We foster and champion effective teaching, grounded in sound pedagogy and enhanced by innovation, to promote successful learning for our diverse student population. To realize this mission, we collaborate with faculty and other campus partners, drawing on our wide range of expertise in pedagogy, educational technology, assessment, learning spaces, and curricular research.


UCLA's Office of Instructional Development has four main areas within the organization: 

Center for Educational Assessment

The Center for Educational Assessment (CEA) provides comprehensive institutional support to help faculty identify workable assessment strategies that facilitate the development of academic programs, quality of instruction, student learning, internal and external grant funding, and research publications. Core to CEA’s mission is providing consultative support to faculty as they develop and implement meaningful, sustainable assessment initiatives to evaluate educational programs and the university experience more broadly.

Educational Technology Services

The mission of Educational Technology Systems (ETS) is to ensure that faculty have the best possible resources to support classroom teaching. This mission is accomplished through a commitment to a high level of quality customer service, renewal and expansion of the installed technology base, and measured infusion of innovation in both service models and technology.

Instructional Improvement Programs

OID's Instructional Improvement Programs are designed to enhance curricular experimentation and development and to improve instruction through grant funding, consultation, and workshops for both faculty and TAs. We also offer curriculum development and teaching opportunities for graduate students. 

Teaching and Learning Technologies

OID provides services related to instructional media and instructional technology. The mission of the Teaching and Learning Technologies unit is to enable instructors to use technology, when it makes sense, to augment and facilitate the teaching and learning that happen both inside and outside the physical classroom. 


For four decades, UCLA has made an explicit commitment to the development of programs and activities that enrich university instruction. The process of developing a campus plan began in 1975 when The Regents and the legislature allocated special funds for UC-wide instructional improvement. At that time, UCLA also took the opportunity to augment its own existing programs. By Spring 1976, these two efforts permitted the construction of a draft campuswide Instructional Improvement Plan. In order to review, fund, and evaluate specific initiatives, the implementing committee translated the plan's general goals into four specific funding categories: curricular development, pedagogical development, advising, and skills deficiencies.

In 1978, the Office of Undergraduate Affairs was reorganized. The newly formed Office of Instructional Development assumed primary responsibility for instructional improvement activities. The Faculty Advisory Committee on Instructional Improvement Programs (CIIP) was constituted to direct the approach taken at UCLA. In 1982, the Instructional Improvement Plan was further revised, and included "criteria to assess effectiveness" as a means of evaluating its major accomplishments. These criteria, coupled with the plan's original objectives, gave a structure that could be used to project instructional improvement planning and activities into the future.

The Office of the President conducted a systemwide review of Instructional Improvement Program activities in 1991 and concluded that they continued to be successful in generating significant contributions to undergraduate instruction at UCLA. The CIIP concurred and expressed confidence in the likely future effectiveness of Instructional Improvement Programs. Indeed, a retrospective view of instructional improvement activities bring to light a vast number of projects that have been, according to the criteria outlined in the Instructional Improvement Plan, extraordinarily successful. Many of these activities are now established outside of OID and can be found across campus. Others remain and benefit from their proximity to various OID programs and services.