Creating Environments for Student Learning

My teaching philosophy centers on creating learning environments where students develop the interdisciplinary expertise, critical thinking skills, and deep domain knowledge necessary for ethical, equity-oriented practice. Effective teaching is not simply the transmission of information but rather the facilitation of intellectual growth through which students construct robust conceptual frameworks, develop practical competencies, and cultivate the professional dispositions essential for addressing complex health challenges in diverse communities.

Understanding How Students Learn

My pedagogical approach is grounded in evidence-based understanding of how learning occurs. Students construct knowledge by building, refining, and sometimes abandoning mental models as they encounter new information and experiences. This process is most effective when instruction provides opportunities for students to actively engage with content, challenge their existing assumptions, and apply concepts in varied contexts. I structure my courses to support this constructive process through active learning strategies, case-based discussions, and opportunities for students to grapple with authentic problems in contemporary health systems.

I also recognize that students bring diverse epistemological beliefs about the nature of knowledge and learning. Some may view learning primarily as memorization of facts, while others may struggle to transfer knowledge across contexts or recognize the provisional nature of scientific understanding. I address these varied orientations explicitly, helping students develop more sophisticated approaches to learning that emphasize critical evaluation of evidence, integration of knowledge across domains, and application of concepts to novel situations. This metacognitive development is particularly crucial for future professionals in the health disciplines given the dynamic, rapidly evolving state of health policy.

Student motivation significantly influences the depth and quality of learning. While some students may be motivated primarily by grades or competition with peers, I work to cultivate intrinsic motivation grounded in genuine interest in course material and commitment to mastery. I emphasize the real-world significance of course content, connecting theoretical concepts to pressing public health problems and highlighting how the knowledge and skills we develop together will enable students to contribute meaningfully to improving population health and reducing health inequities.

My Preparation for Teaching

I approach teaching with the same intellectual rigor I bring to research, viewing both as complementary aspects of the academic mission. My preparation for any course begins with carefully articulated learning objectives that specify the knowledge, skills, and professional dispositions students should develop. These objectives are informed by disciplinary standards, accreditation requirements, and thoughtful consideration of what students need to succeed as public health professionals.

Once learning objectives are established, I design assessment strategies that provide valid evidence of student achievement. I emphasize formative assessment throughout the course to support ongoing learning while using summative assessments that capture students' final attainment of course objectives rather than averaging performance across the term. This approach recognizes that learning is a process and that students may develop competencies at different rates.

Only after defining learning objectives and assessment strategies do I design specific instructional activities and select course materials. This backward design process ensures that all course elements are purposefully aligned with learning goals. My completion of The Center for the Integration of Research, Teaching, and Learning (CIRTL) Associate Certificate has deepened my understanding of these evidence-based pedagogical practices, and my experience with the UC Irvine Undergraduate Research Opportunities Program has strengthened my ability to mentor students in developing research competencies alongside disciplinary knowledge.

My Teaching Methods and Classroom Environment

I create learning environments characterized by psychological safety, intellectual challenge, and authentic engagement with real-world problems. Students must feel secure enough to take intellectual risks, voice uncertainties, and revise their thinking when confronted with new evidence. I work to establish this safety through respectful interactions, clear communication of expectations, and recognition that confusion and struggle are normal parts of the learning process.

My teaching incorporates diverse instructional modalities to accommodate different learning preferences and to provide multiple entry points into complex material. I use peer-learning activities that leverage the diverse experiences and perspectives students bring to the classroom, case-based discussions that ground abstract concepts in real-world contexts, and scaffolded assignments that build progressively toward more sophisticated competencies. In my recent teaching of an upper-division healthcare policy course at UC Irvine, students from diverse academic backgrounds successfully engaged with complex topics through these active learning approaches, developing both practical knowledge and critical analytical skills.

I maintain high expectations while remaining responsive to students' varied backgrounds and needs. I communicate these expectations clearly and provide the support students need to meet them, including timely feedback, opportunities for revision, and transparency about how course requirements connect to learning objectives. I view my role not as gatekeeper but as facilitator of student success, working collaboratively with students to help them achieve their educational and professional goals.

Student-Instructor Relationships

My relationships with students are grounded in mutual respect and trust. I trust students to engage seriously with course material and to conduct themselves with the professionalism expected of future public health practitioners. In turn, students can trust that I will work transparently toward our shared educational goals, that I will respect their time and effort, and that I will be responsive to their legitimate needs while maintaining appropriate academic standards.

I respect students' agency as adult learners, providing clear rationales for course requirements and remaining flexible about processes while upholding rigorous standards for learning outcomes. I recognize that students bring diverse lived experiences, cultural backgrounds, and prior knowledge to the classroom, and I view this diversity as an asset that enriches our collective learning. My four years as a mentor in the UC Irvine LGBTQ+ Mentor Program have reinforced my understanding that creating inclusive learning environments requires ongoing attention, cultural humility, and willingness to adapt practices in response to student needs.

Evaluating Teaching Effectiveness

I engage in continuous, systematic evaluation of my teaching effectiveness through multiple sources of evidence. I assess student learning not only through traditional measures of knowledge acquisition but also through evidence of growth in critical thinking, professional identity development, and ability to apply concepts to novel problems. I pay particular attention to whether students achieve stated learning objectives and demonstrate meaningful intellectual development from the beginning to the end of the course.

I also engage in regular self-assessment guided by three questions: Is the material I am teaching worth learning? Is learning actually occurring? Are students learning what I intend them to learn? I use multiple sources of information to answer these questions, including student feedback, assessment results, peer observation, and reflection on my own teaching practices. This ongoing evaluation informs continuous improvement of my courses, ensuring that my teaching remains responsive to student needs and aligned with evolving disciplinary standards.

Commitment to Ongoing Development

I view teaching as a scholarly practice that requires ongoing professional development. I remain engaged with the scholarship of teaching and learning in higher education, attend workshops and conferences on pedagogy, and seek opportunities to collaborate with colleagues on curricular innovation. My recent contribution to revising the UC Irvine Master of Public Health curriculum to meet updated national accreditation requirements exemplifies this commitment to continuous improvement of educational programs.

Teaching public health and healthcare students carries particular responsibilities given the social impact of the work these students will do. I am committed to preparing students who possess not only technical competence but also the critical consciousness necessary to recognize and address health inequities, the cultural humility required to work respectfully with diverse communities, and the ethical grounding essential for professional practice that advances health justice. These commitments inform every aspect of my teaching and will continue to guide my work.