尤物视频

by Sharon Mah

FHS Associate Professor Travis Salway was named as one of SFU鈥檚 2025 Excellence in Teaching Award recipients. He is being recognized for his commitment to employing inclusive and interactive teaching strategies that make the classroom an engaging and safe space for students.

Salway reflects: 鈥淚 am humbled by this recognition and grateful to the students who submitted my nomination. If there is excellence in my teaching, it is entirely attributable to the phenomenal teaching supports we have here at SFU, including the Centre for Educational Excellence (CEE), Transforming Inquiry into Learning & Teaching (TILT), educational staff within my own faculty, our teaching faculty, and our Faculty Teaching Fellows. This active and innovative community is what enables inclusive pedagogy at SFU.鈥�

Salway 鈥� who is a social epidemiologist invested in clarifying pathways to health equity for Two-Spirit, lesbian, gay, bisexual and transgender and queer (2S/LGBTQ+) people 鈥� invests a lot of time in helping his students, colleagues, and members of the general public understand and broaden their perspectives on why some groups are healthier than others. He frequently brings together groups from different parts of society to work on projects ranging from action research to community outreach to advocating for improvements to health policy at government tables.

In the classroom, he is especially invested in empowering students to connect health issues of personal interest to systems, structures, and policies that unjustly advantage some groups while disadvantaging others鈥攐ften on the basis of race, gender, place of origin, and other intersecting social positions. He strives to provide frameworks and diverse learning approaches to help students better grasp complex concepts and engage in evidence-based conversation and respectful disagreement.

A strong example of his creative approach to teaching and learning is his utilization of a teaching tool 鈥� 鈥楾heatre of the Oppressed鈥� 鈥� to model for students how they can approach conversations on challenging, nuanced topics. 鈥淚ncreasingly, I find that students have difficulty navigating discussions about polarized subjects,鈥� he observes. 鈥淭here is a tendency to either avoid conflict and therefore suppress their own ideas and opinions, or to write off classmates who disagree as obstinate, ignorant, or problematic.鈥�

For this learning experience, Salway collaborated with Bee Brigidi and Sarah Ford from the Centre for Educational Excellence to design and host a two-part assignment that provided students the tools, skills and opportunity to analyze and resolve a staged conflict amongst two healthcare workers, Bobbi and Jennifer, with opposing viewpoints. The first part of the assignment saw students engaged in small group and large group discussions to examine each worker鈥檚 motivations, needs, and values. Students were provided with tools and support to give and receive respectful feedback on their findings. In the second part of the assignment, Brigidi and Ford acted out scenes of conflict in the class, and students were given the opportunity to pause the scene to offer reflections, advice, different language or arguments. The scene was then replayed, incorporating student feedback, providing class participants the opportunity to put their learning experience into action.

鈥淚 absolutely loved the session today with the theatrical element of Bobbi and Jennifer,鈥� reflected one student. 鈥淚t鈥檚 a really nice break with 5 hours of lecture straight to watch this case play out. It added a little bit of humour and interactivity which is awesome and engaging.鈥�

When asked why he puts this degree of effort into his class assignments, Salway cited a desire to make his class content engaging. 鈥淚f we are serious about embracing a plurality of learning styles while equipping our students to work in relationally ethical and effective ways, then we have an opportunity to use the classroom to practice working across differences, even conflicts and issues that are polarized.鈥� He also notes that he works closely with CEE to look for approaches to learning that increase uptake, interactivity, and enthusiasm and that Brigidi and Ford and their colleagues are a great resource at the university. Salway鈥檚 dedication to improving his course content and refining his approach to teaching was especially noted by the Excellence in Teaching Awards nomination committee who also praised him for soliciting student feedback for his work.

Salway and FHS PhD student Whitney Qualls are currently conducting a TILT-sponsored study entitled 鈥淎n evaluation of the impact of an 鈥榓uthentic learning鈥� cumulative case study assignment in an undergraduate health science introductory epidemiology course.鈥� Much like the use of 鈥楾heatre of the Oppressed鈥� to navigate spaces of disagreement, the authentic learning case study invites students to engage with their own opinions, passions, and curiosities, to deepen their understanding of why epidemiology鈥攁nd critical appraisal of its outputs鈥攎atters to their larger careers. The common threads are high structure (activities that bring students along step-by-step), deep learning, and consistent attention to equity in the classroom.

Salway and the other winners of the 2025 Excellence in Teaching Award were honoured at a ceremony hosted on March 26, 2025. We invite you to join the Faculty of Health Sciences in celebrating their tremendous achievements, dedication, and work for students at SFU.