When I entered the dMLIS program at the University of Washington I had many doubts about myself and the program. First, as a new mother and full time worker I worried as to whether or not I'd have the time to get the full benefit from the program. In three years I've become an expert time manager. Secondly I was concerned with the quality of distance learning. Not only have I been completely impressed with this program, but I've become obsessed with distance learning in all of its forms. It provides an amazing opportunity to deliver information in often entertaining formats to those who need it. I believe that in time the breakthroughs in this style of learning may help us to bridge the divide between those with access to quality education and those without.

Coming from a background in Physics and Electrical Engineering I naturally gravitated toward the technical end of the world of informatics. I learned the inner workings of information retieval systems and was given a glimpse into the future of web searching. I've learned the ins and outs of designing a relational database using MySQL and manipulating that database with PHP. This website is a MySQL/PHP powered system. Taking it to an even higher level was my submersion into the thoery and reality of cataloging. Before this program I had no idea what a complex and interesting cataloging could be. In my practical experience I had done some copy cataloging, but LIS 531, Catalogs, Cataloging and Classification, gave me a new appreciation for the power of vocabularies. One reason that I selected the content management system Drupal to power this website is its strong taxonomy module allowing for a set vocabulary or free tagging. Technology and information behavior theory joined forces in LIS 519, Human Computer Interaction (HCI) as Informed by Information Behavior. Designing a database and website for an electrical engineer is very different than designing one for a creative writing group. Through out the program I was constantly reminded that whether you're cataloging, designing storage and retrieval systems, or working a reference desk the most important concept to remember is your user base.

This portfolio is divided into seven sections. The first section focuses on my intellectual development while in this program. I expand on my work in HCI in this section. I look at the infromation needs of distance learners and discuss the necessary components of a successful learning environment. The second section discusses Leadership skills and experiences that I've had while in the program. This includes taking the initiative to build a web portal for the world peace community (www.worldpeacelibrary.org) and starting the Oregon chapter of Nonviolent Peaceforce, Peaceforce Oregon. In the Practical section I discuss my volunteer work with the North Plains Public Library and PDX Peace. In the Teaching section I share my proposal for a free public library technology curriculum to give rural teens a better opportunity to learn the new web 2.0 applications. I have also become a teacher of Religious Education at First Unitarian in downtown Portland and a trainer of nonviolent conflict intervention for Nonviolent Peaceforce. I saved Technology for last since it filters through most of my portfolio. In this section I will summarize what I've learned and how I've applied it and where I hope to take it in my career. The last two sections provide a listing on the courses I've taken and finally some concluding remarks.