Welcome to the School of Innovation Foundations at TAEJAE University, an exceptional institution dedicated to fostering a new generation of globally minded innovators and leaders. At the heart of our mission is the belief that the world’s most pressing challenges require innovative solutions driven by individuals who possess not only deep technical knowledge but also the ability to think critically, creatively, and collaboratively.
Our curriculum is designed to empower students with the foundational skills and knowledge needed to excel in a rapidly changing world. The School of Innovation Foundations is guided by six key competencies that are woven throughout our programs and courses, providing a holistic approach to education that promotes the development of well-rounded, intellectually versatile individuals who display empathy and compassion. By nurturing students’ ability to think critically and creatively, communicate and collaborate across cultures in a global environment, and understand and share the feelings of others, we cultivate compassionate problem-solvers who can create meaningful change in the world.
Students are encouraged to think analytically and systematically, evaluating information and ideas from multiple perspectives to make informed decisions and solve complex problems.
Students are given knowledge and skills that help them to produce new and useful solutions to difficult problems. They learn to use heuristics that strengthen their abilities to devise new ideas and select those that are most appropriate for a specific situation.
We foster an environment that inspires students to explore new ideas, experiment with novel approaches, and embrace unconventional solutions, ultimately equipping them with the tools to drive groundbreaking change.
As the world becomes increasingly interconnected, the ability to navigate and thrive in multicultural settings is crucial. Our programs emphasize the importance of understanding, respecting, and appreciating different cultures, perspectives, and values.
In today’s dynamic landscape, the ability to adapt, learn, and grow is essential. We support students in becoming lifelong learners, providing them with the tools to identify knowledge gaps and seek out resources that will enhance their personal and professional growth.
Recognizing the critical role that sustainability plays in ensuring a prosperous future, we instill in our students a deep appreciation of the long-term impact of their decisions and the importance of developing innovative solutions that promote environmental, social, and economic well-being.
The School of Innovation Foundations also emphasizes a dynamic classroom environment that prioritizes active learning. We believe that students learn best when they are engaged, challenged, and inspired. Our faculty employs a diverse range of teaching strategies, from hands-on projects and group activities to real-world simulations and case studies, ensuring that our students not only acquire a wide range of skills and knowledge but also develop the confidence to apply them in practice.
In the School of Innovation Foundations, we prepare students to pursue whatever fields inspire them by developing a foundational set of cognitive and affective knowledge and skills that will provide a framework for specialized study. After completing the school’s requirements, students are prepared to pursue their fields of study to become the next generation of change-makers who possess the skills, knowledge, and mindset necessary to create a brighter future.
All TAEJAE students are required to take eight courses in the School of Innovation Foundations. Six of these courses are required; two are electives. All courses focus on at least one of the key competencies of the university.
In this course, students learn best practices for thinking critically. Students develop intellectual virtues of thoughtfulness, reflection, and perceptiveness, and learn proven skills for detecting falsehoods and unsound arguments. Students also learn to weigh the credibility of various sources of information and to analyze and reflectively interpret their own judgments and intuitions. These traits, skills, and practices will help students be responsible citizens, perceptive thinkers, and virtuous leaders.
This course addresses how to use creative thinking methods to solve problems. The course starts with a discussion of creativity and the process of thinking creatively to solve problems. Next, students learn various methods to spur novel and innovative ideas, and then they learn to select the most promising solutions from those they’ve generated. Finally, they consider how biases can impede the creative thinking process and consider ways to overcome bias to solve problems more effectively.
This course helps students to develop the foundational knowledge and skills necessary to become leaders in a global society. Students develop cultural competence and empathy, which includes the ability to effectively interact, work, and solve problems with people of various cultural backgrounds. Students will identify the characteristics of global society and the challenges and opportunities created by an increasingly interdependent world with rapid digital transformation. They will recognize and respect diversity, identify and evaluate diverse perspectives on complex subjects, and analyze complex global issues while evaluating potential solutions.
This course discusses the value and interrelation of curiosity, interests, and self-directed learning. We consider each of the components of this triad independently and then in combination as a part of the project of developing the highest and best version of the individual self. We begin by examining the role of curiosity and subsequently consider how to foster it. Then, we turn to identifying and developing interests through curiosity. Students will deeply analyze a variety of proven learning strategies that can be used to explore new interests. We will also explore the efficacy of AI as a self-directed learning tool. This course teaches the importance of lifelong growth and development of the individual.
