I began my academic career in physics because it was a course that I excelled at in high school. However, I soon learned that physics was not my calling; I desired more out of my education. I eventually transferred universities and changed majors to geology. In my new program, I felt a unique sense of community among geoscientists. I quickly learned that geology was not just a degree, but a lifestyle. A combination of fascinating courses studying natural processes, weeks-long field trips to national parks, and hands-on lab-based projects helped fuel my drive for the geosciences. Because of my experiences, I want to build a community in my classes that encourages curiosity about the natural world in a way that supported me through my subsequent journey from undergraduate student to PhD candidate. I was specifically drawn to planetary geology through remote sensing because it combines my passion for geology with the excitement of exploring other worlds. Throughout history, exploration has defined humanity, and space is our next great frontier. Remote sensing via satellite data—analyzed through Geographic Information Systems (GIS)—offers a powerful way to study planetary surfaces and drive discovery of Earth and beyond. From personal experience, I have found that hands-on learning and teaching are the most effective methods for acquiring new technical skills. These methods are particularly useful for skills like ArcGIS Pro or field mapping because they engage students in active learning and foster a deeper understanding of complex concepts by directly applying them to ongoing scientific problems. Hands-on and interactive lab exercises included in my classes—such as mapping geomorphic features on Earth or analyzing multiple criteria to determine optimal landing locations for a Martian rover—encourage students to think critically, solve problems, and make connections that might not emerge from passive learning approaches. By doing so, students not only develop technical proficiency but also gain confidence in their ability to synthesize datasets, map planetary bodies, and tackle new challenges such as learning in an asynchronous, online environment. This is especially important in planetary research, where there are many unique mysteries and natural processes to observe and analyze. The courses I teach are unique in that they are fully online and asynchronous—designed to be accessible to students anywhere in the world, at any time. Asynchronous courses bring their own unique challenges to student learning, but they can also provide flexible and effective environments for acquiring new skills. Thus, it is key to be very explicit and detailed in the assignment descriptions and grading rubrics. My teaching focuses on active, lab-tutorial-based exercises that highlight the interdisciplinary nature of the field by addressing problems in planetary sciences and space resources. I encourage creativity and a connection to students’ own interests in my courses. The capstone project in my courses allow students to design and execute a research project related to their personal or academic interests, allowing them to gain both technical proficiency and practical experience in an area of their choosing. I incorporate diverse, collaboration-focused learning experiences such as discussions on current planetary news, collaborative shared readings of academic journal articles, and peer reviews that allow students to engage with the material and their peers. Consistent and frequent communication is also important for students, and in my courses, I offer rapid replies to students’ questions or concerns. I believe that learning should be a collaborative effort, where students feel their contributions matter—especially in an online class. I have implemented an exercise where students become “experts” on specific planetary remote sensing missions, then teach their peers through a short PowerPoint presentation outlining a mission of their choosing. Such activities encourage students to develop communication and teaching skills that are valuable beyond the classroom. Creating an inclusive classroom is central to my teaching. My courses draw students from many diverse disciplines, including geology, geophysics, hydrology, and space resources, as well as from many different educational and socioeconomic backgrounds. I acknowledge this diversity and encourage students to share their perspectives during discussions and projects. I incorporate examples from a wide range of industrial and economic aspects, ensuring that students see their interests and career goals reflected in the material. Additionally, I recognize that students have responsibilities and challenges outside the classroom. I encourage open communication and connect students with resources that support their success, both academically and personally, through links to numerous outside resources on my course’s Canvas page. Assessments are also crucial to learning, and in my course, assessments are designed to measure both technical proficiency and critical thinking skills rather than memorization. I use a combination of formative assessments, like quizzes and interactive discussions, to gauge students' understanding throughout the course, along with summative assessments, like peer reviews and capstone assignments, which allow students to apply their newly learned skills and knowledge to real-world scenarios. These assessments are aligned with course goals, ensuring that students develop not only technical skills but also the ability to analyze and interpret data effectively and demonstrate the ability to think independently. Furthermore, the final exam is designed to be open-note/open-book and allows for the usage of outside resources. I find this both decreases the emphasis on simply “studying for a test” and instead promotes understanding the material and applying it to questions presented in the exam. Teaching is a platform for inspiring curiosity, fostering growth, and equipping students with the skills to explore space. My teaching philosophy is rooted in creating an inclusive, engaging, and supportive learning environment where students are empowered to connect course content to their unique experiences and career aspirations. Above all, I strive to instill a sense of curiosity and confidence in my students. By fostering an environment where exploration and respect are at the forefront, I aim to guide students on a journey of discovery—not just of planetary surfaces, but of their own potential as geoscientists.