Kyle Ingram

Lessons Come to Life in Brazil

ilseu — Tue, 04 Nov 2025 15:03:34 +0000

Lessons Come to Life in Brazil ilseu Tue, 11/04/2025 - 07:03 More News UCR Business October 28, 2025

Over the summer, Alikoi Parra ’27 was among the 15 students who traveled to South America with the UCR School of Business Brazilian Leadership Experience.

“As a first-generation student, I’ve always been driven to get the most out of my college experience, and when Management Professor Kyle Ingram announced this program during the fall 2024 quarter, I knew I had to apply,” says Parra.

“I had never traveled outside the country before, and I saw this as a crucial step for my personal growth and future career.”

The three-week trip was led by Ingram as a significant component of UCR’s Faculty Led Education Abroad Programs. This experience was in partnership with Fundação Dom Cabral (FDC), one of the top business schools in the world and ranked No. 7 globally by the Financial Times.

“The program was built around my Designing and Leading Teams course and provided a deep, hands-on exploration of leadership, teamwork, and cultural intelligence with a global context,” says Ingram.

“Students examined how effective teams function across cultures and applied this knowledge through a team consulting project focused on expanding dignified work and income opportunities for favela residents.”

2025 FLEAP Brazilian Leadership Experience in Rio de Janeiro with UCR Business students Alikoi Parra ’27 (center) and Lanaye Gibson ’27 (right)

Leadership in Motion

The first half of the program took place in Rio de Janeiro, where students experienced the intersection of leadership, innovation, and culture, according to Ingram: “This portion emphasized leadership adaptability, communication, and the importance of shared purpose within cultural settings.” Students visited the Brazilian Naval Academy where two Brazilian Naval officers and UCR Business MBA alumni greeted them., “A senior officer shared what it means to lead in high-stress, high-stakes situations where decisions can mean the difference between life and death,” says Lanaye Gibson ’27, one of the student travelers.

2025 UCR School of Business FLEAP Brazilian Leadership Experience students with Prof. Kyle Ingram (front, center), visiting the Brazilian Naval Academy

In the second phase the group was hosted by FDC’s Nova Lim and Aloysio Faria campuses in Belo Horizonte, the capital of Minas Gerais and a hub for entrepreneurship and social innovation. The emphasis in this phase “focused on empathy-driven leadership, sustainability, and the intersection of business and social responsibility,” says Ingram.

The schedule included guest lectures, workshops, team-building activities, cultural encounters, and a final presentation by the students as they pitch their social impact solutions to a panel of judges comprising FDC faculty leaders and local social investors.

‘New Motivation’

“Professor Ingram is the kind of professor who genuinely wants his students to succeed, and he pushed us out of our comfort zones. This approach was vital when our class faced one impactful challenge: a visit to a local favela, where we worked to present ideas for improving the community’s livelihood,” says Parra.

“The vibrant energy of walking down the famous streets of Ipanema and Copacabana left a strong impression, but the classroom lessons were equally powerful. Professor Ingram’s class taught me how to be a better leader using practical tools that I know will help me in the future. The entire experience gave me a new motivation and curiosity about the world.” Gibson echoed that sentiment: “Opportunities like this don’t just allow students to study abroad; they allow us to grow into the leaders we’re meant to become.”

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Kyle Ingram

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UCR Scholar Reimagines Student Engagement

ilseu — Tue, 08 Jul 2025 21:21:04 +0000

UCR Scholar Reimagines Student Engagement ilseu Tue, 07/08/2025 - 14:21 More News David Danelski (david.danelski@ucr.edu) | UCR News July 07, 2025

Prof. Kyle Ingram

One way to really learn a topic is to try to master it well enough to explain it to others.

Kyle Ingram, an assistant professor of teaching in the School of Business at UC Riverside, takes this strategy to new heights with a college teaching method he developed called “Carry the Class.” It empowers students by having them lead class discussions, explain reading assignments, or contribute critical perspectives, among other leadership roles.

The results go well beyond student presenters mastering a particular concept. Ingram found that involving students in instruction changed classroom dynamics by fostering a sense of ownership and encouraging more meaningful social interactions among students and faculty.

