Ph.D. in Curriculum & Instruction, University of Iowa, 2004
MAT in Science Education, University of Iowa, 1998
BA in Chemistry, University of Iowa, 1996
Areas of Expertise:
Formal and Informal Science Learning
Dr. Campbell is a faculty member in the Neag School of Education. His research focuses on cultivating imaginative and equitable representations of STEM activity. This is accomplished in formal science learning environments through partnering with pre-service and in-service science teachers and leaders to collaboratively focus on supporting student use of modeling as an anchoring epistemic practice to reason about events that happen in the natural world. This work extends into informal learning environments through a focus on iterative design of informal learning spaces and equity focused STEM identity research.
Co-Principal Investigator ($145,000). Water and Sustainability: Educative curriculum using online mapping tools to support teacher and student learning. (2016-2019). Agriculture and Food Research Initiative (AFRI) Program with oversight from the U.S. Department of Agriculture. Collaborative proposal submitted with PI Chester Arnold, Director for Outreach, Center for Land Use Education & Research (CLEAR), Co-Pi’s Drs. John Volin, Department Chair and Professor of Natural Resources, David Moss, Associate Professor of Science Education, and Mike Willig, Professor of Ecology and Evolutionary Biology and Direct of Center Center for Environmental Sciences & Engineering, all at the University of Connecticut. Role: Co-Principal Investigator. (Notification of Award August 23, 2016).
Co-Principal Investigator ($3,000,000). Promoting lifelong STEM learning through a focus on geospatial technology and community engagement. (2016-2021). Advancing Informal STEM Learning (AISL) Program with oversight from the National Science Foundation (Number 1612650). Collaborative proposal submitted with PI Dr. John Volin, Department Chair and Professor of Natural Resources, and Co-PIs Drs. David Moss, Associate Professor of Science Education, and Chester Arnold, Director for Outreach, Center for Land Use Education & Research (CLEAR), all at the University of Connecticut. Role: Co-Principal Investigator. (Awarded August 20, 2016).
Principal Investigator ($2,500,000). Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms National Science Foundation, DR K-12 DRL-6985958 (Funded: September 1, 2010 – August 31, 2015) Collaborative proposal submitted with Drs. Paul Wolf and Dan Coster from the USU College of Science, Dr. Brett Shelton from USU College of Education, and Drs. Shiangkwei Wang and Hui-Yin Hsu from the New York Institute of Technology. Role: Principal Investigator and Primary Writer
Principal Investigator ($350,000). Northern Utah Science Teaching Laboratory Initiative Mathematics and Science Partnership Program with oversight from the Utah State Office of Education (Funded: 2009-2012) Collaborative proposal submitted with Co-PI Dr. J.R. Dennison, Professor of Physics at USU, Cache, Logan, and Box Elder School Districts and InTech Collegiate High School. Role: Principal Investigator and Primary Writer
The Journal of Science Education and Technology. (2015, April-May). Science teaching and learning with models. Guest Edited with Phil Seok Oh. This issue of was the culimination of a two-year project whereby a solicitation was distributed, proposals editorially reviewed, reviewers were recruited, and full submissions and revisions were reviewed before final decisions were made. The final issue included 16 research articles from top researchers from fields as diverse as learning sciences, emerging technologies, and digital learning environment design from researchers. http://link.springer.com/journal/10956/24/2/page/1
The Science Teacher. (2013, September). Engaging students in developing and using models. Guest Editor. This issue was the culmination of a 1.5 year project whereby a solicitation to personally identified top researchers nationally were selected and invited reviews were completed, and final decisions were made. The final issue included 5 practitioner articles from top scinece education researchers. http://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=93498
The Science Teacher. (2007, April-May). Community Collaborators. Guest edited with The Science Teacher Editor Stephen Metz. This issue was the culmination of a 6-month year project whereby reviews were completed, and final decisions were made. http://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=5612
Lee, H., Longhurst, M. L., & Campbell, T. (in press). Teacher Learning in Technology Professional Development and its Impact on Student Achievement in Science. International Journal of Science Education,
Campbell, T., Melville, W. & Goodwin, D. (in press). Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science. International Journal of Science Education.
Melville, W., Jones, D. & Campbell, T. (in press). Axiology, the Subject and the Chair. Research in Science Education.
