In my teaching practice, I prioritise the design of learning activities and assessments that are aligned, inclusive, and grounded in real-world application. Since joining the School of Population Health at UNSW, I have led the design and ongoing redevelopment of two core courses:

• PHCH2005: Principles of Prevention and Public Health Surveillance (undergraduate)
• PHCM9788: Outbreak Investigations and Intelligence (postgraduate, co-convened)

My course design is informed by evidence-based pedagogy, with a strong emphasis on constructive alignment between learning outcomes, teaching content, and assessment tasks. In PHCH2005, I undertook a comprehensive redesign to improve coherence and student engagement. This included reducing the weight of quizzes, incorporating peer feedback, and revising assessments to better reflect the intended learning outcomes. I also mapped the course learning outcomes to CAPHIA competencies, ensuring alignment with national accreditation standards.

A key innovation I introduced was a scaffolded assessment structure, where students complete a mid-term task that is directly linked to their final assignment. This allows them to receive peer and tutor feedback prior to submission, promoting formative learning and helping them develop higher-order thinking skills through reflection and revision. Student feedback indicated that this approach improved their understanding of expectations and enhanced the quality of their final submissions.

To ensure accessibility and inclusivity, I integrate Universal Design for Learning principles into both learning activities and assessments. In PHCH2005 and PHCM9788, I employ a diverse mix of assessment types—including quizzes, group presentations, written essays, peer review, and reflective writing—to accommodate a range of learning preferences and strengths. Assessment rubrics are shared and explained during class to ensure transparency and clarity around performance criteria.

I have also embedded active learning strategies throughout the courses. These include structured group work with culturally diverse peers, interactive class discussions, and scenario-based exercises that simulate real-world public health challenges. Guest speakers from both Australian and international contexts further enhance the global relevance of the content, offering students practical insights into a variety of public health systems and responses.

My approach to assessment is iterative and reflective, continually shaped by student feedback, peer review, and self-evaluation. These efforts ensure that students are not only assessed fairly and effectively but are also supported in developing the skills, confidence, and critical thinking required to contribute meaningfully to the public health workforce.