This course addresses how to use data analysis and storytelling techniques to interpret data to create strong arguments. The course starts with a review of data analysis approaches and fundamental statistics. Next, students use visualizations and dashboards to illustrate how data can be used to influence stakeholders. Finally, students demonstrate their learning by way of a scenario-based project, where they use data visualizations and persuasive storytelling techniques to influence authentic real-world decisions.
This course analyzes major approaches to judgment and decision-making. The course starts with a discussion of basic distinctions among the major approaches, and then considers how judgments and decisions might be flawed due to common cognitive biases. Next, the course explores how human beings make choices using real-world case examples. Finally, the course concludes with an evaluation of moral judgment and decision-making, and an analysis of the importance of understanding judgment and decision-making for our lives. Throughout the course, students apply theoretical concepts to real world situations during active learning exercises.
This course helps students develop crucial communication skills necessary to thrive in a technologically advanced and intercultural global community. Students focus on building their own skills in written and oral communication. Students will develop writing skills for academic and professional settings and persuasive strategies to communicate effectively in a range of contexts. Students also analyze and develop interpersonal communication skills integral to working in a global digital community.
This course discusses why and how complex modern societies require leaders who can adapt themselves and their organizations to respond to changing circumstances. We consider the personal and organizational leadership skills that are required to make these changes which demand constant, critical self- and organizational analysis. We analyze the ability to identify personal and organizational problems, to respond preemptively, and to foster teamwork. Additionally, the course discusses why and how individuals must cultivate within themselves and their organizations an understanding of core values, strengths and weaknesses, an awareness of and expertise in interpersonal relations (including conflict resolution, negotiation, and collaborative decision-making skills), basic change principles, and an understanding of cross-cultural leadership traits.
This course helps students identify, analyze, and engage with the social systems and structures at play in the world. They learn important concepts from sociology and social psychology, and then apply those to the global community. They learn about the roles that people play within these systems and the ways that individuals from differing systems can relate through shared values. Students learn about their own roles within these systems, and how their identities may be affected by them. Students use empathy to recognize how these systems affect those with different social roles or in different social structures. Finally, they investigate challenges that arise within social structures and learn to develop and apply solutions for addressing and mitigating those challenges.
This course helps students learn how to apply scientific concepts to global sustainability challenges. Students are introduced to the idea of sustainability and apply their understanding by examining and evaluating the United Nations’ Sustainable Development Goals. Over the course of the semester, students delve into each of the areas outlined by the UN’s SDGs. In doing so, they utilize ideas from many scientific, social science, and liberal arts fields including biology, chemistry, ecology, environmental science, technology, engineering, social sciences, and the humanities. They apply theories from each of these domains to analyze the UN’s sustainability efforts and cultivate their own novel approaches.
Ph.D. / University of Southern California / English and Gender Studies
Dr. Elizabeth Callaghan is an innovative and experienced educator who is focused on curriculum design, incorporating the science of learning into pedagogy, and promoting active learning in diverse classrooms. She received her B.A. in English and World Literature from UCLA, her M.A. in English from UC Irvine, and her Ph.D. in English and Gender Studies from the University of Southern California. She has taught in high school and college classrooms and was previously an Assistant Professor and course designer at The Minerva Schools at KGI. Most recently, she has served as the Dean of Foundry College. She currently also serves as Vice-President of Active Learning Sciences, Inc. She is passionate about creating inspiring curricula that give students real world skills and connect concretely to their life experiences.
• Vice President, Active Learning Sciences, Inc. (Jan 2021 – Present)
• Dean, Foundry College (Dec 2020 – Dec 2021)
• Dean of Faculty Affairs, Foundry College (Mar 2020 – Dec 2020)
• Faculty Coordinator & Lead Curriculum Designer, Foundry College (2018 – 2020)
• Assistant Prof, of Curriculum Design, Minerva Schools (2014 – 2016)
• Assistant Lecturer, University of Southern California (2006 – 2009)
• Research Scholar, Center for the Study of Women, UCLA (2009 – 2011)
• Panelist, WASC Accreditation Panel: The USC Core Panel (Fall 2008)
• Curriculum Coordinator and Trainer, USC Thematic Option Honors Program (2007 – 2008)
• Panelist: “Regency House Party Roundtable.” “Parties/Shared Space”, USC Graduate Conference (2005)
• Fellow, USC Space and Culture Initiative (2004 – 2005)
• “Domestic Topographies: Touring the House in David Copperfield”, “Exposing the Nineteenth Century: Interiors, Interiority, and Introspection”, Rutgers University (2004)
• Panel Chair, Critical Theory, PAMLA (2003)
• “‘A truly melancholy consideration’: Gendered and Racialized Subjectivity in Uncle Tom’s Cabin.” PAMLA, Critical Theory Panel (2002)
• Chaparral Teaching Award for Excellence in Reaching Young Poets, California Federation of Chaparral Poets (1999)
• Outstanding District Intern, LAUSD (1997)
• Phi Beta Kappa, UCLA (1993)
• Co-Editor, (Forthcoming), <The Inspired Hybrid Classroom>, Boston, MA: Alinea Learning.
