N. Guerra Vitae 1
Norma S. Guerra, Ph.D., NCSP, LSSP, LPC-S
Assistant Professor
Department of Educational Psychology
College of Education and Human Development
The University of Texas at San Antonio
501 West Durango
San Antonio, TX 78207
(210) 458-2648
A. EDUCATIONAL BACKGROUND
1988Doctor of Philosophy
Educational Psychology
School Psychology
Texas A&M University
College Station, Texas
APA Accredited Program
Dissertation: Computer-Assisted Assessment of Reading Comprehension
Using Bilingual Students
Doctoral Dissertation Chair/Major Advisor: Doug Palmer
Specialization in school psychology with an emphasis in special education and assessment of bilingual (Mexican American students)
1982Master of Arts
Education
Curriculum and Instruction
University of Texas at San Antonio
San Antonio, Texas
1974 Bachelor of Arts
Education
Inter-Disciplinary
English / Speech
Trinity University
San Antonio
San Antonio, Texas
1972Associate of Arts
Education
San Antonio College
San Antonio, Texas
B. PROFESSIONAL EMPLOYMENT HISTORY
2010 – Present
Associate Professor
Department of Educational Psychology
University of Texas at San Antonio
San Antonio, Texas
Responsibilities include: (1) Research areas of engagement style identification using the LIBRE Model problem solving construct; instrument development in measuring engagement with achievement, and collaborative longitudinal research with the ILT Department and the Academy for Teaching Excellence addressing culturally efficacious teacher mentoring and teacher preparation. (2) Teaching includes the development of new course work required for a master’s degree in school psychology (e.g., Legal, Ethical, and Professional Issues in School Psychology). (3) Service roles of: School Psychology Lab and Clinic Director, and other committee membership roles at the Department, College, and University levels (e.g., graduate council, curriculum committee).
2004 – 2010
Assistant Professor
Educational Psychology
Department of Counseling, Educational Psychology, and Adult and Higher Education
University of Texas at San Antonio
San Antonio, Texas
Responsibilities include: (1) Research in the areas of social cognitive problem solving, the examination of engagement patterns, and development of the engagement styles construct. Design of a problem-solving protocol for engagement style assessment and intervention purposes; collaborative longitudinal research with the ILT Department and the Academy for Teaching Excellence; (2) Teaching courses are: psychological learning theories, human development, counseling skills, child and family counseling, practicum and internship along with psychological assessment, nonbiased assessment, and advanced psychological assessment; (3) Service roles of: Educational Psychology Area Coordinator from 2004 to 2006, committee membership at the Department, College, and University levels with regular participation in commencement ceremonies, series of in-service training sessions for student teachers, and other areas as requested.
2000 – 2004
Senior Lecturer & Research Associate
Department of Counseling, Educational Psychology, and Adult and Higher Education
College of Education and Human Development
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) Teaching – psychological learning theories, human development and program evaluation; (2) Grant writing and management; (3) Special project officer assigned as a direct report to Dean; (4) Assisted with administrative and supportive projects within the Counseling Department; (4) Assisted with the development of the UTSA Counseling Center; proctored and comprehensive examinations; (5) Pilot testing of on-line EDP course and grant activities involving services to the San Antonio downtown and surrounding rural communities.
1997 – 2000
Executive Director of Human Resources Management and Development
Business Affairs
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) University-wide human resources (HR) strategic planning and service area management; (2) Supervisory and administrative oversight of HR operations, fiscal, and managerial compliance; (3) Management of employee hiring, orientation, training, benefits, employee relations, retirement, merit and awards, and university personnel records departments; (4) Establishment of paperless systems for numerous recruiting and hiring processes; (5) Piloting of paperless archival of personnel records; (6) Recipient of the NACUBO Award for the establishment of a university-wide dispute resolution initiative; and (7) Member of university-wide strategic planning team and other compliance and safety committees.
