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.

Critical Thinking

Students are encouraged to think analytically and systematically, evaluating information and ideas from multiple perspectives to make informed decisions and solve complex problems.

Creative Thinking

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.

Communication and Collaboration

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.

Cross-cultural Skills

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.

Self-directed Learning

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.



Dean of the School of Innovation Foundations

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.

Ph.D. in English and Gender Studies, University of Southern California (USC)

M.A. in English, University of California, Irvine

B.A. in English and World Literatures, University of California, Los Angeles (UCLA)

Minerva Schools

AH 50: Multimodal Communications

IAH 51: Multimodal Communications II


University of Southern California

•  Assistant Lecturer and Course Designer, CORE 112 Honors Writing Seminar, “Natural Born Killers: Stories of the American Serial Murderer”

•  Guest Lecturer, “Culture and Values: Varieties of Love and Literary Form” (Dr. Joseph Boone)

•  Assistant Lecturer and Course Designer, CORE 112 Honors Writing Seminar, “The Return of the King: Re-Visioning Arthurian Legend” 

•  Guest Lecturer, “Culture and Values: Family Feud” (Dr. Margaret Russett)

•  Assistant Lecturer and Course Designer, CORE 112 Honors Writing Seminar, “Haunted Houses: Terror and the Home” 

•  Assistant Lecturer, Writing Seminar I

•  Instructor, Writing and Critical Reasoning

Student Advisor, Minerva Schools at KGI.

Research Scholar, Center for the Study of Women, UCLA.

Panelist, WASC Accreditation Panel: The USC Core Panel, Fall 2008.

Curriculum Coordinator and Trainer, USC Thematic Option Honors Program.

Fellow, USC Space and Culture Initiative.

Panel Chair, Critical Theory, PAMLA.

Conference Co-Chair, “Monster and Critic: Transactions Among Art, Critique, and Culture(s),” USC Graduate Conference.

Research and Editorial Assistant, Zora Neale Hurston: A Life in Letters. Carla Kaplan, Ed. New York: Doubleday, 2002.

Research and Editorial Assistant, William R. Handley, Marriage, Violence, and the Nation in the American Literary West. Cambridge: Cambridge University Press, 2002.

Chaparral Teaching Award for Excellence in Reaching Young Poets, California Federation of Chaparral Poets.

Phi Beta Kappa, UCLA.

Co-Editor, The Inspired Hybrid Classroom. Boston, MA: Alinea Learning. Forthcoming.

“Effective Learning Objectives in the Hybrid Classroom.” In K. Merritt, E. P. Callaghan, & S. M. Kosslyn (Eds.), The Inspired Hybrid Classroom. Boston, MA: Alinea Learning. Forthcoming.

Book Review, “Femininity in Flight: A History of Flight Attendants,” Women’s Studies: An Interdisciplinary Journal, 2010.

“Charles Dickens’s ‘The Signalman.’” Companion to the British Short Story and Short Fiction. Ed. Andrew Maunder. New York: Facts on File,  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,  2007.