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About the University Bulletins

The Office of the University Registrar is responsible for compiling, producing, and maintaining the bulletin for each school at Duke University. The content for the bulletins is established by the schools in conjunction with the Duke University Bulletins Policy.

The information in this bulletin applies to the academic year 2024-2025 and is accurate and current, to the greatest extent possible, as of August 2024. All bulletins are published online and serve as static documents for historical records of the university. The university reserves the right to change programs of study, academic requirements, teaching staff, the calendar, and other matters described herein without prior notice, in accordance with established procedures.

Duke University Registrar: Frank Blalark, Assistant Vice Provost and University Registrar

Coordinating Editor: Maggie Douglas

Publications Coordinator: Patrina W. Hemingway

Bulletin School Coordinators:

  • Divinity School: Deborah Hackney & Katherine Smith

  • Fuqua School of Business: B. Tate

  • The Graduate School: Scott Behm, Matthew Jones, and Helene McAdams

  • School of Law: Frances Curran and Monica Roberson

  • School of Medicine: Marcie Ellis and Cierra Harris

  • Nicholas School of the Environment: Cynthia Peters

  • School of Nursing: Debra Mattice and Bebe Mills

  • Pratt School of Engineering Professional Programs: Cherie Creten

  • Sanford School of Public Policy: Anita Lyon

  • Undergraduate Instruction: Angel Martinez and Heather Settle

Photograph Credits: Courtesy of Duke University. More information is available on request.

This publication is available in alternative format on request. Call (919) 684-2813.

Duke University's Mission & History

Mission Statement

Approved by the Duke University Board of Trustees October 1, 1994, and revised February 23, 2001, the Mission Statement for Duke University reads as follows: 

"James B. Duke's founding Indenture of Duke University directed the members of the University to 'provide real leadership in the educational world' by choosing individuals of 'outstanding character, ability, and vision' to serve as its officers, trustees and faculty; by carefully selecting students of 'character, determination and application;' and by pursuing those areas of teaching and scholarship that would 'most help to develop our resources, increase our wisdom, and promote human happiness.' 

"To these ends, the mission of Duke University is to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities; to prepare future members of the learned professions for lives of skilled and ethical service by providing excellent graduate and professional education; to advance the frontiers of knowledge and contribute boldly to the international community of scholarship; to promote an intellectual environment built on a commitment to free and open inquiry; to help those who suffer, cure disease, and promote health, through sophisticated medical research and thoughtful patient care; to provide wide-ranging educational opportunities, on and beyond our campuses, for traditional students, active professionals and life-long learners using the power of information technologies; and to promote a deep appreciation for the range of human difference and potential, a sense of the obligations and rewards of citizenship, and a commitment to learning, freedom and truth. 

"By pursuing these objectives with vision and integrity, Duke University seeks to engage the mind, elevate the spirit, and stimulate the best effort of all who are associated with the University; to contribute in diverse ways to the local community, the state, the nation and the world; and to attain and maintain a place of real leadership in all that we do."

Duke University: A Brief Narrative History

Duke University traces its origins to a small school that opened in 1838 in Randolph County, North Carolina. Originally a preparatory school for young men called the Union Institute Academy, it was then chartered as a teaching college named Normal College by the state of North Carolina in 1851. The school underwent another transformation in 1859 when it turned to the Methodist Church for financial support. Reflecting the new partnership, the school’s name changed to Trinity College. 

From 1842 to 1882, Braxton Craven served as the principal and then president of the institution, overseeing its transition from a tiny schoolhouse to a full-fledged college. Shortly before his death, he helped to establish the Cherokee Industrial School at Trinity College, one of numerous schools established in the United States to “westernize” indigenous students, in this case boys and young men from the Eastern Band of the Cherokee. The School at Trinity lasted only a few years. It is worth noting that Craven enslaved several Black people prior to the Civil War, and that a number of other faculty and trustees were also enslavers.

John F. Crowell, Trinity College’s president from 1887-1894, suggested that moving the college to an urban setting would attract more students, faculty, and financial support. With Crowell’s encouragement, the trustees agreed to move the college, and after a spirited competition among regional cities, Trinity opened in Durham in 1892. Local tobacco magnates Washington Duke and Julian S. Carr assisted in providing land and money to Trinity. In 1897, at Washington Duke’s request, the school began admitting women as regular students, making it an early co-educational institution. Carr’s support for Trinity College was recognized with a building named in his honor in 1930. His name was removed in 2018 in light of his virulent white supremacist beliefs and actions.

Trinity prospered in its new location, and in 1924 the school was again transformed through philanthropy. Washington Duke’s son James Buchanan Duke established the Duke Endowment, and the charitable foundation infused the college with funds. The trustees changed Trinity College’s name to Duke University as a memorial to his father. The new funds supported the construction of a new campus, designed in a Gothic style by the Philadelphia architectural firm of Horace Trumbauer. The chief designer of West Campus, as well as the re-envisioned East Campus, was Julian Abele, a Black architect whose role in creating the architecture of Duke University was largely overlooked during his lifetime. In 2016, the main quad on West Campus was renamed Abele Quad in his honor.  

