Mic Fenech is a second year STEM Education Ph.D. student and Graduate Research Assistant. His research interests include how students’ classroom experiences influence their attitudes towards mathematics. He is currently refining an instructional model, called Argument-Driven Mathematics, to investigate how students respond to argumentation in algebra. He is also implementing a Quantum Computing course for the second year in a row, which is the first course of its kind to be offered at a public school in the United States. This course takes place at Akins Early College High School, where he taught algebra for four years before enrolling at UT. He is dedicated to finding innovative ways to intrigue students to study and pursue professions in the STEM fields.