TEACHING

Fostering a Community of Lifelong Learners

Statement of Teaching Philosophy:

I hope to provide an inclusive and engaging classroom experience for all my students, similarly to how I experienced through being a homeschooled kid. I was able to foster a love for learning through hands-on and experiential learning, which I strive to replicate as closely as possible in my classroom.

To do so, I implement the Universal Design for Learning (UDL) approach, as well as active learning activities such as think/pair/share and gallery walks. The latter is especially beneficial to kinesthetic learners, which parallels my own learning style. I also support the variety of learning styles students have (ex. visual, auditory, etc.) as I build my lessons. This complements my value of inclusive teaching as well as makes for a more interesting classroom experience. Additionally, I implement reflexivity into my work, such as through surveying students about their thoughts on the class, generating a more accurate reflection of the student experience.

As I've found through my time as a TA, creating a welcoming classroom is a top priority and makes for a more engaged and learner-centered classroom experience. It is important to me that students feel welcome, seen, and valued.

Equitable Syllabus Honor

I have built (and am continuing to build) my teaching philosophy on the Universal Design for Learning (UDL) and active learning strategies as I'm passionate about making the classroom engaging, accessible to all types of learners, and FUN!

I've had the wonderful opportunity to put these values into practice through a graduate-level seminar course I created, titled "Unwrapped: The History and Sustainability of Global Foods." I am incredibly grateful to be a recipient of the 2025 Equitable Syllabus Honor through the UC Davis Center for Educational Effectiveness for the syllabus I created for this course.

GEO 298 Syllabus - Judith (Judi) Eppele.pdf

Awarded for designing an original and exemplary syllabus that centers equity and inclusion in the classroom.

Equitable Syllabus Honor

Courses I've Taught

Unwrapped: The History and Sustainability of Global Foods
Exploring UC Davis: The Best Kept Secrets
- Co-facilitator with Sarah Faye
Sustainable Aggies
- Co-facilitator with Carla Fresquez
A Whole New World: UC Davis & Disney
Becoming a More Successful You!

Photos from Sustainable Aggies

(Fall 2025)

Courses I've TA'd

Career Discovery Groups: Since Fall 2023
Nature & Culture: Spring 2024
Design for Social Good: Spring 2026

Unwrapped: The History and Sustainability of Global Foods

Course Learning Outcomes

Upon completion of this course, students will be able to:

Discuss the complexity and nuances of sustainability
Analyze the differences and similarities between global foods
Engage in discussions on the sustainability and history of global foods

Course Overview

Unwrapped: The History and Sustainability of Global Foods is a 2-unit seminar built upon the ideas of Universal Design for Learning (UDL), experiential learning, and active learning strategies. Each week, we will explore a global dish–discussing its history and alignment to sustainability. We will do so through presentations, small and large group discussions, gallery walks, and more! Perhaps most excitingly, students will have the opportunity to try the dish we will be discussing each week, as I will be preparing it and bringing it into class. Trying the dish is not required, as there are a plethora of ways to engage in the experience and overall discussion of the course.

What is UDL?

What is experiential learning?

What is active learning?

Homemade focaccia

Students participating in a Gallery Walk

Student trying focaccia during class

Gallery Walk examples

The Recipe Zine: Europe Edition

Created based on dishes made and shared during the graduate level group study seminar I created, "Unwrapped: The History and Sustainability of Global Foods"

Graduate Teaching Community

I am committed to reflective and effective teaching practices, in order to best support my students and continue to grow as an educator. I have been a part of GTC since 2025. See below for the description of the GTC from their website.

"The Graduate Teaching Community (GTC) is a collaborative, interdisciplinary group of graduate students and postdoctoral scholars who come together on a weekly basis to explore effective teaching practices. Together with peers, you explore relevant issues around learning and teaching in a supportive environment, freely discussing your ideas about teaching in ways that encourage reflection and enhance teaching practice.

Past GTCs have featured a variety of high-interest topics in learning and teaching, such as implementing strategies that promote active learning, encouraging participation in large classes, utilizing reflective teaching practices, and promoting effective instructor-TA interactions. Participants have the opportunity to receive a micro-credential as a result of participating in the GTC for at least one full quarter." (UC Davis Undergraduate Education)

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