In an innovative, scholarly initiative that connects academic research with educational practice, Lindy Norman, MAT, operations manager for Duke’s Occupational Therapy Doctorate (OTD) program, recently piloted a faculty development series as part of her doctoral research in Higher Education Leadership. The influence of Barbara Hooper, PhD, OTR, FAOTA, professor of Orthopaedic Surgery and division chief of the OTD program, has ensured that, from its inception, the program is a learning community that supports excellence in education. This enabled Norman to secure divisional leadership support to design and lead a three-session series aimed at improving instructional clarity and assessment design for Duke OTD faculty.
The series was based on Norman’s practice-based dissertation, a key component of her doctoral degree that emphasizes applying research to address ongoing challenges in educational settings. Through a comprehensive root cause analysis, Norman identified a common issue in health professions education: Faculty who enter academia through clinical or research tracks may lack comparable training in educational practice.
Norman also analyzed existing program data and found that clarity of learning expectations and assessment performance criteria was a program-wide need. Her broader review of the literature revealed that clarity of assessment criteria is a particular concern for programs grounded in inclusive excellence. Clarity in instruction stood out as a central theme, recognized by faculty as an essential area for improvement and a key tool for promoting equity in education.
To address this, Norman developed a series of targeted training sessions specifically tailored to the Duke OTD curriculum and faculty schedules. The sessions focused on designing clear learning objectives and performance criteria, as well as effectively communicating these expectations to students through rubrics—skills that have been shown to improve learning outcomes and support students from diverse educational backgrounds.
“This series was excellent and left me eager for more internal opportunities to expand my knowledge on teaching and learning,” shared Cambey Mikush, OTD, OTR/L, assistant professor and Capstone coordinator. “ As a clinician turned educator, I appreciated the chance to refine further a skill I’ve been working on—grading and assessment.”
Mikush noted the series had a direct impact on her teaching:
“I’ve never felt confident in my rubrics, but this series helped. It was structured so I could revise my assessments, resulting in a more strength-based, clear, and thoughtful assignment and rubric. I graded my first assessment using a new rubric last week! Students reported that expectations were clear, and I found it easier to grade and provide meaningful feedback.”
The OTD faculty commented that they particularly found Norman’s ‘rubric for rubrics’ helpful for assessing the quality of existing rubrics. They noted that the sessions’ structure provides examples of teaching strategies such as small exit tickets, small-group warm-up activities, and ‘tech-free’ time.
Raheleh Ghasseminia, MS, OT/L, an associate professor in the Duke OTD program, highlighted the influence of this experience. “Duke OTD staff bring a wealth of expertise and professional insight to our division, enhancing both teaching and learning. Lindy’s professional development course on improving clarity in assessment and rubric design has made a noticeable difference. Faculty members report greater confidence and effectiveness in creating assessments that are transparent, equitable, and aligned with learning outcomes. Students, in turn, benefit from clearer expectations and more meaningful feedback. Thanks to Lindy’s leadership in this area, our educational practices are more consistent, intentional, and supportive of student success.”
Reflecting on the broader significance of the program, Mikush emphasized the importance of faculty development: I appreciated the chance to gather with peers, reflect on our assessments, and engage in open discussions about best practices. We tend to focus on immediate needs and concerns, and we rarely take time to refine our skills together. It was enjoyable to watch a colleague excel and share knowledge.”
Norman shared, “I’m so grateful to be part of a program where faculty are open to learning from staff. It was intimidating but fun to reconnect with my background and experience in teaching and contribute to the learning culture in OTD.”
This pilot program shows Duke OTD’s commitment to continuous improvement and collaborative learning. By fostering a culture that supports staff-led initiatives and prioritizes faculty development, the division continues to lead with innovative approaches in health professions education.
Dr. Hooper reflected, “As the operations manager of the division, Lindy Norman supports OTD education every day. In this series, she modeled how scholarly teaching serves as a strategic tool for continuous quality improvement, demonstrating that when teaching is approached with inquiry, reflection, and evidence, it becomes a vital part of sustaining and advancing educational excellence.”