Neilson, D. & Campbell, T. (in press). Modeling-based learning to explain friction phenomena. The Physics Teacher.
Longhurst, M. L., Broughton, S. H., & Campbell, T. (2017, May). Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms. Teacher Development: An International Journal of Teachers’ Professional Development. 21(3), 365-387. DOI 10.1080/13664530.2016.1273848
Wenner, J. & Campbell, T. (2017, February). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research. 87(1) 134-171. Published online before print June 16, 2016, doi:10.3102/0034654316653478
Campbell, T. & McKenna, T. J. (2016, October). Important Developments in STEM Education in the United States: Next Generation Science Standards and Classroom Representations of Localized Scientific Activity. K-12 STEM Education, 2(4), 91-97.
Longhurst, M. L., Coster, D. C., Wolf, P. G., Duffy, A. M., Lee, H., & Campbell, T. (2016, December). Multi-year professional development grounded in educative curriculum focused on integrating technology with reformed science teaching principles. School Science and Mathematics, 116(8), 430-441.
Campbell, T. & Neilson, D. (2016, June/July). Explaining ramps with models: Design strategies and a unit for engaging students in developing and using models. The Science Teacher. 83(5), 33-39.
Campbell, T., Schwarz, C., & Windschitl, M. (2016, March). What we call misconceptions may be necessary stepping-stones on a path towards making sense of the world. NSTA Journals: The Science Teacher, 83(3), 69-74; Science Scope 39(7), 19-24; Science & Children, 53(7), 28-33. (published concurrently in all three journals [elementary, middle, and high school] as part of NSTA’s NGSS series).
Campbell, T., Longhurst, M. L., Wang, S., Hsu, H., & Coster, D. (2015, September). Technologies and reformed-based science instruction: The examination of a professional development model focused on supporting science teaching and learning with technologies. Journal of Science Education and Technology. 24(5), 562-579. DOI 10.1007/s10956-015-9548-6
Campbell, T. & Oh, P. S. (2015, April). Engaging students in modeling as an epistemic practice of science: An introduction to the special issue of the Journal of Science Education and Technology. Journal of Science Education and Technology, DOI: 10.1007/s10956-014-9544-2.
Campbell, T., Oh, P. S., Maughan, M, Kiriazis, N., & ZuWallack, R. (2015, January). A review of modeling pedagogies: Pedagogical functions, discursive acts, and technology in modeling instruction. Eurasia Journal of Mathematics, Science & Technology Education, 2015, 11(1), 159-176.
Campbell, T., Neilson, D., and Oh, P.S. (2013, September). Developing and using models in physics: Grounding instruction around scientifically rich, often complex natural phenomena. The Science Teacher. 80(6), 35-41.
Campbell, T., Oh, P.S., & Neilson, D. (2012, October). Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms. International Journal of Science Education. 34(15), 2393-2419. First published online 7 August 2012. DOI:10.1080/09500693.2012.704552
Campbell, T. & Neilson, D. (2012, September). Modeling Electricity: Model-Based Inquiry with Demonstrations and Investigations. The Physics Teacher. 50, 347-350.
Campbell, T., Zhang, D., & Neilson, D. (2011, June). Model based inquiry in the high school physics classroom: An exploratory study of implementation and outcomes. Journal of Science Education and Technology, 20(3), 258-269. First published online 23 August 2010. DOI 10.1007/s10956-010-9251-6.
Campbell T., Wang, S., Hsu, H., Duffy, A., & Wolf, P. (2010, October). Learning with web tools, simulations, and other technologies in science classrooms. Journal of Science Education and Technology. 19(5), 505-511. First published online 13 April 2010. DOI 10.1007/s10956-010-9217-8.
David Blick Science Education Award (2016). Awarded by the Neag School of Education at the University of Connecticut to recognize and encourage innovative and/or collaborative efforts in science education by the University or its graduates
Million Dollar Researcher Award (2012). Awarded by Utah State University’s Office of Research and Graduate Studies.
Researcher/Scholar of the Year Award recipient (2012). Awarded by Utah State University’s School of Teacher Education and Leadership.
Outstanding Service as the Association of Science Teacher Education (ASTE) Newsletter Editor (2012). Awarded by Association of Science Teacher Education (ASTE).
Researcher/Scholar of the Year Award recipient (2007). Awarded by Utah State University’s Regional Campus and Distance Education Association (RCDEA).
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