Welcome to Duke Youth Programs! Check back soon for our Summer 2021 updates!

Duke Young Writers

This summer, choose from a list of writing courses that reads like an adventure novel: Myth, Magic, Monsters: Making a World; Paper Cuts, Words that Wound and Win; and Dark Fiction: Living on the Edge. And this is just a sampling of the dozens of courses to choose from! In the Young Writers’ Program for Middle and High School, you’ll spend two weeks meeting fellow writers, honing your craft, exploring new genres, and experiencing a writing community like no other. You’ll end the program with a full notebook, a full heart, and new confidence in your skills as a writer.

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Participant Schedule

Session I: June 15 – 26, 2020 

Session II: July 13 - July 24, 2020

Class Times

10:00-12:00 Instructor led (synchronous)

1:00-3:00 Instructor facilitated (self-paced, independent work, group collaborations)

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Instructors/Online Courses, 2020: Session 1: June 15-26; Session 2: July 13-24

Instructor  Course Session
Middle School Classes
Mark Alford

Myth, Magic, Monsters: Making a World: Become a god and take your seat on the pantheon. Together with your fellow deities you will create the world around the small port town of Redemption. Communally, you will design the magic system that this world operates on as well as the political conflicts, the world history, and the monsters and creatures that inhabit it. Then design characters that will interact with the other characters created in the class. Along the way, we’ll explore elements of fantasy fiction and what it takes to write convincing and intriguing fantasy stories.

Paula Alford

“Grimm” Fantasy: The Darker Side of Once Upon a Time: Once upon a time, before adorable woodland animals talked, before cheerful fairy godmothers solved problems with the wave of a magic wand, fairy tales were darker – much darker. In this course, we will start exploring the “grimmer” side of fantasy by looking at these fairy tales, including death, dismemberment, and destruction. Sometimes you get the prince, sometimes you're lucky if all you get is a frog. We'll read classics for inspiration and set our darker natures free as we write our own twisted tales. This course calls writers who wish to study the history of the fairy tale and build upon its creepy foundations and questionable morals.


Christy Bechtel

Characters in 3D: Observation and Imagination: A writer’s greatest tools are observation and imagination. In this class, we will create well-rounded, dynamic characters by going out into this great, big, beautiful world of ours. Students will use their senses to observe the vibrant characters in the real-world to then create unforgettable, believable characters for their stories. Students will participate with independent writing, paired and group writing, as well as analyzing excerpts from texts, films, and music. Writers will draw inspiration from their observations and then let their imagination take over. Where will your observations take you?


Mitch Cox

Science Fiction & Fantasy: Secret Worlds: In his epic work Sandman, Neil Gaiman wrote, “Everybody has a secret world inside of them. I mean everybody. All of the people in the whole world...Inside them they've all got unimaginable, magnificent, wonderful, stupid, amazing worlds...Hundreds of them. Thousands, maybe." It is these secret worlds that give birth to our imaginations and empower us to craft stories that dazzle our fancies and free us from the confines of reality. In this course, we will tap into our own secret worlds, in addition to exploring those already well-established by some of the greatest world builders in the 'verse. We will write and share stories that bring to life and showcase all that is truly fantastical within us. Bring the fragments of every dream you've ever dared to dream, every hope you've ever hoped, and be ready to weave them into reality with vivid, dazzling prose

Bridgett Wiley Got Poems?: Do you like to write Sonnets, Haikus, or Free Verse?  This workshop will help you explore different types of poetry writing, including the pre-writing process, post writing, and presentations of your poetry. We will also analyze classic poems looking for patterns, and key elements of good poetry writing.  Whether you like Edgar Allen Poe, “The Raven,” or Maya Angelou, “Still I Rise,” or you prefer your own poetry, there will be something for all. 1
Hannah Moehrke Paper Cuts: Words That Wound and Win: Influential leaders more often times win with words than weapons. After this argumentative writing course, you’ll no longer be accused of fallacious reasoning, for you’ll learn how to write like a victor as we explore the craft of argumentative writing. This course will expose you to debate and speech, along with personal essay writing and even poetry! Come discover the alchemy of argument. 1
High School Classes

