Fundamental to my teaching philosophy, and supported by the work of Bain (2004) and others, is the idea that knowledge is constructed, not received. From this philosophy, it follows that the role of a teacher is not to treat the student as an empty vessel that needs to be filled, rather to facilitate and support the construction of knowledge through an equal partnership. As an educator, I see my role as one of providing the necessary tools, structure, and environment within which students can challenge their understanding of the world and incorporate new information, but I also recognize that pushing students to engage with material in a way that may be different from what they are used to can cause both anxiety and disengagement (Richardson, 2004; Bouhlila, 2011; Richardson, 2004). As such, I have tried to structure my teaching with the aim of improving the student’s general self-efficacy with respect to being an engaged and active learner, and their domain self-efficacy with respect to the material in the course. Watching students develop, solve problems, become excited about material and actively engaged in the learning process is what excites and motivates me as an instructor.