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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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Future of the American Public Research University

2007

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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

The Journal of Higher Education, 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 (review)

The Journal of higher education (Columbus), 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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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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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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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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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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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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Merging in a Seamless Blend: How Faculty Integrate Teaching and Research

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

Colbeck, Carol L.

1998

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The Doctorate of Physical Therapy: Clinical and Academic Physical Therapistsʼ Perception of Appropriate Curricular Changes

Journal of physical therapy education, 2007, Vol.21 (1), p.3-13

2007

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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

Future of the American Public Research University

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

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

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

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

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

State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

State Policies to Improve Undergraduate Teaching: Administrator and Faculty Responses

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)

Concluding thoughts

The public scholarship: Reintegrating Boyer's four domains

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

The Doctorate of Physical Therapy: Clinical and Academic Physical Therapistsʼ Perception of Appropriate Curricular Changes

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