Master in Biomedical Science, 2008, Universidad Autonoma de Aguacalientes
Diplomate in Specialization in Vision and Development, 2006, Universidad de Morelos Facultad de Medicina, Division de Estudios de Postgrado e Investigacion
Licenciado en Optometria, 2003, Universidad Xochicalco
Fellow College of Optometry Vision Development (FCOVD), 2004, College of Optometry in Vision Development
Clinical Director in Centro de Desarrollo Visual, 2003-2011, Mexicali B.C. Mexico
Instituto de la Vision Dr. Mendez, 2008-2011, Mexicali B.C. Mexico
President of optometry in Xochicalco University, 2007-2009, Mexicali B.C. Mexico
President Optica Popular del Noroeste S.A. de C.V., 1998-2003, Mexicali B.C. Mexico
President Junior Optical S.A. de C.V., 1999-2003, Mexicali B.C. Mexico
Centro de Desarrollo Visual, Mexicali, B.C. Mexico, Clinical Director
Instituto de la Vision Dr. Mendez, Mexicali, B.C. Mexico, Optometrist
- Behavioral Optometry
- Binocular Vision
- Vision Therapy
Teacher in Binocular Vision and Pediatrics in de postgraduate program "Vision Function Specialist", 2010-2011, Instituto Politecnico Nacional CICS UMA
Academic Director of Consejo Mexicano de Optometria Funcional A.C., 2008- 2009
Teacher of the seminar, "Visual training of infants with low vision," 2007-2008, Universidad Ibero Americana, Torreon
Teacher at the College of Optometry, 2003-2010, Universidad Xochicalco - Subjects taught: Refraction, Binocular Vision, Contact Lenses, Low Vision, Orthoptics, Pediatrics
Instructor of Consejo Mexicano de Optometria Funcional A.C, 2004-2011
Neuro-Optometry I: Strabismus and Amblyopia, College of Optometry
Behavioral Optometry: Diagnosis and Treatment, College of Optometry
Patient Care Services V: College of Optometry
Patient Care Services VI: College of Optometry
Patient Care Services VII: College of Optometry
As a professor I aim to share a theoretical and real world applicable knowledge of science and clinical skills that will allow students to develop a comprehensive understanding of the patient’s visual system. In order to meet the aforementioned goals, there is a need of using a variety of pedagogical practices to help students effectively comprehend the topics being taught.
I believe in the use of today’s electronic learning resources as a tool to facilitate the learning outcome as well as the dialogues on various social identities.
It is the responsibility of the professor to encourage in their students the respect for human dignity and the desire to contribute, through the study and intellectual growth, to improve the society to which he/she belongs.
The professor must be committed to help the student realize as a human being through self-discipline and developing the skills to think critically and independently. The professor responsibility includes developing self-sufficient individuals who are able to exercise their creative abilities.
The content of different subjects is an important means for developing reasoning skills and critical reflection, which helps students become aware of their values. According to the potential of each subject being taught is possible to implement procedures that will allow students to issue values to an object, action or person, from a pedagogical point of view.
The content of a curriculum is a means to an end because scientific truth today can be modified tomorrow, but the skills acquired to practice will last.
Scientific knowledge will allow the student to consciously assume essential values such as authenticity, accuracy, creativity and justice.
Each topic being taught and all activity that takes place in the university has a close relationship with the scale of values that characterize each student and the group, the expectations they have of the subject, course, the race, their future work and its significance for society.
Therefore the professor must take into account the need to develop independent and critical thinking to different circumstances.
- Promote the need to understand that technological development is only a means to human growth.
- To provide students with arguments and reference points that will help them understand the world around them and behave as a responsible and fair element.
- Promote the possibility of having freedom of thought, opinion and imagination they need to reach their full potential.
- Stimulate each student to perform at their full potential.
The teacher should play a facilitator role since is critical for the student to play an active role in his academic learning. I will ensure a safe and inclusive environment by establishing ground rules for class discussions and having students engaged with the course materials, discussions, and class dynamics, facilitating the class participation in exercises and activities that encourage students to think more deeply always keeping in mind that some students are more visual learners while others are more conceptual or concrete.
I intend to utilize my teaching skills and resources to empower students to provide a humanistic science based model of optometry practice.
Hoya House Cup Award, 2011, Western University of Health Sciences College of Optometry
Special Recognition for professional trajectory, 2011, Consejo Mexicano de Optometria Funcional (OEP Mexico)
Naming of 2010 Optometry Generation, 2010, Universidad Xochicalco
Special Award for dedicated servce IECB, 2010, College of Optometrist in Vision Development
Arthur Martin Skeffington Award, 2004, Consejo Mexicano de Optometria Funcional (OEP Mexico)
American Optometric Association
California Optometric Association
College Of Optometrist in Vision Development
Consejo Mexicano de Optometría Funcional A.C
Inland Empire Optometric Association
Optometric Extention Program Foundation
Clinical Education Group, Western University College of Optometry, 2012
Curriculum Committee, Western University College of Optometry, 2012
Chair Binocular Vision and Perception Educators, Association of Schools and Colleges of Optometry, 2011
Chairman of the certification committee of Mexican Council of Certification in Optometry, 2010-2011
Academic Director of Consejo Mexicano de Optometria Funcional A.C., 2008-2009
International Examination and Certification Boardmember, College Of Optometrist In Vision Development, 2007-2010
Member of the Accreditation Council on Optometric Education in Mexico, 2007-2010
Chairman of the certification committee, Consejo Mexicano de Optometria Funcional A.C. (COMOF), 2006-2011
Past President of Consejo Mexicano de Optometria Funcional A.C.( OEP MEXICO ), 2006-2007
Chairman of the health committee of the program “Ver bien para aprender mejor”, 2004-2011
Vision and Learning
California Optometry 2013: 40: 46-50
Stefanie A. Drew1, Amy E. Escobar1, Chris Chase1, Chunming Liu1, Efrain Castellanos1, Lawrence Stark2 & Eric Borsting2
Accommodative lag is not predictive of Diminished reading speeds in natural settings
Poster presented at ARVO 2012 meeting
Amy E. Escobar1, Stefanie A. Drew1, Chris Chase1, Chunming Liu1, Efrain Castellanos1, Eric Borsting2, & Lawrence Stark2
Weak accommodation in asymptomatic young adults
Poster presented at ARVO 2012 meeting
Visual Discomfort in Graduate School Students Compared to College Students
Chunming Liu1, Chris Chase1, Efrain Castellanos1, Stefanie Drew1, Amy Escobar1, Lawrence Stark2, Eric Borsting2.
Poster presented at ARVO 2012 meeting
Optometric Vision Therapy for Amblyopia
California Optometry 2011: 38: 36-42
Examining the pediatric patient
Optometry Today India June 2011
HABILIDADES OCULOMOTORAS Y ACOMODATIVAS – SU EFECTO EN EL APRENDIZAJE DE LA LECTURA
Tercer congreso estatal “ La Investigacion en el Posgrado”
Univesidad Autonoma de Aguascalientes 2007
¿Porque 20/20 no es suficiente?
Imagen optica 2007: 7
Modificacion al metodo Von Graefe
Imagen optica 2003 : 5