What’s more, the instruction is structured in ways that allow all students to be heard, validated, and valued—creating a sense of community and shared purpose, Ingram has found. These methods are detailed in a paper titled “Carry the Class: A Strategic Approach to Designing Engagement Around Student Needs,” published in the journal Management Teaching Review.

Ingram’s approach is rooted in a methodology that blends theory, reflective practice, and attention to equity. He draws not only on established scholarship but also on patterns he’s observed firsthand over years of teaching and course redesign.

For example, he noticed years ago that small groups of students often helped teach the class—though unintentionally. They’re the ones who speak up regularly, keep discussions moving, and answer the instructor’s questions. While these discussions are helpful, the social dynamic is inequitable. The students who stay silent may be doing so because they are new to college, managing outside responsibilities, or unsure if they’re welcome in the conversation. Many who opt out do so not out of apathy but because of caution.

“The students who are struggling the most are often the ones whose silence is interpreted as disengagement,” he said.

Students engaging in Kyle Ingram's class

His student-centered model strives to address the dynamic, diverse, and often different needs of undergraduates. Classes can be structured for equity by identifying which students tend to carry the burden of classroom engagement—and then redistributing that load thoughtfully to all students.

“When instructors know which students are most likely to carry the class, they can decide whether to support them or reduce their load,” Ingram explained. “When instructors know who is least likely to engage, they can design ways to activate that group.”

Professors using the Carry the Class method assign each student specific dates to lead class discussions, using a shared spreadsheet so all students can see who is responsible for which segment of the course content. Students receive clear instructions that outline expectations for their facilitation, which is limited to roughly one-fourth of the class time. The professor helps prepare the students by providing readings, discussion prompts, and examples of effective facilitation. Each student is expected to critically analyze the material, identify key themes, and guide a class discussion that promotes peer interaction and critical thinking.

During the discussion, the professor observes and evaluates student performance using a detailed rubric, offering feedback to support improvement. Weekly support and check-ins are offered to ensure preparedness and uphold the reciprocal nature of the method. Ultimately, Ingram’s work points to a profound shift in how we view student success.

“Students oftentimes don’t have the opportunity to say exactly what they want,” Ingram said. “Carry the Class gives them ownership of their contribution.

“They are also coming out of it with a good feeling and gaining some skills that aren’t really part of the class, like public speaking. It’s such a simple way to instill a skill that will aid in their career path, regardless of what they’re studying.”

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UCR Wins Organizational Behavior Case Competition

ilseu — Wed, 20 Dec 2023 20:09:47 +0000

UCR Wins Organizational Behavior Case Competition ilseu Wed, 12/20/2023 - 12:09 More Blog Posts Laurie McLaughlin January 02, 2024

Over the course of two weeks in November and December, 60 teams across the upper-division Organizational Behavior course sections competed in a case competition. The competition required students to take concepts they had learned during the quarter and apply them in a practical and professional setting. Each team spent the weeks leading up to the final round working together to analyze real organizational challenges and propose thoughtful solutions. The final presentations were delivered on December 7 before a distinguished panel of guest judges, who carefully evaluated the teams’ work and ultimately selected the winning team.

Kyle Ingram, assistant professor of teaching in management

According to Kyle Ingram, assistant professor of teaching in management and the instructor for the course, the competition was designed to reinforce the learning outcomes of the class. “Each team was responsible for diagnosing issues and providing solutions for a real organization using course-related concepts covered throughout the quarter,” says Ingram. This experiential learning component gave students an opportunity to see how the theoretical frameworks studied in class could be implemented to address problems faced by businesses in the real world. By approaching their projects from both an analytical and creative perspective, students gained valuable practice in communication, problem solving, and teamwork.

Teaching assistants played a central role in guiding students through the competition process. Each discussion section had its own round of presentations, and teaching assistants were tasked with selecting the top team from their sections to advance to the final. This structure ensured that the finalists represented the strongest performances across all 60 teams, giving the final round a highly competitive and exciting atmosphere. The winning team came from Section 24 and included students Stephanie Chen ’25, Delores Lopez Hernandez ’25, Grant Moreno ’25, Bennett Watson ’24, Emiliano Villegas ’25, and Theodore Yun ’24. Their teaching assistant, Samantha Ruiz ’24 MBA, provided guidance throughout the quarter and supported them as they refined their ideas for the competition.