President William P. Few (1910-1940) oversaw this metamorphosis of a small college into a complex university. In 1930, the Trinity College site (today’s East Campus) became the Woman’s College, while the West Campus served as the grounds for the all-male Trinity College. In 1972, Trinity College merged both colleges of men and women into what is now known as Trinity College of Arts and Sciences. Other schools include the School of Religion and Graduate School founded in 1926, the School of Medicine and hospital in 1930, and the School of Nursing in 1931. Originally established in 1904, the Law School reorganized in 1930. In 1938, what is today’s Nicholas School of the Environment opened, and in 1939 the university formed what is now known as the Pratt School of Engineering. The last of James B. Duke’s desires for the university was fulfilled when what is now the Fuqua School of Business, opened in 1969. The Sanford School of Public Policy became Duke’s tenth school in 2005. The school was named for President Terry Sanford, formerly the governor of North Carolina, who supported a number of initiatives in the 1970s and 1980s to build Duke’s reputation for excellence, growing the university’s national and international profile.  

Long a segregated institution, Duke first admitted Black graduate and professional students in 1961 and Black undergraduates in 1963. In 1968, a major student protest known as the Vigil demanded pay increases and better treatment of hourly workers, most of whom were Black. In 1969, Black students protested in what is now known as the Allen Building Takeover, demanding improved services and treatment for Black students. The protest resulted in the formation of what is now called the Department of African and African American Studies. 

Faculty at Duke produce influential scholarship across a wide range of disciplines and professions. Two Duke faculty members have received the Nobel Prize in Chemistry: Professor  Robert Lefkowitz in 2012 and Professor Paul Modrich in 2015. Duke researchers have mapped the human chromosome and led research into the treatment of HIV and AIDS. Duke faculty also research pressing social issues, producing high-impact scholarship on such topics as election districting and public health. Faculty authors have written books of award-winning nonfiction, fiction, and poetry, and have won awards ranging from the National Book Award to the Pulitzer Prize. Fifty Duke faculty are members of the American Academy of Arts and Sciences. Duke students have many opportunities to work with leading faculty in labs and on projects, ensuring hands-on experience during their course of study.

Duke has a number of notable athletic achievements. Best known is the men’s basketball team, coached by Mike Krzyzewski from 1980 to 2022. The team has earned 5 national championships. The women’s golf team holds the record at Duke for most national championships, at 7. Duke football has been played since the 1880s, when President Crowell coached the team himself. During the 1930s and 1940s, the football team competed in and won a number of bowl games, earning the nickname “Iron Dukes.” The Rose Bowl game of 1942 was played in Durham due to wartime concerns on the West Coast and remains the only Rose Bowl played outside of Pasadena, California.

International programs have expanded over the last several decades, bringing international students to Duke in Durham and expanding international opportunities for Duke students. In 2005, Duke partnered with the National University of Singapore and opened the Duke-NUS Medical School. In 2014, graduate programs at Duke Kunshan University began, followed by undergraduate programs in 2018. DKU is a partnership between Duke and Wuhan University in Kunshan, China. 

The university has changed in many ways since its founding, and like other historically white schools it continues to confront issues of racism, sexism, and other inclusion and equity challenges. Students of color and international students now represent more than 50% of the student body. Duke’s hometown of Durham has also grown and changed, and Duke and Durham collaborate on topics ranging from community service to downtown development. 

Ever evolving, Duke University strives to meet the stated aims of the university: “to foster a lively relationship between knowledge and faith; to advance learning in all lines of truth; to defend scholarship against all false notions and ideals; to develop a love of freedom and truth; to promote a respectful spirit of dialogue and understanding; to discourage all partisan and sectarian strife; and to further the advancement of knowledge in service to society.”

Updated September 21, 2020. Learn more from University Archives.

Duke University Leadership

Full leadership profiles for those listed below are available at duke.edu/about/leadership.

Executive Leadership

Vincent Price, President

Craig Albanese, CEO, Duke University Health System

Daniel Ennis, Executive Vice President

Alec Gallimore, Provost

Mary E. Klotman, Executive Vice President for Health Affairs, Duke University

Academic Leadership

Deans of Schools and Colleges

Kerry Abrams, James B. Duke and Benjamin N. Duke Dean of the School of Law

Suzanne Barbour, Dean, Graduate School

Lori Bennear, Interim Stanback Dean, Nicholas School of the Environment

Gary Bennett, Dean, Trinity College of Arts and Sciences

Mary Frances Luce, Interim Dean, Fuqua School of Business

Edgardo Colón-Emeric, Dean, Divinity School

Mary E. Klotman, Dean, School of Medicine

Jerome P. Lynch, Dean, Pratt School of Engineering

Manoj Mohanan, Interim Dean, Sanford School of Public Policy

Micheal Relf, Interim Dean, School of Nursing

Vice Provosts

Edward Balleisen, Vice Provost for Interdisciplinary Studies

Abbas Benmamoun, Vice Provost for Faculty Advancement

David Bowersox, Vice Provost for Finance & Administration

John Brown, Vice Provost for the Arts

Yakut Gazi, Vice Provost for Learning Innovation & Lifetime Education and Digital Education

