Teaching Philosophy

I teach complex public health topics by making the work clear, relevant, applied, and assessable.

Teaching Identity

My teaching draws from clinical data coordination, surveillance, epidemiology training, scientific research, and public health practice. I am especially interested in courses and training programs where learners need to move from complex information to practical decisions.

I aim to prepare learners who can ask better questions, judge evidence carefully, communicate uncertainty, and use data responsibly.

Core Teaching Commitments

Clarity and Structure

Learners need visible goals, worked examples, plain-language criteria, and frequent checks for understanding.

Applied Public Health Relevance

Cases, datasets, and assignments should connect to actual public health decisions, surveillance questions, clinical contexts, or program needs.

Inclusive and Accessible Design

Good teaching gives learners multiple ways to engage, practice, ask questions, and demonstrate progress.

Assessment for Learning

Rubrics, micro-checks, and feedback should help learners improve, not merely sort performance at the end.

Teaching Preparation

CPH 705 - Public Health Teaching and Training

This graduate training strengthened my approach to adult learning, needs assessment, instructional design, multi-modal delivery, and evaluation. It also helped me translate specialized research and data experience into learning materials for public health audiences.

Key areas of development:

• adult learning theory and learner motivation;
• backward design for objectives, activities, and assessment;
• synchronous, asynchronous, and in-person teaching formats;
• practical evaluation of training effectiveness;
• inclusive teaching and Universal Design for Learning principles.

Teaching Evidence

Applied Surveillance Teaching Packet

My featured teaching artifact is a modular surveillance instructional analysis that includes teaching packets, assessments, slide materials, and learner-facing resources.

View Teaching Artifact

Teaching Philosophy Papers

Featured PDF

Combined Teaching Philosophy Statement

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Selected Teaching Materials

• Draft Teaching Philosophy Statement
• Competency, Assessment, and Learning Objective Alignment Worksheet
• Seven Principles of Adult Learning
• Creating a Hook, Introduction, and Conclusion Worksheet
• Learning Theories Statement

Courses and Training I Am Prepared to Support

• Infectious Disease and Preparedness: outbreak concepts, changing evidence, response communication, and situational awareness.
• Chronic Disease and Cancer Surveillance: data quality, reporting, prevention priorities, and equity-aware surveillance.
• Applied Epidemiology and Data Communication: turning public health data into clear interpretation and decisions.
• Clinical Research and Public Health Translation: connecting research evidence to population health questions.
• Clinical Data Systems: how health information moves through systems, why quality checks matter, and how to document work clearly.
• Evidence Reporting: clear workflows, transparent summaries, dashboards, and responsible reporting.

Teaching Goal

My goal is to help learners become confident, careful, and useful with evidence. They should leave a course or training able to explain what they did, why it matters, what its limits are, and how the result can support a real decision.