1992 – 1997
Associate Vice-President for Administration and Planning
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) Assisting with the coordination of operational queries in reference to the university-wide strategic planning, implementation and evaluation documentation; (2) Initiated and managed the university-wide Problem Solving/Conflict Resolution Office; (3) Grant writing and worked in a managerial oversight position to the UT System component AT&T grant Hispanic Mother Daughter project; (4) member of the University-wide strategic planning committee; and (5) Maintained a supervisory role with the start-up/oversight of the San Antonio Area Mentorship Program.
1991 – 1992
American Council on Education Fellow
Office of the President
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) Apprentice work under the President while participating in national leadership training; (2) Writing the AT&T grants to provide services for the UT System-wide Hispanic Mother Daughter Program; (3) Establishing and managing of a collaborative involving UTSA and five UT component Universities; fiscal grant management and program development; (4) Designing the University Problem-Solving/Conflict Resolution Office with start-up services that included: mediation, group facilitation, and ombudsperson assistances; and (5) Coordinating university-wide professional development and mediation training for faculty and staff.
1990 – 1991
Assistant Vice-President for Student Development
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) Supervising and managing strategic planning; administrative oversight; operational, fiscal and managerial compliance for the following Student Affairs areas: Counseling Services, Tomas Rivera Retention and Student Success Office, Multicultural Affairs Office, and Testing and Tutorial Assistance; (2) Establishing the EDP 1702 College Student course for incoming students; (3) Designing and developing short and long term strategic plans for the work areas of responsibility; and (4) Working as adjunct faculty teaching Psychological Learning Development and Human Development within the College of Education.
1988 – 1990
Director
Tomas Rivera Office of Student Information and Retention
University of Texas at San Antonio
San Antonio, Texas
Responsibilities included: (1) Establishing the Tomas Rivera Center; (2)conducting student retention needs assessment; (3) Grant writing; (4) Providing advisement; (5) Implementing institutional research outlining UTSA drop-out/stop-out patterns; (6) Designing and developing retention surveys and interviews; (7) Creating a number of student service programs: the Learning Assistance Center, Mentoring, Student Computer Labs and Multicultural Affairs Office; (8) Writing of institutional grants (e.g., Upward Bound Grant for high school students preparing for college); (9) Establishing a University-wide Mentorship Program; (10) Establishing S.A. Mentorship Association.
1986 – 1988
Coordinator
Multicultural Services Center
Texas A&M University
College Station, Texas
Responsibilities included: (1) Starting-up a Student Affair program designed to assist under-represented minorities in academe; (2) Addressing undergraduate students’ transitioning needs as they entered the university and facilitating their identified psychosocial concerns; (3) Providing service responsibilities, program development, and student advisement; (4) Developing and establishing programs to facilitate student retention and graduation; and (5) Coordinating the set-up and new program services.
1985 – 1986
Lecturer
Hispanic Leadership Program Coordinator
Educational Psychology Department
Texas A&M University
College Station, Texas
Responsibilities included: (1) Managing of a federally funded Doctoral Hispanic Leadership Program designed to assist minority doctoral candidates with teaching and research; (2) Participating in EDP department responsibilities including committee work; and (3) Teaching graduate courses - Psychosocial Variables in Working with Minority Children and Psychological Assessment of Minority Populations.
1983 – 1984
Special Education Counselor
Educational Diagnostician
School Psychologist Intern
Special Services
College Station Independent School District
College Station, Texas
Responsibilities included: (1) Working with high-need emotionally disturbed and learning-disabled students; (2) Providing testing, counseling, and supervisory management of the district’s self-contained classroom; (3) Maintaining a full caseload of student and campus testing, in-service training, and consultative responsibilities with teachers, counselors, parents, and administrative staff.