Mohamed Noor, Executive Vice Provost

Mary Pat McMahon, Vice Provost/Vice President of Student Affairs

Noah Pickus, Associate Provost

Joseph Salem, Rita DiGiallonardo Holloway University Librarian and Vice Provost for Library Affairs

Candis Watts Smith, Interim Vice Provost for Undergraduate Education

Toddi Steelman, Vice President and Vice Provost for Climate and Sustainability

University Administration

Pamela J. Bernard, Vice President and General Counsel

Maggie Epps, Secretary to the Board of Trustees and Chief of Staff to the President

Tracy Futhey, Vice President for Information Technology and Chief Information Officer

Leigh P. Goller, Chief Audit, Risk and Compliance Officer

Kimberly Hewitt, Vice President for Institutional Equity and Chief Diversity Officer

David L. Kennedy, Vice President for Alumni Engagement and Development

Nina E. King, Vice President and Director of Athletics

Jennifer Lodge, Vice President for Research & Innovation

Antwan Lofton, Vice President of Human Resources & Chief Human Resources Officer

John J. Noonan, Vice President for Facilities

Rachel L. Satterfield, Vice President for Finance and Treasurer

Chris Simmons, Vice President for Government Relations

Russell Thompson, Interim Vice President for Operations

Frank Tramble, Vice President for Communications, Marketing and Public Affairs

Neal Triplett, President, DUMAC

Stelfanie Williams, Vice President for Durham & Community Affairs

The Faculty

Duke faculty are chosen from among the most competitive selection processes in the country, having demonstrated excellence in their fields of research. Duke currently has two Nobel Laureates among its faculty. Many others hold appointments in the National Academy of Sciences. Their books and publications are numerous and influential.

Duke professors are also excellent teachers. There is an 8-to-1 ratio of students to faculty. Professors are committed to giving students the individual attention that pushes them to excel while nurturing their ideas. Undergraduates, even in their first year, interact with senior faculty on a regular basis in efforts such as the Focus Program, a series of first-year interdisciplinary seminars focused on a theme. In addition, many serve as advisors to students, including those who choose to design their program of study and as mentors to undergraduates who pursue hands-on research.

Profiles of Duke's faculty members are available via Scholars@Duke.

Duke University Policies

Accreditation

Duke University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, masters, doctorate, and professional degrees. Contact SACSCOC at sacscoc.org or call (404) 679-4500 for questions about the accreditation of Duke University.

Clery Act

Information that the university is required to make available under the federal Clery Act is available by visiting the Records Division, Duke University Police Department, 502 Oregon Street, Durham, NC 27708, or by calling (919) 684-4602. See police.duke.edu/news-stats/clery for more details.

Duke’s Commitment to Diversity and Inclusion

Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Excellence, Diversity, and Inclusion: A statement by the faculty, Provost, and President

To achieve our mission and meet the needs of a rapidly changing world, Duke strives to create a climate of collaboration, creativity, and innovation within and across disciplines. Our success depends upon the robust exchange of ideas – an exchange that flourishes best when the rich diversity of human knowledge, perspectives, and experiences is heard. We nonetheless acknowledge that our policies and practices have often failed to ensure equality of participation within our community. Our renewed commitment and responsibility to one another is articulated in the following statement.

Duke University Community Commitment

Because diversity is essential to fulfilling the university’s mission, Duke is committed to building an inclusive and diverse university community. Every student, faculty, and staff member—whatever their race, gender, age, ethnicity, cultural heritage or nationality; religious or political beliefs; sexual orientation or gender identity; or socioeconomic, veteran or ability status—has the right to inclusion, respect, agency and voice in the Duke community. Further, all members of the University community have a responsibility to uphold these values and actively foster full participation in university life.

Duke Community Standard

Duke University is a community dedicated to scholarship, leadership, and service and to the principles of honesty, fairness, respect, and accountability. Citizens of this community commit to reflect upon and uphold these principles in all academic and nonacademic endeavors, and to protect and promote a culture of integrity. 

To uphold the Duke Community Standard:

  • I will not lie, cheat, or steal in my academic endeavors;

  • I will conduct myself honorably in all my endeavors; and

  • I will act if the Standard is compromised.

