Building a successful and inclusive classroom can be complicated! Using two examples of courses I teach I will outline practices I use to improve engagement, growth, and achievement in our biology students.  I will also share novel student-centered teaching practices I use to engage students in a large-lecture non-majors physiology course and how those practices have spread through my work with UW in the High School. Additionally, UW Biology has recently undertaken a new upper-division human anatomy lab course which I have designed and implemented this year. I will share the steps I have taken to align my course with principles outlined by NSF in their Vision and Change in Undergraduate Biology Education Report and the structured team work approach I take to improving critical thinking outcomes in an undergraduate anatomy course.