The panel of guest judges was composed of individuals with direct ties to the School of Business and the competition itself. Among them was 2023-2024 School of Business Executive Fellow Tim Wiseman ’83, who had also contributed earlier in the quarter with a guest lecture. “Tim started the quarter with a fantastic guest lecture and kindly agreed to serve as a judge for the course finale,” says Ingram. Wiseman’s participation was especially meaningful because he was able to share both constructive criticism and words of encouragement with the student finalists. Before announcing the winning team, he provided feedback that helped all participants better understand the strengths of their presentations as well as areas where they could improve for future professional endeavors.

Other guest judges included previous case competition winners Carlos Diaz ’23 and Cade Rubalcaba ’24, whose own experiences in earlier years made them uniquely qualified to assess the current competition. Their presence demonstrated the continuity of the event and highlighted how former participants continue to give back to the program. Additional judges were Snigdha Ojha ’24 MBA, who brought a graduate-level perspective to the evaluation, and School of Business Associate Director of Development Gwen Thibeaux, who offered insights from her professional experience in development and alumni engagement. Together, this diverse panel provided a well-rounded evaluation of the student teams and ensured that the judging process reflected both academic and professional standards.

The Organizational Behavior case competition not only challenged students to synthesize what they had learned in class but also gave them an authentic opportunity to present to professionals and alumni who understood the value of the exercise. By combining academic rigor with real-world application, the event reinforced the importance of collaboration, critical thinking, and communication — skills that are vital to success in both business education and professional careers. Executive Fellow Tim Wiseman’s role as both coach and judge further emphasized the strong connections between the School of Business and its network of alumni and supporters. For the students who participated, the competition was a highlight of the quarter and a reminder of how classroom learning can directly prepare them for leadership opportunities beyond the university.

Executive Fellow Tim Wiseman (center-right) served as coach and judge during the Organizational Behavior case competition

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Header image: Tim Wiseman (left) and Professor Ingram (second from the right) with the winning team in the Organizational Behavior case competition

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Professor Receives Top Praise in the Classroom

clin246 — Fri, 18 Nov 2022 21:57:06 +0000

Professor Receives Top Praise in the Classroom clin246 Fri, 11/18/2022 - 13:57 More Blog Posts Laurie McLaughlin November 28, 2022

Professor Kyle Ingram was honored last spring with the 2022 Innovative Teaching Award from UC Riverside and the Shulman Endowed Excellence in Teaching Award from the UCR School of Business.

“Professor Ingram is one of the best, if not the best professor, I have ever had. His enthusiasm combined with his great teaching style makes the class very enjoyable,” said one of Ingram’s students in a review of the professor’s interaction in the classroom. “He is easy to connect with and brings out the best in every

Kyle Ingram, Assistant Professor of Teaching in Management

student. He combines theory from well-research journals but lets students speak about their own experiences.”

The award reflects Ingram’s passion for his craft. “I firmly believe the efforts we make through investing in our students will be rewarded 10 times over,” says Ingram, who is a professor of teaching in management. “My motivation is deeply rooted in recognizing the responsibility we have as professors to create experiences for our students that they will carry with them long into the future.”

Ingram was also recognized with the School of Business Golden Apple Award—students vote to honor professors providing the best overall classroom experience—in 2018 for elective courses and 2019 for preparation for business administration and upper-division major core requirement courses.

His care and attention ensuring an immersive classroom experience is reflected in another student’s review: “Professor Ingram is extremely attentive to all of students in the class and manages to interact with all of us—even during the pandemic. “The amount of participation every individual has in class amazes me, … and I look forward attending his lecture every time.”

The business school’s Shulman Endowed Excellence in Teaching Award rewards exemplary business professors who embody the fulfillment of learning through excellence and achievements in teaching, as demonstrated by Professor David Shulman, former associate professor of management and economics.

The university’s Innovative Teaching Award recognizes professors for their creative and innovative high-impact teaching methods and exceptional passion for finding new and effective ways to help students learn.

“The experience and knowledge from this class will be very beneficial for me when I enter the workforce,” says one of his students. “I learned a lot in the course, but I’ve also learned even more about myself as a leader and team member.”

