Academic

Please join us for a foundational workshop on how to give effective feedback to students. Whether you’re leading a large lecture course or a small discussion section, this session will prepare you with equity-minded practices to support students in developing a growth-mindset and feedback literacy, as well as foster a classroom culture where feedback is valued. This Zoom session is open to all instructors, including faculty, TAs, and postdocs. Please contact instructorsupport@teaching.ucla.edu if you have any questions.

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The mindful writing retreat will integrate simple techniques from mindfulness to support the writing process and cultivate an approach to writing that fosters balance, self-care, and well-being. Please bring a current writing project because much of the retreat time will be allocated for writing. All sessions will be remotely conducted via Zoom.

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In this session, participants will explore how modernized classroom spaces can engage students and support meaningful active learning. Through guided practice and reflection, attendees will examine how flexible classroom layouts and integrated technologies support pedagogical goals. Participants will engage in hands-on experiences designed to foster collaboration, deepen content processing, increase student engagement, and promote inclusive participation. Attendees will leave with practical ideas for creating dynamic, student-centered learning environments in their own courses. This session is designed for graduate students, TAs, and postdocs. All instructors are welcome to attend. What is Practice and Play with EdTech The Practice and Play with EdTech series offers instructors a hands-on opportunity to explore teaching tools and strategies with TLC staff. Each session begins with a brief overview of a tool followed by a guided exercise and time to explore and apply the tool to participants’ own course

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This workshop gives an overview of organization, time management, writing process issues and writing strategies. Recommended for people in the early stages of the dissertation, but useful for all stages.

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Katharina N. Piechocki, Associate Professor in the Department of French, Hispanic and Italian Studies at The University of British Columbia, Vancouver, presents "Somatmospheres: Atoms, Ambiance, and Nascent Sky Bodies in the Work of Athanasius Kircher, María de Jesús de Ágreda, and Sor Juana." This Zoom talk brings into a Transatlantic dialogue three seventeenth-century writers who explored sky bodies through the joint lens of science, poetic thought, and religion, recurring to what was then a relatively new vocabulary, such as “atmosphere” or “ambiance”.

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The Bruin Underground Scholars (BUS) End of Year Celebration is a gathering to honor and celebrate the accomplishments, resilience, and leadership of formerly incarcerated and system-impacted scholars at UCLA. This event brings together students, campus partners, families, and community members to recognize the journeys and achievements of our scholars throughout the academic year.

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Join us for a celebration and conversation commemorating the publication of Data Consciousness: Reframing Blackness in Contemporary Print, edited by Dr. Tiffany Barber. This volume accompanies the exhibition of the same name, which was featured at Print Center New York, from September 18–December 20, 2025. The book features contributions from Dr. Safiya Noble and Los Angeles-based designer and artist Silas Munro, whose work appeared in the original exhibition, alongside his colleague Randa Hadi, who served as the lead designer for the book. The event includes a conversation between Dr. Barber, Dr. Noble, Munro, and Hadi, followed by a showcase of graduate student research at the intersection of Black Studies, Critical Data Studies, and Aesthetics. Data Consciousness Reframing Blackness in Contemporary Print engages with the intellectual legacy of W.E.B. Du Bois and his contributions to sociology, art, and aesthetics. Through this engagement, they explore how technology and data increasingly mediate issues of race, identity, and equity.

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Need some study time outside the library? Join the Graduate Student Association (GSA)’s External Vice President and GSRC for a Study Jam on Tuesday, June 2, for some studying and snacks!

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A central figure in the literary and cultural spheres of the late nineteenth century, Oscar Wilde (1854–1900) was also the originator of Irish modernism. Still, literary scholarship has largely sidelined his powerful influence over this movement. Regarded by his contemporaries as an outstanding artist, critic, and public intellectual until his imprisonment in 1895, current research on Wilde tends to confine his leading presence within the late Victorian aesthetic and decadent movements. By highlighting this overlooked aspect of Wilde’s legacy, “Oscar Wilde’s Modernist Legacies” will raise critical and theoretical awareness of his influence over modernist innovation not only within the field of literary production but also in related artistic areas in Ireland and beyond.

