SUSAN DANIELA MONTALVO GARCIA - Academia.edu (original) (raw)

Papers by SUSAN DANIELA MONTALVO GARCIA

The Instruction Assessment Task Force was formed in May 2011, and charged to develop a standardiz... more The Instruction Assessment Task Force was formed in May 2011, and charged to develop a standardized set of questions and standard scale to be used for all Instructional Sessions (IS), including primarily course-related instruction (CRI) sessions, workshops, and seminars. The Task Force was also charged with recommending a model for centralized IS assessment procedures, including collection (electronic and in print), analysis, retention, and reporting. The Task Force was also asked to recommend a model for data use for teaching improvement and annual professional development, and to consider privacy of data issues. The following is the Task Force's Report on these respective issues.

Review of Disability Studies an International Journal, Oct 15, 2014

Anales de Literatura Española, 1988

The ISU Library’s Instruction Competencies Task Force reviewed and adapted the national ALA/ACRL ... more The ISU Library’s Instruction Competencies Task Force reviewed and adapted the national ALA/ACRL Proficiencies for Instruction Librarians Standards to guide instruction-related professional development and teaching practices of ISU librarians who teach. Disciplines Library and Information Science This report is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/libreports/8 Instruction: Core Competencies (03/25/09) Susan A. Vega García Instruction Competencies Task Force members: Susan A. Vega García, chair; Tobie Matava, Diana Shonrock The ISU Library’s Instruction Competencies Task Force has reviewed and adapted the national ALA/ACRL Proficiencies for Instruction Librarians Standards to guide instruction-related professional development and teaching practices of ISU librarians who teach. Once adopted, these Core Competencies will stand with the existing Bibliographer Competencies and Reference Competencies. The Task Force has organized core competencies alphabetically into the following 12 categories: 1. Administrative skills 2. Assessment and evaluation skills 3. Communication skills 4. Curriculum knowledge 5. Information literacy integration skills 6. Instructional design skills 7. Leadership skills 8. Planning skills 9. Presentation skills 10. Promotion skills 11. Subject expertise 12. Teaching skills Each category contains core skills for ISU librarians who teach, referred to in competencies below by the phrase “The effective instructor...” Instruction: Core Competencies 1. Administrative skills The effective instructor: 1.1. Communicates own instruction activities and goals with the head of instruction on a regular basis to ensure alignment with desired learning outcomes, goals and objectives of the overall instruction department. 1.2. Works well in a team environment sharing knowledge, skills, and time to help improve instructional services. 1.3. Maintains and regularly reports accurate statistics and other records reflecting own instruction activities. 1.4. Maintains own instruction schedule. Notifies appropriate faculty and staff if alternate coverage needs to be arranged. 2. Assessment and evaluation skills The effective instructor: 2.1 Selects or designs effective assessments of student learning and attitudes, and uses the data collected to guide personal teaching improvement and professional development. 2.2 Incorporates student learning assessment into all course-related instruction sessions and other instruction activities. 2.3 Retains and analyzes one's own teaching assessment data and can articulate its role in guiding one's teaching practice and its improvement. 2.4 Includes student evaluation of teaching assessment data in annual evaluation materials and promotion and tenure portfolios, and articulates what the data mean in terms of one's own teaching performance and professional development over time. 2.5 Participates in formal peer evaluation of teaching, both one’s own sessions and observing those of others, and uses those feedback opportunities for teaching improvement. 3. Communication skills The effective instructor: 3.1. Maintains awareness of communication needs of diverse learners, and adjusts communication style and methods accordingly. 3.2. Leads or facilitates class or session discussion of controversial or unexpected issues in a skillful, nonjudgmental manner that helps the group to learn. 3.3. Uses appropriate communication technologies to provide assistance to students both in and outside the classroom. 3.4. Requests feedback from students, groups, and peers on instruction-related communication skills and uses that feedback for teaching improvement. 4. Curriculum knowledge The effective instructor: 4.1. Analyzes the curriculum in assigned subject area(s) to identify and reach out to courses and programs appropriate for instruction. 4.2. Collects copies of current syllabi in assigned subject areas in order to maintain awareness of student assignments and the role of the Library in completing these assignments. 4.3 Maintains awareness of local and national curricular trends and topics within one's assigned subject areas. 4.4 Maintains awareness of curriculum changes and decisions within one's assigned subject areas at program, department, and college levels, as relevant, and communicates with head of instruction regarding changes with potential impact on Library instruction services. 5. Information literacy integration skills The effective instructor: 5.1 Is familiar with the ACRL Information Literacy standards and uses these standards to guide courserelated instruction sessions. 5.2 Can articulate which ACRL Information Literacy standards are being addressed in one's own courserelated instruction sessions. 5.3. Describes the role of information literacy in academia to students, faculty & staff in one’s assigned subject areas. 5.4. Collaborates with classroom faculty to introduce and integrate appropriate information literacy competencies,…

