Our Mission
We foster inclusion, innovation, and pedagogical growth in the UCLA teaching community in order to transform teaching and create meaningful student learning experiences.
Our Values
- We value EQUITY inside the classroom and out and believe equity-minded teaching contributes to an inclusive campus environment where all students can thrive.
- We value COLLABORATION and aim to build learning communities where all students, instructors, and staff have agency to drive teaching innovation.
- We value a GROWTH MINDSET and strive to help educators develop responsive teaching practices that support resilient learning.
- We value intentional REFLECTION as a practice for centering lived experiences and evolving aspirations for both teachers and students.
We offer a variety of consultations to all instructors, including full- and part-time faculty, graduate students, and Postdoctoral Scholars. [See more about consultations services we offer…]
Our Programs
FOR FACULTY
We host a variety of learning opportunities for faculty in all disciplines, including weekly lunch series, special topics workshops, and teaching events. [See more about our Faculty Programs…]
FOR GRADUATE STUDENTS
We offer various teaching related opportunities for graduate students, including Teaching Assistant (TA) training and other professional development programs. [See more our programs for graduate students…]
GRANT PROGRAMS
We provide grant funding to instructors and departments to support innovation, experimentation, and development of undergraduate curricula and pedagogy. [See more about our grant programs…]
Our Team
Kumiko Haas, Ph.D.
Biography
Dr. Kumiko Haas works with individual faculty and oversees the development and implementation of programs, services and activities across all UCLA schools and colleges in support of innovative instructional improvement. She develops and teaches intensive training programs, workshops, and seminars on issues of pedagogy, course design, and instructional methods for new and experienced instructors. Her current responsibilities include development and implementation of faculty engagement programs and teaching assistant training program. These include the New Faculty Teaching Engagement (NFTE), the Collegium of University Teaching Fellows Program (CUTF), TA Training Program (TATP), and Test of Oral Proficiency (TOP) and oversight of the Instructional Improvement Grant Programs (IIP Grants). She also oversees the UCLA Community Based Learning Programs.
Dr. Haas received her Bachelor of Arts degree from the International Christian University in Tokyo, and earned an M.A. and Ph.D. in Psychology from UC Berkeley. Her doctoral work at UC Berkeley and post-doctoral work at California State University, Los Angeles examined cultural and familial influences on student motivation, learning and academic success. Her expertise is in curriculum development, pedagogy, student learning, as well as student mentoring and advising.
Beth Goodhue, Ph.D.
Biography
Dr. Elizabeth Goodhue is Associate Director for Faculty Engagement at UCLA’s Center for the Advancement for Teaching, where she develops and leads pedagogy workshops and other events, facilitates faculty learning communities, and builds resources to support effective and inclusive teaching and learning at UCLA. Beth also supports several of CAT’s programs for advanced graduate students and future faculty initiatives, including the TAC Academy and Collegium of University Teaching Fellows. Prior to joining CAT in 2019, Beth served as Associate Director for Engaged Teaching at the UCLA Center for Community Engagement, where she collaborated with faculty and graduate students to develop community-engaged courses and directed the center’s academic internship program. She launched UCLA’s first campus-wide 495 course on community-engaged pedagogy, and also regularly teaches community-engaged undergraduate courses on children’s literature and childhood literacy and on public humanities research and practice. Beth is the author of articles on service learning pedagogy and on community engagement in graduate education, and also frequently collaborates on research projects with colleagues from the Imagining America public arts and humanities consortium. She received her B.A. in English and Creative Writing from the University of Arizona before going on to earn a Ph.D. in English from UCLA.
Biography
Caroline Kong
Biography
A self-proclaimed instructional and ed tech enthusiast, Caroline thrives off collaborative work, as she partners with faculty and TAs to assist them with course design, identify the best uses for technology in instruction, and provide support in implementing education technology in class – largely to help faculty and TAs looking to engage students with their learning. With more instructors wanting to incorporate technology in their teaching, she finds the challenge exciting. She is constantly on the hunt for inspiration among my colleagues, higher ed blogs, and chat rooms.
Teaching philosophy/statement: My intention is to work collaboratively with faculty and graduate instructors to help increase the effectiveness of their pedagogy. I leverage my comfort with educational technology to create intentional space for my educators to practice their teaching. My hope is to be able to engage each learner as a scientist (as learning is a science) in their quest to grow and discover resources at their fingertips. I am proud to be at UCLA, an institution that has cultivated many curious thinkers and encourages open inquiry and learning.
Ask me about: All things instructional and educational technology (in-class polling tools, Calendly, Google Suite, etc) in the classrooms, Bruin Learn.
Biography
Biography
