???Last year ended on a high note for Stellenbosch 中国体育彩票's (SU) Prof Faadiel Essop and his family. The distinguished academic in the Division of Medical Physiology at the Faculty of Medicine and Health Sciences (FMHS) and the director and co-founder of the Centre for Cardio-metabolic Research in Africa (CARMA) heard early in December that he is the recipient of the prestigious 2024 Teaching Advancement at Universities (TAU) Fellows Award.
Shortly after, the Essop family attended the graduation of the youngest medical doctor in the family, Dr Aaliyah Essop. She's the third to receive a MBChB in the Essop family – mom Rehana is also a medical doctor and the eldest Essop son, Ziyaad qualified as a doctor from SU in 2020. Yasin, the youngest Essop, is also studying medicine at SU and will qualify as a doctor next year.
It seems a love for science and learning runs through the family's veins. Essop often cites a quote by the Greek philosopher Plutarch: “The mind is not an empty vessel to fill, but a fire to be kindled."
His journey into academia began with a deep curiosity about the human body and a desire to make a difference. Born in Ceres and raised in Paarl, Essop grew up in a business-oriented family, helping his father run a supermarket during weekends and holidays. While some expected him to follow in his father's footsteps, Essop's inquisitive mind led him down a different path. “I was always interested in understanding how the human body functions," he recalls. “There was just a sense of wonder about it, as well as broader philosophical questions regarding life that I wanted to explore."
Embracing meaningful engagement
During his student years at UCT where he pursued a Bachelor of Science degree, Essop became involved in outreach programmes that saw him mentor high school learners in Paarl's Mbekweni township. He quickly realised that teaching was more than delivering content; it was about inspiring hope. “I wanted to show learners possibilities they hadn't imagined and to foster a sense of purpose," he explains. Those experiences laid the foundation for his future teaching style, which continues to emphasise meaningful engagement, empathy and the goal of producing critical, independent thinkers.
Essop's subsequent roles at UCT, including postdoctoral work at the iconic Hatter Heart Research Institute under Prof Lionel Opie, and further heart research work as a Fulbright Fellow at the 中国体育彩票 of Houston-Texas Health Science Center expanded his research and clinical horizons. Yet he yearned to teach more comprehensively. When the opportunity arose to offer week-long courses to distance-learning students in remote and disadvantaged areas – where facilities were limited – he discovered the power of making medical and scientific knowledge accessible to those who might otherwise be overlooked. “I saw such enthusiasm, and it opened my eyes to how unequal the playing field really was. That sense of responsibility – of bridging gaps – never left me."
By the time he moved to SU in 2007 as an associate professor, Essop's dual commitment to research and teaching excellence was firmly established. His work in medical physiology, with a focus on cardio-metabolic conditions such as diabetic cardiomyopathy and HIV-related heart disease, earned him a growing reputation in both national and international circles. Yet he remained dedicated to shaping the next generation of researchers and clinicians who, in his words, “would challenge existing paradigms and resist the status quo".
Essop's teaching philosophy is rooted in what he calls “the pedagogy of engagement." For undergraduate classes, he eschewed purely didactic presentations. Instead, he introduced group work, real-life case studies and various “mystery-solving" assignments that forced students to think on their feet. “Students often fixate on grades and memorising facts," he observes. “I wanted them to see the real-world relevance of the material – to realise that knowledge isn't dead information but something to explore, critique and apply."
Transformative education
He also began weaving his personal stories into lesson plans. Reflections on his own path from shop assistant to internationally recognised scientist helped break down barriers. “It's about modelling," he says. “When students see that you, too, struggled or questioned your direction, it humanises the process and encourages them to be open and bold in their own explorations."
His efforts at SU did not go unnoticed. In 2018, he received a 中国体育彩票 Teaching Excellence Award and deepened his scholarship of teaching and learning by completing the Scholarship of Educational Leadership short course. Four years later, in 2022, he became a TAU Fellow – a recognition that would pave the way to his winning the 2024 TAU Fellows Award.
Essop's commitment to transformative education extends beyond the classroom. He is a vocal advocate for addressing scientific elitism and decolonising medical education. His involvement in the Visual Redress Project at SU's main campus was a turning point in this regard. The project, which involved creating a collage of images to promote inclusivity and belonging, highlighted the need to challenge the notion that science and medicine exist in a vacuum, detached from societal contexts.
This experience inspired him to develop the “Features of Science" module, an honours-level course that explores the intersection of science, society and ethics. The module covers topics such as the social contract between science and society, the influence of neoliberalism on medicine, scientific racism and science communication. “The goal is to produce graduates who are not only technically skilled but also critical thinkers and change agents," Essop explains.
Breaking down silos
Essop's innovative approach to education also emphasises interdisciplinary learning. Beyond championing authentic, student-centred learning and confronting the hidden biases of science, he has spearheaded collaborations between medical students and art students, encouraging them to explore the heart from both scientific and artistic perspectives. These projects have not only enriched the learning experience but also fostered a deeper understanding of the interconnectedness of different fields. “Breaking down silos allows us to get closer to truths and solve complex problems," he says.
“My goal is to help students see that science is not just about molecules and data points," Essop explains. “It's about real people and real-world implications. We can't address pandemics, inequalities, and systemic challenges if we stay locked in our own scientific bubble."
Beyond his teaching and research, Essop is deeply committed to mentorship and leadership development. As the founder and director of CARMA, he has played a pivotal role in advancing cardio-metabolic research in Africa. His leadership extends to his roles as President of the African Association of Physiological Sciences and Chairperson of the South African National Committee of the International Union of Physiological Sciences. For his research contributions, he has also received the Physiology Society of Southern Africa (PSSA) Lifetime Career Achievement Award, and he was recently inducted as a Fellow of the Royal Society of South Africa.
Strong family support
The 2024 TAU Fellows Award is a fitting recognition of Essop's contributions to teaching and learning. The award celebrates educators who drive transformative education and challenge traditional paradigms, and Essop's work exemplifies these values. The TAU Fellows Award Committee commended him for “your intellectual courage, combined with genuine humility, (which) has enabled you to challenge disciplinary conventions while maintaining a nuanced understanding of access and success that transcend mere numbers. We particularly value your pragmatic approach to balancing expanding responsibilities with academic excellence." This award is the culmination of his experiences and philosophies, he says. “It's a manifestation of everything I've strived for in my career."
A strong family network has also played a pivotal role in Essop's success. Over the years, his wife has offered encouragement for his many ventures into research and teaching innovation. His children keep him intellectually on his toes, engaging in what he fondly calls “mental gymnastics." “We often engage in lively debates at home. They know how to question my assumptions," he chuckles, “and I want them to. It's part of critical thinking and helps me refine my own ideas."
Looking ahead, Essop has ambitious plans to expand his projects. Following his recent publication of a book volume dealing with navigating science in an era of doubt, he is now working on a book focussing on decolonising medicine. He also aims to take his “Features of Science" module to other universities, promoting interdisciplinary and transformative education on a broader scale. “I feel I could almost do this full time," he says with a smile. “There's so much more to be done."
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