Advocacy Outreach Post Secondary Education and America S Libraries a Call For Action, 2010

Renaissance Quarterly, 2014

John Beusterien. An Eye on Race. Perspectives from Theater in Imperial Spain. Lewisburg: Bucknell... more John Beusterien. An Eye on Race. Perspectives from Theater in Imperial Spain. Lewisburg: Bucknell UP, 2006. 228pp. ISBN: 0-8387-5614-X. The strength of ideology derives from the way it becomes "common sense," through tales told and confirmed by observation of reality, endorsed by institutions of power, and performed by the people in them as well. Because those who constitute the margins and the center of power are not very different from each other, it is important to maintain the distinction between them if the system is to be perpetuated. The otherness that lies beneath the skin, invisible, needs circumstances or stories to bring it to light, whereas otherness manifested in the color of the skin needs no such account for the difference to be evident. The literary or dramatic stereotypes of Jewish characters--distinguished by blood--or Black characters--distinguished by skin--are manifestations of ideological structures produced by the culture. While the reader does not necessarily applaud these structures, he or she will profit from an understanding of the point of view from which they are written and performed, which is what John Beusterien has set about to do in An Eye on Race, an informative and provocative consideration of the impact of racism on those who invent and perpetuate it. Beusterien's controlling central metaphor, the eye, is a good choice to consider how reputation and race are social constructs, dependent entirely on one's standing in the eyes of others, for whom one continuously performs one's story. Current subaltern studies posit that race and ethnicity are culturally rehearsed and performed. Physical characteristics are "merely external, representational graphics without meaning or signifiers that signify nothing more than themselves." Identity consists of "the performance into imaginary being of something which has no existence outside of the repetition of the traits. It is their comparison with similar traits and their contracting with dissimilar ones that generates the false sense that an identity precedes and generates the differences. The belief that physical traits refer to or express an ethnic interiority, an identity or substance of genetic being that provides the external traits with meaning, is one of the last remaining uncriticized ideologies." (1) Indeed, the inventions and ideologies of race developed early and held far throughout medieval Europe. In the eyes of medieval Europeans, the cultural practices of the followers of certain religious traditions were transferred to biological markers of difference. Because one's religion might or might not be immediately evident, because one might be able to conveniently assimilate or mimic the dominant religious practices, this "invisibility" is the source of anxiety, and the only way to make this invisibility visible is to bring to the surface the essence of the difference: the blood. Based on prevailing constructions of medical theories, the learned and the interested constructed elaborate physical signs of distinction that illustrated the narration of the sins of the Jews, particularly their peculiar smell and their circumcision, but also male menstruation, a symptom of blood superstition prevalent among both Jews and Christians. (This phenomenon, possibly related to the affliction of hemorrhoids, had the effect of bending the gender of Jews, adding an additional negative element of effeminacy, with the concomitant implications of lack of control and instability.) Throughout Europe, the fundamental difference between Christians and Jews resided in the primary question of purity of Christian blood, or limpieza de sangre. The importance of blood is central to the construction of Christian identity, as manifested in the transubstantiation of the blood of Christ during mass, a miracle that recalls the sacrifice of the paschal lamb at Passover to save the first-born Jews. The guilt of the Jews in connection with the death of Christ became the proto-narrative, the blood libel: they spilled Christ's blood because of their own tainted blood. …

Ecuador has adopted tourism as a phenomenon which many cities have taken advantage and stabilized... more Ecuador has adopted tourism as a phenomenon which many cities have taken advantage and stabilized its profitability to implement improvements and invest in promotion, the coastal strip, save significant resources in its various locations, and with these, many opportunities to expand competitive offering in the recreational area for tourists. Managing and limiting research efforts on the peninsula of Santa Elena, the study focuses Montañita community, which in relation to other locations along the coastal cord maintains a high number of visitor arrivals, most of them athletes and Fans of extreme sports. According to field research has been identified that tourists in this town hold an intermediate to professional level, in terms of extreme sports is concerned, therefore, their skills are categorized into sports alternatives identified as kitesurfing, windsurfing, in addition to the already well positioned as surfing and bodyboarding, and whatever you might like to demand additional n...

