Inspiring Minds in Public Health at USF
The university setting offers a unique opportunity for students to explore public health not only as a discipline, but also as a philosophy and a way of engaging with the world.
In my classroom, I strive to help students build the foundations they need to ask thoughtful questions, evaluate evidence critically, and recognize their unique potential to contribute meaningful solutions to complex public health challenges. For example, in my introductory epidemiology course, students work collaboratively to investigate a simulated outbreak, applying course concepts to real-world scenarios. I also assign reflective essays that encourage students to connect current events to public health frameworks, fostering both critical analysis and personal engagement.
Continuing my career at USF excites me because the university’s commitment to social justice and service mirrors my own values. Throughout my time here, I have found a supportive community that values mentorship and collaboration—reflections of the school’s philosophy of cura personalis, or care for the whole person. As an adjunct instructor, I have been fortunate to work alongside dedicated colleagues and teach students who are genuinely passionate about improving community health. I actively encourage students to connect with me during office hours or by email, whether they are seeking mentorship, collaborative opportunities, or guidance on academic and career goals. I am always happy to support students in finding ways to get involved beyond the classroom.
At the heart of my teaching philosophy is active learning. I believe students learn best when they apply concepts rather than simply memorize them. Innovation and creativity are essential not only to my research on women's reproductive health literacy in immigrant communities, but also to inspiring the next generation of public health and medical professionals to pioneer progressive solutions that drive structural change for healthier communities. Whether analyzing simulated epidemiologic data, discussing current public health issues, or working through real-world case studies, I strive to foster curiosity, open-mindedness, and confidence. Since public health is a constantly evolving field, I design my classroom to reflect the creativity, adaptability, and compassion that modern public health demands.
As I move into a full-time faculty role, my goal is to continue creating engaging learning experiences and to broaden opportunities for students to participate in research and community-engaged scholarship. For example, students may join faculty-led projects on infectious disease surveillance, contribute to local health education initiatives, participate in data analysis for studies on health disparities, or help organize public health outreach events throughout San Francisco. I am particularly passionate about mentoring students interested in public health and research careers, supporting them as they gain experience, build skills, and develop the confidence to pursue paths they may not have previously imagined.
Most importantly, I hope students remember their time in USF’s public health program not just for the knowledge they gained, but for developing a mindset rooted in curiosity, empathy, and evidence. Recognizing that meaningful change often starts with asking the right questions—rather than having all the answers—is central to this approach. To help foster this mindset, I encourage students to join campus discussion groups on current public health topics, reflect regularly in journals about how public health issues affect their communities, or seek out conversations with peers from diverse backgrounds to gain fresh perspectives.
A fun fact: I have a dog named Marley, who I trained to use an augmentative and alternative communication (AAC) device to communicate with me, inspired by the research being done at the Comparative Cognition Lab at UC San Diego. He knows 26 words and counting!
