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Educators Who Inspire: Iris Fischer-McMorrow Opens Worlds, Enriches Lives
Beth Staples

This fall, Colby-Sawyer College earned its third No. 1 ranking for best undergraduate teaching in U.S. News & World Report’s Regional Colleges (North) Category. 

Iris Fischer-McMorrow, a veterinarian and assistant professor of biology, is one of CSC’s outstanding undergraduate educators.

Jean Santana Declet ’26 described her as extremely approachable and reliable.

“As a professor, Iris is rare among her peers,” said Santana Declet, a biology major and chemistry minor from Nashua, New Hampshire. “Her courses give an in-depth overview of the material while allowing for students to pursue any areas of interest.”

Below is a lightly edited Q&A with Fischer-McMorrow. In addition to participating in various research projects, including one in Iceland, she is a remarkable photographer.

Who or what inspired you to become a professor? And who or what sparked your interest in your area of expertise?

I am a practicing veterinarian, and after nearly a decade in clinical practice, I took note of an interesting trend. I found that some of my most meaningful moments in practice occurred while mentoring pre-veterinary and veterinary students during their internships and rotations in the hospital. Helping to encourage their growth as practitioners was a privilege, and I realized how essential it is to have an open, encouraging and safe space for learning and growing — and asking questions — at every educational level. 

Around that time, I contacted the chair of the Biology Department at Colby-Sawyer to see if the pre-veterinary students here might like a veterinary mentor. I met with Professor Ben Steele (now professor emerit), and he shared the wonderful opportunities at Colby-Sawyer for those passionate about teaching and learning. He offered me a position as adjunct faculty. I was immediately drawn to my work with CSC students. I taught Anatomy and Physiology as an adjunct for two years, and when a full-time position came available, he encouraged me to apply.  That application changed my life. I found my passion, and my place, here at CSC thanks to professor Steele and the wonderful faculty and students at the college. 

What is gratifying about teaching, and about teaching at Colby-Sawyer? 

Sharing my enthusiasm for science is exhilarating. For example, in Anatomy and Physiology, students quickly engage with the material because of the many connections to their own bodies and to current events. It is an opportunity for them to explore topics that can truly enrich their lives. It is a privilege to open their worlds to the profound impact that science has on their day-to-day lives. 

What are your goals? How do you strive to inspire students and transform lives? 

My experiences as a student strongly influence the way I approach teaching. Many years after finishing my undergraduate degree, I chose veterinary medicine as a career path. Attending veterinary school is an intimidating experience (especially for me, as I was an anthropology major as an undergraduate). It was also a fantastic opportunity to learn new ways to study. 

I know from my education that every student, even those who feel overwhelmed by the sciences, can learn and excel. I approach each lecture drawing from my experiences as a student in a new field. My goal is to make the classroom a welcoming environment and the course content both approachable and exciting. 

What’s a memorable project or special experience you have working with students?

Last semester I taught toxicology, which is an upper-level biology course. For one assignment, students chose a toxic agent to research. Their job at the end of the semester was to take part in an interactive presentation. They had the freedom to be as creative as they wanted, with the goal of encouraging audience participation. Based on our semester of learning about different toxic agents as a group, the class also needed to guess the toxic agent at the end of each presentation. Every student had a unique approach to this project, and I will never forget the experience. 

One student prepared a mock 911 call in which a caller had developed clinical signs. The rest of us assumed the roles of on-scene paramedics, determining the cause. Another student involved the entire class in an incredible murder-mystery. We examined the evidence and came to conclusions about the cause. And, as a class, we also identified the ‘murderer.’ Every presentation was beautifully grounded in science and allowed for a flow of creativity that literally made all of us cheer when we determined the toxic agent at play. In every presentation, the students demonstrated their depth of scientific knowledge and their creativity and ability to translate that knowledge to a broader audience.