Students' Obligation to Act with Respect to the Duke Community Standard

The Duke Community Standard (DCS) stresses the commitment that students share with all members of the community to enhance the climate for honesty, fairness, respect, and accountability at Duke University. Students affirm their commitment to foster this climate by signing a pledge that includes taking constructive action if they witness or know about behavior they perceive to be inconsistent with the DCS, which may include violation of university policies. Although there are no disciplinary sanctions associated with the failure to act, students are nonetheless expected to take action to do something as a responsibility of membership in the Duke community.

The university recognizes that it is not always easy to act in these situations, but several alternatives are available to suit a student's level of comfort and confidence. These alternatives are not mutually exclusive.

  • Speaking directly with the individual exhibiting the behavior, both to gain clarity about the situation and to inform the individual about the concern.

  • Publicly calling attention to the behavior as it is occurring.

  • For incidents involving social behaviors, alerting residence hall, Student Affairs, or other university staff. The information provided will give staff an opportunity to address the matter informally or through appropriate formal channels.

  • For cases involving academic integrity, alerting the instructor that cheating may be occurring in the course. This alert can be in any form, including anonymous notification, and the reporting student will not be identified. The information provided will allow the faculty member to consider corrective measures, in consultation with the Office of Student Conduct and Community Standards, and to address the topic with the class or suspected student(s).

  • Directly alerting staff in the Office of Student Conduct and Community Standards at (919) 684-6938 or conduct@duke.edu, who will confer with the faculty member involved, if an academic issue, or with the reporting student(s), strategizing next steps. Maintaining the confidentiality of the source is possible, but may limit the extent of action that can be taken.

For current regulations, refer to the The Duke Community Standard in Practice: A Guide for Students.

Family Educational Rights & Privacy Act (FERPA)

The Family Educational Rights & Privacy Act (FERPA), 20 U.S.C § 1232g; 34 CFR Part 99, is a federal law that guides the release of students’ education records, of which disciplinary records are a part.

Duke University adheres to a policy of compliance with the Family Educational Rights and Privacy Act. The policy (1) permits students to inspect their education records, (2) limits disclosure to others of personally identifiable information from education records without students' prior written consent, and (3) provides students the opportunity to seek correction of their education records where appropriate.

For additional information about FERPA, see ed.gov/policy/gen/guid/fpco/ferpa/index.html. For Duke's full FERPA policy, visit registrar.duke.edu/student-resources/family-educational-rights-and-privacy-act-ferpa.

Nondiscrimination Statement

Duke is committed to encouraging and sustaining a learning and work community that is free from prohibited discrimination and harassment. The institution prohibits discrimination on the basis of age, color, disability, gender, gender identity, gender expression, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status, in the administration of its educational policies, admission policies, financial aid, employment, or any other institution program or activity. It admits qualified students to all the rights, privileges, programs, and activities generally accorded or made available to students.

Sexual harassment and sexual misconduct are forms of sex discrimination and prohibited by the institution. Duke has designated the Vice President for Institutional Equity and Chief Diversity Officer as the individual responsible for the coordination and administration of its nondiscrimination and harassment policies. The Office for Institutional Equity is located in Smith Warehouse, 114 S. Buchanan Blvd., Bay 8, Durham, North Carolina 27708. Phone: (919) 684-8222.

Questions or comments about harassment or discrimination can be directed to one of the following administrators in the Office for Institutional Equity.

Discrimination in employment or educational programs and activities:

Cynthia Clinton, AVP Harassment and Discrimination Prevention and Compliance
Title IX Coordinator
Office for Institutional Equity
114 S. Buchanan Blvd., Bay 8
Durham, NC 27708
(919) 684-8222

Sex discrimination in educational programs or activities:

Adrienne Allison, Deputy Title IX Coordinator for Students, Equal Opportunity Compliance Investigator
Office for Institutional Equity
114 S. Buchanan Blvd., Bay 8
Durham, NC 27708
(919) 684-8222

Additional information, including the complete text of Duke’s Policy on Prohibiting Discrimination, Harassment and Related Misconduct and appropriate complaint procedures, may be found here. For further information visit the U.S. Department of Education Office for Civil Rights, or call 1-800-421-3481.

Duke University Resources

Agreements with other Universities

Neighboring Universities (Interinstitutional Agreement)

Under a plan of cooperation—the interinstitutional agreement among Duke University and The University of North Carolina at Chapel Hill, North Carolina State University, North Carolina Central University, The University of North Carolina at Charlotte, and The University of North Carolina at Greensboro—a student regularly enrolled in Duke University as a degree-seeking student and paying full fees may enroll for one approved course each semester at one of the institutions in the cooperative program unless an equivalent course is offered at Duke in the same academic term. Under the same conditions, one interinstitutional course per summer may be taken at a neighboring institution participating in this agreement provided that the student is concurrently enrolled at Duke for one full course credit. This agreement does not apply to contract programs such as the American Dance Festival or to study abroad programs.

