Seoljoo Kang - Teaching

Teaching

I served as an elementary school teacher for about a decade based on constructivist idea to help learners pursue their own pace of studying. I pursued several project-based learning courses with Grade 1 to 6 students in South Korea. I am currently engaged in the role of teaching assistant at Purdue University.

Statement of teaching philosophy

Purdue University

West Lafayette, IN, US / Teaching Assistant (Summer 2025)

EDCI 59100 - AI Integration in Education

Provided constructive feedback grounded in students’ active engagement with hands-on AI projects and ethical discussions throughout the course.
Facilitated effective communication and interaction with graduate-level students in the fully online learning environment of the course.

My experience as a Teaching Assistant for EDCI 59100 at Purdue University was highly rewarding. This course focused on equipping graduate students with essential knowledge and skills to understand and apply Generative AI in education. By supporting students through hands-on coding activities and real-world case study analyses, I helped them develop technical expertise and design AI-driven educational solutions.

Purdue University

West Lafayette, IN, US / Graduate Student (2025)

Certificate of Foundations in College Teaching

Engaged with peers through educational activities in college teaching.

Part of the College Teaching Development Program at Purdue University West Lafayette, the Foundations Certificate Program provides an overview of evidence-based teaching practices and strategies.

Purdue University

West Lafayette, IN, US / Teaching Assistant (Fall 2024, Spring 2025)

GRAD 50200 - Interdisciplinary AI Fundamentals: Bridging Knowledge

Provided feedback based on students' engagement in the course.
Communicated through the online course with graduate-level students.

My experience as a TA for GRAD 50200 (online course) at Purdue University left me a deep inspiration. This was a great opportunity for me to communicate and reflect on my own expertise in AI education with other enthusiastic graduate students. I could successfully develop my educational passion.

Namdaegu Elementary School

Daegu, South Korea / Teacher (2021 – 2023)

Operated remote and in-person classes related to COVID-19.
Piloted over 50 lessons in large-scale information technology.
Lessons based on a robot with block coding.
Project classes that weaved language, art, science, and more together with technology.

The school I worked at right before I left for Purdue University was a small school with about 14 students in a class. I saw this as an opportunity, and I went full-on constructivist project-based learning. Through a class that involved block coding and interlocking robots, I engaged students in a massive, Olympic-like learning experience that lasted over 50 rounds, and was a valuable experience that focused on the process of learning and reflection, not the outcome.

Gifted Education Center at Daegu National University of Education

Daegu, South Korea / University lecturer (2021)

Taught a cohort of 10+ gifted students highly skilled with information/digital literacy.
Operated text coding-based curriculum.
Leveraged the Jupiter computer IDE with Python, JavaScript.
Guided student-led application development.
Developed student custom calculator.
Developed a prototype of Kiosk program for storefront of restaurant.

My experience as a lecturer at Daegu National University of Education for text-based coding education has left quite a strong impression on my life as a teacher. To this day, coding education for elementary school students remains a challenge, but the coding education for gifted students at the time was quite successful, even though it involved Python, JavaScript, and more, and is relevant to my current research direction.

Wolam Elementary School

Daegu, South Korea / Teacher (2016 – 2020)

Created a blended classroom environment and operated a curriculum in COVID-19.
Operated a Cloud system-based cooperative education community in school.
Collaborated with online tools like Google Classroom, Padlet, Canva, Zoom, and more.

The second school I worked at was a fairly large school, with over 1400 students in total and over 30 students in each class. This made choosing tools for collaboration a challenge when teaching project-based learning. I overcame this by using a variety of online collaboration tools, and these skills became even more valuable during the COVID-19 pandemic, enabling me to run efficient and effective classes.

Yeongseon Elementary School

Daegu, South Korea / Teacher (2012 – 2015)

Researched and managed curriculum as a homeroom teacher.
Piloted extra-curricular online educational courses for students with learning difficulties.
Developed and distributed online courses for students with learning difficulties.

In the first school I worked at, I had a lot of students who needed extra help with their learning. I often found that when they were away from school and at home, they were left out without any additional learning. I attempted to compensate for this by running an online learning system to ensure that their education was continuing, and it was a positive experience in many ways.

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