CHDS faculty Eve Wittenberg “zoomed” with high school students and undergraduates across the US in a Career Exploration Day on-line conference organized in May by CovED–a self-described “community of undergraduates, postgraduates, students, and educators from colleges/universities across the U.S. who are interested in supporting K-12 students in light of the COVID-19 pandemic.” In the Medicine and Healthcare panel, Wittenberg shared her non-linear path from an undergraduate degree in psychology through a flirtation with medical school before landing in public policy and then health policy at Harvard’s graduate schools. Over 100 students engaged in multiple panels over 2 days, meeting and speaking with mentors in field ranging from STEM to Education to Arts and Humanities.
A month earlier, Wittenberg spoke with Harvard College class of 2024 students in Virtual VISITAS, Harvard College’s virtual campus visits for admitted high school seniors making final decisions about their college choice, about careers in public health, and how the COVID has affected her research.
In addition to her research role at CHDS, Wittenberg wears a secondary hat as a Preceptor in the Harvard College Writing Program, teaching fundamental skills in written communication to first year students. Her writing class encourages students to consider what it means to be healthy and how to improve health within a population, all while learning the articulation of arguments and the use of evidence to support positions. Wittenberg is continually reinvigorated by her opportunities to engage with undergraduates and brings them into her research as well: “Harvard undergraduates live up to their reputations—always eager for new challenges and lightning-quick in learning new tasks,” she says. Wittenberg is also a Senior Scholar at GHELI, the Global Health Education and Learning Incubator, where she experiments with new teaching techniques in her writing class, bringing innovation to the classroom and the classroom to GHELI, and is focusing now on experimental approaches in remote learning.