Teaching
I have been involved in university level education in several capacities: as a course developer and instructor, guest lecturer, workshop facilitator, and curriculum committee member. I contributed to the School of Public Health (SPH) undergraduate major redesign that took effect during the 2015-2016 school year, specifically in the redevelopment of the Ethics, Social Justice, and Policy course, for which I guest teach the ethics module. I currently serve on the SPH's Diversity Committee, as a member of their curriculum workgroup, and Undoing Racism Training workgroup; and spent last year serving on the SPH Curriculum and Educational Policy Committee as the graduate student representative. I am passionate about teaching and creating inclusive institutions which are responsive to the needs of underrepresented students.
My draft teaching statement is here:
My draft teaching statement is here:
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Examples of My Teaching
Ethical Issues in the Food System and Public Health: University of Washington, in the Department of Bioethics and Humanities. I created this course under the mentorship of Dr. Kelly Edwards, and taught during the Spring quarter, 2014. Participants included both masters and PhD students from across campus, including Departments/Schools of Public Health, Anthropology, Geography, Social Work, and Bioethics.
Student comments:
Download the syllabus at the link below.
Student comments:
- “This was a phenomenally unique course and one of the most valuable over the course of my MPH here at UW…Make this a permanent offering!!”
- “This class taught me to open my eyes to where I have carried cynicism instead of hope, blame of individuals where systems are more at fault, and to understand the concept of valuing the agency and resiliency of individuals and communities rather than see victims. It started in week 1 looking at the food system and all its sectors, all the way to today and how to put knowledge to action.”
- “The multidisciplinary lens stays true to life, which isn’t compartmentalized into isolated academic sectors, but a convergence of them.”
- “[The course] forced me to give reasons and to question each of my beliefs.”
- "Your class was still my favorite, of all of the classes I have taken!" -- Student, after graduation
Download the syllabus at the link below.
| bh597_ethicsfoodsyllabus_final.pdf |
UW Honors Course Proposal: Public Trust and Distrust of Science for UW Undergraduate Honors Program. Proposed for 2016.
I developed this course outline in accordance with the interdisciplinary Honors Program requirements, and drawing from topics in my dissertation research. It is a 5-credit course, intended to offer students skills in a qualitative research method, as well as a chance to bridge the public/academic divide in their writing. Products from this course could contribute to students' web-based portfolios.
LEARNING OBJECTIVES:
I developed this course outline in accordance with the interdisciplinary Honors Program requirements, and drawing from topics in my dissertation research. It is a 5-credit course, intended to offer students skills in a qualitative research method, as well as a chance to bridge the public/academic divide in their writing. Products from this course could contribute to students' web-based portfolios.
LEARNING OBJECTIVES:
- To engage concepts of trust and trustworthiness.
- To explore various histories of distrust in research and science for different publics.
- To identify approaches to reduce distrust in populations with varied experiences with science.
- To critically analyze arguments in the popular media using discourse analysis methods, to highlight the assumptions and angle put forth.
- To convey a commitment to trustworthiness to a public audience through respectfully engaging a distrustful perspective on science.
| westhonors_course11_11_15.pdf |
Introduction to Ethics in Public Health Genetics: for Upward Bound, Public Health Class, 2014 & 2015.
Upward Bound is a federally supported program for low-income high school students who have the potential to be the first in their families to attend college. The Seattle program includes a 6-week summer school on the university campus, to offer students a taste of college coursework, and career exploration. As part of the Public Health course, I co-designed, with Tory Brundage, a 2-session module on an introduction to the field of Public Health Genetics, combined with and introduction to the application of ethical analysis in Public Health policy making. Students participated in a case study of the NCAA policy on Sickle Cell genetic screening of collegiate athletes, and a debate, representing various stakeholder perspectives on the issue.
