Let the work speak for itself :-)
Hands-On. For example, the Calculus was invented, not for its own sake, but to solve a special class of problems. (One of the problems of particular commercial interest was calculating the volume of curved wine barrels.) I find little use for teaching book-facts before the hands-on issues these facts are meant to solve. Electro-Magnetism? Let's build one, and discuss what's going on afterwards. Let the students ask "why" during the 'amazing', and I'll fill in the blanks along the way. Earth Science? Let's make a liquid ecosphere, and watch is run all semester long... You get the idea. Problems first, then book-facts, and not the other way around if it can be avoided.
Gasconade? No thank you.
A various collection of random degrees.
I'm just a guy living my life, and loving it :-)