Teaching context and philosophy

Teaching Context

Education has played a transformative role in shaping my academic and professional journey, and I am committed to fostering an inclusive, engaging, and student-centred learning environment. Since joining the School of Population Health at UNSW in July 2023, I have convened and taught two core courses:

• PHCH2005: Principles of Prevention and Public Health Surveillance (undergraduate)
• PHCM9788: Outbreak Investigation and Intelligence (postgraduate)

In both courses, I have applied evidence-based pedagogical strategies to improve student learning outcomes, support diverse cohorts, and ensure alignment with both institutional expectations and national accreditation standards. My teaching is informed by my extensive research background in infectious diseases in both Australia and low- and middle-income country settings, which enables me to bring practical, real-world insights into the classroom.

I led a comprehensive redesign of PHCH2005, including a reduction in the weight of quizzes and the realignment of course learning activities and assessments with both course and program learning outcomes. The redesign also involved mapping with CAPHIA competencies, including the integration of new content such as One Health, to meet public health accreditation requirements in Australia.

A key innovation I introduced was a scaffolded assessment strategy that links the mid-term and final assignments. This design allows students to receive both peer and tutor feedback during the mid-term task, which they then apply to improve their final submissions. This process not only supports formative learning and reflective practice but also encourages students to identify and correct their own mistakes through engaging with peer work.

I teach in a hybrid mode, supporting both in-person and online learners, including a large number of international students. To ensure inclusivity, I intentionally design my courses to accommodate a range of learning styles and access needs. For example, I form culturally diverse student groups for collaborative tasks, encouraging the exchange of values, perspectives, and lived experiences. This promotes cross-cultural understanding and builds teamwork skills essential for public health professionals in a globalised world.

Through participation in the Foundations of University Learning and Teaching (FULT) program, the Course Design Institute training, and continuous reflective practice, I have developed a deep understanding of inclusive curriculum design, student engagement strategies, and effective assessment practices. I apply these principles across my teaching and regularly revise content, structure, and delivery based on student feedback, peer review, and self-reflection.

Teaching Philosophy

My teaching philosophy is grounded in the principles of inclusivity, collaboration, critical thinking, and reflective learning. I believe that students learn best when they feel respected, heard, and supported, and when their diverse backgrounds, strengths, and aspirations are recognised and valued.

I view my role as a facilitator of learning, supporting students to make meaningful connections between theory and practice. In public health education, contextual and lived experiences are critical. Therefore, I draw upon local and international case studies, encourage student-led discussion, and integrate real-world examples to deepen understanding and application of course content.

Informed by Universal Design for Learning (UDL) principles, I use a variety of assessment formats—including group presentations, written essays, quizzes, peer feedback, and reflective writing—to allow students to demonstrate learning in ways that align with their strengths. I ensure that rubrics are transparent and clearly explained, and I provide detailed, constructive feedback that supports both academic performance and personal development.

Equity is central to my teaching practice. I have supported students with Equitable Learning Plans (ELPs) by offering tailored accommodations such as extended deadlines, clarified instructions, and accessibility adjustments during hybrid sessions. These practices contribute to a learning culture that values inclusion and fairness, ensuring that all students can participate fully and equitably.

I am highly receptive to feedback—from students, peers, and mentors—and I consistently use this input to refine my teaching. This reflective approach allows me to continuously improve and contribute to an engaging, high-quality, and inclusive educational experience for all students at UNSW.