Growing up on a farm in rural North Dakota, I saw firsthand how limited access to education shaped my parents’ lives and opportunities. My mother attended a one-room rural school through eighth grade, the highest level of education available to her at the time. Because of that lack of opportunity, she made sure that education was a priority for her children. She often reminded us that “education is something no one can ever take away.” My dad returned to the family farm after high school and poured his energy into hard work and perseverance, but he never had the chance to pursue further education. Watching them navigate life with grit and resilience, yet without the advantages that education can provide, fueled my determination to learn everything I could.

 

As a first-generation college graduate, I see education as both a privilege and a responsibility. It is an opportunity to honor my parents’ sacrifices by continuing to grow, share knowledge, and create access for others. This commitment to lifelong learning and continuous personal and professional growth defines who I am as a public health educator. It drives me to create learning environments that empower others to see education as a transformative tool for changing lives and strengthening entire communities.

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Constructivism in Practice

My teaching philosophy is grounded in Constructivism, which emphasizes learning through experience, reflection, and collaboration. I believe learners construct knowledge most effectively when they are actively engaged in solving real-world problems that connect to their lived experiences. In public health, this means creating opportunities for learners to explore complex community issues, interpret data, and develop solutions that make a tangible impact.

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For example, when leading Community Health Needs Assessment (CHNA) stakeholder discussions, I engage participants in analyzing local data, identifying community priorities, and developing strategies to address disparities. Stakeholders interpret public health information, explore its implications, and create solutions that reflect the lived realities of their communities. This process transforms data into understanding through active problem-solving and reflection, key elements of constructivist learning. Stakeholders leave with new insights and a deeper appreciation for how to apply knowledge to improve community health.

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Engagement, Reflection & Empowerment

My teaching methods center on engagement, reflection, and empowerment. I use storytelling to8 connect data to human experience and scenario-based learning to deepen understanding.

 

During staff training, I present crisis communication challenges and ask participants to craft empathetic, clear, and actionable messages for the public. This exercise strengthens communication skills and promotes critical thinking and emotional intelligence. I strive to meet learners where they are, creating a safe, inclusive space where they can question, explore, and grow.

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Commitment to Equity and Inclusion

I intentionally promote inclusive learning environments that value and represent diverse perspectives. My commitment to equity is both personal and professional, rooted in growing up in rural North Dakota, where limited access to healthcare and education shaped my understanding of systemic disparities. These experiences drive me to ensure that no one is left behind in learning or in health.

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In public health education, I prioritize elevating the voices of underrepresented people, especially those from marginalized communities, to ensure learning reflects the full spectrum of lived experiences. I also draw on real-world examples from my leadership work such as equity-focused vaccination outreach campaigns and partnerships with local shelters and culturally specific organizations to illustrate how inclusive collaboration can reduce barriers and build trust. By creating space for every learner to contribute, I aim to cultivate empathy, mutual respect, and shared understanding across differences.

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Authentic Assessment and Reflection

To assess learning, I prioritize evidence of application and transformation rather than routine recall. I measure success by how well participants integrate knowledge into practice. After compliance or leadership training sessions, I track reductions in compliance incidents, improvements in collaboration, and participants’ reflections, identifying one key insight or behavioral change they intend to implement. These responses reveal what participants learned and how they plan to use it, aligning assessment with authentic learning outcomes.

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I also assess my teaching through ongoing reflection and feedback. After each session, I analyze what resonated, what fell short, and what I can refine. When I notice participants hesitating to speak in large groups, I introduced smaller breakout discussions to encourage participation. These adjustments allow me to stay responsive and learner-centered. I also invest in my professional growth by attending leadership conferences, studying educational theory, and mentoring emerging public health professionals. I view teaching as a reciprocal process, one that challenges me to learn, adapt, and continually evolve.

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Connection, Empowerment & Transformation

My teaching philosophy centers on connection, empowerment, and transformation. I aim to cultivate inclusive learning environments where every participant, whether a staff member, student, or community partner, feels valued and capable of growth. I encourage critical thinking, collaboration, and real-world application to make learning relevant and lasting. By modeling curiosity, humility, and resilience, I invite others to view education as both a personal and collective journey toward equity and health.

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My goal as a public health educator is to inspire confidence and capacity in others. I want learners to see education not as a single event, but as a lifelong tool for personal and societal change. I strive to make learning collaborative, inclusive, and actionable, empowering individuals and communities to use knowledge as a catalyst for improving health and advancing equity.