Alec Lowman

Performance Poetry: From Page to Stage: Are you a poet who wants to try taking their work to the stage? Are you a performer or fiction writer who wants to try poetry? All are welcome as we learn from the work of successful spoken word artists and each other to craft engaging, powerful works that impact audiences and change the world. Together, we’ll split our time between writing, workshopping and performing in a collaborative, team-oriented environment. Whether you’ve never read for an audience or you’re an open mic regular, this is the place for you.


Katherine Penley

Dark Fiction: Living on the Edge: Living on the Edge. Beneath our civil society and behind the masks we wear, darkness lurks -- political, social, ethical, spiritual. All those things we don't talk about in polite society, we'll write about ... stories that explore characters who harbor their own deep, dark secrets and how they navigate a world that has a dark side of its own. As a result, our fiction will embrace, as one critic wrote, "a healthy confusion of pleasure and disquietude."


Scott Michaels

Creative Nonfiction: True Stories That Crackle: There is an infinity of true stories worth telling: stories about strangers, stories about our loved ones, stories about ourselves. In this class, you’ll write some of them, using many of the same tools found in great fiction. We’ll use fun exercises, including a field trip, to help stretch your narrative skills. Within a few days, your stories will pop with description, dialogue, and character development.

Middle School Classes

Justine Daniel

Jump-Starting Fiction: Scene Building: Each scene in a work of fiction holds the dramatic tension of plot and is a mini-plot of a novel. Each day student will utilize multiple art forms as well as exercises created by the instructor to inspire the writing of a fictional scene. Each of these scenes may stand alone or be stitched into a work of short fiction. Utilizing the rich cultural resources of Duke’s campus, inspiration will include film, music, visual art and nature.


Sara Hurd

Science Fiction & Fantasy: Secret Worlds: The appeal of science fiction and fantasy is that they bring to life the secret worlds we all feel we have tucked away inside us; these genres give us an outlet for giving voice to our most daring and intricate dreams.  In this course, students will explore the art of worldbuilding through a variety of writing exercises, as well as activities that allow them to learn from some of the greatest worldbuilders in the writing world.  In addition to the rewards of engaging in genres of writing that explore the fantastical and allow students to feed their imaginations, students will enrich their writing skills, work to hone their craft as authors, and keep both their reading and writing skills sharp in anticipation of future writing courses and challenges.


Ting Lam

Character Factory: Writers play favorites. After all, the characters we really love writing might have a small part of ourselves in them, so it really breaks our hearts when our readers just don't get them. If only we could round them out, make them three dimensional, and liberate them from the page—but wait! We can! Using the good old-fashioned character profile sheets and roleplaying games, you can find out what your characters would be like in a different world, a different plot, a different conflict. Throw curveballs at them and see if they've still got a mind and a voice of their own. Because if they do, you know they're sure to be unforgettable.


Bridgett Wiley

No Justice! No Peace!: A Social Justice Workshop focusing on the history of protest, as a tool for change, from the American Revolution to the Death of George Floyd.  Students will analyze literature, music, newspaper articles, and art that defined the movement.  Students will create and perform poetry, generate a manifesto, and an editorial on a social movement of their choice.

High School Classes

Caitlin Prillaman

Finding Your Voice: One of the most exciting things we get to do as writers is to experiment with how we tell the stories we choose to tell. This course is about discovery and inventiveness, about making our words more powerful and our creativity more flexible. Using a mixture of exercises and assignments in short story, poetry, journaling, and memoir, we will challenge ourselves to explore the variety of narrative voices that we each have. We will learn how figurative language gives depth to our writing, how relatable characters can connect us to our readers, and how we can mine our environments for inspiration that adds richness and detail to our work. We will examine our writing “comfort zones” and practice ways to push beyond them, striving for pieces that are both authentic and compelling. The goal of this class is to discover our most resonant voices—be they proud, happy, embarrassing, funny, or surprising—and express them.



