Teacher of the Month is a segment of The Spectator where we feature a teacher at Berkley High School and take a deep dive into their lives both in and outside of the classroom in order for the BHS community to get to know them better. This month, we are getting to know Mr. Austerman. After years of exploring different paths, Mr. Austerman found his true calling in the classroom, where his passion for science and real world connections inspires students everyday. But, his path to teaching wasn’t straightforward. “I was lucky to have had so many incredible teachers growing up,” he reflects. “Their work always inspired me, and I respected what they did. I had a passion for science in college, but I didn’t always know how I wanted to apply it. I switched majors a lot—seven times, in fact, between U-M and MSU.”
Starting with Kinesiology, he quickly realized it wasn’t the right fit. “The content wasn’t exciting to me, nor were the careers that followed.” He switched to Wildlife and Fisheries, hoping to become a park ranger. “I felt my chances were slim of landing the position I was aiming for. I eventually switched to pre-med Biological Sciences, but then dropped the pre-med bit and focused solely on Biological Sciences,” He then tried marketing but quickly realized it wasn’t for him, and switched to ecology at MSU, hoping to become an ecologist.
Despite all the changes, the pieces eventually began to fall into place. “It wasn’t until my final year at MSU that I realized education was where I truly wanted to be.” While at MSU, he earned an integrated science endorsement, which allowed him to complete his degree in teaching at Wayne State, followed by his Masters of Arts in Teaching. “Eventually, I realized that combining my love for science with my respect for teaching was the perfect combination for me,” he reflects. “And I’m also a bit of a perfectionist, so the challenge of constantly trying to teach something in the best way possible is a fun challenge.”
That same sense of thoughtfulness and dedication carries over into his approach to the classroom. “I try to make sure my lessons cover a broad range of topics that go beyond just science. For example in physics we just got done with a unit that had the overarching phenomenon of the Feb 2021 blackout that occurred in Texas. The unit was mainly focused on energy sources, electricity, grid dynamics, and such. But there was also a very human element that investigated, like the possibility of grid technology disparities as far as who was affected most and what the underlying reasons were that might have occurred there. ” he explains. “I want students to walk away with a deeper understanding of not just the subject, but of themselves and how they relate to others in the community. I think when you connect science to real-world issues, it resonates more with students.”
As for keeping students engaged Mr. Austerman said, “Who doesn’t love talking about science? Science is all around us, from the biology of life to the physics of motion. It’s always fascinating, and if I can make it come alive for students, that’s the goal.”
However motivating students can still be a challenge, and Mr. Austerman approaches it with a straightforward strategy. “I try to emphasize how the content connects to real life, the skills we’re developing through our investigations, and, of course, the importance of mutual respect,” he explains. His method focuses on making learning relevant and building a positive classroom culture. While Mr. Austerman teaches science at BHS, if given the opportunity, he’d love to explore teaching another subject. “Philosophy would be really cool,” he says with enthusiasm. “I’ve always enjoyed learning about different philosophical ideas and testing them out in everyday life as a personal hobby.”
This broad curiosity extends to his approach to field trips as well. When asked about his dream field trip destinations, Mr. Austerman shares some exciting ideas. “For physics, I’d love to take the class to Cedar Point or the Hadron Collider at MSU. Though, I’m pretty sure they’d enjoy Cedar Point more,” he jokes. “For biology, I’d pick the African Serengeti or Yellowstone, though realistically, the Detroit Zoo might be a bit more feasible.”
When it comes to spending time with family, Mr. Austerman is looking forward to a well earned break. With Thanksgiving coming up, he’s excited to head to Denver to celebrate with the larger part of his family. ‘It’ll be great to catch up with relatives who live out there and enjoy the holiday together,” he says.
Mr Austerman hopes students take away more than just academic knowledge from his class. “I would hope that they learn how to have fun while learning, in a way that’s not too stressful,” he explains. “It’s always nice to hear that students feel they understand scientific thinking a little better and see how it relates to their everyday lives.”
Mr. Austerman’s path to teaching may have been a bit unpredictable, but his love for science and dedication to his students make him a great fit for BHS, whether in the classroom or outside it, he works hard to make learning enjoyable and meaningful. Reflecting on his hopes for students he shares, “My hopes are that they learn about themselves in their high school years and grow into the best version of themself they can imagine (or better). My hope is that the way I structure my lessons and my classroom allow room for that to happen.”
