Dr. Nicole Campbell
Dr. Nicole Campbell
BSc (Honors) Biomedical Sciences, University of Guelph, 2006
PhD, Biomedical Sciences, University of Guelph, 2012
Professional Masters of Education, Queen's University, 2018
“Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught.”
— Oscar Wilde
There are many different approaches to education; however, I believe that the ultimate objective should be to focus on learning as opposed to teaching. The quote above highlights the importance and value of learning outside traditional instructional methods. Therefore, my teaching philosophy revolves around creating a learner-centred environment where students learn from one another and where I can learn from them to ultimately improve the learning culture.
I have been teaching in higher education for just over a decade. Upon recent reflection, I noticed that my values and beliefs as a educator have changed most drastically since starting my role at Western. Students in the Bachelor of Medical Sciences program are exceptional and they have challenged me to grow and develop. Specifically, I have found myself taking risks, which often come with great rewards.
My teaching style involves identifying my audience and adjusting my instructional methods to suit the learning needs of the class. I would describe my method of delivery as interactive, conversational, and learner-centred. I am passionate about providing students with realistic or authentic assessments. One of my main objectives is to get students to think about the process as opposed to just the product of their learning. I also believe that reflection is a powerful yet underutilized exercise in the sciences.
I believe that every course I coordinate is a learning experience for both my students and myself. I encourage my students to provide constructive feedback throughout the semester and I try to involve them in the curriculum as much as possible. I believe that students are valuable partners in education and we can learn a lot from them.
It has been a privilege getting to know and interact with such bright and capable minds. Despite teaching in the largest Honors Specialization module, I will continue to invest in my students and form relationships that will nurture their learning.
- Developing critical and creative thinking
- Encouraging self-assessment and reflection
- Involving students in curriculum design and course content delivery
- Promoting lifelong learning and self-regulation with ePortfolios
- Using educational escape rooms to "teach" teamwork
2017-2020: Centre for Teaching and Learning: Teaching Fellowship ($150,000)
2016-2017: Instructional Innovation Fellowship ($10,000)
2015-2016: Instructional Innovation and Development Fund ($6,500)
- Campbell NE, Greenaway J, Henkin J and Petrik J 2011. “ABT-898 induces tumor regression and prolongs survival in a mouse model of epithelial ovarian cancer.” [Mol Cancer Ther. 2011 Oct;10(10):1876-85]
- Campbell NE, Kellenberger LD , Greenaway J, Moorehead RA, Linnerth-Petrik NM, Petrik J. 2010. “Extracellular matrix proteins and tumor angiogenesis.” [J Oncol. 2010;2010:586905]
- Campbell NE, Greenaway J, Henkin J and Petrik J 2010. “The thrombospondin-1 mimetic ABT-510 increases the uptake and effectiveness of cisplatin and paclitaxel in a mouse model of epithelial ovarian cancer.” [Neoplasia. Mar;12(3):275-83]
- Kellenberger LD, Bruin JE, Greenaway J, Campbell NE, Moorehead RA, Holloway AC and Petrik J 2010. “The role of dysregulated glucose metabolism in epithelial ovarian cancer.” [J. Oncol. 2010;2010:514310]
Solinger N and Sonea IM 2008. “Distribution of neurokinin-1 receptor in equine intestinal smooth muscle.” [Equine Vet J. 2008 Jun;40(4):321-5]
Published Abstacts - Oral Presentations (recent)
- Campbell, N 2017. Fostering leadership skills by shifting student focus from participation to contributions in a fourth-year laboratory course. University of Waterloo Teaching and Learning Conference.
- Campbell, N and Crocker, W. 2016. Interactive Workshop: Enhancing the learner-instructor relationship in an on-line learning environment: Lessons from both perspectives. Scholarship of Teaching and Learning in Higher Education.