Natalie E. Bishop


I am course & curriculum builder for LIB 301, our online information literacy course for the Degree Completion Program.

My concentration is on providing information literacy instruction to non-traditional adult learners as the liaison to the Graduate School of Education and Degree Completion Program.

I am a member of the Degree Completion Program Council, Teacher Education Committee, and Undergraduate Curriculum Committee (Faculty co-chair).

My interests in higher education is collaborating with colleagues in reviewing and implementing policy that best supports student learning and critical thinking.

I am Archivist for University Archives and Special Collections. I frequently partner with our Digital Services librarian and local organizations to increase our archive's digital presence.

Doctor of Education in Curriculum and Instruction

I am currently working on my doctorate in Curriculum and Instruction. My research is focused on how assessment as learning (Earl, 2014) and formative feedback support the transfer of knowledge and threshold concept mastery for adult learners in the online environment.

As part of my doctoral work, I have completed the following evidences:

  • Comprehensive Needs Assessment
  • Program Evaluation using the Logic Model and Stufflebeam's CIPP Evaluation Model
  • Professional Learning Model for engaging faculty working with adult learners
  • Curriculum Design Plan with curricular alignment

Professional Development & Presentations

ACRL - Association of College & Research Libraries

2015- Round Table Discussion - Design with Diversity in Mind: Online Information Literacy Instruction for Non-Traditional Students

NCLA - North Carolina Library Association

Conference Presentation - 2013 - Spreading Like Kudzu: Facing the Challenge and Triumphs of a Growing Multi-format Information Literacy Program.

Georgia International Conference on Information Literacy

Innovative Library Classroom Conference

Conference Presentation - 2016 - Finding a Balance: Using Qualitative Data to Identify Student Learning Barriers and Alleviate instructor Burnout in an Online Information Literacy Course.

Quality Matters Higher Education Rubric & Peer Reviewer Certification

2015 - present.

I am certified to design and peer review courses using the Quality Matters Higher Education Rubric.

The focus of the Quality Matters rubric is to create an alignment between the following critical course components while using best practices in course design (Quality Matters, 2015):

"(1) Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific Standards included in Alignment are indicated in the Rubric Annotations."