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Mark Alford, Photograph of Mark AlfordB.A., UNCW; MAT-E, UNCW

I believe that good writing comes from reading and noting how good authors have handled their craft. I love reading, but my preferred book is anything with action in it, be it spies, knights, wizards, or superheroes. I received both my degrees from UNC Wilmington and have taught high school English (9-12) as well as a few middle school and community college classes for the past 18 years. If I'm not teaching, reading, or writing, I'll be found coaching swimming or playing with my two boys or my daughter.

Christy Bechtel, Photograph of Christy BechtelB.A. in English, Ashland University

Christy Bethel grew up in Ohio. Currently, she mentors beginning teachers for Durham Public Schools. Prior to mentoring, Christy taught seventh-grade English for Durham Public Schools where she was elected Teacher of the Year by her colleagues in 2013. In addition to her being a self-proclaimed English nerd who enjoys reading and writing, Christy also loves the beach and her whippets, Emma and Star. 

Mitch Cox (Academic Director), Photograph of Mitch CoxB.A., Wake Forest; M.A., Duke University

Mitch is the Academic Director for all three sessions of the Duke Young Writers’. A thirty-four-year veteran educator, he teaches sixth, seventh, and eighth grade English Language Arts at the Durham Nativity School during the schoolyear.

He is a published poet and essayist.

You can contact the Academic Director at

 Justine LaMantia Daniel, BA from SUNY Oneonta in English and Secondary Education and a minor in Creative Writing, MA in Curriculum and Instruction with a focus in middle grades from North Carolina State University.

Emmalea Couch is a Durham native. She teaches English I and English IV at C. E. Jordan High School. In addition to teaching, she coaches basketball and co-advises FCA. Emmalea participates in a biweekly writers’ meet-up in Durham and thoroughly enjoys the process of brainstorming and revising in a supportive group of talented writers. Her other hobbies include reading (especially YA dystopian novels), cooking, kayaking, bowling, and strolling through and volunteering in downtown Durham. This will be her third year as an instructor at DYW. 

Lauren Hunter, M.F.A., New School University; B.A., Vassar CollegeLauren Hunter

A poet, editor & educator from Durham, North Carolina, Lauren worked with the team at Telephone Books, an experimental translation press, as their Managing Editor. Lauren was also the co-founder and co-curator of Electric Pumas, a New York City reading series/web presence featuring multidisciplinary art by women. She fulfilled a lifelong dream by touring nationally in support of her debut collection, HUMAN ACHIEVEMENTS, which was published by Birds, LLC in 2017. Her disembodied voice can be found inside the Poetry Jukebox in NYC’s East Village. Lauren attended a single session of DYW and credits it as being one of the absolute best experiences of her life. She’s psyched to return this summer as an instructor!

Sara Hurd, B.A., in English, University of Virginia's College at Wise; M.A.T. University of North Carolina Chapel Hill

"The world always seems brighter when you've just made something that wasn't there before," said Neil Gaiman, and he was right.  These are the words by which Sara believes all writers and artists live and breathe.  She is excited to return DYWC and work with the amazing staff and students to help make the world a brighter place!  By day, Sara teaches 7th grade Language Arts to the brilliant young minds of C.W. Stanford Middle School in Hillsborough.  By night, she is a Jedi Master and Mommy Supreme to one seriously adorable ginger child.  An unabashed fangirl, in her rare but treasured free time, you might find her cosplaying the likes of R2D2, Luna Lovegood, The Joker, or some other fantastic character from any of her numerous fandoms, and geeking out with her fellow fanpeople.  She has a strange habit of repeatedly picking up heavy objects and setting them down, which she's convinced gives her super strength.  She's also an absurdly enthusiastic baker and loves to throw parties for friends and family!  If she gets a moment to sit still, she'll likely have her nose buried in a book--historical fiction, dystopia, memoir,  realistic young adult lit; you name it, she probably reads it.  She might also be penning poetry and random thoughts in her journal while sitting atop a mountainside she's just trekked...OR she might just be curled up on the futon, binge-watching her latest Netflix obsession and sipping a hot beverage.  A true Hufflepuff at heart, she just loves living, sharing, and creating with others. 

