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Chris Campbell received his Ph.D. from UBC in 2015 for a Killam Trusts/SSHRC funded study that investigated the evolution in dispositions and thinking among culturally diverse engineering students through their undergraduate experiences in team-based engineering design projects. Originally a chemical engineer by profession, Chris now works primarily as an educator, teacher educator, curriculum specialist, and researcher at the intersection of science, technology, trades, and engineering education and second language education in both domestic Canadian and international contexts. His post-doctoral research at the University of Victoria focused on how social processes in teams affect the learning and technical outcomes of project work.

Adult and Higher Education: Chris is interested in understanding how diverse learners navigate their education and work pathways. His aim as an educator at UFV is to bridge theory and practice so as to support adult educators in being effective in their specific disciplines and contexts across formal, non-formal, and informal learning contexts. Chris has published in the European Journal of Engineering Education, the International Journal of Training Research, and Curator: The Museum Journal. Chris is versed in applying qualitative and quantitative research methods and is a Canadian Educational Research Association New Scholar Award winner for his paper on the use of Item Response Theory on an instrument that gauges environmental thinking. He has also published on the social processes impacting design decision making and student perceptions of their professional development and their achievement of engineering graduate attributes.

Second Language Education (SLE) and Teaching English as a Second Language (TESL): Chris is TESL Canada Standard 3 certified and an enthusiastic TESL teacher educator. He has a broad range of experience in TESL teaching, teacher education, curriculum development, and leadership in domestic Canadian and international contexts, with a particular focus on learners in technical professions. Internationally, Chris has served as the director of studies in three professional interpreting schools (Japan), a curriculum specialist focused on academic preparedness of college students (Qatar), and an engineering capstone project lead in a chemical engineering technology program (Qatar). In Canada, Chris has worked as a consultant on a range of curriculum development projects focusing on English for Academic Purposes and language instruction for newcomers to Canada. He was senior curriculum designer for the award-winning ESL Pathways Project at Vancouver Community College (College and Institutes Canada Program Excellence Gold Recipient 2017 Award). Chris has published in the TESL Canada Journal and the Journal of Foreign Language Education and Research.