Rachel Olson, Ph.D.

My mission as a biology instructor is to support students as they navigate uncertainty, celebrate progress and persist through challenges. Undergraduate education is more than acquiring knowledge; it is a process of inquiry, reflection, resilience and belonging.

Students thrive when they feel valued, when learning connects to meaningful purpose and when they are supported by engaged instructors. Effective teaching recognizes students as whole people who bring distinct backgrounds, identities, lived experiences and ways of knowing into the classroom. When students see themselves as belonging in science and research, they expand what science can become: iterative, collaborative, human and deeply relational.

I design learning environments where students can take intellectual risks, learn from setbacks and engage in authentic inquiry. This work is deliberate and demanding, but it is essential to making STEM education inclusive. I aim to create courses that move beyond memorization and instead encourage curiosity, critical thinking and self‑discovery. My role is to open doors and support students as they determine the paths they want to pursue.

To do this, I incorporate authentic, community‑engaged experiences into many of my courses. Partnerships with organizations such as Mayo Clinic, the Village Community Garden and University of Minnesota Extension help students connect scientific concepts to real‑world challenges and community needs. Through these experiences, science becomes less abstract, and students begin to see themselves as contributors and emerging colleagues in the scientific community.

I am especially energized by discovery that originates with students. Supporting their ideas through focused directed studies creates opportunities for collaborative exploration, from investigations of patient experiences to studies of microbial systems. These student‑centered projects foster independence, confidence and scientific curiosity while reinforcing the collaborative nature of research.

What advice do you have for first year students?

Communicate early and often with your instructors and coaches. Whether you need support, are facing challenges, have questions or see opportunities for improvement, reaching out fosters connection, growth and success. We are invested in your development and can offer guidance, perspective and resources that work best when communication happens proactively.

At the same time, remember to enjoy the experience. Undergraduate education moves quickly, and meaningful growth often comes through the relationships, discoveries and moments outside the classroom as much as within it.

Share a bit about your education journey. What did you take away from it?

As an undergraduate student, I often struggled and quietly questioned whether I belonged in STEM. Traditional, passive lecture environments built around high‑stakes exams did not support the way I learned, and I rarely saw scientists or educators in whom I recognized myself. My path shifted when I met an instructor who treated mistakes not as judgments but as opportunities for growth. Their mentorship strengthened my confidence, reshaped my sense of belonging and inspired my commitment to supporting students with the same care and encouragement I received.

Like many students at the University of Minnesota Rochester, I began on a pre‑medical path. While studying for the MCAT with a friend during glacial aquatic surveys in Alaska, I realized medicine was not the right fit. What I valued most was discovery, curiosity and understanding the natural world through investigation and inquiry. That realization led me to entomology, a field that drew me in through the adaptability and complexity of insects and their relationships with the environments they inhabit.

During graduate school, I discovered another defining part of my professional identity: teaching and mentorship. Working with undergraduate students showed me how meaningful it is to guide learners as they build confidence, curiosity and scientific identity. One piece of advice I received in graduate training was to pursue a research topic I would study even without funding, recognition or permission. I never found a single scientific question that fit that description, but I realized education did. Creating opportunities for students, supporting inquiry and fostering belonging became the work that consistently energized me.

My educational journey taught me that growth often emerges from uncertainty, mentorship and the willingness to reconsider one’s path. It also affirmed my belief that education is not only about acquiring knowledge, but about helping students recognize their potential and their place within a broader community of learning and discovery.

My disciplinary background is in entomology, with emphasis in toxicology (voltage‑gated sodium channels) and taxonomy (Dermestids). More recently, my work has expanded into clinical inquiry through collaborations with the Institute for Healthcare Improvement and the Mayo Clinic Quality Academy.

I mentor undergraduate and graduate quality improvement projects, work I value for its collaborative, interdisciplinary and applied nature. These projects reinforce my belief that meaningful learning is grounded in curiosity, discovery and engagement.

My scholarly interests have also included collaborative work in pancreatic epigenetics and undergraduate sexual and reproductive health research. Working with colleagues across disciplines has broadened my perspective and approach to teaching and mentorship, highlighting the importance of diverse expertise in addressing complex scientific and societal questions.

Supporting undergraduate research remains one of the most rewarding parts of my career. Research mentorship offers opportunities for students to develop technical and analytical skills, while allowing all participants to explore new ideas and expand their understanding. I am especially proud that our undergraduate researchers consistently share their work at scholarly symposia, with several earning primary authorship on peer‑reviewed publications. These accomplishments reflect the value of sustained mentorship, authentic inquiry and student‑centered scholarship.

At the University of Minnesota Rochester, I have helped develop and teach interdisciplinary courses that emphasize authentic research and community engagement. In partnership with Professor Haas, I helped establish an upper‑level microbiology course centered on community‑driven, research‑intensive learning. I have also co‑taught HIST 3245: Epidemics, Empires and the Environment with Dr. Ford and Dr. Barnett. The course continues to evolve in response to student needs and contemporary issues, reflecting my commitment to adaptive, collaborative and student‑focused teaching.

• University of Minnesota Alumni Association Award for Outstanding Contributions to Undergraduate Education, 2026
• UMR Staff and Faculty Award: “Tag Team” Award with Professor Haas, nominated by students, 2025
• University of Minnesota’s Institute on the Environment Mini Grant, 2024 — Supported environmental and community‑driven inquiry with undergraduate students.
• UMR Faculty of the Year, selected by students, 2016