Teaching Narrative

I realized teaching was a gift very early in life when my Sunday school teacher entrusted me to lead the class at the age of nine. When sharing feedback, she confessed that she too had learned something new after participating in the class that day. Regardless of the content I am teaching, I enjoy the challenge of making it relevant to all students and going in-depth through group participation and interactive discussions.

I have taught classes covering various topics from the prevention of sexually transmitted infections to racism and environmental justice issues. While courses that cover a wide array of topics are challenging, I feel they allow me to utilize my creativity.

Prior to the beginning of each semester and before starting to develop any lecture materials, I create a course topic outline to be included in the syllabus (attached). Along with any graded assignments, I ensure my syllabus includes the topic outline for each week as a way to peak student interest and provide context. The syllabus serves as the first impression I, and the course, can make for students. Furthermore, given the transition of many courses online in order to reach a larger audience, the course syllabus is a critical connection between myself and my students.

Beyond listing each topic by week, I also create a content outline (attached) specific to each topic that will be covered. The foundation of the content outline is the learning objectives, followed by readings and media that I feel embody those objectives. The lecture is designed last, as I challenge myself to create lecture content full of current news, visuals and any other material that will encourage students to think critically regarding the topic presented that week. However, I am most critical of any lecture material I develop, since the presentation provides students with a glimpse of my thoughts surrounding a topic. Ironically, I strategically present in a way to draw out thoughts from students as opposed to focusing on my own insight and opinions.

As with many liberal arts courses, written expression is my preferred method for assessing students’ proficiency in the course. I challenge my students by not only presenting the epidemiology of disease and health issues, but by uncovering some of the deeply rooted societal injustices that lead to health inequities as well. Therefore, my assessment of their proficiency in the course involves a group research paper that goes beyond presentation of a health disparity to also include outreach through a community based organization. Many times, this learn-by-doing and out-of-the classroom assignment provides the insight that connects everything together. Students learn that the issues we discussed in class are experienced by everyday people who have incredibly complex circumstances. With this goal in mind, my grading rubric (attached), was designed not to critique the students’ experience, but to assist students in becoming better writers.

As an instructor, I look forward to introducing my students to topics that make them uneasy and take them out of their comfort zones. I look forward to facilitating discussions regarding the “why” or “how” these societal injustices can even occur. It is my hope that the highlight of my class comes not from any answers I provide, but from awakening their curiosity and inquiry in a way that moves them forward to pursue careers as public health practitioners, doctors, lawyers, policy makers or even college professors and future change agents.