Campbell, Corbin M. (lcm2166) | Teachers College Columbia University

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Campbell, Corbin
Assistant Professor of Higher Education
Organization & Leadership
212-531-5182

Office:
206B Zankel

Office Hours:
Email campbell2@tc.columbia.edu for appointment during the 2015-2016 year.

Educational Background

Doctor of Philosophy, Higher Education - University of Maryland
Master of Arts, Higher Education and Student Affairs - The Ohio State University
Bachelor of Arts, Psychology - University of Virginia

Scholarly Interests

Organizational and Institutional Climate, College Environments, Institutional Research, Assessment of Student Learning across Institutions, Faculty Agency

Dr. Corbin Campbell is Assistant Professor of Higher Education at Teachers College, Columbia University. Dr. Campbell’s research focuses on developing comprehensive measures of college educational quality (academic rigor, teaching quality, and educational environment) at the institution level, with a focus on informing students, parents, and the broader public.  She is currently engaged in a multi-institutional benchmarking pilot study, testing innovative methods of measuring educational quality across institutions. Her work has been published in top tier higher education journals, such as Research in Higher Education, the Review of Higher Education, and the Journal of College Student Development.  Dr. Campbell’s work on assessing student learning and educational quality has been highlighted in news venues such as the Chronicle of Higher EducationInside Higher Education, and the New York Times.  She serves on the editorial boards of Research in Higher Education and the Journal of College Student Development.  She also serves as an Academic Fellow for the Institute for Higher Education Policy (IHEP) and Lumina Foundation’s Policy Direct program, aiming to connect higher education research with policy audiences.  Prior to coming to Teachers College, Dr. Campbell worked in institutional research and also served on an NSF ADVANCE grant (3.2 million).

Selected Publications

O'Meara, KA, Lounder, A. & Campbell, C. M. (in press). To Heaven or Hell: Sensemaking about why faculty leave. Journal of Higher Education.


Campbell, C. M. & O’Meara, KA. (2013). Faculty Agency: Departmental contexts that matter in faculty careers. Research in Higher Education. Advance online publication. Doi: 10.1007/s11162-013-9303-x

 

Niehaus, B., Campbell, C. M., & Inkelas, K. (2013). HLM behind the Curtain: Unveiling decisions behind the use and interpretation of HLM in higher education research. Research in Higher Education. Advance online publication. Doi: 10.1007/s11162-013-9306-7

 

Campbell, C. M. & Mislevy, J. (2012-2013). Student perceptions matter: Early signs of undergraduate student retention/attrition. Journal of College Student Retention, 14(4), 467-493.

 

Campbell, C. M., Smith, M.., Dugan, J., & Komives, S. (2012). Mentors and college student leadership outcomes: The importance of position and process. Review of Higher Education, 35, 595-625.

 

Simone, S., Campbell, C. M., & Newhart, D. (2012). Measuring opinion and behavior. In B. Knight, G. McLaughlin, R. Howard (Eds.), Handbook on Institutional Research (502-522). San Francisco, CA: Jossey-Bass.

 

Campbell, C. M. & Cabrera, A. (2011). How sound is NSSE? Investigating the psychometric properties of NSSE at a public, research extensive institution. Review of Higher Education, 35, 77-103.

 

O’Meara, K. A. & Campbell, C. M. (2011). Faculty sense of agency in decisions about work and family. Review of Higher Education, 34, 447-476.

 

 

Technical Reports


La Voy, S. & Campbell, C. M. (2010). National Survey of Student Engagement 2009 College Benchmarks Report. College Park, MD: Office of Institutional Research, Planning, and Assessment, University of Maryland.


O’Meara, K. A., & Campbell, C. M. (2011). The work environment for tenure track faculty at the University of Maryland: Advance research and evaluation report I. College Park, MD: University of Maryland NSF ADVANCE Grant.

 

O’Meara, K.A., Lounder, A., & Campbell, C. M. (2011). Project evaluation report: UM ADVANCE = Towards an institution for inclusive excellence (UM = TI2E). College Park, MD: University of Maryland NSF ADVANCE Grant.

Dr. Corbin Campbell is Assistant Professor of Higher Education at Teachers College, Columbia University. Dr. Campbell’s research focuses on developing comprehensive measures of college educational quality (academic rigor, teaching quality, and educational environment) at the institution level, with a focus on informing students, parents, and the broader public.  She is currently engaged in a multi-institutional benchmarking pilot study, testing innovative methods of measuring educational quality across institutions. Her work has been published in top tier higher education journals, such as Research in Higher Education, the Review of Higher Education, and the Journal of College Student Development.  Dr. Campbell’s work on assessing student learning and educational quality has been highlighted in news venues such as the Chronicle of Higher EducationInside Higher Education, and the New York Times.  She serves on the editorial boards of Research in Higher Education and the Journal of College Student Development.  She also serves as an Academic Fellow for the Institute for Higher Education Policy (IHEP) and Lumina Foundation’s Policy Direct program, aiming to connect higher education research with policy audiences.  Prior to coming to Teachers College, Dr. Campbell worked in institutional research and also served on an NSF ADVANCE grant (3.2 million).

Courses

Related Articles

2012 Year in Review

Covering the period of September 1, 2011 through August 31, 2012

/articles/2013/february/2012-year-in-review/

TC Study Finds Middling Performance by U.S. Colleges

A study led by TC's Corbin Campbell (reported in The Chronicle of Higher Education and Inside Higher Ed) finds strong teaching of in-depth material but a dearth of effective practices like in-class discussion. Verdict: There's room to grow.

/articles/2014/february/tc-study-finds-middling-performance-by-us-colleges/