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A central figure in the literary and cultural spheres of the late nineteenth century, Oscar Wilde (1854–1900) was also the originator of Irish modernism, though literary scholarship has largely sidelined his powerful influence over this movement. By highlighting this overlooked aspect of Wilde’s legacy, and drawing on the Clark Library’s imposing archive, the “Oscar Wilde and His Literary Circle Collection,” this conference will explore the dialogues that these figures established, and raise critical and theoretical awareness of Wilde’s influence over modernist innovation, not only within the field of literary production, but also in related artistic areas in Ireland and beyond.

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This session introduces adaptive equity-oriented pedagogy (AEP). AEP adapts evidence-based practices (e.g., grading for equity, AI, formative assessments, UDL) to address barriers to student learning. Research studies show that, compared to active learning courses, instructors applying AEP increase average achievement by over a letter grade for all students. AEP also supports positive psychosocial outcomes (e.g., motivation, sense of self-efficacy, sense of community) across disciplines and college contexts. This session highlights strategies that instructors have used to adjust teaching, address equity barriers to learning, and increase achievement in over a dozen courses. It also shares findings on how AEP-Al supported greater student engagement and success across college courses. Presenter Bio: Andrew Estrada Phuong is an assistant professor in the Department of Education Studies at UC San Diego. He earned a master’s degree from Harvard and a PhD from UC Berkeley. His research examines how adaptive equity-oriented pedagogies (AEP), artificial intelligence, and professional development improve student achievement and positive psychosocial outcomes such as motivation, sense of self-efficacy, belonging, and reduced stereotype threat. In over a dozen STEM courses in Computer Science, Data Science, Mathematics, and Statistics, his work has demonstrated that AEP-based professional development increased instructors’ equitable teaching competencies. Instructors have leveraged these competencies to improve their students’ success at scale. He has taught STEM pedagogy courses and co-developed award-winning, campus-wide programs that supported instructors, staff, and managers in using AEP to improve learner success at scale. His work has been recognized with the Teaching Effectiveness Award, the UC Berkeley Chancellor’s Outstanding Staff Team Award, the 2024 Robert J. Menges New Researcher Award from the American Educational Research Association’s (AERA) Faculty Teaching, Evaluation, and Development SIG, and the POD Network’s 2025 Robert J. Menges Award. His work was featured in Times Higher Education, and UC San Diego Today called him “The Teaching Transformer.”

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Virtual Option Added! Due to extensive interest in the UCLA Teaching Symposium, a virtual option is now available for the keynote address and faculty panel discussion. The afternoon sessions will only be available to in-person attendees. Please register to attend by June 5. All members of the UCLA community are welcome to join the symposium’s virtual sessions. For questions or additional information, contact help@teaching.ucla.edu. The UCLA Teaching and Learning Center’s inaugural symposium will provide a forum for dialogue on the impact of emerging technologies. Presenters and participants will thoughtfully address AI’s evolving role in teaching and learning from a variety of perspectives, and live demonstrations will showcase various tools for responsibly integrating AI into courses. The symposium will include: Keynote Address by Terence Tao Terence Tao, professor and the James and Carol Collins Chair in the UCLA College of Letters and Sciences, will examine the implications of AI in higher education. Learn more about the keynote speaker. Panel Discussion A group of faculty experts will illuminate the implications of AI’s presence in higher education. Concurrent Sessions Flash talks and roundtables will showcase examples of how instructors have developed and integrated AI tools. Technology Exposition and Social Hour Hands-on demonstrations to explore AI tools for teaching and learning.

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Learn more about the fellowships available for AB540 and non-AB540 opportunities this upcoming academic year 2026-27.

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