Alison Klein, Photograph of Ting LamM.F.A., City University of New York; B.A., Columbia University

Alison Klein is a Lecturer in International Writing at Duke University, where she teaches classes on podcasts, monster stories, and ethics in art. She has also taught high school and middle school English, and she taught creative nonfiction and expository writing with the Johns Hopkins Center for Talented Youth Program for several summers. She earned her Ph.D. in English literature and M.F.A. in creative writing from the City University of New York, and her B.A. from Columbia University.

Ting Lam, Photograph of Ting LamB.A. & M.A.T., University of North Carolina at Chapel Hill

I believe one of the most important skills as a writer is to be a good observer and listener. Careful observation, introspection, and reflection lead to concrete descriptions and dynamic narratives. My classes at DYW often ask students to bring in various skills outside of writing as inspiration: art, music, and technology. These days, I teach high school English in Chatham County, write poetry, and participate in NaNoWriMo. Other days, you can find me chasing phantom runners, going on sketch crawls, and training to become the next Jedi master. I’m so glad to be back at Duke Young Writers’!

Alec Lowman, B.A., Princeton University; M.A.T., Duke UniversityAlec Lowman

Alec Lowman is a Durham native and a graduate of Princeton University's program in creative writing. More importantly, he is a proud DYW alum. After many summers as a camper and several summers working on the residential side, Alec is thrilled to be returning to his home as an instructor. During the year, he teaches English at Jordan High School. He writes poetry, fiction, and to-do-lists.

Hannah Moehrke, Photograph of Scott MichaelsB.S. in English, B.S. in Education, East Carolina University

I truly believe that Dumbledore knew what he was talking about when he spoke that ‘words are, in my not so humble opinion, our most inexhaustible source of magic’ because our words have power to invoke a call from within ourselves. Using composition over the course of the last seven years with ninth grade English, my goal is to help students find their voice in written and spoken word that mirrors their own perspectives of how they view themselves in today’s world. Combining a love of literature with writing, along with English I, I also teach Creative Writing (both beginning and advanced) at Durham School of the Arts in Durham, North Carolina and co-advise the student-led Literary Magazine Portraits in Ink as well as the high school Battle of the Books team. When I am not teaching, I love dabbling with mixed-genres in my own writing while baking book-themed cookies inevitably nibbled on by my cat, Mr. Wednesday.

Sara Montello, Photograph of Sara MontelloB.A. in English & Philosophy, St. Thomas Aquinas College; M.A.T. in English, Duke University

Sarah teaches 8th grade English Language Arts at a middle school right here in Durham, N.C.! As a third year teacher, Sarah has already taught in each grade level 7-12, as well as tutoring at the post-secondary level. Sarah loves to spend weekends trolling the library shelves looking for the latest releases, as well as endlessly re-reading the classics. Sarah lives in Raleigh, N.C. with her husband (whose arms are aching from putting up yet another bookshelf), and she is pumped to spend the summer with the DYWC!

Sarah Paterson, B.A., Elon University; M.A.T., Duke UniversitySarah Paterson

Sarah is so excited to be back and teaching at DYW -- the place where her own writing career started! After receiving a degree in Professional Writing from Elon University (and working many years as a YW counselor), she spent a few years as a communications writer and interactive media designer in Raleigh. She missed working with energetic teenage writers and now she’s back in the classroom, teaching English at Northern High School in Durham. Sarah loves off-kilter short stories, eye-opening nonfiction, and any reality TV show where people make dessert.

