School name: Utah State University

Type of school: Four-year public university

School locale: Logan, Utah, USA

Is your role mostly in-person, hybrid, online (synchronous or asynchronous)? In-person, online (asynchronous)·

For how many years have you taught psychology? 14 years

Classes you teach: Introduction to Psychology, Health Psychology, Psychology of Human Connections

What size classes do you teach?  150+

What do you know now about teaching that you wish you knew when you were starting?
When I first started teaching, I thought my job was to deliver great content. Over time and with more experience, I’ve realized that great teaching is much less about what I say in front of the room and more about creating environments where students are actively engaging with ideas, practicing skills, and seeing themselves in the learning process. I wish I had understood earlier that students learn far more when they are doing something with the concepts, not just hearing about them. Now I try to design classes that include these elements so that students can connect research to real-life experience. I’ve also learned that connection matters more than perfection. When students feel like their instructor genuinely cares about them and their learning, they are much more willing to participate, engage with the material, and take intellectual risks.

Briefly describe a favorite assignment or in-class activity.  

One of my favorite activities is something I call the “Fast Friends Lab”, which is based on research on relationship formation. It was first suggested to me by my colleague, Dr. Mona Xu. Students work in pairs and go through structured sets of questions that progressively become more meaningful. Before the activity, we talk about self-disclosure, vulnerability, and human connection. Afterwards, students reflect on what actually happened during the conversation and analyze their experience through the lens of research. It is a fun activity, but it also helps students see that the science of relationships isn’t just theoretical - it shows up in everyday interactions.

What are three words that best describe your teaching style?  Curious, Connected, Experiential

What is your teaching philosophy in 8 words or fewer? Learning grows when curiosity and connection meet.

What’s your workspace like?  My workspace tends to reflect a mixture of structure and a little bit of organized chaos. On any given day, you might find my desk covered with the things that help me move through the day, like drinks, notes for class activities, pens and pencils, and stashes of snacks, candy, or mints. While the desk itself can look busy, the overall space is warm, inviting, and organized. The artwork around my office reflects pieces of who I am, including nods to experiences that have shaped me, and reminders of things I hope to do or explore someday. It’s a space that helps me de-stress, think, create, and connect with students.

Tell us about a teaching “win” you’ve had and the context in which it happened.

One of the most rewarding moments for me is when students begin to see themselves as contributors to the field, not just learners in it. In several of my courses, students design small research projects related to conceptual topics such as social connection and well-being. Some of those projects have developed beyond the classroom into being presented at undergraduate research conferences and even shared with policymakers. Watching students move from learning about research to actually doing it has been one of the most rewarding and meaningful parts of teaching for me.

What is something you are currently focused on improving or changing in your teaching?

One role I have at the university that is especially meaningful to me is serving as the Director of our first-year student program: Connections. The program is designed to help new students develop important academic and life skills while also giving them an early experience with mentoring and support as they begin their university journey.

Each fall, the program culminates in a special evening event where faculty dress in regalia and process together to help students visualize where they might be in four years, walking across the stage at graduation. It’s a powerful moment that reminds students of the path they are beginning.

My dad has been able to join me for this event, which has made it even more meaningful for me personally. Experiences like this have reinforced how important mentoring and connection are, both in supporting students and in our own lives. Over the past year, I’ve been making a more intentional effort to both mentor others and seek out mentors myself to cultivate deeper, more meaningful relationships.

What is something your students would be surprised to learn about you?  Students are sometimes surprised to learn that, outside of teaching psychology, I love skiing in the winter and golfing in the warmer months. Both remind me a lot of teaching; each involves challenge, persistence, and the process of discovering what you’re capable of as you keep learning and improving.

What are you currently reading for pleasure?   I love a good “whodunit” or fantasy series. I recently finished All the Missing Girls by Megan Miranda, which kept me on the edge of my seat until the very end, and now I’ve circled back to the next book in the A Throne of Glass series called Heir of Fire by Sarah J. Maas.