While Play-Doh might not immediately come to mind as an instructional aid for computer science courses, assistant professor Eunice Jun has found it to be an effective learning tool for students designing code prototypes. She explained to the curious audience of new UCLA instructors gathered in the Luskin Conference Center that the material helps students actively engage with course concepts in a memorable way. The attendees’ enthusiastic response to the practice highlighted the appeal of finding innovative teaching strategies to promote student engagement.
More than 80 instructors participated in the New Instructor Teaching Institute (NITI), a two-day professional development event organized by the UCLA Teaching and Learning Center (TLC). Educators new to campus explored teaching frameworks to support all learners and help foster a welcoming classroom community. With a resource fair featuring campus partners, panel discussions, and workshops, the Institute also allowed attendees to explore the instructional resources on campus as well as build professional relationships with one another.
The workshops at the New Instructor Teaching Institute introduced effective teaching strategies to instructors by encouraging them to reflect on their own experiences as students. In “Setting the Stage: Building Community and Fostering Belonging,” attendees looked back at times when they felt excluded from a class and reflected on how that feeling affected their academic experience. TLC staff then shared practical steps on how instructors can set the right tone for their classes through their course materials and activities.
“Evidence suggests that when instructors make an effort to get to know their students, they exhibit greater resilience because they feel more connected to both their class and their broader university community,” explained Lisa Felipe, Interim Director of Educational Development Programs and an organizer of the Institute who also served as the session’s facilitator. “Hopefully the reflection will inspire [participants] to think of ways to incorporate inclusive teaching practices to foster student belonging as part of their teaching practice.”
By introducing instructors to a variety of teaching concepts and support services at UCLA, the New Instructor Teaching Institute also foregrounded the opportunity to try new classroom approaches throughout the academic year.
“There is a real need for us at this moment to embrace innovative teaching strategies,” noted Vice Provost for Teaching and Learning Erin Sanders O’Leary during her opening remarks. “If we can normalize the trial and error of implementing new tools and processes, we can continuously improve our instruction.”
Instructors were further encouraged to experiment and accept imperfection during an interactive panel discussion with experienced UCLA instructors who shared perspectives and advice.
“The lectures that my students remember the most are the ones I feel like went the worst,” shared Jun, who was one of the panelists. She emphasized that helping students effectively grasp key concepts means accepting mistakes might happen while trying something new, which, incidentally, might also make the material stick. “The less perfect a class is, the more engaged students might be.”
Through this focus on embracing imperfection, participants felt encouraged as they prepared to teach in a new environment.
“When you’re doing something for the first time, it’s very easy to invoke a deficit mindset and minimize relevant skills or attributes you already possess,” said attendee Faith Deckard, an assistant professor of sociology. “The biggest takeaway from the Institute for me was the reminder that, while there will be a learning curve, I’m not starting from zero. I know how to adapt, I’ve had a ton of practice explaining concepts to different audiences . . . more than anything, I need to trust myself.”
For organizers like Felipe, the Institute also showed new instructors where they can find additional support when they need it in the future.
“My hope is that those who participated in NITI can feel at ease knowing that the TLC is here to support them when they need help with their teaching and that they can count on us to point them in the right direction so that they or their students can get the help they need,” she emphasized.