Building Inclusive and Engaged Learning Communities
I am a biomedical engineer completing the final year of my Ph.D in Biomedical Engineering at Duke University. My research develops immunotherapies that target self-molecules driving chronic inflammation, with the goal of accelerating and improving tissue healing in diabetes. In particular, I study how coordinated responses from the systemic and dermal immune systems against dysregulated cytokines can promote repair in diabetic mouse models of chronic wounds.
Alongside my research, I have built a strong foundation in teaching and mentorship. I twice served as a teaching assistant for the Biomaterials course, taking on roles as a lab leader, guest lecturer, and instructional support. I also led the first-year seminar for Ph.D. students, helping orient them to the program and foster their professional development through talks by guest lecturers. Additionally, I have mentored undergraduate and graduate mentees directly in the laboratory, guiding them through complex in vitro and in vivo experimental design, data analysis, and scientific communication. To further develop my teaching practice, I am completing the Duke’s Certificate in College Teaching, with the main goal of developing my skills in designing effective, engaging and inclusive learning environments.
Beyond the classroom, I co-founded graduate student chapters of the Society for Hispanic Professional Engineers and the Society for Biomaterials, and I served on the Executive Board for the PhD+ Professional Development Program. Through these initiatives, I have worked to promote the professional growth of students from all backgrounds and identities. I also mentor first-generation and lower-income undergraduates through Duke LIFE. These experiences have strengthened my commitment to teaching that is inclusive, student-centered, and community-driven.
Cultivating Learning Through Connection and Guidance
Designing and Planning Learning Activities
In my teaching practice, I have actively engaged in the design and planning of learning activities across various settings, from class and laboratory courses with undergraduate students to seminar sessions with PhD students. For example, as a teaching assistant for the biomaterials class and laboratory, I adapted my lesson plans to ensure that activities were accessible to students with a diverse range of hands-on expertise while still aligned with intended learning outcomes. This required not only a sound understanding of how students learn within my subject area, but also the ability to integrate appropriate teaching approaches and quality assurance practices to determine understanding of the topics. Here, I collaborated with faculty members to incorporate feedback from previous cohorts in order to refine the modules and embed evidence-informed approaches for effective learning. For instance, I updated my teaching style to deliver my lectures using slides while providing worksheets for students to take notes, allowing them to stay engaged and actively learn the topics during class. In doing so, I considered the broader context of higher education, such as preparing students with practical skills for research and professional careers. By incorporating digital resources and hands-on demonstrations in the lab, I enhanced the effectiveness and inclusivity of the planned activities. My approach reflects a commitment to promoting engagement and ensuring equity of opportunity, while also developing structured yet flexible learning pathways. Designing activities has allowed me to exercise creativity and intentionality, ensuring that teaching is not only effective but also responsive to student needs and disciplinary expectations.
Teaching and Supporting Student Learning
Supporting student learning has been central to my teaching practice, both in structured classroom environments and through one-to-one mentoring. As a teaching assistant in biomaterials courses, I regularly tutored students individually in office hours or as a group, guiding them through complex material while respecting their diverse backgrounds and learning approaches. I also delivered guest lectures in the biomaterials and quantitative biology seminars, where I adapted teaching methods to different group sizes, using strategies to encourage participation and reflection, such as asking questions and reinforcing previously introduced concepts. In addition, mentoring undergraduate and graduate students in research projects allowed me to provide tailored academic and professional guidance, fostering critical thinking in both myself and my mentees. My role as a Duke LIFE mentor taught me the importance of creating a supportive and inclusive learning environment where students feel empowered to succeed. Across these experiences, I have consistently applied my understanding of how learners engage with disciplinary content, drawing on pedagogical techniques that balance clarity and support. These interactions reaffirm the importance of teaching as a reciprocal process: I not only provide knowledge and guidance, but also learn from students’ questions, perspectives, and feedback, thereby refining my own practice.
Assessing and Giving Feedback for Learning
Assessment and feedback have been key elements of my role as a teaching assistant in Biomaterials, General Chemistry, and Seminar for PhD students, as well as in informal feedback received from my undergraduate and graduate mentees in the lab. In the biomaterials lab, I was responsible for grading assignments, exams, and projects using rubrics that ensured transparency, fairness, and alignment with learning outcomes. This required an understanding of both standards and quality assurance processes, including peer alignment and guidance from the course instructor. When grading, I provided detailed written and verbal feedback designed to promote student learning rather than simply evaluate it, highlighting strengths while offering constructive guidance for improvement. I also engaged in reflective practice by analyzing patterns in student performance and adjusting my teaching support accordingly, especially in lab settings when students were not only learning new techniques but also collecting data for later reports. Beyond formal assessments, I frequently offered formative feedback in real time—for example, during laboratory sessions or when mentoring PhD students in my lab on research projects. This iterative feedback loop encouraged self-reflection, resilience, and deeper engagement with course material. I have learned that effective feedback not only enhances academic performance but also builds motivation and personal connection. Through these practices, I aim to uphold academic standards while fostering students’ capacity to take ownership of their learning and apply feedback in future contexts.
Supporting and Guiding Learners
Beyond teaching and assessment, I strive to support learners holistically by offering mentorship, guidance, and access to resources. As a mentor for undergraduate and graduate students in my lab, I have advised on both academic and professional development, helping them navigate the challenges that research presents, as well as providing insight on career decisions and personal growth. My work with student organizations, such as founding the SHPE and SFB student chapters at Duke, reflects my commitment to equity of opportunity and widening participation. In these roles, I have guided students not only in developing subject expertise but also in strengthening transferable skills such as leadership, teamwork, networking, and communication. Additionally, through my service as a PhD+ Executive Board member and leader of the First-Year PhD Seminar, I have helped students connect with institutional resources and professional networks, emphasizing the importance of guiding learners beyond the classroom to succeed within the broader context of higher education. I have also contributed to structured mentoring programs, including instructing underrepresented undergraduates through Duke LIFE, as well as participating in Teaching Triangles and the Certificate in College Teaching. These experiences have taught me how teaching impacts both student well-being and academic performance. In my practice as a mentor, I continuously seek new ways to foster engagement in the classroom as a means of building trust, cultivating supportive relationships, and empowering students to pursue their goals with confidence. My aim is to be both educator and mentor, committed to nurturing learners’ potential in its fullest sense.
Engaging in Professional Development as a Teacher
Ongoing professional development has been a central part of my teaching journey. I actively reflect on my practice by incorporating feedback from multiple sources, including student lab reflections in biomaterials, informal feedback after guest lectures, peer observations in the Certificate in College Teaching, and Teaching Triangles peer evaluations. I also draw on student reflections from the Duke LIFE program, peer coaching in my lab, and my own self-assessments to refine and improve my methods. For example, student feedback from the biomaterials lab prompted me to revise lesson structures, provide clearer instructions, and diversify my teaching strategies, especially when demonstrating complex experiments. I have further enriched my practice through professional development opportunities such as leading tutorials as a TA, presenting in the QBio seminar, delivering conference talks, and participating in pedagogy discussions as part of the CCT program. These experiences have strengthened my understanding of how students learn and encouraged me to adopt evidence-informed approaches. Serving on the executive board of the PhD+ program has also given me a platform to exchange practices with colleagues and foster a culture of teaching excellence. I view professional development as a reciprocal process: while I refine my skills and remain current with pedagogical innovations, I simultaneously ensure that students benefit from reflective, inclusive, and responsive teaching that aligns with both institutional priorities and their individual needs.