Ashley Campbell

My teaching uses storytelling to bring real-world examples into the classroom, particularly those related to microbiology. I also use active learning strategies to create a classroom that supports collaboration among students and me. Throughout my teaching appointments, I value curriculum continuity to ensure an intentional bridging of educational experiences throughout the Molecular Genetics program. A goal in my teaching is for each student to find an aspect of the course (concepts, skills, theory) that they can use in their future careers or other interests.

In addition, my teaching is grounded in principles such as two-eyed seeing (Etuaptmumk; original concept by Mi’kmaw Elder Albert Marshall) to promote and support Indigenous Knowledge, recognizing it as a fundamental aspect of understanding microbiology. I will be working on building relationships with Indigenous scholars, Elders, and communities to create space for Indigenous-led contributions, while positioning myself as a settler. I will also promote increased settler education on Indigenous Knowledge and treaty responsibilities within the Department. 

My pedagogical research will focus on how students understand the skills they gain, particularly in laboratory-based courses. I will then develop and assess how reflective micro-interventions improve students' metacognitive knowledge and confidence in their skills. The goal is to have students be more prepared for future academic and career goals. 

Prior to my role as an Assistant Professor in the teaching stream, I held various positions during my PhD and postdoctoral fellowship within the Department of Molecular Genetics, including teaching assistant, course instructor, course coordinator, and workshop facilitator. I value these experiences and, in my current teaching, aim to support graduate students and postdoctoral fellows in the Department in their professional development, particularly through teaching assistant appointments and other skill-training workshops.