• K. Merritt, E. P. Callaghan, & S. M. Kosslyn (Eds.), (Forthcoming), <Effective Learning Objectives in the Hybrid Classroom>, Boston, MA: Alinea Learning.
• E. P. Callaghan, (2010), “Femininity in Flight: A History of Flight Attendants”, Women’s Studies: An Interdisciplinary Journal.
• E. P. Callaghan, (May 2009), “Domestic Topographies: Gender and the House in the Nineteenth Century British Novel”, University of Southern California.
• E. P. Callaghan, (2007), “Charles Dickens’s ‘The Signalman’”, Companion to the British Short Story and Short Fiction. Ed. Andrew Maunder. New York: Facts on File.
• E. P. Callaghan, (2007), “Charles Dickens’s ‘Poor Relation’s Story’”, Companion to the British Short Story and Short Fiction. Ed. Andrew Maunder. New York: Facts on File.
Ph.D. / Stanford University /
Chinese Language and Culture
E-mail : firstname.lastname@example.org
• Assistant Professor, Department of Innovation Foundations, Taejae University (2023 – Present)
• Stanford Alumni Association Community Impact Award (2019)
• Outstanding Thesis Award, Hopkins-Nanjing Center for Chinese and American Studies
• Hazard, David., (2020), “‘Rivers and Lakes’: Alternative Sovereignty in the Chinese Popular Imagination”, Stanford University.
• Adjunct Professor, Algoma University (2022 – 2023)
• Project Associate Professor, University of Tokyo (2017 – 2021)
• Shokutaku Professor, Sophia University (2013 – 2017)
• Japanese Society for the Promotion of Science (JSPS) Grant-in-aid for Scientific Research (Category ‘C’) (2019 – 2021)
• Nault, Derrick M., (2021), <Africa and the Shaping of International Human Rights>, Oxford: Oxford University Press.
• Nault, Derrick M., Bei Dawei, Van Voulgarakis, and Rab Patterson (Eds.), (2013), <Experiencing Globalization: Religion in Contemporary Contexts>, London: Anthem Press.
• Nault, Derrick M., and Shawn L.England (Eds.),(2011), <Globalization and Human Rights in the
Developing World>, Basingstoke, UK: Palgrave MacMillan.
Ph.D. / University of Washington /
Comparative Literature (Minor: Music History)
E-mail : email@example.com
• Lecturer, University of Washington (2022 – 2023)
• Adjunct Faculty, Seattle University (2023)
• Adjunct Faculty, Northwest University (2020)
• Research Society of Victorian Periodicals Merit Award (Apr 2023)
• Distinguished Teaching Assistant Award, University of Washington (Jun 2022)
• Graduate Student Conference Award, University of Washington (Mar 2022)
• Kuyper Fellowship (2019 – 2020)
• Historical Poetics Travel Award, Princeton University (Nov 2019)
• Raimonda Modiano Graduate Student Research Award (May 2019)
• Graduate & Professional Student Senate Travel Grant (Aug 2018)
• North American Victorian Studies Association Travel Grant (Nov 2017)
• Modern Language Quarterly Travel Grant (Dec 2016)
• 18C & 19C Research Cluster Project, University of Washington (2016 – 2018)
• Top Scholar Award, University of Washington (2014 – 2015)
• (Forthcoming Summer 2023), “Dissonant Poetics in George Eliot’s ‘A College Breakfast Party.’” Victorian Poetry.
• (Solicited, in preparation), “The Narrative of Madness in Hoffmann’s Rat Krespel.” Reading Texts in Music and Literature of the Long Nineteenth Century. Edited by Phyllis Weliverand Katharine Ellis. Boydell & Brewer.
• Lee, H.E., (2023), Review of Birdsong, Speech and Poetry: The Art of Composition in the Long-Nineteenth Century by Francesca Mackenney, Review 19.
• Lee, H.E., (2022), “The Burden of a Song in Victorian Women’s Poetry”.
