Summary
I have had the opportunity to be the instructor of record for 12 different courses as well as a teaching assistant for an additional two courses. These courses have encompassed a range of subfields and topics, including courses in American Politics (Introduction to American Politics; American Bureaucracy; State & Local Government; Polls, Public Opinion, & Politics); Public Policy (Public Policy – Concepts & Processes; Climate Change: Policy & Politics; Public Policy Analysis); Introduction to Biology, Psychology & Politics; Introduction to Comparative Politics; and Globalization, Human Rights, & Diversity. I have also taught and served as the advisor for the Department of Environmental & Sustainability Studies Senior Thesis capstone course.
These classes have varied in format (in-person, hybrid, and online), course level (3 unique 100-level courses, 5 unique 200-level courses, 3 unique 300-level courses, and 1 400-level course), and size (5 students to 280 students). Although the courses I have instructed have varied significantly, I approach each course with similar objectives in mind: creating an inclusive environment that challenges students to become more analytical and critical thinkers, better writers and communicators, and active learners and leaders in their communities.
I have also been honored by the UNL Department of Political Science with the Carroll R. McKibbin Distinguished Teaching Award, the department’s highest faculty recognition of excellence in teaching selected by the department’s Undergraduate Committee based upon student nominations for their favorite professors in addition to an explanation of why the professor should receive the award, how the professor has challenged them, and how they assisted them. Although I am incredibly humbled and appreciative of the award, I believe the award is reflective of the teachers I have been surrounded by and learned from and reminded of how important what we do matters.
Teaching Philosophy and Methods
An important foundation of each class I teach is to create a challenging course that exposes students to a variety of political, theoretical, and methodological perspectives while developing their ability to critically think about and analyze ideas and arguments. Students benefit from feeling empowered to discuss their own experiences and values regardless of the background they are from, and I strive to create an atmosphere in each class that allows students to feel comfortable, confident, and willing to interact and engage with course content and their peers. I try to engage all students through many forms of course participation, including “think-pair-share” activities, group and class discussions, and interactive games that can demonstrate course concepts.
For example, I have developed activities such as the Scientific Method Murder Mystery which applies the scientific method through investigative practice, as well as taught about public policymaking theoretical models and networks through the development of a “State Dessert Day,” an activity in which students develop policy networks around their own personal favorite desserts and then translate those networks into a hypothetical state dessert (which I then bring in for them to “celebrate” during the semester). I also hope for students to become active consumers and communicators of knowledge. In my Climate Change Policy & Politics course, students assigned as discussion facilitators each week are expected to lead class discussion on two relevant, often interdisciplinary research articles, as well as find and relate a separate piece of scientific research to the topic that week. This format helps students become better researchers but also helps them analyze scientific methods and results, while also being able to convey those ideas and analysis in writing and to their peers.
Additionally, I try to help my students develop fully their analytical, writing, and communication skills in each class. I approach this goal by meeting the students at their level and working with them to develop these skills both for their future classes as well as their career goals. I have found that many students in introductory courses enter the class with a wide range of writing experience, with some students being experienced writers and others having never written an essay prior. In these courses, I often assign multiple short writing assignments so that I can provide extensive feedback on each assignment throughout the semester. For each assignment, I also provide detailed writing guides and hold writing workshops to target areas for improvement incrementally with a focus on developing skills important for effective analytical, critical, and argumentative writing. In upper-level courses, my goal is to help students further develop these skills by helping them form strong arguments and incorporating skills, such as data visualization and audience selection, that will be useful to them in their future careers.
Through reading and discussing a variety of political, theoretical, and methodological perspectives, I maintain the goal of helping students become better citizens of their campus, community, and world. My courses incorporate topics that are commonly included in my own research but can be difficult to talk about, such as the effects of stereotypes and bias, prejudice, and discrimination. I try to make real-world connections to these concepts and bring in experts and members of the community who can make these ideas even more real. Students have played an active role in seeking out guests as well, and I have invited guest speakers based on their interests and questions, including the Lincoln Police Department on police training and racial bias, as well as the lead state climatologist to speak about how the state develops and implement climate change policies. These opportunities have been educational and impactful for students but have also inspired many of them to pursue more active roles on campus and within the community on these issues about which they are passionate.
For example, I have developed activities such as the Scientific Method Murder Mystery which applies the scientific method through investigative practice, as well as taught about public policymaking theoretical models and networks through the development of a “State Dessert Day,” an activity in which students develop policy networks around their own personal favorite desserts and then translate those networks into a hypothetical state dessert (which I then bring in for them to “celebrate” during the semester). I also hope for students to become active consumers and communicators of knowledge. In my Climate Change Policy & Politics course, students assigned as discussion facilitators each week are expected to lead class discussion on two relevant, often interdisciplinary research articles, as well as find and relate a separate piece of scientific research to the topic that week. This format helps students become better researchers but also helps them analyze scientific methods and results, while also being able to convey those ideas and analysis in writing and to their peers.
