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Teaching Philosophy

At the core of my teaching philosophy, I expose students to blended learning by integrating theory-based learning with “real world” problem-based learning to address the most vexing challenges in planetary health, climate change, and social equity. It means providing case studies that involve complex trade-offs in decision-making and bringing those lessons to the classroom. Having worked many years in global maternal, child and adolescent health and nutrition, I aim to provide a dynamic classroom experience for students—one that is engaging and open but, at the same time, intellectually challenging and stimulating. This type of learning means putting students at the center of the classroom and ensuring that they can engage, have a voice, and participate in debate. 

Statement of Equity, Diversity and Inclusion

Through my academic and professional work, I have been committed to respecting, honouring, and celebrating the diversity in my community that includes, but is not limited to, race, ethnicity, national origin, gender identity, gender expression, sexual orientation, age, ability, socio-economic status, class, neurodiversity, and religion.
In this spirit, I streamline equity, diversity and inclusion throughout my teaching, as well as research and capacity building projects.



September 2018 - April 2021

University of Toronto, Public Health Sciences: Global Health Grand Challenges

University of Toronto, Human Biology: Global Health


University of Toronto, Nutritional Sciences: Basic Human Nutrition


University of Toronto, Nutritional Sciences: Nutrition, Athletics, Performance and Behaviour

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