If you’ve had the joy of meeting University of Guelph-Humber Psychology Chair Dr. Alice Kim, you’d know she is an enthusiastic academic and leader, who takes great pride in inspiring students and sharing her love for the psychology field with them.
A lover of teaching, visiting art galleries, and listening to classical music, her interests are vast. For those who aren’t acquainted with Dr. Kim or simply want to understand what makes her tick, this is what she wants the Guelph-Humber community to know.
Q: You’ve been the Chair of Guelph-Humber’s Psychology program since 2023. What has been your favourite part of this role?
A: One of the most fulfilling aspects of my role as Chair has been the opportunity to collaborate with and support both instructors and students in ways that enhance teaching and learning. I’m fortunate to work with a team that is deeply committed to student success, and it’s been incredibly rewarding to contribute to the Psychology program’s growth in meaningful and impactful ways.
A particular highlight for me has been developing new experiential learning opportunities that help shape students' academic and career trajectories. This summer, we are launching two exciting new field courses. The first, Technology and the Brain, which I will be directing, will take students to the U.K. to attend a conference on brain and behaviour in Scotland. We will also visit the University of Nottingham in England, where my colleagues—leading experts in neuroimaging—will provide students with hands-on exercises and demonstrations using state-of-the-art neuroimaging technology.
The second field course, which is focused on Indigenous Mental Health, will be led by Dr. Allison Reeves, an Assistant Professor in our program and a Clinical and Forensic Psychologist specializing in anti-oppressive practice. In this course, students will have the invaluable opportunity to learn directly from Healers, Knowledge Keepers, Elders, and Healthcare Professionals working in Indigenous Mental Health. Helping to create and support these kinds of immersive, real-world learning experiences has been deeply rewarding because of the lasting impact they can have on students’ academic and professional development.
Beyond student experiences, I also really enjoy mentoring and supporting both new and experienced instructors. Drawing from my research on learning and memory and my work within the Scholarship of Teaching and Learning (SoTL), I’m very passionate about helping instructors implement evidence-based teaching strategies, refine their instructional approaches, and foster dynamic, engaging classroom environments that elevate student learning.
Overall, this role allows me to combine my passions for cognitive learning principles, evidence-based teaching practices, mentorship, and leadership. It’s exciting to contribute to the program’s growth and to help shape an environment where both students and instructors can thrive.
Q: What originally drew you to studying psychology when you were a student?
A: I’ve always been fascinated by how we learn, remember, and make sense of the world around us. During my undergraduate studies in Human Behavioural Biology, I took a physical anthropology course on human evolution that sparked a deeper curiosity about the brain. I remember studying the skulls of different human species, tracing the evolution of the brain over time, and wondering how those structural changes influenced cognition, perception, and even personal identity – if at all!
That curiosity led me to pursue graduate studies in psychology, specifically cognitive neuroscience, where I investigated learning at a very basic level and underlying patterns of electrical brain activity. I became particularly interested in how these insights could be applied to education – how understanding brain function can help us design more effective learning experiences and improve teaching practices.
What excites me most about psychology is the ability to bridge theory and practice, transforming psychological findings into meaningful real-world applications. Whether it’s about helping students explore the complexities of the mind, developing treatments and/or interventions that are rooted in psychological theories, supporting instructors in implementing evidence-based teaching strategies, or contributing to research that enhances learning outcomes, I love being part of a field that has such tangible, direct, and lasting impacts on human experiences.
Q: You did your PhD in “experimental psychology, cognitive neuroscience.” If you could sum up your research/thesis in this fascinating area, what would that be? (Inquiring minds want to know!)
A: My master’s and PhD research focused on understanding how we learn and remember – specifically, how the brain supports memory formation. Using electroencephalography (EEG), I examined patterns of electrical brain activity to uncover what happens when we successfully encode new memories and how this differs from when information is later forgotten.
Whenever we take in and process information, the electrical activity in our neurons shifts, and EEG allows us to capture these dynamic changes in real time. My research revealed that within a span of just one second, the brain processes and encodes information differently depending on whether it will later be remembered or forgotten. This highlights how memory formation is not just a passive process but an active, dynamic function of the brain.
Even though I’ve studied these processes for a long time, I’m still fascinated by the intricate connection between cognition – our thoughts, perceptions, and memories – and the physical, dynamic substrate that enables them: the brain. It still amazes me that cognitive processes, which shape our experiences and effectively our realities, unfold within the scale of milliseconds and can be studied by measuring microscopic biochemical and electrophysiological processes at the level of our neurons using EEG.
