As someone who learns mostly by doing, I have always tried to incorporate as many hands-on experiences in my courses as possible to facilitate the lecture component. Along with field and lab exercises, I use an inquiry-based format to generate discussion for students to learn the material instead of me just talking. Another goal is to make sure my students 1) have a strong understanding of the scientific literature, 2) develop a solid understanding of the scientific method, 3) learn to think critically, and 4) are able to relate their new-found knowledge to the “bigger picture.” Using demonstrations and other examples from my research help to convey many different topics and concepts.