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TEACHING PHILOSOPHY

 

I discovered my passion for learning and teaching as a child and understood its potential to better individuals and change lives. I personally witnessed the transformative power of teaching on myself. As a teaching assistant, my ultimate goal is to help students learn in stimulating and innovative environments, grow academically and professionally, acquire cutting edge knowledge and develop practical skills to be applied beyond classrooms. Most specifically, I am looking forward to supporting students to set challenging learning goals while exposing them to participatory, interactive and high-quality classroom experiences, including writing, assigned readings and group discussions.

 

Over the last years, I have served as a teaching assistant for two courses: Survey of Human Diseases, Overview of Public Health and gave lectures in the Sex, Health and Decision-Making course at the University of South Florida College of Public Health. I also gave a series of lectures at the University of California Berkeley College of Public and at the Morocco Rabat School of Public Health in partnership with the Harvard T Chan Maternal Health Task Force. The first is a seminar for undergraduate and graduate students where I taught about emerging sexual and reproductive issues and the most effective strategies to meaningfully engage adolescents and youth in sexual and reproductive health and rights research and programs. The former is an interdisciplinary seminar for state ministers health officials and health policy practitioners from 15 countries. I am interested in teaching both undergraduate and graduate public health courses. The three components of my teaching philosophy are Participation and Active Engagement, Skills Development, and Diversity.

 

1) Participation and Active Engagement

 A primary goal of my teaching is to ensure that students can shape the learning process, participate and interact with each other. Most of my lectures always include group work, required and optional readings, videos, and other web-based materials to stimulate learning and engagement. Action-oriented and participatory learning experiences are reported to increase student’s learning outcomes and the ability to apply knowledge to solve both simple and complex problems.

 

2) Skills development

 Developing both academic writings, speaking, listening and interpersonal skills through learning are essential and critical. I ensure that the syllabus is tailored to help develop these specific skills and competencies, selecting the most appropriate learning methods. Service-learning or fieldwork are key components of my courses as I realized how important it is to support students to acquire real-life experiences.

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3) Diversity

 My commitment to promoting and respecting diversity in and outside of the classroom is key. I ensure that readings, discussion topics, and other materials used in class are not biased but provide a variety of perspectives and I will provide additional hours to all, including domestic and international students, non-English native speakers, and other multicultural minority groups.

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SELECTED STUDENT'S EVALUATION

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TEACHING CERTIFICATES

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