For USF College of Public Health (COPH) alumna Jennifer Winston, public health is more than a profession—it’s a calling. As an instructor and PhD candidate at the COPH, Winston brings her wealth of real-world experience into the classroom, engaging and inspiring the next generation of public health professionals.
A proud Haitian-American from Orlando, Fla., Winston’s path to public health began at Florida State University (FSU), where she earned a bachelor of science degree in sociology.
"I knew I wanted to pursue a career in public health after working as a health promotion assistant at FSU," Winston said. "I got to educate students about consent, healthy relationships and body positivity. That role really showed me how powerful education can be. It’s often the first step in creating healthier behaviors and lasting change."
Winston’s journey continued at the COPH, where she earned a master of public health (MPH) with an interest in public health education. Her professional experience includes positions with the Centerstone Research Institute, Substance Abuse and Mental Health Services Administration and Child Trends, where she worked on projects ranging from community behavioral health evaluations to mental health resource accessibility.
"These experiences showed me just how much work still needs to be done in public health and how the field will only continue to grow," Winston said. "Building on community strengths, developing accessible resources and ensuring the right infrastructure is in place are all critical to making a real impact."
Her passion for research and policy led her back to the COPH, where she is currently pursuing a PhD in community and family health, with an anticipated graduation in summer 2026.
Now a dedicated undergraduate instructor at the COPH, Winston is committed to making public health engaging and relatable for her students. She said she believes that education should extend beyond textbooks and lectures, incorporating lived experiences to make lessons more impactful.
"In one of my classes, we dive into key topics in maternal and child health, and I often share my own birth story with my students," Winston said. "Since I had trained as a doula, I assumed I’d have the picture-perfect birth experience. However, it turned out to be the complete opposite—I was diagnosed with preeclampsia, endured 40 hours of labor, had an emergency C-section and struggled emotionally well beyond the baby blues period. Sharing my story helps my students connect to the material in a more personal way. It’s not just statistics or words on a screen—these experiences are real and they happen to real people."
Winston said she strives to create an interactive learning environment that encourages discussion and real-world application of public health concepts. One of her favorite teaching strategies is bringing in guest speakers who can provide students with unique perspectives on public health challenges.
"In another class, we explore social determinants of health, including economic stability, which is one of the biggest factors influencing health outcomes," Winston said. "To give my students a deeper perspective, I invited a local organization that supports economic self-sufficiency for returning citizens. It was a great experience because my students got to hear firsthand how this organization is addressing a key determinant of health for a population that’s often overlooked."
Her dedication to student engagement has had a lasting impact. At the end of her first semester teaching, a student shared how much they appreciated Winston’s effort to learn everyone’s names and make the course engaging.
"A student told me that because of my class and the personal stories I shared, she decided to switch her career path to public health with a focus on maternal and child health," Winston said. "Hearing that was incredibly rewarding! It’s amazing to know I had such a meaningful impact on her career journey."
Transitioning from research roles to teaching came with its challenges, particularly in adapting to the different learning styles of students. However, Winston said she sees this as an opportunity for continuous growth.
"Every student learns differently ―some grasp concepts better through videos rather than reading, some engage easily in discussions, while others are more introverted and prefer asking questions after class," Winston said. "My challenge is constantly finding new ways to make public health more engaging and meaningful for each student."
As she continues her doctoral studies, Winston remains committed to shaping the next generation of public health professionals. She hopes her students leave her courses with a deeper appreciation for how public health intersects with all aspects of life, particularly for those entering clinical fields.
"Understanding concepts like the social-ecological model and social determinants of health helps future providers see that health care isn’t just about treating symptoms—it’s about addressing the broader factors that impact a person’s well-being," Winston said. "My goal is for them to integrate this perspective into their work, recognizing that true patient care goes beyond medicine and includes social and environmental factors."
Winston also encourages students to take advantage of every opportunity that comes their way.
"If there’s an instructor or professor whose work aligns with your interests, don’t hesitate to reach out," Winston said. "Get involved with local organizations, volunteer and stay flexible as you navigate your public health journey. These experiences will help shape your interests and open doors to new opportunities."
As she looks toward the future, Winston envisions continuing her work in the classroom while creating more hands-on learning experiences for students.
"I’d love to create more opportunities for service-learning and research with my students," Winston said. "Hands-on experiences like these can make public health feel more tangible and impactful, hopefully sparking even greater interest in this rewarding field."