Molly Riddle Ph.D.
Assistant Professor of Elementary Mathematics
Hillside Hall 25
Dr. Molly Riddle is an Assistant Professor of Elementary Mathematics. Dr. Riddle received her B.S. in Elementary Education and Middle School Mathematics Endorsement from Indiana University Southeast in 2004, a Master of Education in Elementary Education from Indiana Wesleyan University in 2007, a Post-Master’s degree from Drake University in Education in 2011, and a Ph.D. in Curriculum and Instruction, Minor in Teacher Education from Indiana University Bloomington in 2019. Dr. Riddle was an Assistant Professor and Elementary Education Coordinator at Greensboro College from 2019 to 2022. She joined the faculty at Indiana University Southeast in 2022.
Prior to joining Indiana University Southeast, her background included eleven years of K-8 teaching and alternative education, during which she was nominated as Teacher of the Year twice. She also served 4 years as an Associate Instructor in Indiana University Bloomington’s teacher education program from 2015 to 2019.
Infusing the principles and practices of diversity, equity, and social justice into her instructional philosophy, she guides preservice teachers to explore ways in which they can best serve culturally, linguistically, and socioeconomically diverse student populations. As a professor, she leads groups of aspiring teachers through project-based instruction and fieldwork experiences to provide them with the framework, tools, and principles necessary to facilitate positive student outcomes.
- Indiana University, Bloomington, Indiana, USA
- Curriculum and Instruction, Minor in Teacher Education
- Drake University, Des Moines, Iowa, USA
- Post-Master’s Degree, Online PLS Courses
- Indiana Wesleyan University, Louisville, Kentucky, USA
- Master of Education
- Indiana University Southeast, New Albany, Indiana, USA
- Bachelor of Science, Elementary Education, Minor in Middle School Mathematics Endorsement
Her current research explores the role interactions with students’ parents play in the ongoing development of the teacher self. Illuminating teacher identity, her research aims to understand what interactions with students’ parents mean to teachers in terms of their professional and personal identity. As a scholar, she is also dedicated to research that cultivates a robust understanding of diversity, equity, and social justice within communities and classrooms. Her research has appeared in the Journal of Prison Education and Reentry and the Journal of South Texas. Her additional line of research was inspired by the technology as savior discourse—the idea that technology will dissolve, if not completely eradicate, inequities in education.
- Well, N. C., Ochoa, T.A., Datchi, C. C., Bohmert, M. N., Riddle, M. A., Mungle, B. (2020). A description of a multilayer mentoring program for reducing recidivism of incarcerated youth. Journal of South Texas, 32 (2), 20-37.
- Ochoa, T. A., Weller, N. M., & Riddle, M. A.. (2019). Undergraduate students as job mentors to support youth transitioning from incarceration. Journal of Prison Education and Reentry, 6 (2), 1332-143.