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Professor Earns High Marks in the Classroom

ilseu — Thu, 19 May 2022 18:12:48 +0000

Professor Earns High Marks in the Classroom ilseu Thu, 05/19/2022 - 11:12 More News Laurie McLaughlin May 26, 2022

Professor Kyle Ingram was recently honored with the 2022 Innovative Teaching Award from UC Riverside and the Shulman Endowed Excellence in Teaching Award from the UCR School of Business.

“Professor Ingram is one of the best, if not the best professor, I have ever had. His enthusiasm combined with his great teaching style makes the class very enjoyable,” said one of Ingram’s students in a review of the professor’s interaction in the classroom. “He is easy to connect with and brings out the best in every student. He combines theory from well-research journals but lets students speak about their own experiences.”

The award reflects Ingram’s passion for his craft. “I firmly believe the efforts we make through investing in our students will be rewarded 10 times over,” says Ingram, who is a professor of teaching in management. “My motivation is deeply rooted in recognizing the responsibility we have as professors to create experiences for our students that they will carry with them long into the future.”

Prof. Kyle Ingram, professor of teaching in management, teaching an undergraduate business class in UCR's Student Success Center

Ingram was also recognized with the School of Business Golden Apple Award—students vote to honor professors providing the best overall classroom experience—in 2018 for elective courses and 2019 for preparation for business administration and upper-division major core requirement courses.

His care and attention ensuring an immersive classroom experience is reflected in another student’s review: “Professor Ingram is extremely attentive to all of the students in the class and manages to interact with all of us—even during the pandemic.

“The amount of participation every individual has in class amazes me, … and I look forward attending his lecture every time.”

The business school’s Shulman Endowed Excellence in Teaching Award rewards exemplary business professors who embody the fulfillment of learning through excellence and achievements in teaching, as demonstrated by Professor David Shulman, former associate professor of management and economics.

The university’s Innovative Teaching Award recognizes professors for their creative and innovative high-impact teaching methods and exceptional passion for finding new and effective ways to help students learn.

“The experience and knowledge from this class will be very beneficial for me when I enter the workforce,” says one of his students. “I learned a lot in the course, but I’ve also learned even more about myself as a leader and team member.”

From left to right: undergraduate student Pengchi Xiao, graduate student Victor Sarmiento, Prof. Kyle Ingram, graduate students Ramie Mousa and Viresha Perera, and undergraduate student Rachel Lennen

View photos of the 2022 Faculty Awards at the UCR Business AGSM Spring Banquet:

Flickr album

Watch the video clip produced for the UCR Spring 2022 Celebration of Teaching:

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London is Waiting

ilseu — Wed, 20 Oct 2021 22:34:09 +0000

London is Waiting ilseu Wed, 10/20/2021 - 15:34 More News Darin Estep October 20, 2021

The pandemic has upended travel plans worldwide, but London is waiting.

A group led by Assistant Professor of Teaching in Management Kyle E. Ingram will travel to London in Summer 2022 to focus on business leadership and understanding human behavior within organizations.

Kyle Ingram, Assistant Professor of Teaching in Management

Ingram knows England’s capital well; he completed his Ph.D. at the London School of Economics and Political Science and spent nearly a third of his life in the city. “Students will be able to network with the individuals I know academically and professionally.”

Over three weeks, the London Leadership Experience covers two leadership courses intended to push students out of their comfort zones. The curriculum includes visits to the offices of Google and Deutsche Bank, and students will present projects to be judged by panels of international business leaders.

“These stretch assignments enable students to grow,” says Ingram. “Through these experiences, you begin to see the world differently and thereby grow leadership capacity.

“Personally, I can't think of a better opportunity to engage in a stretch assignment than an international experience.”

Establishing a Global Professional Network

From Ingram’s perspective, the faculty-led international programs address several objectives for the School of Business.

“I think one of the greatest initiatives we have within our undergraduate program, in particular, is creating opportunity and experience,” he says. “In the international context, you develop your business skills, form new perspectives, and generate international connections.”

Learn more about the Business FLEAP London Leadership Experience 2022 or register for the program:

FLEAP / Education AbroaD INFO

FLEAP LONDON Registration

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