When I think about humanity – from entire societies and communities to individuals – I’m always struck by how cognition serves as the bridge between our external world and our individual internal understanding of it, which influences how we interact with others and as groups, and how way we navigate the world. The dynamic interplay between brain, cognition, experience, and human connection continues to fascinate me.
Q: When you’re not busy teaching and leading the Psychology program, what do you like to do for fun?
A: When I’m not teaching or leading the Psychology program, I enjoy engaging with the broader academic community. As a Co-Editor of The Canadian Journal for the Scholarship of Teaching and Learning and Vice-Chair of SoTL Canada, I find it deeply rewarding to contribute to research and discussions that help shape the future of teaching and learning in higher education. Additionally, I am honoured to serve as Chair-Elect for the Teaching of Psychology section of the Canadian Psychological Association, and I’m excited to take on this leadership role to further advance Psychology and the Scholarship of Teaching and Learning.
Outside of academia, I love spending time outdoors – whether it’s hiking, skiing, gardening, or simply taking a walk in nature to unwind and reflect. I also enjoy visiting art galleries, especially the McMichael Canadian Art Collection, a favourite place of mine for inspiration. Music is another passion of mine, particularly classical piano, and I often find myself drawn to the emotionally rich compositions of Frédéric Chopin and Franz Liszt.
Travelling and exploring new places also inspires me, as I’m always intrigued by different cultures, perspectives, and ways of thinking. On a quieter note, I enjoy reading, especially books that challenge my understanding of people, human behaviour, and myself. For my entire adult life, my favourite author has been, and continues to be, John Steinbeck. And, of course, I deeply value time spent with friends and family, sharing good food, conversation, and laughter.
Q: If you could have dinner with any three historical figures in the world, who would they be and why?
A: It is very difficult to narrow this down to only three historical figures! If I had to choose though, I would pick the following individuals:
1) Endel Tulving: As one of the most influential experimental psychologists and cognitive neuroscientists, Endel Tulving fundamentally changed our understanding of human memory, particularly through his pioneering work on episodic and semantic memory. On a personal level, he was also one of my master’s and PhD advisors, and I would love the chance to sit down with him again, not just as a mentor, but as someone whose insights shaped my academic path and many of my life decisions. I would ask him how he now views the evolution of memory research and its intersection with education, technology, and artificial intelligence.
2) Kim Man-Jung: He wrote The Cloud Dream of the Nine, one of the earliest and most celebrated Korean literary novels. His work offers deep philosophical insights on human nature, morality, and destiny. Given that my family is from the same Korean clan as Kim Man-Jung (Gwangsan Kim), I feel an added personal connection to his legacy. I wonder what he would think about the modern world, patriotism, and expatriation, especially in a time when identity and belonging are evolving in complex ways.
3) Frédéric Chopin: His expressive, deeply emotional compositions resonate with me, and I’ve always been drawn to his music. Beyond his musical brilliance, I’d be curious to learn about his creative process and how he viewed the relation between emotion, imagination, memory, and artistic expression, which, in many ways, connects to psychology.
Q: If you could give any piece of advice to students interested in entering the psychology field after graduation, what would that be?
A: My advice is to stay curious and open to opportunities. Psychology is a vast and interdisciplinary field, intersecting with law, education, business, technology, and more. Some of the most fulfilling careers emerge from a willingness to explore different areas, gain diverse experiences, and apply psychological principles in unexpected ways.
I also encourage students to seek mentorship, engage in research or applied work, and develop strong critical thinking skills. The ability to analyze information, ask meaningful questions, and adapt to new challenges is invaluable whether you’re pursuing graduate studies, clinical work, or applying psychology in other fields.
Ultimately, psychology is about understanding people: how we think, learn, and interact with the world. The more you engage with different perspectives and experiences, the greater impact you will have in the field.
Q: A little birdie tells me you and Swoop have been hanging out (and have become besties!) and are getting creative in the kitchen. What was the craziest nacho platter you made together?
A: The craziest nacho platter that I made with Swoop is called “The Cognitive Overload Nachos.” It was designed to stimulate all the senses and consists of the perfect combination of layers of flavors and textures. We started with a mix of crispy blue corn tortilla chips and crunchy plantain chips for an unexpected base. Then we added a double-layer of gooey vegan cheese: a blend of cashew queso and smoked dairy-free cheddar. Next, we added slow-roasted jackfruit “carnitas,” caramelized onions, and a drizzle of chipotle cashew aioli to bring the heat!
Then, since Swoop insisted on a sweet-and-savory cognitive dissonance challenge, we topped it off with honey-free agave-drizzled almond feta, pomegranate seeds, and a sprinkle of dark chocolate shavings. Even though it shouldn’t have worked, it ended up being a mind-blowing flavour experiment!
In my opinion, it was highly memorable!