Attending the Western Psychological Association (WPA) conference for the first time was nothing short of inspiring. I went in hoping to learn, and I left with a notebook full of ideas, a renewed sense of direction, and a network of passionate researchers I’m excited to stay in touch with.

One of the most rewarding aspects of the experience was the sheer number of meaningful connections I made. From casual hallway conversations to deep discussions after sessions, I found myself surrounded by individuals who are as curious and motivated as I am. These interactions opened doors to potential partnerships and collaborative projects that I’m eager to explore further.

The talks and panels I attended were equally impactful. Many sessions focused on topics within social and environmental psychology fields that deeply resonate with my current research. Hearing about the latest work being done helped me see clear paths for how I might expand my own research into doctoral studies, something that now feels more exciting and achievable than ever.

I left WPA not only with new ideas and contacts but with a greater appreciation for the power of coming together as a scholarly community. I'm already looking forward to the next one.

Before heading to WPA, I had the opportunity to attend the Central California Research Symposium (CCRS), where I presented an expanded version of the work I had previously showcased at the Spring Showcase. It was a valuable stepping stone that helped me sharpen both the content and delivery of my research.

At CCRS, I connected with others working on similar topics, which led to some insightful conversations and new perspectives on my approach. These interactions not only reaffirmed the relevance of my work but also helped me see how it fits within broader research conversations.

Perhaps most importantly, CCRS gave me the chance to further develop my science communication skills. With each presentation, I refined my spiel—making it clearer, more concise, and more accessible to a wider audience. That practice paid off, as I felt much more confident and prepared heading into WPA.

Each conference builds on the last, and CCRS played a key role in helping me move forward.

During Undergraduate Research (UGR) Week, I had the opportunity to give a talk on a topic I am deeply passionate about: applying psychological research in the nonprofit sector. Drawing from my own experience working with community-based organizations, I shared how researchers can take a community-informed approach that not only advances science but also serves real-world needs.

My presentation focused on the practical side of academic work: how to frame research questions that matter to communities, how to navigate the world of research grants in service of social good, and how to build partnerships rooted in mutual respect and relevance. It was energizing to engage with students and faculty who were excited about bridging the gap between academia and community service.

This experience reinforced my belief that research does not have to stay within institutional walls it can, and should, reach into communities to make a meaningful difference.

At this year’s Spring Showcase, I had the opportunity to present research conducted in collaboration with Mrinal Sinha through both an oral and poster presentation. This dual format challenged me to communicate our findings clearly and effectively across different audiences, helping me refine how I talk about our work and its significance.

The experience not only deepened my understanding of our project but also shaped the way I think about presenting research more broadly. It served as a valuable first step in preparing for future conferences, giving me insight into how to guide discussions, anticipate questions, and frame our findings in a way that encourages further exploration.

Looking back, the Spring Showcase became more than just a presentation. It became the launchpad for deeper engagement with my research and the start of a journey into larger academic spaces like CCRS and WPA.

At this year’s Spring Showcase, I presented research focused on the effects of forest bathing on anxiety and depression in adolescents. This project was done in collaboration with the Ventana Wildlife Society and is part of a broader effort to explore how structured exposure to natural environments, what we call "greenzone" exposure, can support mental health in youth populations.

Our study aimed to assess whether time spent in immersive nature experiences could lead to measurable shifts in psychological well-being. The results are promising and will be used to inform and improve programming designed for adolescents with the goal of creating more intentional, evidence based opportunities for connection with nature.

This work represents an exciting intersection between research and real world application, and it was deeply rewarding to share it with the academic community. The showcase served as an important step in communicating the value of community engaged, environmentally informed mental health interventions.

I recently had the opportunity to give a guest lecture on a topic that sits at the intersection of my academic and professional work: how federal policy shapes the landscape of nonprofit research and programming. Drawing on my roles in environmental and social psychology and my work with organizations like the Ventana Wildlife Society and Outside the Box Education, I explored how shifting national priorities can have profound effects on the missions and capabilities of community based nonprofits.

The lecture touched on several key areas including changes in federal funding mechanisms, types of grants available to nonprofits, and the evolving relationship between nonprofit organizations and the federal government. I also highlighted how legislation such as the CHIPS and Science Act or the Inflation Reduction Act can either open new avenues for research and public service or create operational roadblocks.

For students and researchers, the stakes are equally high. Federal cuts can mean fewer research opportunities, limited funding for undergraduate programs, and even larger structural changes within higher education institutions. These shifts demand flexibility and resilience but also call for more strategic advocacy and communication.

My favorite part of the session was encouraging students to see themselves as not just passive recipients of policy but as informed participants in shaping how research is done and whom it serves. By staying connected, adaptable, and community focused, we can ensure our work continues to reflect the real needs of the people it is meant to support.

I recently had the opportunity to deliver a TEDx talk at TEDxCSUMontereyBay, where I addressed the pervasive issue of deficit thinking in education.

Deficit thinking refers to the tendency to attribute students' academic challenges to their perceived shortcomings, often overlooking systemic factors and the rich cultural backgrounds they bring to the classroom. In my talk, I explored how this mindset can negatively impact students from marginalized communities, leading to lowered expectations and limited opportunities.

Drawing from my experiences and research, I emphasized the importance of shifting towards an asset-based approach. This perspective recognizes and values the diverse strengths and experiences that students contribute, fostering a more inclusive and empowering educational environment.

By challenging the deficit perspective, educators can better support all students, acknowledging their potential and creating pathways for success. I invite you to watch the full talk to delve deeper into this critical conversation.