1980 – 1982
Curriculum Designer
Academy of Health Sciences
Department of the Army
Fort Sam Houston, Texas
Responsibilities included: (1) Designing and developing curriculum for enlisted military; (2) Conducting needs assessments; (3) Team and Individual writing of training modules and program evaluations; (4) Participating in site-visits to evaluate and monitor curriculum implementation; and (4) Project Officer in developing a ‘Basic First Aid’ program designed for enlisted personnel as an introductory training program with/for all military.
1976 – 1978
English as a Second Language Instructor
Defense Language Institute
English Language Center
Lackland Air Force Base, Texas
Responsibilities included: (1) Teaching and ongoing assessment of foreign officers learning English as a second language as part of their military training in the United States; and (2) Performing at a level that was recognized as outstanding; received an award as a result of students’ performance.
1975 – 1976
English/Reading Instructor
Harlandale High School
San Antonio, Texas
Responsibilities included: (1) Teaching at-risk adolescents within a lower income area school district; (2) Assessing; and (3) Providing direct instructional services in reading and language arts for 9th, 10th, and 11th grade students with limited reading and written language skills.
1974 – 1975
English/Speech Instructor
Little Flower Catholic School
San Antonio, Texas
Responsibilities included: (1) Teaching developmental language arts skills; (2) Participating on the curriculum text committee; (3) Working with the curriculum design and implementation for 6th, 7th, and 8th grade English and Speech classes; (4) Initiating a Speech Team; and (5) Establishing a drama team that presented a school-wide plays.
C. AWARDS AND HONORS
2010Provost’s Academy on Critical Thinking
University of Texas at San Antonio
San Antonio, Texas
2008Madison’s Who’s Who
International Directory of Business and Professional Executives
2006 South Texas Initiative for Mental Health Research Fellowship
University of Texas at San Antonio
San Antonio, Texas
2004 Tech Connect Fellowship
Certificate of Excellence
University of Texas at San Antonio
San Antonio, Texas
1998 NACUBO Award
Institutional award received for my efforts in the establishment of a university-wide dispute resolution initiative
1991 – 1992American Council on Education Fellowship
American Council on Education
Leadership Training in Higher Education
President's Office
University of Texas at San Antonio
San Antonio, Texas
1990Summer Institute for Women in Higher Education Administration
Bryn Mawr College and Higher Education Resource Services,
Mid-America Leadership Training
Bryn Mawr College
1983 – 1988Hispanic Leadership Doctoral Fellowship
Texas A&M University
College Station, Texas
1978Outstanding Instructor Award
Lackland Air Force Base
Lackland Air Force Base, Texas
D. RESEARCH/SCHOLARLY/CREATIVE ACTIVITIES SUMMARIES
Nationally and Internationally Refereed Journals
Guerra, N. S. (2009). Illustrations of engagement styles: Four teacher candidates. Teacher Education & Practice, 22(1), 95-117.
Guerra, N. S. (2009). LIBRE stick figure tool: Graphic organizer. Interventions in Schools and Clinics, 44(4), 1-5.
Guerra, N. S., Flores, B. B., & Claeys, L (2009). A Case Study of an Induction Year Teacher’s Problem-Solving using the LIBRE Model. New Horizons in Education, Journal of Education, 57(1), 43-57.
Juhnke, G., Watts, R., Guerra, N. S., & Hsieh, P. (2009). Utilizing prayer as a treatment intervention with substance abusing and addicted persons who self-identify personal faith in God and prayer as helpful recovery resources. Special JAOC Issue on Spirituality in Addictions Counseling, 30, 16-30.
Flores, B. B., Clark, E. R., Guerra, N. S., Caebeer, C., Sanchez, S. V., & Mayall, H. (2009). Academic Student Inventory: Self-Observation Yearly (ASI SOY) psychometric properties: Measuring teacher candidates’ development. Hispanic Journal of Behavioral Sciences.
Flores, B. B., Clark, E. R., Guerra, N. S., & Sanchez, S. V. (2008). Acculturation among Latino bilingual education teacher candidates: Implications for teacher preparation institutions. Journal of Latinos and Education, 7(4), 288-304.
