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Professional identity development theory and doctoral education

New directions for teaching and learning, 2008-03, Vol.2008 (113), p.9-16

Colbeck, Carol L.

2008

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Merging in a Seamless Blend: How Faculty Integrate Teaching and Research

The Journal of higher education (Columbus), 1998-11, Vol.69 (6), p.647-671

Colbeck, Carol L.

1998

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Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains

Journal of engineering education (Washington, D.C.), 2001-01, Vol.90 (1), p.123-130

2001

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The Avoidance of Bias Against Caregiving: The Case of Academic Faculty

The American behavioral scientist (Beverly Hills), 2006-05, Vol.49 (9), p.1222-1247

2006

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Do Babies Matter? Gender and Family in the Ivory Tower by Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden (review)

The Journal of higher education (Columbus), 2015, Vol.86 (2), p.326-329

Colbeck, Carol

2015

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Grouping in the Dark: What College Students Learn from Group Projects

The Journal of higher education (Columbus), 2000-01, Vol.71 (1), p.60-83

2000

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Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline—Carnegie Essays on the Doctorate (review)

The Journal of higher education (Columbus), 2007-09, Vol.78 (5), p.611-613

Colbeck, Carol L

2007

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Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline-Carnegie Essays on the Doctorate

The Journal of Higher Education, 2007-09, Vol.78 (5), p.611-613

Colbeck, Carol L.

2007

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Strategies for preparing integrated faculty: The center for the integration of research, teaching, and learning

New directions for teaching and learning, 2008-03, Vol.2008 (113), p.69-81

2008

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Learning Professional Confidence: Linking Teaching Practices, Students' Self-Perceptions, and Gender

Review of higher education, 2001-12, Vol.24 (2), p.173-191

2001

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Assessing Institutionalization of Curricular and Pedagogical Reforms

Research in higher education, 2002-08, Vol.43 (4), p.397-421

Colbeck, Carol L.

2002

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Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning?

The Journal of higher education (Columbus), 2001-09, Vol.72 (5), p.509-531

2001

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Individual and organizational influences on faculty members' engagement in public scholarship

New directions for teaching and learning, 2006-03, Vol.2006 (105), p.17-26

2006

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Women's Studies Faculty at the Intersection of Institutional Power and Feminist Values

The Journal of higher education (Columbus), 2005-05, Vol.76 (3), p.301-330

2005

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Women's Studies Faculty at the Intersection of Institutional Power and Feminist Values

The Journal of higher education (Columbus), 2005-05, Vol.76 (3), p.301-330

2005

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Janusian Leadership: Two Profiles of Power in a Community of Practice

Innovative higher education, 2009-12, Vol.34 (5), p.307-320

2009

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State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

The Journal of higher education (Columbus), 2002-01, Vol.73 (1), p.3-25

Colbeck, Carol L.

2002

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State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

The Journal of higher education (Columbus), 2002, Vol.73 (1), p.3-25

Colbeck, Carol L

2002

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Future of the American Public Research University

2007

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Lost in translation: Learning professional roles through the situated curriculum

New directions for teaching and learning, 2008-03, Vol.2008 (113), p.57-68

2008

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The View from the Top: Leaders' Perspectives on a Decade of Change in Engineering Education

Journal of engineering education (Washington, D.C.), 2001-01, Vol.90 (1), p.13-19

2001

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Scholarship Unbound: Assessing Service as Scholarship for Promotion and Tenure (review)

The Journal of higher education (Columbus), 2004-07, Vol.75 (4), p.481-483

Colbeck, Carol L

2004

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Undergraduates' Lived Experience of Project-/Problem-Based Learning in Introductory Biology

Advances in physiology education, 2022-03, Vol.46 (1), p.162-178

2022

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Concluding thoughts

New directions for teaching and learning, 2008-03, Vol.2008 (113), p.99-101

2008

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The public scholarship: Reintegrating Boyer's four domains

New directions for institutional research, 2006-03, Vol.2006 (129), p.7-19

2006

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Professional identity development theory and doctoral education

Merging in a Seamless Blend: How Faculty Integrate Teaching and Research

Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains

The Avoidance of Bias Against Caregiving: The Case of Academic Faculty

Do Babies Matter? Gender and Family in the Ivory Tower by Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden (review)

Grouping in the Dark: What College Students Learn from Group Projects

Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline—Carnegie Essays on the Doctorate (review)

Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline-Carnegie Essays on the Doctorate

Strategies for preparing integrated faculty: The center for the integration of research, teaching, and learning

Learning Professional Confidence: Linking Teaching Practices, Students' Self-Perceptions, and Gender

Assessing Institutionalization of Curricular and Pedagogical Reforms

Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning?

Individual and organizational influences on faculty members' engagement in public scholarship

Women's Studies Faculty at the Intersection of Institutional Power and Feminist Values

Women's Studies Faculty at the Intersection of Institutional Power and Feminist Values

Janusian Leadership: Two Profiles of Power in a Community of Practice

State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

Future of the American Public Research University

Lost in translation: Learning professional roles through the situated curriculum

The View from the Top: Leaders' Perspectives on a Decade of Change in Engineering Education

Scholarship Unbound: Assessing Service as Scholarship for Promotion and Tenure (review)

Undergraduates' Lived Experience of Project-/Problem-Based Learning in Introductory Biology

Concluding thoughts

The public scholarship: Reintegrating Boyer's four domains

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