Upward Bound is a federally supported program for low-income high school students who have the potential to be the first in their families to attend college. The Seattle program includes a 6-week summer school on the university campus, to offer students a taste of college coursework, and career exploration. As part of the Public Health course, I co-designed, with Tory Brundage, a 2-session module on an introduction to the field of Public Health Genetics, combined with and introduction to the application of ethical analysis in Public Health policy making. Students participated in a case study of the NCAA policy on Sickle Cell genetic screening of collegiate athletes, and a debate, representing various stakeholder perspectives on the issue.
Introduction to Using Ethical Frameworks in Public Health: for SPH481 Ethics, Social Justice and Policy, School of Public Health undergraduate major core course
I collaborated with Dr. Sara Mackenzie to redesign this course, including drafting new ethics-focused learning objectives, and creating a 2-session ethics module for Public Health majors. We piloted the module in 2013 and have presented it each year since. The module combined interactive lecture with active learning around a case study involving a policy impacting participants in the Job Corps program. Students used ethical frameworks to consider the policy from various perspectives and make a decision regarding whether to maintain or change the policy.
I collaborated with Dr. Sara Mackenzie to redesign this course, including drafting new ethics-focused learning objectives, and creating a 2-session ethics module for Public Health majors. We piloted the module in 2013 and have presented it each year since. The module combined interactive lecture with active learning around a case study involving a policy impacting participants in the Job Corps program. Students used ethical frameworks to consider the policy from various perspectives and make a decision regarding whether to maintain or change the policy.
| westpresentation1_13_14.pdf |
Teaching your own class: The first day and beyond: for the UW Center for Teaching and Learning TA/RA Conference, 2014 & 2015.
I developed and facilitated a 75-minute workshop for graduate students across a wide range of disciplines, including engineering, history, art, nursing, and computer science. The workshop combined interactive lecture, discussion, small group work, and practical skills to help prepare student teachers to feel confident on their first day of teaching. We covered what to include in a syllabus, backward course design to develop course content, activities and learning goals; brainstormed how to inspire students to come back after the first day of class; practiced how to thoughtfully introduce ourselves as instructors; and addressed participants' concerns about teaching on their own.
The presentation is linked below.
I developed and facilitated a 75-minute workshop for graduate students across a wide range of disciplines, including engineering, history, art, nursing, and computer science. The workshop combined interactive lecture, discussion, small group work, and practical skills to help prepare student teachers to feel confident on their first day of teaching. We covered what to include in a syllabus, backward course design to develop course content, activities and learning goals; brainstormed how to inspire students to come back after the first day of class; practiced how to thoughtfully introduce ourselves as instructors; and addressed participants' concerns about teaching on their own.
The presentation is linked below.
| west_teachingownclass2015.pdf |
Atlas.ti Qualitative Analysis Software: training for the graduate students learning qualitative data analysis. I created this workshop and presented it for masters, PhD and post-doctoral-level students at the University of Alaska Fairbanks (2009) and University of Washington (2012). This was an interactive workshop, with guided practice applying each of the steps. This workshop would translate well to an online training module, with some adjustments. Workshop handouts are available upon request.
| atlastiworkshop2012.pptx |
Epigenetics: Is there a Promise?: for BHLTH 497 Social Justice, Power and Health Care, UW Bothell Nursing and Health Studies program
I guest lectured on embodiment of life experiences, including adverse childhood experiences. We covered the scientific mechanisms of epigenetic regulation, evidence for the developmental origins of health and disease, public interest in the issues, and several examples. We switched gears to address social justice, health disparities, and critically consider whether epigenetic science can contribute to reducing health disparities.
The presentation is linked below.
I guest lectured on embodiment of life experiences, including adverse childhood experiences. We covered the scientific mechanisms of epigenetic regulation, evidence for the developmental origins of health and disease, public interest in the issues, and several examples. We switched gears to address social justice, health disparities, and critically consider whether epigenetic science can contribute to reducing health disparities.
The presentation is linked below.
| west_epigenetics.pptx |
