Neil Duncan

Q1. What inspired you to pursue mathematics as a field of study?

Math wasn’t always easy for me growing up—especially in middle and high school. When I started college, I originally planned to become an engineer. As I worked through the required college-level math courses, I had some incredible professors who helped me see the beauty in mathematics. I even did an internship with an aerospace engineering company, but I found the work unfulfilling. I realized I truly enjoy teaching and exploring math, so I decided to follow that path instead.

Q2. Where did you go to school, and what was your journey like to get here?

I began my college journey at Southern Utah University, then transferred to Ohio State University with plans to continue in engineering. Eventually, life brought me back to southern Utah, where I completed my degree at Utah Tech. While finishing my math degree, I worked in the tutoring center here, which was a great experience. I’ve really enjoyed my time at Utah Tech—it feels like home.

Q3. What do you enjoy most about teaching math to students?

I love helping students realize that math isn’t as intimidating as it seems. When a problem feels complex, I enjoy guiding them through it step by step, breaking it down into simpler parts. Watching their confidence grow as they begin to understand is incredibly rewarding.

Q4. What’s a common challenge students face in math, and how do you encourage them to overcome it?

Many students come in with gaps in their understanding due to inconsistent experiences with previous math instruction. I focus on identifying those gaps and building on what they already know. Once they see how the pieces fit together, their confidence starts to grow.

Q5. Can you share a memorable moment from your time teaching in the department?

Since joining the department at Utah Tech, I’ve felt incredibly welcomed by my colleagues. It was a little intimidating at first—especially trying to hear Professor Duncan clearly! But I’ve learned to go with the flow and embrace the experience. Even though I’m “just” an instructor, it’s been a warm and supportive environment.

Q6. What’s one piece of advice you would give to students who may be intimidated by math?

Think of math as a puzzle. Every problem is like a little mystery waiting to be solved. If you’re missing a piece, it can feel frustrating—but once you find it, everything starts to make sense. Treating math like a game can make it more engaging and fun to explore.

Q7. How do you see mathematics connecting to everyday life or other fields of study?

Students often ask, “When am I ever going to use this?” In my own life, math has helped me dive into areas like digital finance. I’ve used it to analyze cryptocurrencies, stocks, and price charts. That analytical skill has helped me make smarter financial decisions—and even earn a bit more money!

Q8. What do you find most rewarding about being part of the math department here?

I’ve had the chance to create guided notes, answer keys, and other helpful resources for students. When I taught high school, I was constantly juggling classroom management and lesson prep, so I didn’t have time to build new materials. Here, I get to focus on creating tools that really support student learning—and that’s something I love.

Q9. What advice would you give to a math major?

There are so many career paths for someone with a math background—teaching is just one of them. Businesses across industries need people who can think analytically and solve problems. I encourage students to explore different courses and think of math as a puzzle. Once they build confidence, their curiosity will take them to the next level.

Q10. What’s one fun fact or hobby outside of math that students might be surprised to learn about you?

I used to be a ballroom dance teacher! I even trained other instructors on how to teach their classes. I managed a ballroom dance studio for six years while living in Ohio—it was a big part of my life and a lot of fun.

Kevin Johnston

Q1. What inspired you to pursue mathematics as a field of study?

I was part of a success academy program that allowed me to graduate high school with my associate degree. I wanted to see if I could complete my next degree within two years, and math made that possible. I’ve always enjoyed math—it was fun for me—so while I wouldn’t necessarily recommend that accelerated path for everyone, it worked out really well in my case.

Q2. Where did you go to school, and what was your journey like to get here?

I started at Utah Tech (formerly Dixie State University), where I earned my associate degree. From there, I went to Southern Utah University for my undergraduate studies—it was close to home and offered a great opportunity to attend tuition-free. After that, I completed my master’s degree at BYU and then went on to earn my Ph.D. at UCI.

Q3. What do you enjoy most about teaching math to students?

I love working on projects with students and seeing their progress over time. The one-on-one interactions are especially rewarding—diving into specific topics together and watching students truly grasp the material is one of my favorite parts of teaching.

Q4. What’s a common challenge students face in math, and how do you encourage them to overcome it?

The biggest challenge I see is simply not showing up. Attendance and engagement make a huge difference. If students come to class consistently, keep up with the work, and regularly review what they’ve learned, they’ll do just fine. Math takes practice and experience, but it’s worth it.

Q5. Can you share a memorable moment from your time teaching in the department?

One of my favorite moments was working one-on-one with a student on a data project. I gave them a dataset to analyze, and when they came back a week later, the entire project was done—and done really well. I was genuinely impressed by their initiative and thoroughness.

Q6. What’s one piece of advice you would give to students who may be intimidated by math?

Just keep going. Whether you’re naturally good at math or not, persistence is key. Push through the challenges, stay consistent, and you’ll get through it.

Q7. How do you see mathematics connecting to everyday life or other fields of study?

Math plays a huge role in everyday life—budgeting, estimating expenses, and planning for the future all rely on mathematical thinking. It’s also incredibly valuable across countless career fields.

Q8. What do you find most rewarding about being part of the math department here?

Seeing students reach that “aha” moment—when they realize they can understand and apply math—is incredibly rewarding. I also love the sense of community and collaboration within the department. And honestly, I just love what I teach. There’s something special about seeing math come to life on the board.

Q9. Did you always know you wanted to be a professor, or did your career path take some unexpected turns?

