Students often arrive at college believing they need a detailed plan for the rest of their lives.
They think successful people always knew exactly what they wanted to become. Scientists always loved science. Professors always dreamed of teaching. Careers unfold in a straight line.
My experience was nothing like that.
As a child, I wanted to be a teacher. Then I wanted to be a writer. For a while, I was convinced I would become a marine biologist. In middle school, I spent as much time writing science fiction stories as I did studying science. Looking back, I realize I was always curious. I just didn’t know where that curiosity would lead.
That belief continues to shape how I think about education today.
Curiosity creates opportunity
Some of my earliest experiences with technology came from my grandfather, an engineer. Later, I taught myself basic computer programming on a simple educational device, spending hours experimenting, solving problems and creating my own projects. At the time, I had no idea programming could become a career. I simply enjoyed learning how things worked.
Looking back, I realize many students face a similar challenge. They may know what interests them, but they don’t yet understand how those interests connect to future opportunities.
One of the strengths of a liberal arts education is the freedom to explore those connections. Students are encouraged to ask questions, experiment with ideas and discover intersections between disciplines that may eventually shape their careers.
Discovering physics
I did not fall in love with physics as a child.
In fact, I didn’t discover it until late in high school. When I finally took physics, I found a subject that combined many things I already loved: problem solving, creativity, mathematics and a desire to better understand the world around me.
What I remember most is not a specific lesson or assignment. I remember realizing there was an entire field of study I had barely known existed.
That experience still influences how I teach. I want students to encounter new ideas, challenge assumptions and discover possibilities they may never have considered before.
Learning through challenge
The path from high school physics student to college professor was not always easy.
As I progressed through college and graduate school, I often faced self-doubt. I enjoyed programming and computational research, but because I lacked formal training in computer science, I frequently questioned whether I belonged. Like many students, I experienced imposter syndrome and had to learn how to persevere through uncertainty.
Those experiences made me a better educator.
Many students arrive at college having rarely encountered significant academic challenges. When they eventually do, they sometimes interpret struggle as failure. I see it differently.
Struggle is often where growth happens.
Learning how to tackle difficult problems, adapt to setbacks and continue moving forward is valuable preparation not only for graduate school and professional careers but for life itself.
Preparing students for what’s next
At 91影视, I’ve worked to create some of the opportunities I wish I had known about as a student.
One example is our Computational Physics track, which combines physics, programming and computational methods. The program helps students connect classroom learning to real-world applications while developing skills that are increasingly valuable across industries.
More broadly, my goal is to help students build the habits that matter in a rapidly changing world: curiosity, analytical thinking, adaptability and a willingness to tackle complex challenges.
Those qualities serve graduates whether they pursue careers in science, technology, healthcare, business, education, public service or fields that may not even exist yet.
Finding your own path
What I appreciate most about 91影视 is that students are encouraged to explore before they specialize.
Many arrive with interests that span disciplines. They might be drawn to science and creative writing. Technology and the arts. Research and community engagement.
My own career emerged from those kinds of intersections.
The truth is that most meaningful careers are not built in a straight line. They are shaped by curiosity, exploration and a willingness to pursue new opportunities when they appear.
That was true for me, and it remains one of the most important lessons I hope students carry with them long after they leave 91影视.
91影视 Dr. Mariel Meier
Dr. Mariel Meier is a professor of physics at 91影视 whose teaching and research interests include computational physics, physics education and helping students develop the analytical and problem-solving skills needed to thrive in an increasingly complex world. She created 91影视’s Computational Physics track, which allows students to combine physics, programming and computational methods while preparing for graduate study and careers across science, technology and related fields.