Ph.D. / University of Nottingham /
Creative Writing (Research in Cognitive Poetics)
E-mail : firstname.lastname@example.org
• Tutor of English for Academic Purposes, University of Nottingham (2017 – 2022)
• Associate Professor of English Literature, Seokyeong University (2011 – 2017)
• Visiting Professor of English Language and Literature, Catholic University of Korea (2008 – 2010)
• Justice, S., (2023), Style in Narrative: Aspects of an Affective-Cognitive Stylistics by Patrick Colm Hogan, Journal of Languages, Texts, and Society.
• Justice, S., (2021), “Maximum Occupancy: A creative and critical exploration of how Text World Theory can be used when writing literary texts to communicate emotional experience”, University of Nottingham.
• Sweeney, D., Hawker, I., Justice, S., & amp; Byrne, N., (2019), ”Reflection in Practice: The what and the how; A study of how university teachers use reflective practice in their university teaching and professional contexts”, University.
Ph.D. / Old Dominion University /
E-mail : email@example.com
• Associate Professor, University of Maryland Global Campus (2005 – 2022)
• Instructor of IR and Diplomacy (online), Norwich University (2005 – 2022)
• Assistant Professor of International Relations, Keimyung University (Aug 2008 – Dec 2012)
• Assistant Professor of Political Science and IR, Thammasat University (Aug 2003 – May 2007)
• One of 2 selected to help craft the Constitution of the State of Kaya, Republic of Myanmar (2023)
• UNG – Ecore Teaching Excellence (2021)
• SNHU Excellent in Online Education (2016)
• Stanley Drazek Outstanding Teaching Award UMGC (2006 – 2013)
• Shirley, S. B., (2007), <Butterfly Whispers: The Philosophy of Zhuang Zi>, Bangkok, Thailand: Cold Tree Press.
• Shirley, S. B., (2004), <Guided by God: The Legacy of the Catholic Church in Philippine politics>, Singapore: Marshal-Cavendish International.
Ph.D. / Korea University /
Educational Administration and Higher Education
E-mail : firstname.lastname@example.org
• Lecturer, Korea University (2022 – Present)
• Kang, M.S., Kim, H.S., Kim, H.K., Joo, Y.H., (2023), “Exploring ways to strengthen artificial intelligence and digital utilization education policies for teachers”.
• Shin, H.S., et al., (2023), <Education policy paradox in Korea: Research and practice>, Seoul: Parkyoungstory.
• Shin, H.S., Ahn, H.J., Kang, M.S., (2022), “Analysis of paradox in private school policy by the Moon Jae-in administration: Focusing on D. Stone’s ‘Interest’ Paradox”, The Journal of Educational Administration.
• Choi, J.H., Kang, M.S., (2021), “A study on issues of the precedents regarding restrictions on qualification of superintendent”.
• Kang, M.S., (2021), “A case study of K University on the phenomenon of Academic Capitalism”, The Korea Educational Review.
• Kang, M.S., (2021), “A study on career decision network of specialized high school students”, The Korean Society for the Study of Career Education.
• Kang, M.S., Lim, S.J., Choi, J.H., (2021), “A grounded theoricapproach on the change of career decision-making in special education”, The Korean Society for the Study of Career Education.
• Shin, H.S., Kang, M.S., Choi, J.H., (2021), “A study on the paradox analysis of student human rights enhancement policy through the enactment of ordiance”, Institute of Educational Research.
• Kang, M.S., Choi, J.H, Shin, C.H., (2020), “A study on the pedagogical paradox revealed in the practice of character education policy”, CNU Journal of Educational Studies.
Ph.D. / Yonsei University /
Counseling & Coaching
E-mail : email@example.com
• Adjunct Professor, Hanyang University (Sep 2020 – Aug 2022)
• Instructor, Yonsei University (Sep 2020 – Aug 2022)
• Counselor, Minerva University (Aug 2017 – May 2021)
• Counselor, Yonsei University Counseling & Coaching Center (Jan 2015 – Feb 2020)
• Excellence in Teaching Award from Yonsei University (Dec 2022)
• Chu, Hee Yeon, <Manual for counseling international students>.
• Kim, Seon mi et al., (2019), <Qualitative research methods: An ethnography of Sewol Ferry Square>, Seoul: Parkyoungstory.
• Sung, Kie Jung et al., (2018), “Spiritual intelligence assessment for adolescents’ resource development in counseling setting: An exploratory case study”, Korean Journal of Christian Counseling.
• Chu, Hee Yeon, (2015), “Grief counseling to help children’s adjustment following parental divorce”, Yonsei Journal of Counseling and Coaching.