Eric Kyle, Ph.D.
Eric Kyle, Ph.D., came to UCO in January 2022. Kyle’s teaching, scholarship and service are primarily focused at the intersection of the following areas: 1) Faculty Development, 2) Diversity, Equity and Inclusion in Education, 3) Instructional Design and Technology, and 4) Teaching Religion and Theology. Having served as a professional educator since 2001, his passions continue to be on educational theories and practices that transform students and their communities.
Before coming to UCO, Kyle most recently served as director of Contextual Education, an associate professor and the Faculty Development and Online Education coordinator at the Lutheran School of Theology at Chicago. Before this, Kyle was the founding director of the Center for Research, Education and Teaching Excellence at Nebraska Methodist College in Omaha, where he was also an associate professor. He was assistant professor of theology and director of Service Learning at the College of Saint Mary in Omaha prior to this. At these institutions, Kyle taught courses on course development methods, nonviolent peacebuilding, Christian history and world religions. In his spare time, Kyle enjoys spending time with family, visiting local museums and parks, being raised by his children and pets and exercising.
Education and Certifications
B.S., Mechanical Engineering, Texas A&M University
M.S. , Mechanical Engineering, Texas A&M University
M.Div., Religious Education, Claremont School of Theology
Ph.D. , Religious Education, Claremont School of Theology
Teaching Online Courses, University of Wisconsin Madison
Certificate in Blended (Hybrid) Learning, University of Central Florida
Educational Technology & Critical Pedagogy Courses, University of Nebraska
Quality Matters Rubric and Peer Reviewer Courses
Certificate in Effective Instruction, Association of College & University Educators
Fundamentals of On-Line Teaching (FoOT Program)
Brightspace Teaching & Learning Program for Learning Environments Certificate
Research, Published Work, and Scholarly Activities
“Addressing Injustice Beyond Justice: Towards Fluid Intersectional Strategies in Education,” in Currents in Theology and Mission, 49:1 (Jan. 2022).
“Unfolding Case Studies: A New Active Learning Pedagogy.” Co-authored with Hilary Applequist, Marla Kniewel, and Kristina Eymann. Chapter in Evidence-Based Education in the Classroom: Examples from Clinical Disciplines, edited by Jennifer C. Friberg, Colleen F. Visconti, and Sarah M. Ginsberg. Thorofare, NJ: SLACK Inc. (2021)
“A Supervision of Pliable Presence During a Pandemic,” Co-authored with Melvin Baber, Joanne Lindstrom, Susan MacAlpine-Gillis, and Christina Zaker. In Reflective Practice: Formation and Supervision in Ministry, Vol. 41 (2021).
“Addressing Injustice Beyond Justice: Towards Fluid Intersectional Approaches in Education,” Virtual Ignatian Family Teach-In for Justice, online, October 2021.
Educating in the Spirit: Evidence-Based & Theological Foundations for High Impact Educational Systems (Wipf & Stock, 2019).
As an educational endeavor, it is important for faculty developers to articulate a philosophy of teaching and learning to help guide their work. When I work with faculty, I teach them that there are at least six essential elements that they should attend to in evidence-based ways: 1) Student Backgrounds; 2) Learning Outcomes; 3) Teaching Strategies; 4) Class Assessments; 5) Course Development Processes, and 6) Professional & Organizational Development. To help guide their professional development in these areas, I have developed a set of associated evidence-based guidelines. For my own work in faculty development, I also work to follow these guidelines for the programs that I develop.
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