Teaching

INSTRUCTIONAL EXPERIENCE

Learning Theories for Teachers (EDUC-I 251), fall '25, spring '26

Overview: As an Associate Instructor at Indiana University Bloomington, I am the instructor of record for Learning Theories for Teachers to a total of 51 undergraduate students across two course sections. This course is one of four required courses for teacher education majors and it introduces foundational theories of learning in the context of school-based instruction. Over the fifteen-week semester, meeting twice weekly, I was responsible for designing and delivering all in-class instruction, assessing student work and providing meaningful feedback, and managing the course site on Canvas (the university's learning management system).

In addition to I251, I also instruct Field Experience: Learning Theories, a 1-credit, online/asynchronous course.

Artifacts to View

Example Student Work

Spring 2026 section, class photo

Fall 2025 section, class photo

"Kyle designs creative, interactive class activities to make the content relevant, and then freely shares his designs and experiences with the other AIs. His "way of being" has been extremely conducive to building an atmosphere of trust and cooperation amongst the instructors!"

Dr. Susan Drumm, I251 Course Coordinator

Artificial Intelligence for Learning and Life (EDUC-F 401), spring '26

Overview: I co-instructed Artificial Intelligence for Learning and Life at Indiana University Bloomington with Dr. Susan Drumm. The asynchronous, 8-week course for 17 undergraduate students explored... Students were from vastly different academic disciplines from ballet to Kelley School of Business, and each sought to think of GenAI in personally relevant ways.

Artifacts to View

Foundations of Residential Leadership (EDUC-U 450), spring '24

Overview: I co-instructed Foundations of Residential Leadership (EDUC-U450) during the spring of 2024. With 9 undergraduate students, the 2-credit, in-person course focused on student leadership, identity development, cognitive dissonance, decision-making, and community building. I was responsible for facilitating class sessions and grading student assessments.

Students provided brief quotes that at the end of the semester which demonstrated the classroom environment I strive to cultivate. For instance, Aryana said, “The questions each week were super fun, and you always find ways to include everyone.” Susie commented, “You always find a way to make people feel included. Such a kind soul.” Sid contributed, “Thank you for making everyone feel welcome, especially with your daily questions.”

My instruction during one class session was observed by Dr. Tamika Smith. In her evaluation, Dr. Smith noted, “[I] shine at asking [my] class follow-up questions, challenging them to think about things from a different perspective or in a more profound way (GREAT JOB!). [I] shared personal experiences and knowledge throughout the lesson. Overall, great job. Keep up the excellent work.”

Artifacts to View

Spring 2024, class photo

TEACHING & PEDAGOGICAL TRAINING

Academic Credentials

• College Pedagogy, graduate certificate, IU

• Learning Sciences, Media, and Technology, graduate certificate, IU

Graduate Coursework

• Supervised College Teaching (EDUC-C 675), spring '24

• Learning and Cognition in Education (EDUC-P 540), fall '24

• Designing Learning for Motivation (EDUC-I 632), fall '25

• Problem-Based Learning (EDUC-P 674), spring '25

• Assessment and Learning (EDUC-P 507), summer '24

• Emerging Learning Technologies (EDUC-R 678), spring '25

• Curriculum in Higher Education (EDUC-C 750), fall '24

• Global Perspectives on Learning Sciences and Design (EDUC-P 674), fall '25

• Student Development Theory and Research (EDUC-U 548), fall '23

• Diverse Students on the College Campus (EDUC-U 546), spring '24

• Academic Problems in Higher Education (EDUC-C 695), fall '23