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In my years as faculty, I have come to view teaching as something that, while anchored by the classroom experience, ultimately extends well beyond those physical boundaries. My students and I together seem more satisfied and engaged when we are doing work both within and outside of the classroom that we find meaningful, including research projects, group debates, and individual or group collaborations, all of which allow us to dig more deeply into the material and to connect new knowledge to our historical and contemporary contexts. I believe firmly that my job is not to teach students what I think about a given organizational or policy issue, but to help them gain the critical skills needed to develop their own analyses and share their insights with others.