Additionally, I try to help my students develop fully their analytical, writing, and communication skills in each class. I approach this goal by meeting the students at their level and working with them to develop these skills both for their future classes as well as their career goals. I have found that many students in introductory courses enter the class with a wide range of writing experience, with some students being experienced writers and others having never written an essay prior. In these courses, I often assign multiple short writing assignments so that I can provide extensive feedback on each assignment throughout the semester. For each assignment, I also provide detailed writing guides and hold writing workshops to target areas for improvement incrementally with a focus on developing skills important for effective analytical, critical, and argumentative writing. In upper-level courses, my goal is to help students further develop these skills by helping them form strong arguments and incorporating skills, such as data visualization and audience selection, that will be useful to them in their future careers.
Through reading and discussing a variety of political, theoretical, and methodological perspectives, I maintain the goal of helping students become better citizens of their campus, community, and world. My courses incorporate topics that are commonly included in my own research but can be difficult to talk about, such as the effects of stereotypes and bias, prejudice, and discrimination. I try to make real-world connections to these concepts and bring in experts and members of the community who can make these ideas even more real. Students have played an active role in seeking out guests as well, and I have invited guest speakers based on their interests and questions, including the Lincoln Police Department on police training and racial bias, as well as the lead state climatologist to speak about how the state develops and implement climate change policies. These opportunities have been educational and impactful for students but have also inspired many of them to pursue more active roles on campus and within the community on these issues about which they are passionate.
List of Courses Taught with Summary Statistics
Your browser does not support viewing this document. Click here to download the document.
Sample of Comments from Evaluations
“The instructor provides many in-class activities that are both educational and fun. It is clear he cares about the time spent in class and wants to use it effectively.” (POLS 332, Fall 2024)
“I loved this class. Expectations were predictable and consistent. There were so many places to receive support from. The lectures were good, and I felt motivated to go to class because I enjoyed it.” (POLS 235, Fall 2024)
“[Kyle] does a great job of including active learning opportunities into lessons. At least once a week we split up into small groups and are tasked with solving public policy issues which has been super helpful for my understanding of the materials. Overall, Dr. Hull is an understanding and fair professor and it was a delight to take one his classes.” (POLS 235, Fall 2024)
“I really enjoyed having the opportunity to pursue different styles of writing on a personally interesting topic through the policy portfolio. While it was at times lengthy and somewhat challenging, I greatly appreciate having the opportunity to produce deliverables that are relevant to my future goals. Furthermore, it is nice to have work that could potentially serve as application materials (i.e. writing samples) for younger students looking to apply to internships or graduate school.” (POLS 332, Spring 2024)
“This has been my favorite course I have taken at UNL and a big part of that is because of Dr. Hull. The course changes that have been made have been very welcome as they promote interactions with other students, the professor, and the material. It is obvious that Dr. Hull cares about the material he teaches and cares that we are learning it as well.” (POLS 332, Fall 2023)
“The course provided great opportunities to interact and engage. The atmosphere in the class was inclusive and welcoming. Material was easy to engage with and Kyle was fabulous at providing different methods of instruction to make sure we not only knew the material on paper, but understood the foundational concepts of it.” (POLS 104, Fall 2022)
“Kyle always gave in-depth feedback on papers that allowed me to mature as a writer.” (POLS 104, Fall 2022)
“I really enjoyed the class. Kyle's communication helped keep the workload easily manageable. The syllabus was clear & consistent throughout the semester... Kyle was also always open to questions and responded to emails quickly, and was always very willing to talk to us about assignments and expectations. Class was always engaging.” (POLS 221, Spring 2022)
“This is one of the most engaging classes I’ve ever been a part of, and I really feel like my voice is heard.” (POLS 221, Spring 2022)
“I really enjoyed the subject and the way the class was structured. I learned so much and the assignments were helpful to my understanding.” (POLS 221, Spring 2022)
“Kyle is one of the coolest people I’ve met on campus and probably my life. He is genuinely passionate about comparative politics and works hard to share that with all the students in class. He is always prepared with genuinely informative lectures and thought-provoking questions which help us understand the course content better. He is always available to have discussion or go over material with students and is overall very kind and easy going.” (POLS 104, Fall 2021)
“This class had a lot of games and interactive activities we were able to do as teams, or as a class, to help us understand the content with a more hands on approach.” (POLS 104, Fall 2021)
