Susana Quiros, PhD, arrived eager to bring her Public Health expertise to the Mizzou School of Health Professions in the 2020-2021 academic year. More than a year later, she is excited to showcase not just what she has been teaching in that time, but also what she has been learning.  

Dr. Quiros teaches Research Methods, Principles of Epidemiology, and Social and Behavioral Health Theory and Practice, depending on the semester. MPH students are required to complete an internship to graduate the master’s program; Dr. Quiros is a faculty advisor to this program and emphasizes that experience in the field is essential to knowledgeable, compassionate and culturally competent public health workers.” 

Before immigrating to the United States, Dr. Quiros grew up in Costa Rica and lived in Cuba. She described overcoming socioeconomic and linguistic barriers, as well as cultural biases while obtaining her education. 

“As a Latina immigrant, I felt the pressure to succeed was higher,” she explained.  

Despite the challenges, she persevered and devoted herself to her work. Her hard work paid off when the Department of Public Health was pleased to add her as a valuable member of the team.  

Once she entered the classroom, she realized that she is also uniquely placed to address systemic disparities in Public Health and Public Health training, not only through research, but also through instruction. 

When asked what had most inspired her during the past academic year, Dr. Quiros mentioned obtaining a teaching certification in Effective Practice Framework from The Association of College and University Educators (ACUE). Through this certification, Dr. Quiros honed her teaching skills by learning about research-based teaching practices to improve students’ outcomes.  

“The certification has been eye-opening because it has shown me how implementing evidence-based techniques can reduce educational inequities in the classroom.”  

She noted that her background has prepared her to identify ways she can support students struggling to succeed due to socioeconomic disadvantages.  

When asked what her efforts mean for the future of Public Health practice, Dr. Quiros was quick to point out large-scale benefits to more inclusive pedagogical practices, noting that her students will be equipped to create positive changes in populations which still may be left behind by typical health care or traditional Public Health messaging.  

“I want both Public Health instruction and intervention to be more inclusive,” Dr. Quiros said. “I want my students to find more enjoyment and satisfaction in their classes and learn how to bring that into their careers. And I want to help implement changes so that students from backgrounds like mine can feel more included and find success.”