Dr Greg Campbell received his degree and PhD at UCL. He then spent 3 years as a post-doc in the USA, at both Stanford and Yale. He returned to UCL to carry out neuroscience research for many years. In 2004 he was presented with the opportunity to lecture. Initially, he was nervous at this proposition and his first lecture was to 300 students. But much to his surprise he enjoyed it and was encouraged by the reception he received. In 2006 he gave up bench research to concentrate on teaching histology and neuroanatomy to science and medical students.
In 2008 Greg received the Provost’s Teaching Award. In 2009 he received the Excellence in Medical Education award and in 2011 he became Fellow of the Higher Education Academy. He is at present, Principal Teaching Fellow in CDB.
Not long ago Greg was approached by a group at the
University of Hong Kong Teaching & Learning Centre to complete a
questionnaire for award winning teachers. They then asked whether he
would contribute to their book: Cases on Quality Teaching Practices in
Higher Education. He wrote some insights into both the scholarship of
teaching and learning and how he incorporates research into his teaching. Also included are his views on how institutions can support faculty who are combining both
teaching and research; and also the contentious issues concerning promotion and tenure
related to teaching.
read the chapter
In recent years Greg has introduced Digital Slide-Surfer to his practicals. This takes the place of the old microscopes. It allows large numbers of students to simultaneously view good quality, highly magnified images of cellular tissue on their computers. This programme has revolutionised the learning experience of his students.
“I recently obtained an additional teaching grant allowing
me to develop Slide-Surfer further. I am now able to write textual narratives
with active links within them to digital slides, annotations, additional images and
multimedia. Students now have
their own customised access to the website where they are able to add their own
annotations and make measurements of structures. This has therefore become a
much more personalised teaching tool for each student and is likely to lead to their
greater use of the program. Students can now work slowly and systematically through
text that is both on screen and in their practical notebooks and click on relevant
links in the screen text (narrative) to be taken to the correct slide or
feature within each slide”
Dr Greg Campbell