TRACI THOMPSON

My teaching contributions span undergraduate, graduate, and clinical education within the University of Utah's College of Health. I teach capstone internship courses (H EDU 5990, 5991, 5992, and KINES 4810) integrating community-engaged learning with practical work experiences, advancing students' professional growth and career readiness. To support student success, I actively work to reduce DEWI rates by encouraging academic advising through personalized Canvas messages.

As Director of PEAK Health and Fitness, I mentor 11-14 graduate and 30-40 undergraduate students annually, overseeing their delivery of health, fitness, and wellness services, including nutrition consultations, wellness coaching, and community health programs. Additionally, I co-developed a PEAK and KINES 2500 partnership, engaging over 600 undergraduates annually in hands-on wellness assignments while providing graduate students practical coaching experience. I also secure Teaching Assistant (TA) positions at PEAK, which provide financial support and hands-on teaching opportunities for graduate students, fostering their academic success and professional development while attracting top talent to the College of Health.

TEACHING PHILOSOPHY

The most transformative learning experiences extend beyond the classroom, into spaces where knowledge meets uncertainty and risk. In my own journey, internships, volunteer roles, and early career experiences not only allowed me to apply academic concepts but also taught me to navigate both success and failure. These encounters with the unknown fostered resilience, adaptability, and humility—qualities I now strive to cultivate in my students through experiential learning.

As an instructor of four capstone internship courses in the Health and Kinesiology Department and the director of PEAK Health and Fitness at the University of Utah, I view teaching as a process of guiding students toward self-discovery, agency, and purpose. My goal is to create learning environments where students engage deeply with real-world challenges, connecting theory to hands-on practice. In the internship courses, students apply their academic training in diverse professional settings, while at PEAK, they deliver health and wellness services directly to the community, facing the practical demands of their fields.

Each year, I mentor 12–14 graduate students and 40–50 undergraduates, meeting regularly to build trust, foster curiosity, and encourage mutual growth. I challenge students to question assumptions, explore new perspectives, and set personalized goals. Through projects like PEAK’s Intuitive Eating course, students gain the confidence to take ownership of their learning, reinforcing their autonomy and deepening their understanding of health and fitness professions.

I believe growth is a continuous process, marked by transformative challenges. Some students are ready to take bold leaps, while others benefit from steady, incremental progress. My aim is to meet each student where they are, fostering a comfort with discomfort that enables meaningful growth. To me, education is an invitation to embrace this evolution, developing resilience and adaptability as lifelong traits.

Ultimately, I hope my students leave their internships and PEAK experiences not only with the skills and knowledge necessary for their careers but also with the courage to challenge themselves, explore new opportunities, and expand their horizons. By cultivating this habit of growth, they develop a lifelong compass for learning and a pathway to reaching their highest potential.