The Center for Adolescent Health-Adolescent Treatment Initiative (CAH-ATI) is a collaborative, in... more The Center for Adolescent Health-Adolescent Treatment Initiative (CAH-ATI) is a collaborative, interdisciplinary, regional adolescent substance abuse treatment system serving youth and their families in eastern Grafton County, New Hampshire. The CAH-ATI has three elements: 1) ongoing efforts to strengthen regional primary care clinicians' abilities to screen their adolescent patients for psychosocial problems and provide brief interventions and referrals when appropriate; 2) an interdisciplinary specialty adolescent diagnostic clinic, the Center for Adolescent Health; and 3) the implementation of an array of adolescent substance abuse treatment services ranging from psychoeducational programs, pro-social activities, psychopharmacology care, advocacy services and evidence-based individual and family-systems oriented therapies. The CAH-ATI is one of 7 demonstration projects funded by the New Hampshire Charitable Foundations in partnership with New Futures, a nonprofit, nonpartisan advocacy organization working to reduce underage alcohol problems and increase access to treatment in New Hampshire through leadership and policy development. This system brings together and strengthens the many organizations serving youth within eastern Grafton County, including primary health care practices, prevention organizations, CMHCs, schools, a substance abuse counseling organization, a pro-social activities agency and a home-based, family counseling organization. Through collaboration, the system seeks to provide a seamless continuum of high quality, evidence-based adolescent substance abuse screening, assessment and treatment services in a rural region of New Hampshire.

Clinical ophthalmology (Auckland, N.Z.), 2015

To demonstrate the use of phase-variance optical coherence tomography (PV-OCT) angiography for de... more To demonstrate the use of phase-variance optical coherence tomography (PV-OCT) angiography for detection of pigment epithelial detachment (PED) vascularization in age-related macular degeneration (AMD). Patients with PEDs and exudative AMD were evaluated by the Retina Services at the University of California, Davis, and the University of California, San Francisco. Each subject underwent fluorescein angiography and structural optical coherence tomography (OCT). Phase-variance OCT analysis was used to create angiographic images of the retinal and choroidal vasculature. PV-OCT-generated B-scans were superimposed on structural OCT B-scans to allow easy identification of perfused vascular structures. Three patients with vascularized PEDs were imaged with PV-OCT, and each was found to have a vascular signal extending from the choroid into the hyperreflective substance of the PED. Two patients who had no evidence of PED vascularization on fluorescein angiography did not have vascular signa...

The Instruction Assessment Task Force was formed in May 2011, and charged to develop a standardiz... more The Instruction Assessment Task Force was formed in May 2011, and charged to develop a standardized set of questions and standard scale to be used for all Instructional Sessions (IS), including primarily course-related instruction (CRI) sessions, workshops, and seminars. The Task Force was also charged with recommending a model for centralized IS assessment procedures, including collection (electronic and in print), analysis, retention, and reporting. The Task Force was also asked to recommend a model for data use for teaching improvement and annual professional development, and to consider privacy of data issues. The following is the Task Force's Report on these respective issues.