Approval forms for courses to be taken at these neighboring institutions may be obtained from the offices of the academic deans and the university registrar. Forms are also available online at the Office of the University Registrar website (registrar.duke.edu), in the Registration section. Only those courses not offered at Duke will be approved. Credit so earned is not defined as transfer credit since grades in courses taken under the interinstitutional agreement are entered on the official record and used in determining the grade point average. The student pays any special fees required of students at the host institution.

Career Center

The Career Center, working in partnership with faculty and colleagues, provides career advising to all Duke undergraduates, graduate students, and alumni. Recognizing the unique talents and needs of each individual, the Career Center encourages students to make the most of their Duke experience by accessing relevant campus resources, developing career interests and values, and establishing and maintaining important human relationships with their peers as well as Duke faculty, staff, and alumni. The Career Center works to build and maintain relationships with alumni and employers who can provide internships and learning opportunities, entry-level positions, and opportunities for experienced professionals. For more information, visit careerhub.students.duke.edu.

Continuing Studies

Academic Study

Admission to the Continuing Studies Program is discretionary. For consideration for admission, applicants to the Continuing Studies Program must meet at least one of the following two criteria.

  • Earned bachelor’s degree from a college or university accredited by a national or regional accrediting body recognized by the Department of Education.

  • Age 25 or older, and intend to initiate or complete academic study in a Duke University academic program.

Students are given academic counseling by the Office of Continuing Studies and Summer Session, and are subject the regulations set forth for degree candidates, unless explicitly noted otherwise. A junior or senior who is currently enrolled at an external college or university who wishes to pursue an academic discipline unique to Duke University, may apply through the Office of Continuing Studies for admission as a nondegree, full-time visiting student for one or two semesters. Students with unique circumstances should contact the Office of Continuing Studies.

Minimum GPA Requirement. Successful applicants are expected to have earned a minimum 3.0 GPA in their most recent program.

Applicants who fail to meet the minimum GPA requirement, are subject to additional review and may be admitted on a provisional basis. As part of the additional review, the following will be taken under consideration:

  • the applicant has not been enrolled as a full-time student in the last 4 years, and

  • the applicant demonstrates the ability to successfully complete college level coursework by earning a passing grade (B or better) in a minimum of 4 courses during the last 2 years.

As part of a provisional admission, a student must earn a minimum 3.0 GPA in the semester immediately following the provisional admission.

Withdrawal. If a student enrolled in a Duke University program withdraws from the program, or is no longer in good academic standing, they must wait two academic terms before re-applying to any Duke program, including Continuing Studies (see the Satisfactory Continuation Requirements outlined on page 51 of the Bulletin of Undergraduate Instruction).

Semester Continuation Requirements. Semester continuation requires that you earn a passing grade (C-or better) in a minimum number of courses to remain in good standing. Students who receive at least one failing grade (D, D-, F) are subject to academic probation or academic dismissal.

Academic Probation

  • Earned D or D-in at least one course

  • Earned F in one course, and C-or better in at least two courses

Academic Dismissal

  • Earned F in at least one course

Students placed on academic probation must acknowledge their probationary status in writing to the academic dean for Continuing Studies students, in order to continue into the next academic term. They are also expected to seek assistance from campus resources and have their course selection approved by their academic dean. In the probationary term they must earn grades of C or better in all courses to continue. Students who withdraw from all courses must wait two semesters to submit a request to return to study.

Program and application information is available from Duke Continuing Studies. Application deadlines: August 1 for the fall semester, December 1 for the spring semester, April 15 for Term 1 of the summer session, and June 1 for Term 2 of the summer session.

Certificate Programs

Professional certificate programs offered include human resource management, management accounting, digital media and marketing, big data and data science, technical communications, business communications, business ethics, paralegal studies, financial planning, event development, Six Sigma Green Belt, entrepreneurship, supply side management, sustainable management, online learning, finance essentials, legal nurse consulting, and others.

Nonprofit Management Program

Students interested in the nonprofit sector or in community development are invited to explore the noncredit course offerings of this program. Taught by experts and practitioners, these short courses offer instruction concerning financial and resource management, management of personnel and volunteers, leadership development, fundraising, planning and evaluation, board development/ governance, and media relations.

Osher Lifelong Learning Institute (OLLI) at Duke

OLLI at Duke began in 1977 as the Duke Institute for Learning in Retirement. Since 2004 the membership organization has been a member of the Osher Lifelong Learning Network, a group of more than 120 institutes across the country dedicated to meeting the needs of older learners and extending the demographic served by traditional universities. OLLI sponsors noncredit course offerings in the fall, winter, and spring as well as fall and spring retreats, language tables, reading groups, film and lecture series, and volunteer opportunities.

Duke Youth Programs

For more than thirty-five years, Duke Youth Programs has offered academic enrichment opportunities for middle and high school students in the summer. Current offerings range from camps in biosciences and engineering, forensic science, game design, drones, math, cryptography, neurosciences, creative writing, SAT preparation, video production, and a college admissions boot camp.

