For the past 20 years, I have had a keen interest in advancing applied research in library and information practice. This process has included using the most appropriate and rigorous research methodologies to answer the questions my discipline has identified as most important. We refer to this approach to using the best available research results for decision-making as Evidence-Based Librarianship & Information Practice. An outgrowth of my interest has been the adaptation of evidence-based practice research designs such as the cohort study, Delphi Method, or the randomized controlled trial to answer important questions in library and information practice. Experimental designs such as the randomized controlled trial have not been used much within my field so I have given them a high priority in my research projects. Since 2002, I have been the principal investigator on seven experimental design studies. For all seven of these studies, I have mentored junior faculty members, other professionals, or medical students. Two of these studies have won an award and another an honorable mention in the annual Medical Library Association Research Award competition. A third study earned a research award from the South Central Chapter of the Medical Library Association.

I have taught in a variety of contexts throughout my career, although I have always emphasized an experiential learning approach based primarily on the theories of Dewey, Kolb, Krathwohl, and Bloom. I began my career in library instruction, building on the foundation established with my three mentors during my internship at the University of Michigan. Eventually my career path took me into collection development in 1985, but I continued to teach regularly using active learning approaches. During the years 1997-2001, I was an active tutor for several instructional “blocks” in the UNM School of Medicine, as summarized elsewhere in this document. In 2001, I was promoted to a newly created position as Coordinator of Academic and Clinical Services and then transitioned to the Learning Design Center in 2005. These roles allowed me to engage in instructional design and to teach even more than in the past. During 2002, for example, I taught 314 total contact hours. I continue to teach, but also have become a mentor and coach for other faculty members. I served as the course co-director for the Evidence-Based Practice required of all medical students from 2008 to 2017. This role transitioned to a new Quantitative Medicine course co-directorship. I also co-teach a research methods course for all physician assistant students, a biomedical informatics course for all MSCR students, and a public health course required of all public health graduate students.

Throughout the years 2004-2020, I have been an active participant in internal HSLIC committees and activities. This participation has included a continuous series of strategic planning initiatives. I have chaired our internal ad hoc faculty promotion committees six times. For a decade, I chaired and served on the HSLIC Awards Committee. In 2004, I implemented our internal continuing education series of in-services available to all employees. I managed the needs assessment, recruitment of talent, operations, and evaluations of our HSLIC in-services during the period of July 2004 to June 2015 involving 320 sessions. In the UNM School of Medicine I have been an active member of the Curriculum Committee and the MSCR Steering Committee. I have served as Vice Chair of the Curriculum Committee since 2015. Both nationally, and internationally, I have been active in a number of research, continuing education, editorial, and evidence-based practice initiatives as detailed throughout this document.

Health Sciences Library and Informatics Center, MSC09 5100, 1 University of New Mexico

Albuquerque, New Mexico  87131

United States of America