“The class discussions were the best part of the course, and even with limited time to fit them in we had a few activities like regional government planning which made me excited to show up to class each day.” (POLS 221, Summer 2021)
“I really liked how much active learning that we did in this class. We were always trying to have discussions and learn from each other, whether in person or online. I also appreciated the discussion questions and how they made you think.” (POLS 221, Spring 2021)
“Kyle made great use of our designated course times by encouraging group discussion on assignments and topic both in and out of class. I appreciate the amount of research and outside scholarly opinions he applies to the course material. Moreover, he successfully breaks all of this information down in a way that is easy for students to understand.” (POLS 210, Fall 2020)
“[Kyle] was always engaged and knew what he was talking about. All of the information was conveyed in a digestible, yet challenging manner.” (POLS 150, Spring 2019)
“[Kyle] was very knowledgeable over what we were being taught. He was always open to discussion, as the class was very heavily based off of it. He encouraged us to learn and made it a great semester.” (POLS 334, Fall 2019)
“[Kyle] challenges students to put in the best work.” (POLS 334, Fall 2019)
“I loved this class. Expectations were predictable and consistent. There were so many places to receive support from. The lectures were good, and I felt motivated to go to class because I enjoyed it.” (POLS 235, Fall 2024)
“[Kyle] does a great job of including active learning opportunities into lessons. At least once a week we split up into small groups and are tasked with solving public policy issues which has been super helpful for my understanding of the materials. Overall, Dr. Hull is an understanding and fair professor and it was a delight to take one his classes.” (POLS 235, Fall 2024)
“I really enjoyed having the opportunity to pursue different styles of writing on a personally interesting topic through the policy portfolio. While it was at times lengthy and somewhat challenging, I greatly appreciate having the opportunity to produce deliverables that are relevant to my future goals. Furthermore, it is nice to have work that could potentially serve as application materials (i.e. writing samples) for younger students looking to apply to internships or graduate school.” (POLS 332, Spring 2024)
“This has been my favorite course I have taken at UNL and a big part of that is because of Dr. Hull. The course changes that have been made have been very welcome as they promote interactions with other students, the professor, and the material. It is obvious that Dr. Hull cares about the material he teaches and cares that we are learning it as well.” (POLS 332, Fall 2023)
“The course provided great opportunities to interact and engage. The atmosphere in the class was inclusive and welcoming. Material was easy to engage with and Kyle was fabulous at providing different methods of instruction to make sure we not only knew the material on paper, but understood the foundational concepts of it.” (POLS 104, Fall 2022)
“Kyle always gave in-depth feedback on papers that allowed me to mature as a writer.” (POLS 104, Fall 2022)
“I really enjoyed the class. Kyle's communication helped keep the workload easily manageable. The syllabus was clear & consistent throughout the semester... Kyle was also always open to questions and responded to emails quickly, and was always very willing to talk to us about assignments and expectations. Class was always engaging.” (POLS 221, Spring 2022)
“This is one of the most engaging classes I’ve ever been a part of, and I really feel like my voice is heard.” (POLS 221, Spring 2022)
“I really enjoyed the subject and the way the class was structured. I learned so much and the assignments were helpful to my understanding.” (POLS 221, Spring 2022)
“Kyle is one of the coolest people I’ve met on campus and probably my life. He is genuinely passionate about comparative politics and works hard to share that with all the students in class. He is always prepared with genuinely informative lectures and thought-provoking questions which help us understand the course content better. He is always available to have discussion or go over material with students and is overall very kind and easy going.” (POLS 104, Fall 2021)
“This class had a lot of games and interactive activities we were able to do as teams, or as a class, to help us understand the content with a more hands on approach.” (POLS 104, Fall 2021)
“The class discussions were the best part of the course, and even with limited time to fit them in we had a few activities like regional government planning which made me excited to show up to class each day.” (POLS 221, Summer 2021)
“I really liked how much active learning that we did in this class. We were always trying to have discussions and learn from each other, whether in person or online. I also appreciated the discussion questions and how they made you think.” (POLS 221, Spring 2021)
“Kyle made great use of our designated course times by encouraging group discussion on assignments and topic both in and out of class. I appreciate the amount of research and outside scholarly opinions he applies to the course material. Moreover, he successfully breaks all of this information down in a way that is easy for students to understand.” (POLS 210, Fall 2020)
“[Kyle] was always engaged and knew what he was talking about. All of the information was conveyed in a digestible, yet challenging manner.” (POLS 150, Spring 2019)
“[Kyle] was very knowledgeable over what we were being taught. He was always open to discussion, as the class was very heavily based off of it. He encouraged us to learn and made it a great semester.” (POLS 334, Fall 2019)
“[Kyle] challenges students to put in the best work.” (POLS 334, Fall 2019)