By Natasha Collinson

[Natasha] To start, could you share a bit about your background in psychology? Were there any formative experiences early in your life that sparked your interest in the field? And what ultimately inspired you to pursue a career in academia and research?

[Dr. Kim] As a freshman at NYU, I needed to find a work-study job, and I found one in the Department of Applied Psychology. I had no prior interest in psychology; I just needed the money (because, you know, NYC). At first, I was doing mundane office work, but I really liked the general vibes and the people I worked with. That sparked my curiosity about the research itself, which helped me to develop an interest in psychological science!

[Natasha] How would you describe your teaching philosophy, and how has it influenced your classroom approach?

[Dr. Kim]  I’m honored to have received this teaching award. Rather than being just an individual honor, it reflects the teaching excellence that we’re known for in our department! I like to approach each class like a live performance. Sure, the content is important, but what matters most is how that content is delivered. I have a musical background, so I like to draw from my own stage experience. I love trying out different ways of teaching psychological concepts in ways that entertain, inspire, and hopefully provoke a laugh or two. If you need a dose of high energy and enthusiasm in the classroom (and outdated Millennial memes), I’m your guy!

[Natasha] Your research in the Developing Minds Lab explores motivation and self-regulation during key educational transitions. From your perspective, what are some of the biggest challenges college students face when entering higher education? And if you could offer one piece of advice to an incoming college freshman, what would it be? 

[Dr. Kim] Transitions are hard at every stage of life! Making new friends, managing time and finances, juggling work and school, navigating tricky interpersonal relationships, trying out different study strategies, it’s all hard. So, give yourself a lot of grace and know that your peers are figuring things out—trust me, even your professors are still figuring out the whole “adulting” thing. (Also, no metal utensils in microwaves. Check your car’s tire pressure. Drink more water. Subscribe for more tips.)

[Natasha] As an expert in student transitions and motivation, how do you think the rise of social media and AI has impacted the way students adjust to higher education? Have you noticed that these tools help or hinder motivation and self-regulation in today’s college students? 

[Dr. Kim] Social media is great for connecting with others, but people tend to share positive aspects of themselves online, so don’t compare your day-to-day life with how your peers selectively present the best version of themselves. That can negatively affect your motivation. 

AI is a tricky one! There’s so much I want to say about this, but I think the issue comes when students use AI as a substitute for their own thinking, or to blindly accept whatever AI generates as true. While we’re on the subject, I encourage everyone to watch the documentary “AlphaGo” on YouTube. It came out in 2017, but it still poses timely questions about the relationship between humans and AI. I guarantee it will be some of the best 90 minutes you spend in front of a screen! 

[Natasha] As a professor, what are some areas where you think college students could improve? Are there particular skills or habits that you feel students often struggle with or lack? In other words…what are some habits or behaviors you encounter in the classroom that you find particularly challenging or frustrating? 

[Dr. Kim] Sometimes, students pursue a career based on an interest they’ve always had from a young age. I think that’s great! But that’s not the only way that personal interests develop. You might be exposed to “triggers” that spark a new curiosity, perhaps a TikTok video, a yard sign on campus, a random conversation at a social event, or, in my case, a new work-study position. People also tend to like doing things they’re familiar with or are good at, even if they might not initially be passionate about the work. Understanding the science behind how interests form and develop can help you take advantage of opportunities during college you might not otherwise notice.  

[Natasha] In today’s challenging climate—with increased competition for graduate programs, job market uncertainty, and growing political pressures on educational institutions—what advice would you give to undergraduate students who are feeling anxious as they begin exploring their career paths? 

[Dr. Kim] It’s hard out there. I’d love everyone to have a job that aligns with their passion, but you also need to pay the bills and secure a solid financial future. Sometimes, those things don’t go together exactly the way you want them to, especially at first. Your first job doesn’t need to be your dream job, or even in your dream area. My faculty job at UK is my dream job, but I had three jobs between getting my PhD and coming to UK! Once you land your first job, you’ll start to build a work history and form professional connections (and you’ll continue grow as a person too!), and hopefully before too long you’ll find yourself in a groove.

[Natasha] Are there any upcoming projects or research initiatives you're particularly excited about that you'd like to share with us? 

[Dr. Kim] I’m especially excited about a new research partnership between my lab and a public elementary school in Lexington. This school has a house system (similar to Hogwarts houses from Harry Potter) where students and teachers are sorted into houses and engage in team-building activities designed to enhance belonging and improve school climate—you might have had one in your high school! We are studying how this house system shapes student and teacher motivation and self-regulation.