Year 4 · 09 / 09
Reflection & looking ahead
What changed in my practice, how I responded to feedback, and where I go next.
What feels different in Year 4
This year, I feel more connected to Skyline and more aware of how my work fits into the college community. Working closely with instructors has helped me understand their courses and students better. My teaching, consultations, systems work, and emerging technology projects now feel more connected by a shared purpose: helping people explore information and use it with greater confidence and judgment.
Experiential learning has become a clearer part of my practice. Whether students are trying a database search, exploring a VR experience, or making choices in the AI Agent simulation, I want to give them something to work through themselves. I am also learning that creating that opportunity requires time, clear instructions, and attention to what people need along the way.
Putting the committee’s recommendations into practice
Making more room for practice and student voice
The committee encouraged me to slow down, model research steps, and give students a more active role. My ENGL C1001 lessons reminded me why this matters. In the first session, I became absorbed in the lecture and missed the opportunity to have students use the worksheet alongside my demonstration. In the second, I gave them time to search, walked around to help with database access, and invited them to share their findings. Two articles on bilingual education, published about forty years apart and offering different viewpoints, led to a discussion that grew from the students’ own searches.
I also designed class-specific worksheets and used examples connected to the assignments in my business lessons. In consultations, I demonstrated searches and then gave students room to try, question, and make decisions. I want to continue protecting that practice time, rather than letting the demonstration fill the session.
Developing leadership through collaboration
The SUSHI project required me to coordinate with District ITS, Stephanie R., and Cody, work through the shared Alma configuration, and follow up on failed reports. Planning with Lisa connected information literacy to her course readings, essay prompts, and journal work. These experiences helped me understand the importance of discussing the purpose, responsibilities, and practical details of a project with the people involved.
My participation in the District Teaching and Learning Committee, LSP–ERM Work Group, and Academic Senate ad hoc committee has also broadened my connections beyond my immediate responsibilities. Continuing to listen to different perspectives and make priorities clear in shared decisions remains an area I want to strengthen.
Explaining the purpose behind the work
I have made experiential learning more explicit in this portfolio and connected it to examples from teaching, consultation, VR, and the exhibition. I have also identified my role and colleagues’ contributions within the projects. Together, these examples help explain how I see my work as a librarian and educator: connecting information, technology, and opportunities for people to learn through participation.
Giving growing projects the attention they need
As my projects grow, I want to be more thoughtful about what I take on and when. My next step is to set clearer priorities, space projects more realistically across the year, and share ongoing work where it makes sense. That means discussing timelines and responsibilities early with colleagues and allowing enough time to follow through. I want to stay open to new ideas while giving my teaching, library services, and existing projects the attention they need.
Thank you for taking the time to review my portfolio.