Katherine Penley, B.A. and M.A.T. in English, UNC-Chapel Hill

Katherine teaches English and creative writing at Orange High School in Hillsborough, North Carolina. She works with high school students to author, co-author, and publish novels and books of poetry, coaches students through National Novel Writing Month and spoken word poetry competitions, and advises the collaborations of high school authors and artists for annual publication of a literary magazine. Katherine also organized a high school visit with Hillsborough author Lee Smith and was the Durham local winner of the 2018 Barnes and Noble “My Favorite Teacher Contest.” Katherine is partial to teaching screenwriting and nonfiction, but most enjoys reading realistic fiction with a dark side, her most recent favorite being My Sister the Serial Killer by Oyinkan Braithwaite. She, her boyfriend, and cat Zooey live in Durham but frequently roadtrip near and far.

Caitlin Prillaman, Photograph of Caitlin PrillamanB.A. in Creative Writing, Oberlin College

Caitlin is a novelist, playwright, poet, and educator from Chapel Hill, North Carolina. During the school year, she works as a teacher, tutor, and academic coach at Carolina Friends School. She teaches creative writing classes to middle school students, but also works one-on-one with both middle and high school students in subjects ranging from writing to math to history and beyond. She also works extensively on her own projects, including the Lightspeed Theater Collection, in which she has developed multiple high-quality, age-appropriate scripts for middle school theater programs. She also happens to be an alum of the Young Writer’s Program at Duke, where she spent many wonderful summers cultivating her love of storytelling. She is thrilled to be back on campus as an instructor.                                                                                                                                                             

Jackie Turnwald, B.A. in Creative Writing & Psychology, Miami University; MAT-English, Duke

Jackie Turnwald is an Ohio native who has taught for 15 years ranging from Fulbright Teacher in South Korea to our very own Durham Public Schools.  Having traveled to 30 countries on five continents she has come to believe that only a truly engaged mind can experience the world.  Ultimately, she believes in encouraging students to develop their communication skills through the artful use of language, a robust knowledge of literature, and the emotional intelligence that gives us all the ability to connect.  At the end of the day she returns to her husband, her Belgian Shepherd, and their ever multiplying numbers of chickens.

Bridgett Wiley, B.A. in Political SciencePhotograph of Bridgett Wiley, North Carolina Central University; M.Ed. in Educational Leadership, Grand Canyon University

A good book can take you places!  At least that is what I have found to be true. When not reading, I enjoy teaching World History at one of the finest high schools in North Carolina.  I instill in all my students the love and joy of reading and writing and the way it can open doors of opportunity.  “Good readers become great thinkers and writers.”

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Technical Requirements

In order to fully participate in Duke Youth Programs Summer Online, you will need:

  • access to an email account for essential communications for your course.
  • speakers or headphones to hear instructors during live meetings, and a microphone to participate—a webcam is required.

Minimum requirements

These technical requirements apply to all Duke Youth Programs Summer Online classes for middle and high school students.


  • Computer running one of the following operating systems:
    • Window 7 or newer
    • Mac OSX 10.10 or newer
    • Access only to a mobile device will not be suitable for fully participating in Duke Youth Programs Summer Online.
  • 1 GB RAM available
  • 2 GHz or faster processor


  • Consistently reliable internet with at least 2k kbps available bandwidth
  • Chrome browser, latest two versions, with cookies enabled

Other requirements

Technical assistance

If you encounter difficulties with accessing you course, live meetings, online resources, or other technical materials, please contact

If you are having difficulty with hardware or with software unrelated to Duke Youth Programs Summer Online, you will need to seek technical assistance from the computer or software manufacturer.

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Duke Youth Programs Participation Agreement

The Program is an interactive, collaborative community of learners. Meaningful participation in the Duke Youth Program’s Summer Online program is the responsibility of the Participant, the Parent/ Legal Guardian, and the instructor.

