My journey through higher ed has informed me about the characteristics of successful learning environments. Learners in my courses are preparing themselves for a career in public health, but as an instructor, I understand that each student will not be seeking the same educational experience. Thus, it is of great importance that I offer students 1) respect for the diverse education that each of them seeks and 2) guidance to develop skills that go beyond a classroom setting.
As an introvert, when I was a student, I found that navigating a course was challenging in certain situations, like in a large group discussion. Instructors that supported my ability to learn, helped me to leverage my strengths when faced with a challenging task. These types of experiences instilled in me a sense of awareness to the different learning styles brought forth by my very own students. Therefore, in my courses, I provide an array of assessments for students to complete. For example, in my elective undergraduate course in which freshman all the way to PhD students from any background can take, the students complete case studies, quizzes, and exams and are graded on participation through discussion and completion of individual in-class work. The diverse set of assignments provides multiple outlets for students to showcase their competencies.
An overarching objective embedded within my courses is for students to develop skills they will utilize beyond the classroom. The skills that I intend my students to develop will prepare them to face and conquer adversity in the work place with confidence. Professional skills important in public health practice that I value and teach in my classes include writing and oral communication to broad audiences, interprofessional education, awareness and respect for diversity, innovation, and self-regulated learning. Alongside these skills, it is important that students produce tangible artifacts demonstrating their competence that they feel comfortable reproducing or discussing the development process with others in the field. A professional skill with an associated artifact produced in the capstone course that I teach is written communication to a broad audience as demonstrated by an evidence-based blog entry. Now that I am an instructor, there are instances when I can be influential to students in attaining their individualized goals. First, the classroom environment I create could be a template for these students to apply to future work environments in order to create effective yet inclusive professional climates. Second, showing that you are passionate about a student’s learning experience must extend outside the classroom. Offering guidance outside of class, whether its an efficient email exchange or implementing an open-door policy, will show students that as their instructor I am there to support their professional growth. Finally, respecting students by giving them some of my time and encouragement will only be reciprocated. Being respectful to peers, instructors, and to themselves will carry each student through many ‘real-life’ situations.
Encouraging a new group of diverse students to succeed given their educational goals is a challenge, but I believe that each unique cohort will succeed if they feel supported through their education and know that they are building valuable skills so they can call themselves an expert upon entering the public health workforce.