Auburn Alumna Catherine Riley Finds Her True Calling in the Science Classroom

Though becoming a teacher wasn’t always her plan, Auburn alumna Catherine Riley turned her passion for science and her love of working with children into a successful career as an educator through a master’s program in Auburn University’s College of Education.

“I originally enrolled at Auburn in hopes of becoming a veterinarian,” Riley said. “I graduated from the College of Agriculture in May 2015 with a bachelor’s degree in animal sciences, and during my senior year, two professors from the College of Education spoke to one of my animal science classes, and the description of the general science education master’s program during that class piqued my interest in science education as a career.”

Combining her love for science and her background of working with children at after-school programs and summer camps, Riley officially pivoted from a career path as a vet and set out to become a teacher.

She began working on her master’s degree in general science education in Auburn’s College of Education. She focused on the science discipline, visited and worked with many different science teachers in their classrooms, and interned at a local middle school. In December 2016, she graduated from the College of Education and began her career as a life science teacher for seventh graders at Auburn’s East Samford School the following year.

Riley believes her time on the Plains wholly prepared her to make a difference in the lives of her students. The hands-on aspect of the curriculum gave Riley plenty of practical experience and the confidence to create her own classroom environment.

“The program allowed me to visit and work closely with many different science teachers in the area, and I was able to observe and take note of how these teachers made the science content relatable and memorable for their students through stories, labs and inquiry,” Riley said. “Through my internship, I learned the qualities needed to manage a classroom, while also keeping the students highly engaged in the science content being taught.”

For Riley, the most important part of her job is getting her students interested in science, so she is particularly grateful to have learned about the importance of inquiry-based learning in the science classroom.

“Applying inquiry-based learning in my classroom has encouraged my students to pose questions, perform hands-on labs and foster their curiosity as they are learning the material,” she said. “This teaching style has given my students the chance to deepen their understanding of the material being taught and use more critical thinking skills.”

Since graduating from Auburn’s College of Education in 2016, Riley has been consistently recognized for her efforts in the classroom. She has been named Teacher of the Month by the Orthopedic Clinic and AU100 and was named a Class Act recipient by WSFA12 in April 2025.

Though it wasn’t her original plan, Riley said she found her calling through becoming an educator.

“With my Auburn University degree, I have been able to teach a subject that I have a passion for and form lasting bonds with over 1,000 students,” she said.