It is the responsibility of the Participant to

  • log in and engage with instructor, peers, course activities, and course tools a minimum of five days a week;
  • respond within twenty-four hours to communications from instructors and Duke office staff;
  • notify the instructor at the start of the course about any planned absences, understanding that absences exceeding two synchronous sessions are against Program policy;
  • notify the instructor as soon as possible about any unplanned absences and take steps to prepare work for early or late submission, per the course make-up policy, and schedule submissions with the instructor;
  • check weekly announcements, course calendars, and activity checklists in order to stay up to date with assignments;
  • complete work on time in order to contribute to the community of learners;
  • actively engage in live and asynchronous discussions each week;
  • complete the majority of required assignments and assessments in order to receive a final evaluation;
  • know and understand the success criteria for individual assignments and assessments before attempting them;
  • know and understand the criteria for exemplary, successful, insufficient, and unsatisfactory work in the Duke Youth Program’s Summer Online Program; and
  • review and reflect on instructor feedback and look for and opportunities to apply feedback to new tasks.

It is the responsibility of the Parent/ Legal Guardian to

  • provide necessary resources (tools, time, and required technical equipment) for Participants to log in regularly;
  • review email and other notifications from program staff members regularly and, when needed, respond within twenty-four hours to communications from instructors and Duke office staff;
  • discuss your summer schedule with Participant during the application process, prior to the term, and at the start of the term, understanding that absences from online access exceeding two synchronous sessions are against Program policy;
  • communicate regularly with Participant about any unplanned absences so Participant can inform the instructor and arrange for early submission or make-up work;
  • check in with Participant weekly about coursework and progress in the course toward meeting success criteria and course completion;
  • know and understand the criteria for exemplary, successful, insufficient, and unsatisfactory work in the Duke Youth Program’s Summer Online Program; and
  • utilize the available resources to monitor your Participant’s participation and progress as needed.

It is the responsibility of the Duke Youth Program’s Summer Online Program instructor to

  • post weekly announcements, activity checklists, and make-up policies, and maintain an updated course calendar;
  • clearly communicate to Participants the expectations and success criteria for all assignments and assessments;
  • regularly provide timely feedback to Participants on assignments and assessments;
  • maintain the course gradebook so that Participants can accurately assess their progress;
  • provide a final evaluation that is reflective of the Participant’s work and follows the criteria for exemplary, successful, insufficient, and unsatisfactory work in the Duke Youth Program’s Summer Online Program;
  • respond to inquiries and communications from Participants and families within twenty-four; and
  • follow participation checkpoints and the program participation policy for instructors by messaging all Participants and families per the policy regarding class assignments and engagement expectations.

Duke Youth Programs Community Standard

  • I will take full advantage of the academic and social opportunities provided by Duke. I will apply myself to the best of my ability in my studies and participate fully in collaborative activities and the Duke community.
  • I will not lie, cheat, steal, or plagiarize in my academic and collaborative endeavors, nor will I support the actions of those who do.
  • I understand that Duke policies have been developed to promote the safety and enjoyment of the program for all participants. I will adhere to these policies and follow the direction of Duke staff members.
  • I will be honest, responsible and fair in all my activities as a Participant. I will conduct myself in a manner that is respectful of other Participants, Duke staff, and Duke digital spaces. I understand that harassment, intimidation, and bullying will not be tolerated.
  • I will share in the responsibility of maintaining an environment where individual actions do not violate the integrity of the community. I will accept responsibility for my own actions and accept the consequences of those actions.
  • I will view the Program as a community and will recognize the commonalities and respect the differences that make each Participant unique. I will abide by Duke University's nondiscrimination policy regarding race, color, religion, national origin, disability, veteran status, sexual orientation, gender identity, gender expression, sex, genetic information, and age.

Duke Youth Programs Digital Citizenship Agreement

The Duke Youth Program’s Summer Online program utilizes a variety of online resources and other tools and programs that require Participants to post, share, and publish work online in both protected and open environments. This agreement serves as a resource to help Participants maintain safety and privacy while interacting in online environments such as these. It is important that both the Participant and the Parent/ Legal Guardian carefully read and understand this agreement.

