Teaching and Learning

I have a range of experience supporting teaching and learning in the field of global health and development. I enjoy working with students and facilitating their learning through discussion and interactive activities. I have supervised both undergraduate and postgraduate dissertations, on topics including gender transformative climate change adaptations, and the impact of climate change on reproductive decision making.

In 2024-25 I was the module lead for Global Health Policy, a core module on the iBSc in Global Health at UCL. This module has a broad scope covering a range of key topics in global health, and is built around the overarching theme of health equity. Through lectures, tutorial activities and key readings, students are encouraged to critically assess how health policy can promote or inhibit health equity.

In 2022-23 and 2023-24 I co-led the module Gender and Global Health, an optional module on the MSc Global Health and Development (GHD) at UCL. The module introduces students to theories of gender and the relationship between gender and health. Students learn to analyse contemporary global health challenges from a gender perspective. In 2023 I developed a new lecture for the module, titled 'Disability, Gender and Intersectionality'.

I have worked as a PGTA on a number of core and optional modules of the MSc GHD. These include Concepts and Controversies in Global Health; Research Methods and Evidence for Global Health; Power and Politics in Global Health; and Research in Action: the Qualitative Approach. I have facilitated seminar activities both online and in-person. I have also developed and delivered workshops on key academic skills for postgraduate students, such as making an academic poster.

I have given guest lectures on the topic of gender and global health:

Gender and Epidemics: Zika in Latin America (Anthropology of Gender, University of Bristol).
Gender, Health and Development (Health, Poverty and Development, University College London).

I am an Associate Fellow of the Higher Education Academy. This award recognises teaching practice in line with the UK Professional Standards Framework for teaching and learning support in higher education.

Growing the power flower

This group of students discussed the invisible nature of powerful structures and institutions, and chose to represent these as the roots of a flower. They also considered the influence of current social and political trends and the role of technological advances, which are shown in the form of weather, as raindrops and lightening bolts.

Intersectionality and global health tutorial activity

This tutorial activity was part of the Gender and Global Health module on the MSc Global Health and Development.

The activity was designed to get students thinking about the challenges that can arise when we try to apply an intersectional lens to global health research, policy and practice.

We used the Power Flower activity from the We Rise Toolkit to promote critical reflection and to start a discussion about the concept of intersectionality.

Following this, students worked in small groups to draw a visual map of gender as a social structure. Then they annotated their maps, exploring how gender inequality influenced a particular health issue of global concern.

Each group brought original ideas to the activity, which generated a rich discussion among the students when they presented their group work back to the whole class. The students who shared their work preferred to remain anonymous.

Different levels of power

This group of students thought through the concept of gender in terms of power relations operating at different levels. They developed two different case studies relating to HIV in order to apply a gender lens and demonstrate the importance of an intersectional analysis.

Addressing the social determinants and structural drivers of health inequities tutorial activity

This tutorial activity was part of the Global Health Policy module on the iBSc Global Health. The purpose of this activity was for students to consolidate their knowledge of the social determinants of health and the undelying structural drivers of these social conditions, and to begin connecting these to potential policy solutions. Drawing upon the 'Health Inequalities and Social Determinants of Aboriginal Peoples' Health report by Reading and Wien (2009), they first had to map the relationships between structural drivers, social determinants, and health disparities for the Indigenous population in Canada. Then they brainstormed possible policy interventions at different levels, and considered the advantages and challenges of intervening at different levels of proximity to the health outcome itself.

Group 1: Ishara, Joseph, and Nell

This group chose to focus on education as a socal determinant of health. They traced the structural factors driving poor quality education and high drop-out rates for Indigenous young people, including the legacy of Canada's child removal and residential school systems and the generational trauma this has left behind. They highlited the importance of ensuring that any policy intended to address these disparities should reinforce Indigenous sovereignty and community ownership. As a result, they proposed legislature to protect and strengthen Indigenous sovereignty, and a participatory policy development process. These students were happy to be credited for their work.

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