teaching

I am a hydrologist and current Ph.D. candidate at Duke University. My work aims to advance our understanding and representation of subsurface processes in the Earth’s water cycle by improving the multi-scale dynamics of these processes in Land Surface Models, which are essential for numerical weather forecasting models. I focus on modeling the interaction between surface water bodies and groundwater while leveraging remote sensing data, machine learning, and numerical modeling.

At Duke University, I have served as a Teaching Assistant (TA) for the courses in Environmental Spatial Data Analysis and Fluid Mechanics, which include a Lab component; I also guest lectured in the graduate course on Hydrology. At Universidad de Los Andes, I was a TA for Hydrosystem Modeling, River Hydraulics, and Hydrosystem Analysis, where I also gave two lectures on programming and software implementation for hydrological modeling.

My teaching philosophy centers on fostering intuition and developing structured knowledge through problem-solving strategies, with a particular focus on exploring the applicability and limitations of key concepts in surface hydrology, hydrometeorology, and hydroinformatics.

Designing and Planning for Learning Activities

As a TA, I created assignments and lecture materials for the courses Hydrosystems Modeling and River Hydraulics. My assignments focused on real-world applications and aligned with the practical tools introduced in lectures, providing students with resources they could use outside the classroom. I provided course materials beforehand, offered alternative examples as needed to meet diverse student needs, and clarified explanations in response to confusion [V3, K1].

My approach in lab sessions involved adjusting communication guidelines with the Faculty and clearly sharing expectations for student reports through Sakai; this helped promote transparency and clarity [V5, K4]. During lab sessions, I encouraged students to assign roles for each experiment to ensure active participation from everyone [K2, V2], making sure every student remained engaged. During office hours and lectures, I use positive reinforcement and active listening when responding to students’ questions, and I encourage open communication to foster a respectful environment. The effectiveness of these strategies was reflected in the students’ engagement during our sessions and in the quality of their work.

Read my homework assigments here and lecture materials here

Teaching and Supporting Student Learning

To support student learning, I strive to create an active and inclusive environment. During lab sessions, I introduced the fundamental concepts behind each experiment, clearly outlined the procedures following the provided material, and prompted students to predict possible outcomes, making these sessions more dynamic and fostering a more profound understanding. By allowing students to collaborate on experimental tasks, I encourage peer-to-peer learning and hands-on engagement [V2, K2]. For more abstract topics, I promote participation with open-ended questions and active listening, restating the question to the students [V1]. I made myself available through emails and Zoom, actively engaging with students who were falling behind on homework deadlines to support them as needed.

Assessing and Giving Feedback for Learning

I believe assessments are vital for understanding and evaluating teaching effectiveness. During my guest lectures, I used concept checks to determine students’ initial understanding and to address any misconceptions [V3]. To ensure fairness and clarity, I make sure assignment prompts are straightforward and provide constructive feedback on lab reports and homework. I also meet with students individually to discuss their progress, helping to maintain integrity and clarify expectations [V2, K2]. Digital platforms like Canvas facilitate quick, written feedback, which encourages students to reflect and improve [K4]. This continuous communication fosters a warm, supportive environment where feedback drives growth and confidence.

Examples of my feedback for lab reports and homeworks can be found here and here

Supporting and Guiding Learners

During my formative years, I supported students at both undergraduate and graduate levels with their academic projects. We held monthly meetings to review progress, set goals for the following month, and clarify or address concepts and obstacles from previous tasks. Understanding that each student’s path is different, I build trust by consistently using their names and showing genuine interest in their backgrounds, hobbies, and aspirations. I recognize their dedication and development. In these mentoring sessions, I felt comfortable sharing my own academic experiences, helping students reflect, and encouraging honesty about their struggles.

As an instructor, I emphasize building a sense of community, shaped by my own positive experiences in a supportive environment during my early years. At Duke, I engaged with the Society of Hispanic Professional Engineers (SHPE), organizing events that facilitated peer connections, such as informal meetups and cohort lunches to foster culture and friendship. Additionally, we established opportunities for academic growth through panels featuring professionals who shared their journeys in academia and industry, as well as through volunteering initiatives within the local community. I’ve organized both small seminars with around 12 people and larger ones with about 80 participants to support student growth through practicing presentations, sharing research insights and feedback, and encouraging inclusivity and student-led activities. I did this as the Academic Coordinator for the Civil Engineering students’ organization (ANEIC-UQ) during my undergraduate years and later for the Mechanics Seminar as a PhD student. These experiences have given me a deeper understanding of student needs and have also helped me grow personally and professionally.

Engaging in Professional Development as a Teacher

My experiences outside the classroom have influenced my teaching style and clarified my future goals. As a PhD student at Duke University, I took part in the Certificate in College Teaching program[V5]. This professional development program includes presentations on evidence-based pedagogical methods and innovative teaching strategies. It also offers a chance to network with peers from various disciplines, share ideas, and gain new perspectives on teaching.

I am eager to advance my growth as an instructor by exploring research-based practices and technologies that support higher-order thinking and learning. My aim is to prepare students for problem-solving situations with adaptability and critical skills, while also nurturing a supportive professional community. Over the past five years, my teaching approach has evolved through informal feedback from peers [V3], reading pedagogical literature, and observation. Sharing strategies for differentiated instruction and classroom management has strengthened my understanding of these principles and enhanced my ability to give constructive feedback.

Integrate & Reflect

I believe teaching becomes most meaningful when it’s collaborative, inclusive, and respectful. My experience as a teaching assistant has shown me how important it is to meet students where they are, whether that’s by clarifying ideas, encouraging quieter students to share, or adapting examples to reflect diverse backgrounds. In every classroom interaction, lab session, and office hour, I aim to be clear, fair, and engaging. My goal is for students not only to learn discipline-specific knowledge but also to build confidence in asking questions, sharing their understanding, and feeling part of a community.

Supporting students in one-on-one meetings has been rewarding, as it helps me close gaps in understanding and teaches me more about the material. Leading discussions and labs has reinforced how valuable peer-to-peer learning can be. I constantly tailor my explanations to meet students’ needs, making tricky topics more accessible through different examples and clear explanations. By asking open-ended questions, inviting everyone to participate, and providing access to materials ahead of time, I strive to create an environment that’s fair and welcoming. Outside of classes, participating in seminars and presentations helps me sharpen my communication skills and refine my teaching methods. Ultimately, I want to help students see how important collaboration, listening, and respecting different viewpoints are, while fostering their confidence to learn, adapt, and explore beyond the classroom.

Looking Ahead

As I continue growing as an instructor, I’m dedicated to learning through mentorship, reflection, and ongoing training. I see teaching as a lively journey that changes with students’ needs and new discoveries in the field. My work in land surface modeling naturally connects to the classroom: by sharing real-world data and case studies on water resources, climate change, and land–atmosphere interactions, I hope to help students see how theory applies to real life. Beyond just the subject matter, I want students to develop important skills like critical thinking, data analysis, and scientific communication—tools that will benefit them in various careers and in civic life too. To improve my teaching, I plan to gather feedback from my current role as a teaching assistant and use it to reflect and make improvements. Through this, I aim to not only meet my institution’s goals of inclusive and engaging learning but also contribute to society by helping create informed citizens and problem-solvers tackling environmental issues.