On an exceptionally chilly St. Patrick’s Day, Gabe Ording’s morning lecture for his general science class on insects, globalization and sustainability was interrupted by some unexpected visitors.

“We have a tradition of coming in and surprising the professor selected for the President’s Distinguished Teaching Award,” said Michigan State University President Kevin M. Guskiewicz, Ph.D., as he presented the award for sustained excellence in teaching, curricular leadership and institutional impact. “Dr. Ording, your excellence really came through in the nomination materials, and I’m pleased to recognize you with this high distinction.”

Established by Carl and Margaret Liedholm to recognize the creation of innovative learning environments by academic specialists and tenure-stream faculty, the President’s Distinguished Teaching Award is given annually to a faculty member with significant teaching responsibilities who brings exceptional creativity and energy to the classroom.

For over 25 years, Ording’s passion for inclusive, high-engagement instruction has advanced scientific literacy for non-science majors. Though he teaches high-enrollment courses, his evidence-based methods help students connect with the material. It’s easy for students to feel anonymous in large lecture settings, but his interactive approach inspires participation. Even when he has 150 students in a class, he takes the time to learn each student’s name.

Ording has served as the director of the Center for Integrative Studies in General Science, or CISGS, in the College of Natural Science since 2011, where his leadership brings together the biological and physical sciences to provide foundational, interdisciplinary education for students across majors. As CISGS director, Ording led comprehensive curricular reform to align with MSU’s undergraduate learning goals and national frameworks. Through general science courses that emphasize critical thinking, scientific literacy and real-world application, students in CISGS courses build the knowledge and skills needed to understand complex challenges and succeed in a rapidly changing world.

While Ording’s primary administrative and teaching duties are within CISGS, he is jointly appointed as an associate professor in the Department of Entomology in the College of Agriculture and Natural Resources, which serves as his academic home. His nomination was put forward by colleagues in both academic units, reflecting his long-standing interdisciplinary approach.

His work extends beyond the classroom through study-away programs all over the world, as well as mentoring the student-led organization Students Taking on Malaria and Poverty, which engages students in international service. He also directed nearly $500,000 to launch the Spartan Teacher Promise, aimed at addressing Michigan’s shortage of science teachers.

In addition to Guskiewicz, the President’s Distinguished Teaching Award delegation also included Provost and Executive Vice President for Academic Affairs Laura Lee McIntyre, Vice Provost and Dean of Undergraduate Education Mark Largent, College of Natural Science Dean Eric Hegg and award founder Carl Liedholm, professor emeritus of economics in the Department of Agricultural, Food and Resource Economics. The group offered warm words to the awardee and included the class in a celebratory selfie.

“Dr. Ording’s work advances science understanding for non-majors: he translates complex topics in ways that come alive,” said McIntyre. “He creates an intellectually stimulating learning environment that brings people together, even in large classes like this one.”

“I view myself as the luckiest person on campus, getting to teach science to the non-science majors at MSU,” said Ording. “For years, I’ve been diligently delivering science curriculum, hoping to make it relevant to my students. But perhaps more important than delivering science is building a classroom environment with a sense of belonging — where every student is excited to arrive and feels as though they are a part of an authentic and happy learning community.

“Only when students feel as though they are cared for and that they matter, can they authentically engage in the learning process,” he added. “The thing that energizes me most is when students convey that they never thought they liked science at all, but our class changed their minds.”