Sullivan, J. R., Hsieh, P. H., Guerra, N. S., Lumadue, C, & Lebrón-Striker, M. (2007). Getting everybody involved: A collaborative training approach for counselors and educators. Journal of Creativity in Mental Health, 2(3), 29-49.
Guerra, N. S. (2007). LIBRE model: Engagement styles in counseling. Journal of Employment Counseling, 44, 2-10.
Hsieh, P. H., Sullivan, J. R., & Guerra, N. S. (2007). Closer look at college students: Self-efficacy and goal orientation. Journal of Advanced Academics, 18, 454-476.
Guerra, N. S. (2006). The LIBRE problem-solving model: A practical approach to problem-solving and decision-making for teachers and teacher educators. Texas Teacher Educator’s Forum, 29, Spring, 9-14.
Guerra, N. S., & Elliott, G. (1996). Cognitive roles in the mediation process: Developmentof the Mediation Inventory for Cognitive Roles Assessment (MICRA). Mediation Quarterly,14(2), 135 -146.
Submitted Manuscripts
Guerra, N. S., Sanchez, V. S., Fenoglio, M., & Flores, B. (Under review). Engaging teacher candidates’ in problems identified and appraisal: Implications for teacher educators.
Guerra, N. S., & Hsieh, P. (Under review). Using goal-orientation andengagement style preferences to predict student group achievement.
Guerra, N. S., & Tondre-Garza, R. (Under review). Novice teachers’ transition: Engagement styles and identified problems.
Guerra, N. S., Stone, A., Claeys, L., & Flores, B. (Under review). LIBRE model:
A strength-based problem solving tool for teacher candidates.
Hsieh, P., Sullivan, J., Sass, D., Guerra, N. S., & Phillips, R. L.(Under review). A structural model evaluating the links among engineering students’ beliefs coping strategies and academic performance.
Sanchez, S. V., Guerra, N. S., Huerta, M. E., & Flores, B. B. (Under review). Bilingual assessment strategies and valid abilities:Implications for educators and researchers.
Peer-Reviewed Encyclopedia Entries
Guerra, N. S. (2010). Activities of daily living. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
Guerra, N. S. (2010). Adjustment. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
Guerra, N. S., & Montemayor, A.(2010). Self-care. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
Jackson, A., & Guerra, N. S. (2010). Cultural Differences. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
King, B., & Guerra, N. S. (2010). At-Risk. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
Teniente, S. F., & Guerra, N. S. (2010). Active listening. In S. Goldstein & J. Naglieri (Eds.), Encyclopedia of child behavior and development. New York: Springer.
Palmer, J. D., & Guerra, N. S. (1987). Attribution training. In C. R. Reynolds & L. Mann (Eds.), Encyclopedia of special education: A reference for the education of the handicapped and other exceptional children and youth. New York: John Wiley & Sons.
Book Chapters
Guerra, N. S. (2006). Group counseling with Latino populations. In R. S. Smith and T. E. Montilla (Eds.), Counseling and family therapy with Latino populations (pp. 149 - 160). New York: Routledge Taylor & Francis Group.
Manuscripts in Preparation
Orange, C., Guerra, N. S., & Hsieh, P. (Pending submission). The role of self-efficacy in the self-regulatory behaviors of African American and Mexican American Adolescents.
Guerra, N. S. (Pending submission). LIBRE model: A problem-solving tool with an additional feature of identifying a student’s engagement styles.
Guerra, N. S., Hsieh, P., & Sullivan, J. (Pending submission). Assessing and processing engagement styles: The LIBRE model.
Guerra, N. S., Claeys, L., & Lebron-Striker, M. (Pending submission). LIBRE model: A valuable problem-solving tool for teachers and students.
Guerra, N. S., Sullivan, J. & Hsieh, P. H. Working with counseling students, examining their self-efficacy, attribution for counseling, stress, coping strategies, and engagement styles (data analyses).
