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1. Describe or list ways you have participated in and/or contributed to the department, division, college, and/or district.
Serve as the Digital Services Librarian, overseeing the library’s digital infrastructure including Alma/Primo VE, LibApps integration, database management, and Library website.
Actively participate in the Academic Senate, representing the ASLT division and contributing to policy discussions that impact teaching, learning, and technology use.
Serve as the OER (Open Educational Resources) Liaison until August 2025, supporting faculty in adopting and creating OER materials to lower textbook costs and promote equitable access.
Member of the Full-Time Faculty Search Committee, collaborating on recruitment, interviewing, and evaluation processes to ensure fair and inclusive hiring.
Collaborated with ITS and the district Library Systems and Applications Developer to integrate the SUSHI automated report harvesting system into Alma, enhancing efficiency in data-driven decision-making.
Participated in district-wide library meetings and system upgrades, such as testing and integrating the new Primo NDE (Next Discovery Experience) interface for improved accessibility.
2. Describe or list ways that you have supported student success and contributed to the district core values, goals and/or missions.
My approach to supporting student success is grounded in Skyline College’s mission to empower and transform a global community of learners. I see my teaching and service as opportunities to build equitable access to information, strengthen students’ research confidence, and promote critical thinking. Every lesson, consultation, and collaboration is designed to help students navigate complex information systems while developing ethical and responsible use of knowledge. Please see below for examples of how I support student success and contribute to the college's mission:
Designed and taught information literacy sessions across multiple disciplines including English 110, English 105, Communication 1000, Communication 127, Business 120, and Counseling 100, tailored to course content and student needs.
Collaborated closely with faculty to integrate research skills, credible source evaluation, and responsible use of AI tools into student learning.
Created lesson materials and in-class activities that reflect students’ diverse experiences and cultural perspectives, ensuring relevance and engagement.
Offered individual consultations and extended support hours to assist students with research challenges, project development, and database navigation.
Encouraged students to develop critical thinking and information literacy aligned with Skyline’s ISLOs through guided practice, reflection, and peer learning.
Promoted digital and educational equity by ensuring all students have access to library resources, technology loans, and reliable online tools.
Supported student well-being by fostering an inclusive and encouraging learning environment that values persistence and self-efficacy.
Engaged in collection development by identifying resource gaps observed through teaching and consultations. Based on these findings, I curated new materials, both print and digital, to strengthen the collection and better support students’ research and project needs across disciplines.
3. Describe or list how you have engaged in professional development related to discipline expertise and/or pedagogy.
Professional development is an essential part of my growth as a faculty librarian. I actively seek opportunities that strengthen my knowledge in information literacy, digital tools, and equitable teaching practices. Through regular engagement in workshops, conferences, and collaborations, I continue to refine my instructional approach and stay informed about emerging technologies that shape the academic landscape. These experiences also allow me to bring innovative ideas back to Skyline College and share them with colleagues and students. Please see below for evidence of my professional development activities:
Attended conferences such as the Artificial Intelligence and Higher Education Conference and the ZTC (Zero Textbook Cost) Summit, gaining new strategies to integrate AI and OER in teaching and learning.
Participated in Flex Day workshops focused on ethical AI use, open education, and information literacy pedagogy.
Engaged as an Equity Coach, mentoring faculty in applying culturally responsive and equity-minded teaching frameworks.
Explored emerging AI tools such as new embeded AI tools in Canvas, Canva, as well as agentic AI tools such as Notebook LM to enhance instructional design, research guidance, and creative teaching materials.
Regularly reviewed academic literature and professional library publications to remain current in the field of digital librarianship and information ethics.
Collaborated with colleagues and district partners to improve library systems integration and data analytics through Alma and Primo VE.
Participated in peer observations and reflective teaching assessments to continually refine lesson pacing, design, and student engagement strategies.
4. Identify any publications, presentations, workshops, and/or job-related community activities in which you have been engaged.
Co-presentation with Majdolene Dajani, “Knock Out Tedious Tasks with Easy Online Tools,” library workshop for faculty and staff.
Co-presentation for Open Education Week, teaching the fundamentals of Creative Commons and OER creation.
