The candidate is applying for a faculty position and provides their qualifications. They have a Doctorate in Public Health with a focus on Nutritional Epidemiology as well as a Master's in Public Health in Epidemiology and Biostatistics. They also have certifications as a Registered Dietitian and Certified Public Health professional. The candidate has 6 years of teaching experience at the university level and 12 years of experience conducting clinical and community based research studies. They aim to provide guidance to students from diverse backgrounds through interactive teaching styles that foster collaboration and critical thinking.

1. 11553 Cielo Lane
Loma Linda, CA 92354
September 27th, 2016
Dear Committee Members
I am writing to express my enthusiasm about joining the Faculty pool at your university. I earned
my Doctorate in Public Health (DrPH) degree in Nutritional Epidemiology from Loma Linda
University, CA. In addition to the DrPH, I completed a Master of Public Health (MPH) degree in
Epidemiology and Biostatistics, and I hold Certified Public Health (CPH) and Registered
Dietitian (RD) certifications, which make me an ideal candidate for the Faculty position in your
department.
I believe with my unique combination of ethnic, academic, and professional background I shall
prove to be an asset for the students. Being born and raised in The Middle East, I am acutely
sensitive to the needs of an ethnically diverse population that constitutes this campus. In addition
to my didactic training, I have six years of experience teaching nutrition, research, and statistics
courses at both undergraduate and graduate levels at California State Polytechnic University,
Pomona and California State University, San Bernardino. I also have twelve years of experience
leading a number of clinical and community based research studies. Along with my work in
clinical and county settings, I have a rich variety of experiences which I look forward to sharing
with the students.
During my six years as a university faculty, my approach to student education has shifted from
an emphasis on my personal teaching style to a more central focus on student learning. I
immigrated to this country from Pakistan and Saudi Arabia at the age of sixteen. My
undergraduate years not only introduced me to the world of higher learning, they also proved to
be a time of self-discovery and exploration of my personal identity. I am acutely aware of the
needs and challenges of students from ethnically and culturally diverse backgrounds. I strive to
provide a level of academic guidance and mentorship that will allow them to gain skills and
knowledge that will facilitate their future academic and professional pursuits.
My classes tend to be highly interactive, utilizing Socratic style lectures interspersed with
structured and non-structured student interaction. Small group activities and presentations are
some of the ways in which I attempt to foster a collaborative classroom environment. For these
presentations, I require students to locate and study peer-reviewed journal articles, synthesize
and evaluate information, and present the results of their research and conclusions to the class. I
allow student input in course content and schedule time to discuss issues important to them. For

2. example, the health effects of coconut oil, the wisdom of using organic versus GMO foods, and
the effectiveness of superfoods are some of the students’ favorite topics of discussion.
I understand that food and nutrition is a complex issue. It is interconnected with economics,
politics, history and culture. I therefore dedicate at least one class activity to addressing the issue
of nutrition in a larger psycho-social-cultural context. We have had policy debates on current
nutrition issues such as sugar tax and the relationship between poverty and obesity. Students
learn to research the issue, evaluate multiple points of view, and refine their communication
skills through debate and persuasion. I have also offed extra credit for students to watch
documentaries such as “Place at the Table” and “Sugar Coated.” I have also encouraged students
to attend the “The Body Exhibit” in our area in order to visualize the effects of nutrition and
disease on anatomy and physiology.
Teaching students the scientific method is of paramount importance to critically analyzing any
nutritional recommendation. I have students use analytical programs such as ChooseMyPlate,
NutritionistPro, and DietAnalysis to compare and contrast their intake with recommended
standards. When teaching research courses, my students learn scientific methodology by
designing their own research project and collecting, managing and analyzing their own data
using available statistical packages such as MiniTab, SPSS, and SAS.
With nutrition being the very sustenance of life, combined with the thrill of discovery that is
research, I find the marriage of the two endlessly fascinating. In any course I teach, my ultimate
goal is to leave my students with the curiosity, critical thinking skills, and resourcefulness that
will make them more than better students, but an informed member of society.
Please feel free to contact me if you require any additional materials or information.
Thank you for your consideration.
Sincerely
Wajeeha M Young DrPH, MPH, RD, CPH