Philosophy and Motivation

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My motivation to teach the Art and Science of Human Flourishing course is both personal and intentional: I aim to embody the principles I teach and inspire students to integrate them into their lives. Through the course I invite students to examine the complex and diverse dimensions of human flourishing, identify the elements most central to their own understanding of it, and create a personal vision grounded in those insights. Students will develop practical skills to realize and embody that vision in their daily lives through reflection, experimentation, and intentional practice. My overarching goal is not only to impart knowledge, but to cultivate the skills, attitudes, and self-awareness students need to sustain personal growth and flourishing well beyond the university.

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Drawing from over 25 years in K–12 education and my training as a community psychologist, I prioritize embedding tools that promote well-being into the classroom. Resilience, emotional awareness, and compassion are not only relevant to academic success but essential life skills. Students in my courses engage with empirical research on the science of well-being, apply frameworks and practices that support emotional regulation, purpose, connectedness, and adaptability and develop both the knowledge and skills that are foundational to individual and collective flourishing. These capacities not only support student well-being, but are also transferable across professional contexts, from healthcare and education to business and community engagement because of their universal application and therefore core to their college education.

I design learning experiences that foster critical thinking, metacognition, and real-world application, with the goal of shifting students from passive participation to meaningful engagement. For learning to feel relevant and transformative, students must feel safe, respected, and connected. I co-create this environment by inviting students to help shape class norms, encouraging reflection and peer learning, and building a community grounded in mutual respect.

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I also take time to understand students as whole people. I meet with them individually to learn about their goals, strengths, and challenges—especially for those who need accommodations or additional support. These conversations help me partner with students in planning their learning journey in a way that is both accessible and empowering. Ultimately, I hope that students gain the knowledge, skills, and practices they need to make informed choices, both in their careers and their lives, that support their ability to thrive and flourish.