My journey with Modeling Instruction began out of necessity. Trained as a plant molecular biologist, I found myself assigned to teach physics after my first year in the classroom despite not having studied it in over a decade. I struggled to engage students and felt uncertain in my teaching. One afternoon, while watching MythBusters, I realized I wanted my students to experience that same sense of curiosity and discovery, but I had no idea how to create it.

That changed when I attended a three-week Physics Modeling Instruction workshop. It provided a clear, student-centered framework for authentic inquiry. I initially planned to implement modeling only in physics, but within two weeks, I recognized a stark contrast: I was energized in my physics class and frustrated in my chemistry classes. I quickly shifted to fully adopting Modeling Instruction across all courses. The impact was immediate. My enjoyment of teaching increased dramatically, and classroom management challenges largely disappeared.

For the past six years, I have worked as a teaching professor at Michigan State University, preparing future science teachers. Modeling Instruction is central to my program, and my students consistently report feeling well-prepared for their first years in the classroom.

Modeling Instruction transformed my teaching and professional identity, and I am committed to expanding access to this transformative approach for other educators.