In science, the onus of educators, and the impetus of the act of educating, is to cultivate a logical thinking process in students. 

With that specific aim in mind, I am of the opinion that education is not just the accumulation of facts and/or figures; rather, it is most clearly manifest as a change in behavior. 

That is to say, the way students perceive and critically analyze an issue, simultaneously utilizing knowledge accumulated from a multitude of disciplines they have previously studied, allows for an interdisciplinary approach to problem-solving; more well-known as critical thinking. 

Critical thinking, in summary, is a logical progression of questions leading to the formulation, and subsequent proposal, of testable hypotheses which pertain to observable, or measurable, phenomenon. Central to the promotion of this mode of thought in students is the generation of interest in coursework, as well as an understanding of how well-designed, and integrated, coursework synergistically improves our ability to see issues through multiple lenses. 

Furthermore, one should understand that these various points-of-view, by which problems can be seen, or understood, are related and provide contextual clues to the nature of said issues. Students must trust not only in your knowledge base, and teaching methodologies, but also in your preparation, one’s ability to adapt to various and distinct learning styles, and the malleability of one’s approach to all students’ educational needs. 

The sage on a stage is antiquated and ineffective, this is not student-centered. In my experience, the use of impromptu discussions, or lines of questioning, bolster students’ confidence and motivation to produce, and communicate, original ideas. 

Asking the correct question often stimulates a Eureka (I have found it!) moment for students. 

This pedagogical approach, of leading the student to make connections via questioning, is more effective than just giving a fact to memorize. Often, the collaborative approach improves students’ ability to think critically; and to work as a team. 

Collaboration is an essential skill in science, and in academia generally, but especially in research; which quite often requires an interdisciplinary approach. Feedback amongst student groups strengthens their collective abilities. 

The reasons for this are two-fold: 1) As students explain concepts in groups, they improve their own understanding and 2) sometimes misconceptions students may have are more easily, or readily, articulated amongst groups and peers; rather than to the professor. Collaboration also builds essential interpersonal and social-interaction skills.

 Group work forces students to invest in each other, develop group bonds, comradery, effective study skills, and time-management skills. 

Ultimately, students’ proficiency in a multitude of subjects in the sciences is more accurately and/or effectively gauged utilizing impromptu verbal assessment, critical thinking exercises, and open and/or subject specific discussions. 

These methods are instrumental to improving students’ performance, learning outcomes overall, and the quality of mental health and confidence. 

Aside from verbal communication, the art of scientific writing, the building of both vocabulary and familiarity with scientific vernacular, reading comprehension, and the comprehension of statistical tests (particularly their specific assumptions, applicability, and limitations) are often underdeveloped in students. 

Requiring students to regularly read, critique, and/or explain both the experimental design and/or findings of scientific articles, whether as part of groups or individually, enhances their ability to grasp and articulate the aims, hypotheses, results, and the conclusions therein. 

The aforementioned are a subset of the approaches I bring to STEM education, though these tasks in particular are fundamental to cultivating critical thinkers, and I strive to improve and broaden my range of methodologies daily. 

I have, and continue to, support students by creating active and student￾centered learning environments. I have been privileged to serve students from all backgrounds and do so to the absolute .best of my ability.