Flex Day presentation on “AI Tools for OER Creation,” followed by a collaboration with Andrea Fuentes to co-lead an AI and OER faculty workshop.
Awarded the President’s Innovation Fund (PIF) Grant for the Immersive Learning Experience Project, which uses virtual reality to foster global engagement and cultural understanding.
Developed and presented the Misinformation Exhibition, an interactive display using digital tools and media literacy principles to teach students critical evaluation.
5. What are your current and future professional goals?
Please see the Y3: Learning Goals page.
6. What resources, support, or opportunities do you need to succeed?
To continue supporting student learning and advance the library’s role in instructional innovation, certain institutional resources and administrative support are essential. These resources would help ensure that teaching, technology, and collaboration occur in a sustainable and equitable manner across the college:
Continued institutional and district-level financial support free of excessive approvals and regulatory procedures for integrating emerging technologies such as AI and VR/AR into teaching and learning.
Access to professional development funding to participate in conferences and specialized training related to library innovation, pedagogy, and educational technology.
Support from the administration to address last-minute information literacy requests, particularly in cases where substitute faculty use library sessions as replacements for their teaching commitment. This practice can erode the quality and equity of instructional delivery. Clearer coordination and administrative guidance would ensure that information literacy sessions remain intentional, planned, and equitable across all classes.
An increase in the online subscription budget to maintain parity with neighboring Bay Area colleges. Expanding access to online databases and digital resources is critical to meeting evolving student research needs and ensuring equitable access to high-quality academic materials.
7. Describe or list ways you have participated in assessment of library resources, services, and/or instruction. Assessment may include but is not limited to assignment redesign, librarian-faculty collaboration/consultation, SLOs, PLOs, ISLOs, addressing student equity questions, using student input through assessments such as surveys, exams, etc. and registering changes as a consequence.
Assessment is central to improving library instruction and services, which I view as a continuous cycle of observation, reflection, and action that allows me to respond directly to student needs and faculty feedback. After each information literacy session, the faculty and I send out a survey to gather student feedback on the clarity, pacing, and usefulness of the instruction. These assessments are instrumental in guiding our refinement and development of future lessons. This practice serves as a form of self-monitoring that ensures continuous growth and accountability in my teaching approach. Through classroom assessments, consultations, and data analysis, I am able to make informed adjustments that strengthen student learning outcomes and ensure library resources remain relevant and accessible. My goal is to use assessment not only to measure success but also to drive meaningful improvement in teaching, services, and collection development. Below are examples of self-monitoring assessments that are regularly incorporated into my teaching process.
Collaboration with faculty to revise and improve research assignments based on student feedback, including adjustments to timelines and assignment complexity to reduce stress and improve engagement.
Conducting student surveys as well as informal assessments after instruction sessions to evaluate students’ understanding of research strategies, resource evaluation, and citation skills.
Evaluate data from Alma Analytics and SUSHI usage reports to determine digital resource needs and inform renewal or acquisition decisions.
Collecting qualitative feedback through classroom visits and one-on-one consultations to assess how effectively students apply research skills learned in class.
Apply culturally responsive assessment practices to ensure that instructional evaluations reflect the diversity of Skyline’s student body and promote equity in learning.
Use findings from assessments to curate and expand library collections, particularly in areas where students expressed difficulty finding sources or requested additional materials to support specific projects.
Document and share assessment results and teaching reflections with faculty to guide collaborative improvement of instruction and services.
These assessment efforts closely align with Skyline College’s Institutional Student Learning Outcomes of Critical Thinking, and Information Literacy, by fostering informed, reflective, and engaged learners who are equipped to navigate complex information environments.
8. Provide information and/or commendations not addressed above.
As the Digital Services Librarian, I have maintained strong relationships with vendors and organized training sessions to help librarians maximize new tools and databases.
I also collaborated with district colleagues to enhance Primo VE’s accessibility and user interface, ensuring inclusive design for all users.
I serve as a reliable team member who consistently steps in to accommodate last-minute instructional requests, ensuring no student or faculty need goes unmet.
I strive to continue embodying Skyline’s mission of empowering and transforming a global community of learners through creativity, collaboration, and innovation.
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