Department Head and Professor
Curriculum and Instruction
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 the Department Head of Curriculum and Instruction and a Professor of Science Education 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 ($2,250,000). Redefining public engagement at the University of Connecticut: studying the impact of an innovative STEM service learning model on the university community. (2019-2024). Improving Undergraduate STEM Education (IUSE) Program with oversight from the National Science Foundation (Number 1915100). Collaborative proposal submitted with PI Chester Arnold, Director for Outreach, Center for Land Use Education & Research (CLEAR) and Co-PIs Dr. John Volin, Vice Provost of Academic Affairs and Professor of Natural Resources, Dr. Peter Diplock, Assistant Vice Provost for Excellence in Teaching & Learning, Center for Excellence in Teaching and Learning (CETL), and Dr. Maria Chrysochoou, Associate Professor and Department Head for the Civil and Environmental Engineering, all at the University of Connecticut. Role: Co-Principal Investigator. (Awarded Oct 1, 2019).
Principal Investigator ($183,000). A Multi-Level Networked Improvement Community for Supporting STEM Teaching and Learning. (2018-2020). UConn Foundation/McLeod Foundation funded project. Role: Principal Investigator. (Awarded February 1, 2018).
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
Journal of Science Teacher Education (2019-2024). Co-Editor-in-Chief alongside Drs. Wayne Melville, Lakehead University, Lakehead, Ontario, Canada and Geeta Verma, University of Colorado Denver, Denver, Colorado.
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
Hardy, I. & Campbell, T. (in press). Developing and supporting the Next Generation Science Standards: The role of policy entrepreneurs. Science Education.
*Hettiarachchi, T., Victoria Schilling, V., Campbell, T., O’Donnell, J., & Caira, J. (in press). Army ants and their guests: Learning from the miniature societies of army ants as a model for understanding group behavior and natural selection. Science Scope.
Campbell, T. Gray, R., & Fazio, X. (2019, December). Representing Scientific Activity: Affordances and Constraints of Central Design and Enactment Features of a Model-based Inquiry Unit. School Science and Mathematics. 119(8), 475-486.
*Campbell, T., Wenner, J., Brandon, L., & Waszkelewicz, M. (2019). Teacher leadership practice as a theoretical perspective for teacher leadership. International Journal of Leadership in Education. DOI: 10.1080/13603124.2019.1643500 Published online 23 July 2019
Campbell, T. & Fazio, X. (2019). Epistemic frames as an analytical framework for understanding the representation of scientific activity in a modeling-based learning unit. Research in Science Education. Published online 31 October, 2018. https://doi.org/10.1007/s11165-018-9779-7
*Park, B., Rodriguez, L. & Campbell, T. (2019, November/December). How can we use modeling in teaching science? The Science Teacher. 87(4), 8-11.
Campbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019, February). Negotiating coherent science teacher professional learning experiences across a university and partner school settings. Journal of Science Teacher Education. 30(2), 179-199. https://doi.org/10.1080/1046560X.2018.1547033.
Wenner, J. & Campbell, T. (2018, Fall). Thick and Thin: Variations in Teacher Leader Identity. International Journal of Teacher Leadership. 9(2). https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/documents/thick-and-thin-variations-in-teacher-leader-identity.pdf
Chadwick, C., Dickson, D., Arnold, C., Cisneros, L. Volin, C., Campbell, T., Moss, D. M., & Rodriguez, L. (2018, September). Connecting generations through informal geospatial and conservation education. Journal of Extension. 56(5), 1-3.
Melville, W., Kerr, D., Verma, G. & Campbell, T. (2018, August). Science education and student autonomy. Canadian Journal of Science, Mathematics and Technology Education, 18 (2), 87-97.
Neilson, D. & Campbell, T. (2017, December). Modeling-based learning to explain friction phenomena. The Physics Teacher. 55(9), 570-574.
Lee, H., Longhurst, M. L., & Campbell, T. (2017, May). Teacher Learning in Technology Professional Development and its Impact on Student Achievement in Science. International Journal of Science Education, 39(10), 1282-1303.
Campbell, T., Melville, W. & Goodwin, D. (2017, May). Science Teacher Orientations and PCK across Science Topics in Grade 9 Earth Science. International Journal of Science Education, 39(10), 1263-1281.
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
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., 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., & 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., 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.
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).
Model-Based Inquiry (modelbasedinquiry.com)
In the News:
|Phone||860 486 0515|
|Office Location||Gentry 410|