“My job is to prepare you for solving problems no one knows the answer to,” Mariangela Lisanti, Assistant Professor of Physics, tells her students. Strongly committed to helping students feel welcome in her classroom and her field, she emphasizes their potential for growth by utilizing group problem-solving. During a program at the McGraw Center, she described the pedagogical tool she uses: small white boards, one for each table of students in her classroom. She begins class by explaining or reviewing material, and then gives students a problem to solve, telling them that they may solve it alone or in groups. She noted that the room is usually quiet for about five minutes, after which students begin talking, calculating, and working together. She does not micromanage the process, but she does circulate and check in with the groups (she also posts solutions after class). In a more advanced class, she might partially solve a problem on the main board, and then invite students to continue to work on it on the white boards. As she explained, using the white boards allows her to see how students are approaching a problem, giving her immediate insight what they are and aren’t understanding. Lisanti acknowledged that some faculty might have concerns that using group problem-solving might mean covering less material in class. But as she explained, she is confident that active learning through group problem-solving leads to a better quality of understanding, preparing her students for more advanced work.