For more information, call the Office of Continuing Studies and Summer Session at (919) 684-6259, or visit learnmore.duke.edu.

Institutes, Initiatives & Centers

University Institutes

  • The Duke Global Health Institute (DGHI) brings together knowledge and resources from across the university to address the most important global health issues of our time. DGHI faculty, staff and students are engaged in research and educational projects in more than 40 countries, including the United States. For more information, visit globalhealth.duke.edu.

  • The Duke Institute for Brain Sciences (DIBS) provides a vibrant hub for all who share our vision of making neuroscience greater than the sum of its parts by integrating schools, disciplines, analysis and education to accelerate breakthroughs and benefit society. For more information, visit dibs.duke.edu.

  • The John Hope Franklin Humanities Institute (FHI) is built on a fundamentally collaborative model befitting the Duke University emphasis on knowledge in the service of society. Through interdisciplinary cross-fertilization, we seek to encourage the conversations, partnerships, and collaborations that continually stimulate creative and fresh humanistic research, writing, teaching, and practice at Duke. For more information, visit fhi.duke.edu.

  • The Kenan Institute for Ethics is an interdisciplinary think and do tank committed to promoting moral reflection and commitment, conducting interdisciplinary research, and shaping policy and practice at Duke and beyond. For more information, visit kenan.ethics.duke.edu.

  • The Margolis Institute for Health Policy catalyzes Duke University's leading capabilities including interdisciplinary academic research and capacity for education and engagement, to inform policy making and implementation for better health and health care. The Institute has offices and staff on Duke University’s campus in Durham, North Carolina and at the Duke in DC offices in the heart of the nation’s capital. For more information, visit healthpolicy.duke.edu.

  • The Nicholas Institute for Energy, Environment & Sustainability advances the university’s mission to build a more sustainable world by developing transformative educational experiences; galvanizing and conducting impactful research; and engaging with key decision makers at the global, national, state, and local levels. For more information, visit nicholasinstitute.duke.edu.

  • The Social Science Research Institute (SSRI) brings together researchers with interests in problems that cross the various social and behavioral sciences, including problems that connect with the humanities and natural sciences. For more information, visit ssri.duke.edu.

Initiatives

  • Bass Connections bridges the classroom and the world beyond the university, giving students from all of Duke’s schools a chance to tackle complex societal problems alongside our superb faculty. For more information, visit bassconnections.duke.edu.

  • Duke Innovation & Entrepreneurship (I&E) believes all Duke students benefit from learning about innovation and entrepreneurship—from those who wish to found a company, to those who want to change the world with innovation, to those who simply want to cultivate a more creative and entrepreneurial mindset. I&E partners with schools and departments across Duke to offer interdisciplinary, experience-based education. For more information, visit entrepreneurship.duke.edu.

  • Duke Science & Society fosters research, education, communication, democratic deliberation, and policy engagement on the ethical progress of science and technology in society. For more information, visit scienceandsociety.duke.edu.

  • The Rhodes Information Initiative at Duke (iiD) is an interdisciplinary program designed to increase "big data" computational research and expand opportunities for student engagement in this rapidly growing field. For more information, visit bigdata.duke.edu.

Centers

  • The Center for Computational Thinking (CCT) enables computational education at Duke to ensure that every student, regardless of field of study, is prepared for the digital 21st century. Through partnerships with faculty, programs, and departments spanning a wide range of disciplines including data science, cybersecurity, policy, and ethics, the center brings computational learning experiences and opportunities to the Duke community and beyond. For more information, visit computationalthinking.duke.edu.

  • The Center for Documentary Studies (CDS) offers an interdisciplinary program in the documentary arts—photography, audio, film/video, narrative writing, new media, and other means of creative expression—that emphasizes active engagement in the world beyond the university campus. For more information, visit documentarystudies.duke.edu.

  • The Dewitt Wallace Center for Media and Democracy (DWC) is Duke University’s hub for the study of journalism. DWC studies the interaction between news media and policy, supports watchdog and accountability reporting in the United States and around the world, and teaches about the media’s role in democracy. The center is part of the Sanford School of Public Policy, and shares in the Sanford School’s mission of teaching, research, and policy engagement, with the goal of putting knowledge in service to society. For more information, visit dewitt.sanford.duke.edu.

  • Duke Civic Engagement (DCE) strengthens and connects the ways in which Duke partners with communities. DCE supports Duke’s collaborations on pressing social challenges by increasing the capacity of the campus to sustain partnerships and sharing best practices in community engagement. For more information, visit civic.duke.edu.

  • Duke University has many additional centers located within its schools. Information about these centers can be found on each school's website.

Libraries & Technology

Duke University Libraries

The Duke University Libraries are the shared center of the university's intellectual life. The William R. Perkins Library, Bostock Library and Rubenstein Rare Book & Manuscript Library comprise the main West Campus library complex, which is joined by Lilly and Music libraries on East Campus, the Pearse Memorial Library at the Duke Marine Lab and the separately administered libraries serving the schools of Business, Divinity, Law, and Medicine. Together they form one of the nation's top ten private university library systems.

