When I first stepped into a university classroom as a sessional instructor in 2009, I was armed with PowerPoint slides and a singular mission: transmit knowledge with precision and clarity. If my explanations were thorough and clear enough, surely students would understand everything I shared. Simple, right?

Then reality hit—two semesters teaching statistics to biology students left me puzzled. Despite my meticulously crafted lectures and carefully curated examples, something wasn’t clicking. I’d explain a concept on Monday, only to have blank stares when referencing it on Wednesday. Where was the disconnect?

This revelation became my turning point. What if teaching wasn’t primarily about what I said, but about what students experienced?

Fast forward to today, and my classroom looks dramatically different. I’ve traded the comfort of scripted lectures for the beautiful chaos of active learning spaces. I’ve discovered that my greatest impact comes not from perfecting my delivery but from designing experiences that ignite curiosity and build confidence. The shift has been transformative—not just for my students, but for me.

Through this journey, three guiding principles have emerged that fuel everything I do:

Creating pathways to success. Have you ever watched someone’s face light up when they finally grasp a concept they’ve struggled with for weeks? That moment of breakthrough is what drives me. In my Quantitative Biology course, I use team-based quizzes not primarily for grades, but as stepping stones that build confidence while revealing where students need support. When a student who once declared “I’m just not a math person” begins enthusiastically explaining statistical concepts to peers, I’m reminded why clear expectations coupled with thoughtful feedback matters so profoundly. These small victories create momentum that carries students forward, transforming “I can’t” into “I did.”

Embracing authentic challenges. “Is this going to be on the test?” became my least favorite question—until I redesigned my labs to tackle real research questions without predetermined answers. Now students ask instead: “Could we try this approach?” The energy in the room transformed when students realized they weren’t just following recipes—they were creating new knowledge. I’ll never forget the day a team encountered unexpected results and, instead of asking what went wrong, excitedly designed follow-up experiments to investigate further. When students navigate the messy reality of authentic science, they develop a resilience and creativity that no textbook could teach them. These moments reaffirm my belief that students rise to meaningful challenges when given the space to truly explore.

Cultivating collective energy. Picture this: 200 students simultaneously leaning forward in their seats, excitedly debating approaches to a problem they previously would have deemed “boring.” There’s an almost electric quality to a classroom where students feel both challenged and supported. I’ve learned that enthusiasm isn’t just personality—it’s pedagogy. When students comment on my passion for teaching, they’re picking up on something fundamental: learning at its best is emotionally engaging, not just intellectually stimulating. The community we build together becomes a catalyst for deeper engagement with content that might otherwise remain abstract. These vibrant moments of collective discovery have become the highlight of my teaching career.

My evolution as an educator continues with each course I teach. What remains constant is my commitment to creating learning experiences that are achievable, authentic, and genuinely energizing. When these elements align, I’ve witnessed students transform not just their understanding of course material but their perception of themselves as learners.

For me, there’s no greater privilege than being part of that journey.