Review of Disability Studies an International Journal, Oct 15, 2014

Anales de Literatura Española, 1988

The ISU Library’s Instruction Competencies Task Force reviewed and adapted the national ALA/ACRL ... more The ISU Library’s Instruction Competencies Task Force reviewed and adapted the national ALA/ACRL Proficiencies for Instruction Librarians Standards to guide instruction-related professional development and teaching practices of ISU librarians who teach. Disciplines Library and Information Science This report is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/libreports/8 Instruction: Core Competencies (03/25/09) Susan A. Vega García Instruction Competencies Task Force members: Susan A. Vega García, chair; Tobie Matava, Diana Shonrock The ISU Library’s Instruction Competencies Task Force has reviewed and adapted the national ALA/ACRL Proficiencies for Instruction Librarians Standards to guide instruction-related professional development and teaching practices of ISU librarians who teach. Once adopted, these Core Competencies will stand with the existing Bibliographer Competencies and Reference Competencies. The Task Force has organized core competencies alphabetically into the following 12 categories: 1. Administrative skills 2. Assessment and evaluation skills 3. Communication skills 4. Curriculum knowledge 5. Information literacy integration skills 6. Instructional design skills 7. Leadership skills 8. Planning skills 9. Presentation skills 10. Promotion skills 11. Subject expertise 12. Teaching skills Each category contains core skills for ISU librarians who teach, referred to in competencies below by the phrase “The effective instructor...” Instruction: Core Competencies 1. Administrative skills The effective instructor: 1.1. Communicates own instruction activities and goals with the head of instruction on a regular basis to ensure alignment with desired learning outcomes, goals and objectives of the overall instruction department. 1.2. Works well in a team environment sharing knowledge, skills, and time to help improve instructional services. 1.3. Maintains and regularly reports accurate statistics and other records reflecting own instruction activities. 1.4. Maintains own instruction schedule. Notifies appropriate faculty and staff if alternate coverage needs to be arranged. 2. Assessment and evaluation skills The effective instructor: 2.1 Selects or designs effective assessments of student learning and attitudes, and uses the data collected to guide personal teaching improvement and professional development. 2.2 Incorporates student learning assessment into all course-related instruction sessions and other instruction activities. 2.3 Retains and analyzes one's own teaching assessment data and can articulate its role in guiding one's teaching practice and its improvement. 2.4 Includes student evaluation of teaching assessment data in annual evaluation materials and promotion and tenure portfolios, and articulates what the data mean in terms of one's own teaching performance and professional development over time. 2.5 Participates in formal peer evaluation of teaching, both one’s own sessions and observing those of others, and uses those feedback opportunities for teaching improvement. 3. Communication skills The effective instructor: 3.1. Maintains awareness of communication needs of diverse learners, and adjusts communication style and methods accordingly. 3.2. Leads or facilitates class or session discussion of controversial or unexpected issues in a skillful, nonjudgmental manner that helps the group to learn. 3.3. Uses appropriate communication technologies to provide assistance to students both in and outside the classroom. 3.4. Requests feedback from students, groups, and peers on instruction-related communication skills and uses that feedback for teaching improvement. 4. Curriculum knowledge The effective instructor: 4.1. Analyzes the curriculum in assigned subject area(s) to identify and reach out to courses and programs appropriate for instruction. 4.2. Collects copies of current syllabi in assigned subject areas in order to maintain awareness of student assignments and the role of the Library in completing these assignments. 4.3 Maintains awareness of local and national curricular trends and topics within one's assigned subject areas. 4.4 Maintains awareness of curriculum changes and decisions within one's assigned subject areas at program, department, and college levels, as relevant, and communicates with head of instruction regarding changes with potential impact on Library instruction services. 5. Information literacy integration skills The effective instructor: 5.1 Is familiar with the ACRL Information Literacy standards and uses these standards to guide courserelated instruction sessions. 5.2 Can articulate which ACRL Information Literacy standards are being addressed in one's own courserelated instruction sessions. 5.3. Describes the role of information literacy in academia to students, faculty & staff in one’s assigned subject areas. 5.4. Collaborates with classroom faculty to introduce and integrate appropriate information literacy competencies,…

Advocacy Outreach Post Secondary Education and America S Libraries a Call For Action, 2010

Renaissance Quarterly, 2014

John Beusterien. An Eye on Race. Perspectives from Theater in Imperial Spain. Lewisburg: Bucknell... more John Beusterien. An Eye on Race. Perspectives from Theater in Imperial Spain. Lewisburg: Bucknell UP, 2006. 228pp. ISBN: 0-8387-5614-X. The strength of ideology derives from the way it becomes "common sense," through tales told and confirmed by observation of reality, endorsed by institutions of power, and performed by the people in them as well. Because those who constitute the margins and the center of power are not very different from each other, it is important to maintain the distinction between them if the system is to be perpetuated. The otherness that lies beneath the skin, invisible, needs circumstances or stories to bring it to light, whereas otherness manifested in the color of the skin needs no such account for the difference to be evident. The literary or dramatic stereotypes of Jewish characters--distinguished by blood--or Black characters--distinguished by skin--are manifestations of ideological structures produced by the culture. While the reader does not necessarily applaud these structures, he or she will profit from an understanding of the point of view from which they are written and performed, which is what John Beusterien has set about to do in An Eye on Race, an informative and provocative consideration of the impact of racism on those who invent and perpetuate it. Beusterien's controlling central metaphor, the eye, is a good choice to consider how reputation and race are social constructs, dependent entirely on one's standing in the eyes of others, for whom one continuously performs one's story. Current subaltern studies posit that race and ethnicity are culturally rehearsed and performed. Physical characteristics are "merely external, representational graphics without meaning or signifiers that signify nothing more than themselves." Identity consists of "the performance into imaginary being of something which has no existence outside of the repetition of the traits. It is their comparison with similar traits and their contracting with dissimilar ones that generates the false sense that an identity precedes and generates the differences. The belief that physical traits refer to or express an ethnic interiority, an identity or substance of genetic being that provides the external traits with meaning, is one of the last remaining uncriticized ideologies." (1) Indeed, the inventions and ideologies of race developed early and held far throughout medieval Europe. In the eyes of medieval Europeans, the cultural practices of the followers of certain religious traditions were transferred to biological markers of difference. Because one's religion might or might not be immediately evident, because one might be able to conveniently assimilate or mimic the dominant religious practices, this "invisibility" is the source of anxiety, and the only way to make this invisibility visible is to bring to the surface the essence of the difference: the blood. Based on prevailing constructions of medical theories, the learned and the interested constructed elaborate physical signs of distinction that illustrated the narration of the sins of the Jews, particularly their peculiar smell and their circumcision, but also male menstruation, a symptom of blood superstition prevalent among both Jews and Christians. (This phenomenon, possibly related to the affliction of hemorrhoids, had the effect of bending the gender of Jews, adding an additional negative element of effeminacy, with the concomitant implications of lack of control and instability.) Throughout Europe, the fundamental difference between Christians and Jews resided in the primary question of purity of Christian blood, or limpieza de sangre. The importance of blood is central to the construction of Christian identity, as manifested in the transubstantiation of the blood of Christ during mass, a miracle that recalls the sacrifice of the paschal lamb at Passover to save the first-born Jews. The guilt of the Jews in connection with the death of Christ became the proto-narrative, the blood libel: they spilled Christ's blood because of their own tainted blood. …