Hsieh, P. H., Guerra, N. S., & Sullivan, J. Working with teachers-in-training to examine their self-efficacy, attribution for teaching, stress, coping strategies, and engagement styles (data analyses).
Guerra, N. S., & Hernandez, A. E. (In Progress). Engagement styles in consultation.
Guerra, N. S. (In Progress). Engagement style stability in counseling.
Guerra, N. S., Juhnke, G., & Tondre-Garza, N. R. (In Progress). Case study: Perceived benefits of the LIBRE model with addicted persons in recovery.
Non-refereed Journal Articles
Guerra, N. S. (2002). Mediator comfort versus disputant comfort, Texas Association ofMediators, Summer, 6.7-6.9.
Guerra, N. S. (2001). Conflict Processing: A Social Cognitive Event. Texas Association ofMediators, Winter, 16, (4), 6.5-6.6.
Guerra, N. S. (2001). Conceptualizing engagement: The LIBRE model. Unpublished manuscript.
Guerra, N. S., & Elliott, G. (1996). Ombudsing in an educational institution: Use of implicit and explicit power. The JOURNAL, 1-7.
Guerra, N. S., & Flinchbaugh, N. (1993). Expanding the ombuds office: A systems approach to dispute resolution on campus. California Caucus of College & University Ombudsmen Journal, 1-8.
Creative Activities and Creative Works
2007 – PresentPublication of LIBRE Model Concept and Engagement Style Theory Development
2006Development of DVD Video: LIBRE Model – Parent and Teacher
2006Development of DVD Video: LIBRE – Advisor Training
2005LIBRE Model Handbook
2005 – PresentEngagement Style assessment and ongoing instrument development
2003Revised LIBRE Stick Figure and theoretical conceptualization of engagement styles
2001Creation of the LIBRE Stick Figure
1994Subsequent identification of engagement styles assessed with the LIBRE Model
1991Copyright of LIBRE Model and associated work
1991The development of the LIBRE Model as a brief problem-solving counseling intervention
E. SCHOLARLY PRESENTATIONS
Invited Presentations
Guerra, N. S. (2010). Learning, Transitions and Problem Solving: Supporting Counselor’s Using the LIBRE Model.Invited keynote given to the San Antonio Private School Counselors, San Antonio Archdiocese, San Antonio, Texas.
Guerra, N.S. (2010). Ethical Considerations in Providing a Problem Solving Approach to Intervention Management. Invited presentation to San Antonio School Counselors.
Guerra, N. S. (2004). Care for the caregiver. Invited keynote given to the South Texas Counseling Association, San Antonio, Texas.
Guerra, N. S. (1991). Highlights of the Hispanic Mother Daughter Program: UTSA lead institution initiative with six UT component schools across the state. Design, development, implementation and evaluation of academic
college-readiness curriculum: middle and high school young women
UT System Invited Presentation,Austin, Texas.
Guerra, N. S. (1990). Dropout patterns among Hispanic college going students: Challenges and opportunities. Invited keynote given to the Association of American College and University Presidents, Regional meeting held in San Antonio, Texas.
Refereed National and International Contributions
Guerra, N. S. (2010, March). Novice teacher problem-solving engagement. Paper presented at the National Association of School Psychologists Annual Convention, Chicago, IL.
Guerra, N. S., Flores, B. B., & Claeys, L. (2009, January). Engagement style with a novice teacher for resolving change. Paper presented at the annual meeting of the Hawaii International Conference on Education, Honolulu, HI.
Guerra, N. S., Hsieh, P., & Sullivan, J. R. (2009, February).Using goal-orientation andengagement style preferences to predict student group achievement. Paper presented at the National Association of School Psychologists, Boston, Mass.
Flores, B. B., Claeys, L., & Guerra, N. S. (2008, February). Celebrating the lessons learned. Paper presented at the Tenth Annual New Teacher Center Symposium on Teacher Induction. Fairmont Hotel, San Jose, California.