When did you start at UMD?
In many respects, it seems like I just started working at UMD, but the calendar says it was 20 years ago.
Why did you choose to work at UMD?
Several factors influenced my wanting to be here. The psychology department had begun an exciting transformation of recommitting to the field’s scientific identity under the leadership of Drs. Durgunoglu and Gordon among others, which eventually led to the starting of the Masters of Arts in Psychological Science. I wanted to be a part of the team and get in on that at the ground level.
Also, important to me was the natural beauty of Lake Superior, the Boundary Waters, and the many trails and green spaces in the area, which are still a strong pull for me. Having family in Minnesota and Wisconsin was a draw, as my wife and I were ready to start our own family and put down roots.
What do you like most about your job?
It’s hard to pick one thing, but it boils down to how my position combines working with students across a variety of contexts and educational experiences as well as my continuing to grow and pursue topics or ideas I’m personally curious about. This can happen in a large lecture class with a thought-provoking demonstration of a counter-intuitive psychological phenomenon, in a smaller classroom with an engaging activity or case study, in our research lab with a lively discussion about a project, or while supervising a graduate student learning new clinical skills. It’s so rewarding to work with people who care about learning.
What is your research or teaching focus?
I’m fortunate that I teach courses ranging from General Psychology to mid-upper level undergraduate (Abnormal Psychology, Clinical Psychology, and Health Psychology) to graduate level (Psychopathology). My specific research interests have evolved over the years, but overall, I examine the intersection of psychology (e.g., needs for autonomy, relatedness, competence) with health (e.g., eating, physical activity, weight) and learning (e.g., strategies to debunk psychological misconceptions). I co-direct the Healthy Living and Learning (H2L) Lab which currently has several undergraduate and graduate student members and projects in various stages of completion.
Do you have any advice for students?
That advice would vary depending on the particular person. Having been a first-generation college student, I can think of a few things that would have been beneficial for me to take to heart. Certainly, attending class faithfully is important (after all that’s what tuition is giving students access to), but equally important is to supplement that with making meaningful personal contacts with professors outside of class (during office hours, for example) and finding mentors—professors, advisors, staff, coaches, upper-level students modeling what you want to do someday. Too often we erroneously predict “it’ll be awkward” to reach out to someone. I would nudge yourself to go beyond those thoughts or feelings and toward those things that are important to who you want to become. Lean into the challenges.
What do you like to do in your free time?
I really enjoy breaking a sweat in nature, be it with a paddle in my hand, running on the Superior Hiking Trail, or trying to get some great views when climbing mountains. Perhaps not surprisingly, I also like to learn—especially new things or skills. A recent highlight for me was taking an evening community education class, with my wife and daughter, and learning how to make canoe paddles.
Header image: Rick LaCaille and a view from the top of Iztaccíhuatl with Popocatépetl in the background at Iztaccíhuatl–Popocatépetl National Park in Mexico.