Authentic learning transforms large epidemiology course: students find personal meaning in public health research

When 150+ students struggle to see epidemiology's relevance to their diverse health science careers, innovative teaching approaches become essential. TJ Salway's redesign of HSCI 230 demonstrates how authentic learning principles can transform student engagement in large undergraduate courses.

The Project

Rather than traditional lecture-based instruction, Salway implemented student-centered case studies where "epi pods" selected their own research topics from contemporary epidemiological studies. The approach incorporated flipped classroom elements, structured group work, and guest speakers, all designed to help students see epidemiology as personally relevant to their future careers.

Students chose from real-world research covering diverse health topics, allowing them to connect course content with personal experiences, social identities, or public health interests. This empowerment to select meaningful topics transformed abstract methodological concepts into tools for understanding issues students genuinely cared about.

Project Highlights

Student engagement reached new heights. 86% of students valued establishing personal connections to course materials, with 91% reporting that such connections improved learning retention. Students made three types of meaningful connections: direct personal/family health experiences, connections to their identities, and recognition of public health significance.

Authentic learning created unexpected classroom community. Students emphasized that meaningful learning required a "safe space" where they could express themselves genuinely. This happened when instructors brought their whole selves to the classroom, sharing personal research interests and academic experiences.

Group-based learning produced mixed but valuable results. While some students struggled with collaborative dynamics, successful pods reported transformative experiences: "Because you're working with a new set of people you can definitively see things from like a new perspective."

Looking Ahead

The approach continues to evolve based on student feedback, with plans to implement "speed dating" for group formation and expanded examples of epidemiological research breadth. Salway's work demonstrates that even large courses can implement authentic learning when instructors prioritize student agency and personal connection.

This innovation contributed to Salway receiving SFU's 2025 Excellence in Teaching Award, highlighting the impact of student-centered pedagogical approaches in health science education.