All Libraries

Technology Resources

Student Disability Access Office (SDAO)

The Student Disability Access Office (SDAO) recognizes disability as an aspect of diversity that is integral to society and to our campus community. Accessibility is an essential feature of the Duke campus, and we strive to create an inclusive community for our students. We strive to ensure that students with disabilities are provided the tools they need to fully access all aspects of student life inside and outside of the classroom.

Core Functions of SDAO

  • Partner with students with disabilities to establish services for their access and inclusion on campus

  • Manage, coordinate, implement and evaluate accommodation/service programs

  • Serve as a resource to students/faculty/staff to ensure effective provision of services

  • Provide educational and resource support to the campus community to increase awareness regarding how to create and sustain access and inclusion for students with disabilities in all aspects of the university

  • Provide resource and referral information to the campus community and prospective student and their families

SDAO works with each student individually to establish academic adjustments and auxiliary aids and services, more frequently referred to as academic accommodations for the purpose of eliminating the environmental barriers impacting the student’s equitable access to the campus facilities, programs and activities. To find out more information about how to establish services with SDAO you can contact us in the following ways.

In order to receive consideration for reasonable accommodations under Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 (ADA), and the ADA Amendments Act of 2008, a student must have a physical or mental impairment that substantially limits one or more major life activities. Students requesting accommodations under the provisions of the ADA, ADA Amendments Act of 2008, and Section 504 of the Rehabilitation Act of 1973 (e.g., academic, accessibility, housing) must contact the Student Disability Access Office to explore possible coverage. Students with medical conditions not covered under the provisions of the ADA and the ADA Amendments Act may wish to contact Duke Student Health Service. Additional information and requests for accommodations may be found on the SDAO website.

For more information, visit access.duke.edu/students.

Duke University Campus Life & Activities

Housing, Dining & Transportation

Housing and Residence Life (HRL)

Undergraduate Housing. Housing, Dining and Residence Life manages all aspects of the university’s three-year undergraduate residency requirement. Residential programs are designed to build positive communities that value learning, create new opportunities for faculty engagement, and generate positive social connections. For more information, visit studentaffairs.duke.edu/hdrl.

Graduate and Professional Student Apartments. Limited on-campus housing is available to full-time graduate students. For more information on graduate student housing application timeline and facility amenities, visit students.duke.edu/living/housing/graduate-professional-housing. Assignments are made in the order of receipt of completed applications.

Off-Campus Housing. The Duke Community Housing Office maintains a listing of rental apartments, rooms, and houses provided by property owners or real estate agencies in Durham at durhamgradhousing.com.

Duke Housing and Residence Life (HRL) operates a website specifically to simplify the off-campus housing search for students, parents, faculty and staff, and for area property owners and managers at nearduke.com/housing.

Duke Dining

Duke is home to one of the most innovative, dynamic, and cutting edge collegiate dining programs in the country, with access to over 50 dining locations that include 34 on-campus locations, Merchants-on-Points (off-campus restaurants that deliver), and food trucks. Find more information at students.duke.edu/living/dining.

DukeCard

All Duke students are issued electronic Duke University identification cards through their mobile devices. This identification should be carried at all times. DukeCards are the means of identification for library privileges, athletic events, and other university functions or services open to them as university students. Students will be expected to present their cards on request to any university official or employee. DukeCards are not transferable and fraudulent use may result in loss of student privileges or suspension. For more information, visit dukecard.duke.edu.

Parking & Transportation

Duke Parking & Transportation provides the Duke community with parking options including annual permits and short-term permits. Anyone affiliated with Duke is eligible to purchase on-campus parking in available locations. A valid permit is required in all locations. Visitors who do not have a permit can pay by the hour in designated facilities. Accommodations are also available for patrons that require accessible parking or transportation.

There are also many transportation options available at Duke, including Duke Transit (buses), vans, city and regional buses, private taxi service, and a ride-hailing program. For more information, visit parking.duke.edu.

Student Affairs & Organizations

The Division of Student Affairs is critically engaged in supporting the holistic engagement and personal growth of all students who attend Duke. The Division collaborates with student leaders, faculty, families, community members and many others in the delivery of key services. 

Its programs and services are designed to support holistic wellbeing, foster an inclusive and dynamic community, and complement Duke's commitment to academic excellence. For more information, visit studentaffairs.duke.edu.

