathematics courses that lead to a study of calculus: Algebra I, Geometry, and Algebra II. Duke TIP’s mathematics program challenges each student to learn as much secondary mathematics as possible. Instruction is somewhat individualized and includes periodic diagnostic testing and subsequent instruction in those areas in which the student demonstrates incomplete knowledge. Evaluation is based on teacher constructed tests and assignments, as well as a standardized final exam for Algebra I, Algebra II, and Geometry courses.
After completion of a Duke TIP mathematics course, course credit and placement vary according to the policies of a student’s individual secondary school. Students seeking course credit or placement should contact their local schools before attending Duke TIP.
Mathematics sequence courses are designed for acceleration, not remediation. For this reason, Duke TIP strongly discourages students from applying for courses that they will have completed by the beginning of the Summer Studies term. Often, students who re-take mathematics courses at Duke TIP are not adequately challenged, and they do not fully benefit from the program experience. For mathematics placement questions, please contact Liz Morgan, the Duke TIP Academic Coordinator, at (919) 668-9100.
Required Graphing Calculators
Students in all Duke TIP mathematics sequence courses are required to bring a graphing calculator with them. Duke TIP strongly recommends the Texas Instruments TI-83 or TI-84 models, since Duke TIP Instructors use these calculators in class demonstrations and activities. Comparable calculators may be substituted; however, students should bring their user's manuals since Duke TIP instructors may not be familiar with other models.
Courses with Prerequisites
A few Summer Studies courses have prerequisites, or coursework that must be completed and documented before a student may enroll in a higher level course. Prerequisites, if any, are listed at the end of each course description. Students applying for these courses must supply documentation of completed prerequisite coursework. To do so, please attach a school transcript, grade report, or letter from your school on letterhead verifying your successful completion of the required course. Without this documentation, Duke TIP cannot place you into a course requiring a prerequisite.
R-rated Films
Films are shown in many Duke TIP classes to illustrate ideas and stimulate discussion. Each summer, a few Instructors request that they be allowed to show R-rated movies that are particularly relevant to the course. If the Duke TIP Academic Coordinator approves the request, a letter will be sent to the parents prior to the beginning of the program with details and contact information for the Instructor so that parents can discuss the reasons a specific film has been chosen.