I employ a mix of interactive lectures, case studies, and hands-on activities to engage students. For example, I use real-world outbreak scenarios to teach epidemiological concepts, encouraging students to analyze data and propose solutions. Group discussions and problem-based learning are also integral, fostering critical thinking and collaboration. Additionally, I incorporate multimedia tools like videos and simulations to make complex topics more accessible. By tailoring my approach to diverse learning styles, I ensure students grasp both theoretical and practical aspects of epidemiology.

I stay current by regularly reading peer-reviewed journals like *The Lancet* and *Epidemiology*, attending conferences such as the Society for Epidemiologic Research, and participating in webinars. I also collaborate with public health professionals and researchers to exchange insights. Additionally, I follow updates from organizations like the CDC and WHO. This continuous learning allows me to integrate the latest findings and methodologies into my teaching, ensuring students receive up-to-date and relevant knowledge.

I would first assess the student's specific challenges through one-on-one discussions or diagnostic quizzes. Then, I’d provide tailored resources, such as simplified readings, video tutorials, or extra practice problems. I’d also encourage peer study groups and offer additional office hours for personalized support. By breaking down complex concepts into manageable steps and using relatable examples, I aim to build the student’s confidence and understanding. My goal is to create a supportive environment where every student feels empowered to succeed.

I ensure diversity and inclusion by using case studies and examples from various cultural and socioeconomic contexts, highlighting how epidemiology impacts different populations. I also encourage open discussions about health disparities and equity, fostering a classroom environment where all voices are valued. Additionally, I adapt my teaching materials to be accessible to students with diverse learning needs, such as providing captions for videos or offering alternative assessment formats. This approach helps students appreciate the global and inclusive nature of epidemiology.

In my previous role, I developed an introductory epidemiology course for non-majors. I designed the curriculum to focus on practical applications, such as understanding disease outbreaks and interpreting public health data. I incorporated interactive elements like group projects and guest lectures from public health professionals. The course received positive feedback for making epidemiology accessible and engaging. This experience honed my ability to create curricula that balance academic rigor with real-world relevance, ensuring students gain both knowledge and practical skills.