Ecuador has adopted tourism as a phenomenon which many cities have taken advantage and stabilized... more Ecuador has adopted tourism as a phenomenon which many cities have taken advantage and stabilized its profitability to implement improvements and invest in promotion, the coastal strip, save significant resources in its various locations, and with these, many opportunities to expand competitive offering in the recreational area for tourists. Managing and limiting research efforts on the peninsula of Santa Elena, the study focuses Montañita community, which in relation to other locations along the coastal cord maintains a high number of visitor arrivals, most of them athletes and Fans of extreme sports. According to field research has been identified that tourists in this town hold an intermediate to professional level, in terms of extreme sports is concerned, therefore, their skills are categorized into sports alternatives identified as kitesurfing, windsurfing, in addition to the already well positioned as surfing and bodyboarding, and whatever you might like to demand additional n...

The Center for Adolescent Health-Adolescent Treatment Initiative (CAH-ATI) is a collaborative, in... more The Center for Adolescent Health-Adolescent Treatment Initiative (CAH-ATI) is a collaborative, interdisciplinary, regional adolescent substance abuse treatment system serving youth and their families in eastern Grafton County, New Hampshire. The CAH-ATI has three elements: 1) ongoing efforts to strengthen regional primary care clinicians' abilities to screen their adolescent patients for psychosocial problems and provide brief interventions and referrals when appropriate; 2) an interdisciplinary specialty adolescent diagnostic clinic, the Center for Adolescent Health; and 3) the implementation of an array of adolescent substance abuse treatment services ranging from psychoeducational programs, pro-social activities, psychopharmacology care, advocacy services and evidence-based individual and family-systems oriented therapies. The CAH-ATI is one of 7 demonstration projects funded by the New Hampshire Charitable Foundations in partnership with New Futures, a nonprofit, nonpartisan advocacy organization working to reduce underage alcohol problems and increase access to treatment in New Hampshire through leadership and policy development. This system brings together and strengthens the many organizations serving youth within eastern Grafton County, including primary health care practices, prevention organizations, CMHCs, schools, a substance abuse counseling organization, a pro-social activities agency and a home-based, family counseling organization. Through collaboration, the system seeks to provide a seamless continuum of high quality, evidence-based adolescent substance abuse screening, assessment and treatment services in a rural region of New Hampshire.

Clinical ophthalmology (Auckland, N.Z.), 2015

To demonstrate the use of phase-variance optical coherence tomography (PV-OCT) angiography for de... more To demonstrate the use of phase-variance optical coherence tomography (PV-OCT) angiography for detection of pigment epithelial detachment (PED) vascularization in age-related macular degeneration (AMD). Patients with PEDs and exudative AMD were evaluated by the Retina Services at the University of California, Davis, and the University of California, San Francisco. Each subject underwent fluorescein angiography and structural optical coherence tomography (OCT). Phase-variance OCT analysis was used to create angiographic images of the retinal and choroidal vasculature. PV-OCT-generated B-scans were superimposed on structural OCT B-scans to allow easy identification of perfused vascular structures. Three patients with vascularized PEDs were imaged with PV-OCT, and each was found to have a vascular signal extending from the choroid into the hyperreflective substance of the PED. Two patients who had no evidence of PED vascularization on fluorescein angiography did not have vascular signa...