Morris, Trevor
Program Coordinator, Office of Teaching and Learning
LI 514A
Mail Code:
Last Updated: 10/24/18 -

What I Can Help You With:

  • Faculty Coaching


  • M.S., Psychology, June 2008, from Palo Alto University  
  • B.S., Behavioral Science emphasis in Psychology, April 2006, Utah Valley University, Orem, Utah
  • A.S., Behavioral Science, 2004, Utah Valley University, Orem, Utah

Profession Employment:

Office of Teaching and Learning – Program Coordinator at Utah Valley University (January 2012 – present)

Adjunct training; pedagogy; mentoring; conference and event planning; manage Student Consultant on Teaching (SCOT) program.

Behavioral Science Adjunct – Utah Valley University 2008-2012

College Teaching Experience:

  • General Psychology PSY 1010
  • Honors General Psychology PSY 101H
  • Human Development Lifespan PSY 1100
  • Behavioral Science Research Methods BESC 3020
  • Adult Development PSY 3220
  • Abnormal Psychology PSY 3400
  • Learning, Memory, and Cognition PSY 3420
  • Personality Psychology PSY 3460
  • Senior Internship BESC 481R 

Educational Development Philosophy: 

I have over four years of experience as an educational developer. Working faculty is important to help UVU achieve its mission as a serious institution focused on student success. I have worked with both part and full time faculty in both classroom and one-on-one coaching settings as well as facilitating department workshops. 

Teaching Philosophy:

“We now see that our mission is not instruction but rather that of producing learning with every student by whatever means possible.”

-Barr and Tagg From Teaching to Learning: A New Paradigm for Undergraduate Education

My teaching philosophy centers on student learning. Creating on a learning environment that supports students in achieving high standards is fundamental to helping student develop as intellectual, ethical, and professional adults. 

 Research Interest: 

  • Threshold concepts
  • Situated concepts
  • Cognitive load theory 
  • Implicit theories of intelligence
  • Stereotype threats 
  • Student persistance