My teaching philosophy is shaped by my experiences as both a student and educator in health geography and public health, and is grounded in four key principles:

Promote Interdisciplinary Learning

I believe interdisciplinary learning is essential for equipping students to engage with complex social and environmental issues. By drawing on multiple fields of knowledge, they learn to approach problems from different angles, make connections across disciplines, and develop more comprehensive understandings. It also presents opportunities for innovation and collaboration. In my teaching, I integrate perspectives from the social sciences and public health sciences to model how diverse approaches can deepen critical thinking. This not only enriches classroom discussions but also prepares students to navigate the complexities of the world beyond the university with curiosity, flexibility, and analytical skill. 

Create a Learning Environment that Supports Personal Growth and Development

I strive to create a learning environment that supports personal growth and development, where students play an active role in their learning and gain knowledge, skills, and/or insight that they can carry with them beyond the academic term. Through comprehensive feedback, I help students understand not only how to improve their current work but also how to approach future assignments with greater confidence and accuracy. I intentionally design assessments to cater to diverse skillsets, enabling students to demonstrate their strengths and simultaneously stretch beyond their comfort zones to develop new skills. I also give students the freedom to choose the topics they would like to explore in their assignments, allowing them to discover and develop their academic interests.

Focus on Developing Transferable Skills

Recognizing that most students will pursue careers beyond academia, I aim to provide opportunities for them to develop transferable skills that will serve them in a variety of professional contexts. This includes assignments such as policy briefs and presentations that promote clear, concise communication and real-world application, as well as scenario-based tasks where students are challenged to develop solutions to complex problems and justify their choices by weighing potential benefits and trade-offs.

Make Mistakes and Learn From Them

In my experience, many students are heavily focused on grades, often at the expense of deeper learning and skill development. I aim to actively engage students in the learning process by setting realistic expectations and encouraging a focus on growth rather than perfection. By offering numerous low-stakes assessments, I create space for students to take academic risks, learn through trial and error, and build confidence over time.

As I have applied these principles to my teaching, I have received positive feedback from students, teaching assistants, and course instructors. However, I remain committed to continuously improving my teaching skills by seeking out opportunities for professional development and adapting my approach to meet the unique needs of each student and classroom.