The Student Affairs Identity and Cultural Centers also serve as important resources and places of connection and support for many of our students. The centers are offering programming and support throughout the year, including summer. ICCs include:

  • Center for Multicultural Affairs

  • Center for Muslim Life

  • Center for Sexual and Gender Diversity

  • Duke International Student Center

  • Jewish Life at Duke

  • Mary Lou Williams Center for Black Culture 

  • Women’s Center

Graduate and Professional Student Government

The Graduate and Professional Student Government of Duke University (GPSG) is the umbrella student government organization for Duke’s nine graduate and professional schools. Its purpose is to: represent and advocate on behalf of graduate and professional students at Duke University; serve as a liaison among the student governments of the graduate and professional schools of the University; serve as a liaison between graduate and professional students and the University Administration; nominate graduate and professional student representatives to University committees; program events of interest to the graduate and professional student community; and financially support the programming of graduate and professional student groups.

Visit the GPSG website at gpsg.duke.edu. Contact GPSG (gpsgexec@duke.edu) for additional details on how students can become involved.

The Black Graduate and Professional Student Association

The Black Graduate and Professional Student Association (BGPSA) represents all minority graduate and professional students on the Duke University campus. The association’s primary mission is to enhance the Duke experience for its members through community service, social, and academically based programming events. As an umbrella organization, the association welcomes students from groups including the Black & Latino MBA Organization, Black Law Students Association, Black Seminarians Union, Bouchet Society, Hurston-James Society, and Student National Medical Association. Through its academic forums, luncheons, community service initiatives, social events, and recognition ceremony the group hopes to assist in the development of future minority leadership in the Duke community and in the world.

Religious Life

In partnership with the Division of Student Affairs, the Chapel convenes, supports, and advocates for all of the officially recognized Religious Life groups on campus that serve students, including Buddhist, Catholic, Hindu, Jewish, Latter-Day Saints, Muslim, Orthodox, and Protestant organizations and groups. There are about two dozen Religious Life groups at Duke; find a listing of them at chapel.duke.edu/religiouslife.

With a mission of “bridging faith and learning,” the Chapel holds ceremonies, concerts, Christian worship services, and more. It is a sanctuary open to all people for important personal moments of prayer, reflection, grief, and gratitude. The Chapel’s Student Ministries provides opportunities for undergraduate students to hear and respond to God’s call for their lives on campus, in Durham, and beyond through study, artistic expression, counsel, service, and community. Learn more at chapel.duke.edu.

Intercollegiate Athletics

The Athletic Department fosters intercollegiate athletics by striving for excellence and by providing the best possible framework within which highly accomplished student-athletes can compete. The department has a dual responsibility to provide a high-quality athletic program and environment so that all students have the opportunity to compete to the fullest extent of their abilities. Duke is a member of the National Collegiate Athletic Association (NCAA) and the Atlantic Coast Conference (ACC).

Student Health & Safety

Campus Police

It is the mission of the Duke University Police Department to protect and serve the people and property of Duke. We are guardians of a community of world class education, research and healthcare and must prevent violence, reduce fear, and build relationships. For more information, visit police.duke.edu.

Counseling & Psychological Services (CAPS)

CAPS helps Duke students enhance their strengths and learn to cope with the trials of living, growing, and learning. CAPS offers many services to Duke undergraduate, graduate, and professional students, including brief individual counseling/psychotherapy, consultation, couples and group counseling, and assistance with referrals. CAPS' staff also provide outreach education programs to student communities, promoting an empathic and supportive culture. Staff members are available for consultation with faculty concerning students or other matters relating to mental health in the university community. The CAPS staff includes psychologists, clinical social workers, and psychiatrists experienced in working with college-age adults. CAPS' staff carefully adhere to professional standards of ethics, privacy, and confidentiality. For more information, visit studentaffairs.duke.edu/caps.

DukeReach

DukeReach provides direct case management services including interventions, advocacy, referrals and follow-up services for students who are experiencing significant difficulties related to mental health, physical health, and/or psycho-social adjustment. The assistant and associate deans in DukeReach coordinate student services and provide connections with campus departments as well as outside agencies and providers. For more information, visit studentaffairs.duke.edu/dukereach.

DuWell

DuWell works to enhance the educational experience for Duke students by addressing substance use and abuse issues and promoting healthy physical, emotional and social development, including issues related to sexual health. It offers one-on-one screening (for substance use) and health coaching, workshops and trainings on the different topic areas of wellness (including Social Host Education, Stress and Sexual Health workshops) and programs for student groups upon request. Consultation on prevention of high-risk behavior and promotion of wellness is available to students, faculty, professionals and staff. DuWell is dedicated to fostering a living/learning environment on campus and within the surrounding community that encourages the full development of the individual as an engaged member of the community. For more information, visit studentaffairs.duke.edu/duwell.

Student Health

Student Health Services at Duke University is jointly supported by the Division of Student Affairs and the Department of Pediatrics. The Duke Student Health Center is the primary source for a wide range of healthcare services, many of which are covered by the Student Health Fee. Its mission is to provide evidence-based, patient-centered health care to the Duke student community in a professional and compassionate manner that directly contributes to the student's well-being and overall success. For more information, visit studentaffairs.duke.edu/studenthealth.

Bulletin Links

2024-2025 Nicholas School of the Environment Bulletin. Download PDF here.