Teaching Framework
Designing Meaningful Learning Experiences
My journey to public health has been shaped by a deep commitment to service, resilience, and the belief that education and evidence-based practice can transform lives and communities. As a Haitian immigrant, my personal experiences have strengthened my passion for advancing health equity, expanding access to quality healthcare, and addressing the social, environmental, and structural factors that influence health outcomes.
Rather than designing courses around textbook chapters or lecture topics, I begin by asking a fundamental question:
What should students know, value, and be able to do by the end of this course?
The answer to this question guides every instructional decision I make, from writing learning outcomes and selecting course materials to developing assignments, assessments, and classroom activities. This approach reflects the learner-centered, outcomes-focused philosophy emphasized throughout the CAFE 530 Teaching Practicum & Portfolio.
Backward Design
Begin with the End in Mind
At the heart of my teaching philosophy is a commitment to student-centered learning. I design courses that encourage students to take ownership of their education by engaging in discussion, problem-solving, collaboration, and reflection. Learning is most meaningful when students actively construct knowledge through authentic experiences rather than simply memorizing information.
Rather than asking, "What content should I teach?", I begin by asking:
- What should students understand by the end of the course?
- What knowledge and skills will prepare them for professional practice?
- What evidence will demonstrate meaningful learning?
- What learning experiences will help students achieve these outcomes?
Students are encouraged to explore complex public health issues from multiple perspectives while developing the confidence to apply their knowledge in professional settings.
Design Thinking
Creating Innovative Learning Experiences
My instructional design process follows an iterative cycle of:
- Understanding learner needs
- Defining educational challenges
- Generating innovative instructional solutions
- Developing and testing learning activities
- Gathering feedback
- Refining course design through continuous improvement
Public health professionals serve increasingly diverse communities. By cultivating inclusive classrooms, I help students develop the cultural humility and interpersonal skills essential for ethical and effective public health practice.
Constructive Alignment
Aligning Outcomes, Instruction, and Assessment
One of the most important principles guiding my teaching is Constructive Alignment. Every course is intentionally designed so that learning outcomes, instructional activities, and assessments work together to support student learning.
My instructional planning follows a simple but powerful sequence:
This alignment ensures that:
- Learning outcomes clearly communicate expectations.
- Classroom activities provide opportunities to practice essential skills.
- Assessments measure the intended outcomes.
- Feedback supports continuous improvement.
- Reflection encourages deeper learning.
The answer to this question guides every instructional decision I make, from writing learning outcomes and selecting course materials to developing assignments, assessments, and classroom activities. This approach reflects the learner-centered, outcomes-focused philosophy emphasized throughout the CAFE 530 Teaching Practicum & Portfolio.
Universal Design for Learning (UDL)
Designing Courses for Every Learner
Every student brings unique experiences, strengths, interests, and learning preferences into the classroom. Universal Design for Learning (UDL) provides a framework for creating learning environments that are flexible, accessible, and supportive of learner variability from the very beginning.
Rather than making accommodations only after barriers arise, I strive to design courses that anticipate diverse learning needs by providing:
Multiple Means of Engagement
Students are motivated in different ways. I incorporate collaborative learning, real-world public health case studies, discussions, community-based projects, and opportunities for student choice to encourage meaningful engagement.
Multiple Means of Representation
Students access information differently. Course content is presented through a variety of formats including readings, lectures, videos, infographics, interactive activities, data visualizations, and multimedia resources.
Multiple Means of Action and Expression
Students demonstrate learning in different ways. Whenever appropriate, I provide opportunities for students to communicate their understanding through written assignments, presentations, discussions, collaborative projects, reflective journals, and applied public health activities.
Public health professionals serve increasingly diverse communities. By cultivating inclusive classrooms, I help students develop the cultural humility and interpersonal skills essential for ethical and effective public health practice.
Transparency in Learning and Teaching (TILT)
Making Learning Visible
Students are more successful when they clearly understand why they are completing an assignment, what they are expected to accomplish, and how their work will be evaluated.
For this reason, I incorporate the principles of Transparency in Learning and Teaching (TILT) throughout my courses.
Each major assignment clearly explains:
Purpose
Why is this assignment important?
How does it contribute to the course learning outcomes and professional development?
Multiple Means of Representation
What specifically are students expected to do?
Detailed instructions, examples, timelines, and resources are provided to reduce uncertainty and support student success.
Multiple Means of Action and Expression
How will the assignment be evaluated?
Students receive clear grading rubrics, performance expectations, and opportunities for formative feedback before submitting major assignments.
Public health professionals serve increasingly diverse communities. By cultivating inclusive classrooms, I help students develop the cultural humility and interpersonal skills essential for ethical and effective public health practice.
Inclusive Course Design
Building Learning Environments Where Everyone Belongs
Education should be responsive, creative, and continuously evolving. I apply the principles of Design Thinking to develop learning environments that are student-centered, flexible, and responsive to changing educational needs.
My courses are intentionally designed to:
- Foster belonging and mutual respect.
- Incorporate diverse perspectives and voices.
- Encourage respectful dialogue across differences.
- Address health disparities and social determinants of health.
- Promote cultural humility and ethical practice.
- Support collaboration and peer learning.
- Create multiple pathways for academic success.
Public health professionals serve increasingly diverse communities. By cultivating inclusive classrooms, I help students develop the cultural humility and interpersonal skills essential for ethical and effective public health practice.
Continuous Improvement Through Reflective Practice
At the heart of my teaching philosophy is a commitment to student-centered learning. I design courses that encourage students to take ownership of their education by engaging in discussion, problem-solving, collaboration, and reflection. Learning is most meaningful when students actively construct knowledge through authentic experiences rather than simply memorizing information.
Following each course, I engage in a systematic process of reflection that includes:
- Reviewing student learning outcomes.
- Analyzing assessment data.
- Evaluating student feedback.
- Identifying opportunities for improvement.
- Revising course materials and instructional strategies.
- Incorporating current public health research and emerging best practices.
By engaging with authentic public health issues, students develop the professional competencies necessary to become effective practitioners, advocates, and leaders.
My Instructional Design Philosophy
My instructional framework reflects a commitment to intentional course design, inclusive teaching, and evidence-based educational practice. By integrating Backward Design, Design Thinking, Constructive Alignment, Universal Design for Learning, Transparency in Learning and Teaching, and Inclusive Course Design, I strive to create learning experiences that are intellectually rigorous, accessible, and meaningful.
Ultimately, my goal is to help students move beyond the acquisition of knowledge to become reflective practitioners, collaborative leaders, and lifelong learners who are prepared to improve the health of individuals and communities through ethical, evidence-based public health practice. This integrated approach aligns with the principles of intentional course design, measurable learning outcomes, and learner-centered instruction emphasized throughout the CAFE 530 Teaching Practicum & Portfolio.