Teaching Narrative

Since a professor’s responsibility is to facilitate learning for all students, I constantly seek out ways to teach more effectively, to engage my class, and to explain concepts in an interesting way. I ask my students to complete a mid-semester course/instructor assessment so that I can address complaints about format, content presentation, or use of learning materials during the semester rather than waiting until the following semester. I am working with the author of our undergraduate epidemiology workbook to make changes which present the information in a more logical, student-friendly way, as students have expressed displeasure with the layout of the material. Some of these changes include better spacing of the material, inclusion of more in-class discussion activities, and in-class group assignments which allow students to practice the skills and differentiation of concepts that they learn in lecture. I also completed a 10-week intensive discussion- and activity-based Preparing for College Teaching course through the University of South Florida’s Academy for Teaching and Learning Excellence to refine my teaching materials, teaching style, and content presentation so that I could better serve my students and my subject matter.

Throughout the three terms I was instructor of record for the undergraduate epidemiology course, my syllabus, lectures, teaching methods, and classroom engagement strategies evolved to better serve my students’ needs. I began the latter two semesters by presenting my academic and professional background to my students and asking them to fill out a Socrative quiz about themselves to help me understand the breadth of backgrounds that were in the classroom and to help me become better acquainted with the students. I asked them to make name tents with index cards and made a point to learn their names by the end of the second week of class so that the students would know that I am invested in them personally. I wanted my students to know that I am confident in my ability to teach them and that I embrace all of our varying backgrounds and life experiences because each of our experiences can help us better understand epidemiology together.

After my first semester of teaching, I found that my students were very attached to planning out their work plans for their various group projects and, as such, I began asking for portions of their assignments at different stages to ensure that all group members were contributing before the last minute. My first semester included much more lecture than did the following semesters, in which I included more in-class reviews and checkpoint quizzes, using Kahoot and Socrative (linked: Socrative sample quiz). Students enjoyed the friendly competition of Kahoot quizzes and were more motivated to study their notes throughout the semester rather than immediately before their exam because they never knew when there would be a quiz. I increased the amount of real-life examples, discussion questions, and in-class activities (linked: In-class case studies) so that my students would better understand how epidemiological concepts and methods can be applied and are relevant to their own work. I enjoy hearing and reading the results of my students’ in-class activities because even when they tell me something is hard they do an excellent job thinking critically about a topic and applying the principles they’ve learned. My favorite class days were when students worked in groups for most of the class; I could walk around and meet with each student or group individually to address concerns or questions that they might not otherwise ask. To that point, last semester I began opening an open-ended quiz on Socrative at the beginning of class to allow my less vocal students to ask questions throughout the class period. I would answer these questions at the beginning of the next class to ensure that I was responsive to class needs. That being said, my students have shown an openness to contributing answers which they think may not be correct because I emphasize that all activities in class are learning opportunities and are more about the process of application than they are about getting the correct answer the first time.

In addition to facilitating a supportive learning environment, I try to foster a sense of community in and out of the classroom, encouraging my students to meet outside of class to study and welcoming students to my office if they have questions about the course material or life in general. I have found myself giving impromptu mentoring sessions to my students following class, and they always seem a little happier when I ask a follow up question in a later class period. I had several caring teachers and professors who recognized my potential and encouraged me to get to a point in academia which I never thought I would achieve, so I seek to be the encouragement that my students may not yet know that they need, academically, professionally, and personally.

My student evaluations (Linked: Student evaluations) motivate me to continue what I am doing well and to continue to use more technology and engagement activities throughout the semester. I have had several students voice their appreciation for my use of these activities, for my apparent concern for their well-being and future prosperity, and for being responsive. I treat my students as adults, allowing them to be responsible for their own success, and this seems to empower them. I have no attendance policy but because I know each of my students individually, they usually send me an e-mail to let me know they will be missing class and why. I seek to foster a climate of mutual respect and freely admit when I do not know the answer to a question, sometimes deferring to a student who has more knowledge in a certain topic area, like chemistry. Based on my student evaluations, it is evident that my students appreciate the effort I put into making the course relatable and the time I take to help them be as successful as possible in their current and future endeavors.

Teaching undergraduates keeps me connected to the basics of epidemiology and helps me remember what it was like to learn these concepts the first time. I tell my students on the first day of class that my goal is a practical one: for them to be able to critically read a scientific journal article so that they understand the direction the course is headed and why they need to understand study designs and basic statistics. Most people learn best when they understand why something matters, and I love helping my students understand the purpose of epidemiology not only in the context of public health, but in science in general. Motivating and empowering my students to be better scholars energizes me and in turn motivates me to be a better instructor.