Finding His Flow—Back Where It All Began
Nathan Richardson (’14) didn’t expect to end up in the classroom. After graduating from Lubbock Christian University with a BBA in Digital Media Arts and Marketing, his path initially led him into the world of branding and design—working with both Bahama Buck’s Corporate Office and Cre8ive before eventually launching his own freelance media business. But something about teaching pulled him in. When a position opened at Natalia High School, he accepted a teaching role with interest but also with some initial hesitation—he quickly discovered it was exactly where he was meant to be.
“Teaching became the perfect vocation for me,” Richardson shared. “I felt a deep sense of calling. The only thing I longed for was the more collaborative environment that higher education could offer.”
So, when the opportunity to return to LCU as a faculty member presented itself, he didn’t hesitate.
“There was no doubt in my mind that I wanted to give back to the place that had such a profound impact on me,” he said. “LCU shaped my knowledge, my relationships, and especially my spiritual life.”
Now an Instructor of Digital Media Applications in the LCU College of Business, Richardson brings both real-world experience and a scholarly lens to the classroom. Alongside his teaching, he’s also pursuing a Ph.D. in Learning Technologies from the University of North Texas. His research focuses on something that affects nearly every learner and professional: how we achieve deep concentration and creativity, also known as “Flow.”
Richardson’s academic focus centers around Flow Theory, which explores how, when, and why people become immersed in a task to the point that time seems to disappear. It’s the mental “zone” athletes refer to and creatives often chase. He connects this phenomenon to metacognition, the ability to reflect on one’s own thought process and make intentional adjustments to improve focus and performance.
“Some editing sessions made hours feel like minutes, while others left me struggling to focus at all,” he said, reflecting on his freelance videography days. “That inconsistency made me wonder what triggered Flow and why it was so elusive.”
That question eventually led him to Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi. The book changed his perspective, and ultimately, his career path.
The research came into sharper focus when he began his doctoral studies. “Flow happens when skill and challenge are in balance,” Richardson explains. “If the challenge is too high, it creates anxiety. If it’s too low, you get boredom. Helping students identify where that balance exists is a big part of supporting effective learning.”
In his classes, Richardson uses tools like the Flow Metacognitions Questionnaire and breaks large tasks into measurable goals encouraging students to build momentum in achievable ways. “For example, instead of trying to write a full paper in one sitting, a student can aim to write 300 words a day. That helps shift their mindset and get into the zone more easily.”
Richardson’s academic journey came full circle in 2024, when he was invited to present at EdMedia, an international conference hosted by the Association for the Advancement of Computing in Education (AACE). With travel supported by LCU and UNT, he flew to London and then on to Brussels, Belgium, where he presented Impact of College Students’ Metacognition Toward Flow to an audience of educators, curriculum developers, and tech leaders from around the world.
“Presenting at EdMedia helped give context to what I’m doing,” he said. “Much of the work before felt like academic practice but there, I saw how it could be applied in real-world settings. That gave me a whole new level of motivation.”
As AI and educational technology continue to evolve, Richardson is excited to explore how those tools can be used not just to deliver content but to help students focus, create, and thrive.
For Richardson, returning to LCU was more than a professional move, it was personal. “As a student at LCU, I noticed that if you asked ten students to name their favorite professor, you’d get ten different answers,” he said. “That spoke to the depth and quality of the faculty. Superficial interactions gave way to meaningful relationships.”
Some of those mentors are now his colleagues. The most formative, he said, were Professor Karen Randolph, whose role he eventually stepped into, and Professor Tracy Mack, now his dean.
“Professor Randolph encouraged us to see creativity as a reflection of our Creator,” Richardson said. “It’s a perspective I carry into my own teaching.”
“Professor Mack’s class gave me confidence and peace during a time of uncertainty. He reminded me that God could use me in ways I couldn’t predict if I stayed open to Him.”
That grounding influence extended beyond academics. During his time at LCU, Richardson stepped far outside his comfort zone and into roles that helped shape his personal and professional life. He served as historian and treasurer for Koinonia, was a counselor for Encounter, a Pine Springs videographer, an Orientation Leader, RA, and worked in the university’s Marketing and Communications Department. He also participated in SIFE (now Enactus), helping bring entrepreneurial skills to life.
Even his personal life was shaped by LCU. He and his wife, Savannah (Carolus, ‘14), were high school sweethearts who chose to attend LCU together, a decision that strengthened their relationship and introduced them to a lifelong community of faith and friendship.
Now in the dissertation phase of his doctoral work, Richardson continues to invest in the next generation of students helping them build technical skills, sharpen their thinking, and step into their own calling.
“I never expected to be a teacher,” he said. “But now I get to walk alongside students who are in the same shoes I once was. I get to encourage them, challenge them, and hopefully help them discover their own version of ‘flow’ both in their work and in their lives.”