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M. Brooke Robertshaw

Assistant Professor & Assessment Librarian

Phone: (541) 737-1780

Brief CV


Doctor of Philosophy, Instructional Technology & Learning Sciences, Utah State University, Logan, UT USA
Dissertation: Mixing the emic and etic perspectives: A study exploring development of fixed-answer questions to measure in-service teachers’ technological pedagogical content knowledge

Masters of Education, Computer Based Education, University of Georgia, Athens, GA, USA

Bachelor of Arts, Early Childhood Education, Oglethorpe University, Atlanta, GA, USA

Research and Professional Interests:

learning spaces, assessment in higher education, the technological pedagogical content knowledge framework, and understanding how to document the library impact on the university community

Works In Progress:
  • Use of the retrospective pre-survey in chemistry education
  • Assessment of a mobile library concierge service
  • Faculty perceptions of the impact of learning space on pedagogical practices


Selected Publications:

Stonebraker, I., Robertshaw, M.B., Moss, J.D. (2016). Student See Versus Student Do: Comparing Student Performance in Two Types of Online Tutorials. Tech Trends.

Towns, M., Harwood, C., Robertshaw, M.B., Fish, J., & O’Shea, K. (2015). The digital pipetting badge:  A method to improve student hands-on laboratory skills. The Journal of Chemical Education.

Stonebraker, I., Robertshaw, M.B., Kirkwood, H.P., & Dugan, M. (2015). Bring your own device into the information literacy classroom. Indiana Libraries. 



Professional Associations and Committees:
  • Oregon Library Association
  • Oregon ACRL
  • In-coming chair: Oregon Library Assocation, Library Assessment Round Table
University Service:
  • University Assesment Council
  • Learning Analytics Taskforce
  • Human Library Project, 2016