An instructor must hold the students attention, and at the same time encourage critical thinking skills. Teaching science as a logical sequence of steps helps draw students into the teaching experience. Quite often I will ask, “We know this is a fact, but how do we get there?” Then I introduce the concepts needed, and show the students how to fit the ideas together. As the year progresses, I try to present the necessary concepts and then ask the students to fit the ideas together. My passion for teaching comes from the moments when I see that a student has understood the reasons behind our knowledge of a natural phenomenon or process. The student’s eyes light up with new -- and I believe long term -- understanding.

Instead of a completely lecture-based approach to teaching, I like to break my class into smaller groups with assignments that can be accomplished together. I can provide key guidance and support as each group tries to accomplish their assignments. I encourage students to explain concepts to each other, with my oversight; the surest way to learning is attempting to teach another individual. I can then judge any flaws or misconceptions that either of the students have, and correct them quickly. Students respond well to this approach. Both tests and short assays assignments administered after such sessions seem to show an improved understanding of the key concepts compared to lecture based teaching alone. Additionally, I have always received "Excellent" teaching evaluations, and have been awarded several teaching awards.

My sincerest hope is that at the end of a semester, my students know not only the facts, but how those facts emerge as science progresses. I always know my students are starting to synthesize the material when their questions start to challenge my understanding of the subject.