Not really! My parents were teachers, so I was always around education, but I didn’t have much exposure to other careers early on. After finishing my Ph.D., I explored different paths, but teaching felt like a natural fit—and now here I am. It wasn’t a straight path, but it’s one I’m grateful for.

Q10. What’s one fun fact or hobby outside of math that students might be surprised to learn about you?

During the summers, I spend a lot of time maintaining and restoring my grandparents’ cabin above the Kolob Reservoir. It’s a peaceful getaway and a nice change of pace from academic life.

Paula Temple

Q1. What inspired you to pursue mathematics as a field of study?

I had a calculus teacher here, Max Rose, who later became the vice president. When I was in his class, I told him I was planning to go into pharmacy. He looked at me and said, “You would hate it — you’re too much of a people person.” He told me he thought I should teach. He said I was good with people and good at math. I’ll never forget what he told me: “If you can earn a degree in mathematics, you can do whatever you want.” That really stuck with me and changed my direction.

Q2. Where did you go to school, and what was your journey like to get here?

I started here when it was still Dixie Junior College. Then I transferred to SUU, where I was the only female in my graduating class — there were just 12 of us total. Because our class was so small, we really became a team. We went through the program together, supported each other, and formed strong study groups. It made the experience much more enjoyable and far less overwhelming than doing it alone.

Q3. What do you enjoy most about teaching math to students?

What I enjoy most is watching students gain confidence in themselves. So many students come in doubting their ability. They beat themselves up for a long time, and then something clicks. When they finally say, “I can do this,” and realize they may have been capable all along — that’s the best part. Helping students build confidence is incredibly rewarding.

Q4. What’s a common challenge students face in math, and how do you encourage them to overcome it?

One of the biggest challenges I see is skill level — both math skills and student skills. Things like showing up, staying focused, and being engaged in class matter just as much as the content. But beyond that, many students struggle with anxiety and mental blocks about math. They’ve convinced themselves they aren’t capable. I try to overcome that through encouragement. Even if a student is failing the class, if they show strong work on a problem, I make sure to point it out. I look for ways to support and uplift them. I try to create an environment where students feel comfortable rather than intimidated — where they can overcome fear and build confidence.

Q5. Can you share a memorable moment from your time teaching in the department?

I had a student with very obvious and severe disabilities. It was difficult for him to speak, and he faced significant social challenges. But the class was incredibly kind and compassionate toward him. Toward the end of the semester, he came into class after retaking a test and announced that he had passed. The entire class clapped and cheered for him. It was such a powerful moment — seeing students genuinely root for one another. They recognized his challenges and celebrated his success. That level of compassion and support in a classroom is something I’ll never forget.

Q6. What’s one piece of advice you would give to students who may be intimidated by math?

I strongly believe our thoughts have a huge impact on our actions. I share a story with my students about a time I accidentally swallowed jewelry cleaner while packing during a move. I saw the word “poisonous” on the bottle and immediately panicked. I started hyperventilating, my throat felt like it was swelling, and I was convinced I was dying. I called Poison Control, and after giving them the information from the bottle, they calmly told me, “You’re fine.” And instantly, I was fine.I had created many of those symptoms because I believed I was in danger. I use that story to show students how powerful their thoughts are. If you constantly tell yourself you’re bad at math, you can create anxiety and fear that feel very real. I encourage students to reset — to let go of past experiences and give themselves a fresh start. Don’t defeat yourself before you even begin. Give yourself a chance.

Q7. How do you see mathematics connecting to everyday life or other fields of study?

Math is everywhere, especially in financial decisions — taxes, budgeting, comparing plans, choosing medical coverage, and evaluating options. Even when it isn’t obvious, math supports good decision-making.It gives you an advantage because you can analyze information clearly and make informed choices. I use math regularly in practical, everyday ways and also help friends and family apply it to their own decisions.

Q8. What do you find most rewarding about being part of the math department here?

The people. We have strong leadership, supportive colleagues, and a fun environment. As I’ve gotten to know everyone better, the job has become even more rewarding. I always feel completely supported. Being able to collaborate, share ideas, and talk through different teaching strategies makes a big difference. The sense of support and teamwork is what I value most.

Q9. Did you always know you wanted to be a professor, or did your career path take some unexpected turns?

My path has had many twists and turns. I taught here for 10 years before moving to Arizona. While I was there, I fell in love with Arizona and eventually moved there. I became curious about the corporate world and accepted a position in the pharmaceutical industry, where I worked for seven years. It was fascinating. I used math every day — analyzing reports, managing territory data, evaluating market share, and communicating metrics. It gave me insight into what we’re preparing students for beyond academia. However, while corporate work offered higher pay, it lacked autonomy. Decisions were top-down, and I eventually realized how much I missed teaching. I began teaching part-time at Scottsdale Community College while still working in the corporate world, and eventually transitioned back fully into academia. During that time, I also fell in love with yoga, earned certifications, opened a yoga studio, and trained yoga teachers for seven years. Eventually, I returned to teaching full time — but those twists and turns shaped me in meaningful ways.

Q10. What’s one fun fact or hobby outside of math that students might be surprised to learn about you?

I love hiking, yoga, nature, travel, books, and music. I’m also probably overly obsessed with my dog. Another fun fact — I genuinely love things clean. I’m not sure if I love cleaning itself, but I definitely love having everything clean and organized!