I will protect my identity in all online environments. This includes not sharing your email address, home address, phone number, full name, birthdate, location, school name, or any other information that might pose a privacy or security risk.

I will protect the security of my fellow classmates, instructor, and Duke information by not sharing information in our Duke online community with others. It is important that Duke online communities are a safe and welcoming space to share ideas and work. Therefore, it is very important that you don’t share the course content, participant information, or participant work with anyone other than your parents.

I will manage my own passwords. It is crucial that you develop a secure password for all sites, and that you never share that password. You are responsible for managing all passwords you create. Should your instructor assign a tool that requires you to create an account, you will need to remember that password on your own.

I will be responsible for maintaining or deleting my accounts. You are solely responsible for what happens with the accounts you create after the conclusion of your Duke Youth Program’s Summer Online course. Duke and your instructor may share links to your products or capture screenshots of your work, but you own both the products and the accounts you create. It is recommended that you go into the settings of these accounts and change the email address to a personal email at the conclusion of your course. We request that you keep all accounts and products active for one week following the conclusion of your session to ensure your work can be properly assessed and evaluated by your instructor. Deleting these products before that date could result in an incomplete program evaluation from Duke. After August, you may choose to either maintain or delete these accounts. Duke will not be able to assist you with retrieving passwords or products from these accounts, either during or after the course.

I will use my Sakai account to communicate with classmates and my instructor. All course-related communications should be from your Sakai account to your instructor or classmates’ Sakai accounts. You should never use a personal account for course communications.

I will exhibit appropriate behavior online. Many internet tools allow for a wide range of interaction, including comments, posts, discussions, and peer feedback. Everything you write or share online is a reflection of you, and should be treated as both permanent and public. It is your responsibility to make wise decisions about how you want to be perceived by instructors and classmates, as well as potential schools and employers that might one day see the interactions you have had online. Commit to only sharing appropriate information, images, and multimedia resources.

I will respect myself and others at all times. Never share a post, comment, or image that could be perceived as disrespectful. Do not engage with or respond to inappropriate or disrespectful posts or images. Report inappropriate activity to your instructor or Duke.

I will adhere to copyright laws and fair use guidelines. It is important that you never use copyrighted work without permission, and that you always credit the original producer of the work. This includes text from books or websites, images, videos, and any other resource you obtain. This is particularly important when you are creating and sharing things online that could potentially have a public audience that may interpret these items as your own work. If you are unsure of whether you might be using copyrighted materials, refer to the Duke Youth Program’s Summer Online polices or seek the help of your instructor. “I didn’t know” is not an excuse for plagiarism or copyright infringement.

I understand that it is my responsibility to read the terms of use or service and adhere to any age restrictions. Most web tools have specific age restrictions and terms of use that they expect users to follow. These are typically located at the bottom of all pages, particularly the home pages. It is your responsibility to read, understand, and follow these guidelines. Duke will never expect or require you to use any tool in a manner that violates the terms of use or age restrictions. If you aren’t sure whether you can complete an assignment due to age restrictions, seek the help of your instructor immediately.

I will contact my instructor or Duke staff if at any time I feel uncomfortable about online activity related to my course. You have the right to feel safe and protected when utilizing online tools and resources. If at any time you feel uncomfortable, or experience or witness instances of bullying, harassment, inappropriate language or content, please contact your instructor or Duke staff as soon as possible. If you are concerned about the manner in which you are being asked to share an assignment, your instructor can offer an alternative method or tool, or an alternate assignment.

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1. REGISTER ONLINE with our secure, real-time registration system to pay by credit card. Please add the class to your shopping cart and follow the instructions for checking out. You will be asked to create a new account, if you do not yet have one. You must select the Youth Participant option when creating the student's account. You will receive email notification of your registration and payment. If you have not received this notification within four business days or if you have any questions, please call 919-684-6259.

2. Telephone during normal business hours: 919-684-6259.

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