Teaching Philosophy
Teaching as Cultivating a Public Health Garden
I view teaching as cultivating a garden. Students enter the classroom with different experiences, identities, abilities, interests, and aspirations. Like plants in a diverse garden, they do not all begin in the same place, grow at the same pace, or require exactly the same conditions to thrive. My responsibility as an educator is to create an environment where every student has a meaningful opportunity to grow. A successful garden requires more than planting seeds. It requires preparation, resources, attention, patience, and adaptation. In my classroom, the seeds are knowledge, curiosity, and critical thinking. The soil is an inclusive and respectful learning environment. Evidence-based teaching practices provide nourishment, while feedback, reflection, collaboration, and encouragement help students strengthen their understanding.
As a public health educator, I want students to do more than memorize concepts. I create opportunities for them to examine real communities, interpret population health data, explore social determinants of health, question inequities, evaluate evidence, and develop practical solutions. Through case studies, discussions, community health assessments, collaborative projects, and reflection, students learn to connect knowledge with action.
Learning Begins with the Student
I recognize that providing everyone with the same resources does not necessarily create equitable opportunities for learning. Just as different plants may require different conditions to flourish, students may need different pathways to engage with course content and demonstrate what they have learned. I therefore strive to provide clear expectations, accessible materials, multiple ways to participate, constructive feedback, and culturally responsive learning experiences. Diversity is not something I simply acknowledge; it is a resource that enriches our learning community.
Assessment is part of this cultivation process. Rather than viewing assessment only as a measure of performance, I use it to support growth. Low-stakes practice, feedback, reflection, peer learning, and opportunities for revision allow students to recognize their strengths, identify areas for improvement, and take greater ownership of their learning.
Importantly, the educator does not determine what each student will become. My role is to provide the conditions, guidance, resources, and opportunities that support development while respecting students’ individual goals and experiences. Students remain active participants in their own growth.
The garden also extends beyond the classroom. Public health education should prepare students to use what they learn to improve the health of communities. I want students to leave my courses prepared to think critically, communicate respectfully, work across differences, use evidence responsibly, and contribute to more equitable and healthier communities.
As a teacher-scholar, I am growing alongside my students. I continually evaluate my teaching, learn from student feedback, incorporate new evidence and technologies, and adapt my practices when students’ needs or the educational environment change.
Ultimately, my teaching philosophy is grounded in the belief that students already possess the potential to grow. My responsibility is not to shape every student into the same outcome, but to cultivate an inclusive learning environment in which curiosity can take root, knowledge can deepen, confidence can grow, and students can develop the skills to make meaningful contributions to their professions and communities.
Student-Centered Learning
Areas of focus
- Active participation and collaboration
- Critical thinking and problem-solving
- Real-world public health applications
- Evidence-based decision-making
- Professional communication
- Ethical reasoning
Inclusive Excellence
I intentionally design learning environments that:
- Foster belonging and mutual respect
- Value diverse perspectives
- Encourage civil dialogue
- Remove unnecessary barriers to learning
- Promote accessibility and universal design principles
- Prepare students to work effectively with diverse populations
Growth Mindset
Learning is a continuous process of exploration, reflection, and improvement. I encourage students to embrace challenges as opportunities for growth rather than viewing mistakes as failures. Through constructive feedback, revision, and self-assessment, students develop resilience, confidence, and the capacity for lifelong learning.
Similarly, I view teaching as an evolving practice. I continuously evaluate my courses, seek student feedback, engage in professional development, and refine my instructional strategies to better support student learning.
Active Learning
Examples include:
- Case studies
- Small-group discussions
- Problem-based learning
- Community case analyses
- Interactive polling
- Team projects
- Data interpretation activities
- Reflective writing
- Public health simulations
Community-Engaged Learning
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.
Whenever appropriate, I integrate community-engaged learning experiences that encourage students to:
- Analyze community health needs
- Evaluate public health programs
- Collaborate with community organizations
- Explore social determinants of health
- Apply evidence-based interventions
- Reflect on the relationship between research and practice