Biography
Malcolm is Deputy Dean and Associate Dean (Teaching and Learning) in the Faculty of Science, Engineering and Built Environment. He has held the position of ADTL since 2003 and Deputy Dean since 2012. In these roles he has led the Faculty in developing teaching and learning outcomes for students and staff and enhancing the curriculum. Key projects have been Chair of the University Teaching and Learning Committee, Change Manager and Chair of the Implementation Team for the University Learning Management System, and project lead for the Faculty course enhancement process. In 2010 Malcolm was awarded an Office of Learning and Teaching (OLT) national citation for his leadership of teaching and learning.
Malcolm joined Victoria College (Rusden Campus) in 1987 teaching software development and information management after teaching science, chemistry and mathematics in the Victorian Secondary Education system for 10 years. Victoria College later merged with Deakin University and Malcolm moved into the Faculty of Science and Technology. His teaching became more specialized and focused on computer interface design and human-computer interaction. However, it was in this period that his skills in curriculum design were recognized and he led the development of the Bachelor of Computing and its alignment professional bodies. Malcolm's interest in authentic learning has been realized through the development of a number of initiatives around Work Integrated Learning (WIL) and membership of an OLT project on WIL Leadership.
Read more on Malcolm's profileBiography summary
Malcolm is Deputy Dean and Associate Dean (Teaching and Learning) in the Faculty of Science, Engineering and Built Environment. In these roles he has led the Faculty in developing teaching and learning outcomes for students and staff and enhancing the curriculum. Key projects have been Chair of the University Teaching and Learning Committee, Change Manager and Chair of the Implementation Team for the University Learning Management System, and project lead for the Faculty course enhancement process. In 2010 Malcolm was awarded an Office of Learning and Teaching (OLT) national citation for his leadership of teaching and learning. Malcolm's interest in authentic learning has been realized through the development of a number of initiatives around Work Integrated Learning (WIL) and membership of an OLT project on WIL Leadership.
Knowledge areas
Malcolm's teaching interests focus on Computer Interface Design and Human-Computer Interaction however he is a skilled software developer working mainly on web systems.
He is also skilled in professional development of staff teams, curriculum design and the development information support systems.
Publications
Assessment-led reform: creating a sustainable culture for WIL
K Young, S Palmer, C Binek, M Tolson, M Campbell
(2019), Vol. 10, pp. 73-87, Journal of teaching and learning for graduate employability, Perth, W.A., C1
S Palmer, M Campbell, E Johnson, J West
(2018), Vol. 48, pp. 989-1006, Research in science education, Dordrecht, The Netherlands, C1
S Palmer, J Coldwell-Neilson, M Campbell
(2018), Vol. 28, pp. 280-299, Computer science education, Abingdon, Eng., C1
S Palmer, K Young, M Campbell
(2018), Vol. 19, pp. 371-383, International Journal of Work-Integrated Learning, C1
Using census data to better understand engineering occupational outcomes
S Palmer, Malcolm Campbell
(2018), pp. 1-7, AAEE 2018: Proceedings of the 29th Australasian Association for Engineering Education Annual Conference, Hamilton, N.Z., E1
S Chandrasekaran, B Silva, A Patil, A Maung Than Oo, M Campbell
(2017), Vol. 5, pp. 42-50, International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), Hershey, Pa., C1
Good WIL hunting: building capacity for curriculum re-design
K Young, S Palmer, M Campbell
(2017), Vol. 8, pp. 215-232, Journal of teaching and learning for graduate employability, Burwood, Vic., C1
S Palmer, M Campbell
(2016), pp. 69-76, PAEE/ALE 2016 : Proceedings of the 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Combined Conference and Workshop, Guimarães, Portugal, E1
The relationship between engineering bachelor qualifications and occupational status in Australia
S Palmer, M Tolson, K Young, M Campbell
(2015), Vol. 20, pp. 103-112, Australasian journal of engineering education, London, Eng., C1
S Palmer, M Campbell
(2015), pp. 1-10, AAEE 2015 : Proceedings of the Australasian Association for Engineering Education 2015 Annual Conference, Geelong, Victoria, E1
C Patrick, W Fallon, M Campbell, I Devenish, J Kay, J Lawson, L Russell, F Tayebjee, P Cretchley
(2014), Sydney, NSW, A6
Practically and productively analysing Course Experience Questionnaire student comment data
S Palmer, M Campbell
(2013), AAEE 2013 : Proceedings of the 24th 2013 Australasian Association for Engineering Education Conference, Gold Coast, Queensland, E1
Avoiding the second year slump : a transition framework for students progressing through university
J McBurnie, M Campbell, J West
(2012), Vol. 20, pp. 14-24, International journal of innovation in science and mathematics education, Sydney, N.S.W., C1
A Goscinski, M Campbell, R Dew, P Horan, D Newlands, J Rough, J Silcock, W Zhou
(2005), Vol. 10, pp. 361-379, Education and information technologies, The Netherlands, C1
The degree of usability from selected DVD menus and their navigational systems
G Wood-Bradley, M Campbell
(2004), Vol. 3101, pp. 540-549, Lecture notes in computer science, Berlin, Germany, C1
Using online technologies: does culture matter?
M Campbell, A Goold, P Goward
(2004), E-Learn 2004 : Proceedings of the World Conference on E-Learning in Corporate Government, Healthcare and Higher Education, Washington, USA, E1
Funded Projects at Deakin
Australian Competitive Grants
Successful WIL in Science
Prof Liz Johnson, Prof John Rice, A/Prof Cristina Varsavsky, Prof Jo Ward, Prof Malcolm Campbell, Dr John Holdsworth, Dr Trina Jorre De St Jorre
OLT Innovation and Development Grants - Office for Learning and Teaching
- 2016: $344,700
Supervisions
No completed student supervisions to report