BACKGROUND
I come from a diverse cultural and academic background. I was born here in the US and had the privilege of being raised throughout the Americas and Europe due to my father’s diplomatic position with Spain.
I graduated from Coral Gables Senior High, in Miami, and selected the University of Florida for my undergraduate studies. After attaining a dual BFA with Honors in Oil Painting and Graphic Design from UF, I enrolled in Florida Gulf Coast University’s Masters in Business Administration program, also graduating with Honors. I later completed my PhD in International Business in Spain.
Throughout my professional career I have worked nationally and internationally for prestigious firms within the scope of graphic design, marketing, political liaison and public relations. I am fluent in English, Spanish and French, and I have an A.C.E. certification from Adobe as well as a M.O.U.S. certification from Microsoft in the Expert level, which enable me to be an instructor for Adobe and Microsoft products, respectively.
During my position as Marketing and Administration Manager for Borinquen Medical Centers of Miami-Dade (BHCC), one of my roles was that of Editor and Designer of The Voice of The Caribbean, BHCC’s very own monthly newspaper, first launched on January 2012. I also promoted the company through marketing campaigns launched in conjunction with many elected officials, national and local celebrity events within South Florida. It was through these events, and a focused sponsorship campaign, that I was able to procure approximately $200,000 in donations and $4,725,000 in grants for the Not-For-Profit, Federally Qualified Medical Center. As part of my BHCC duties, I acted as Chair of the Company’s Leadership Committee, Chair of the Company’s Gala Committee and Non-Clinical Chair of Logistics of the yearly Emilio Lopez Health Fair.
I have been published in three International Poetry collective books. Nationally, I wrote, designed, researched and published a book on the history of BHCC in 2012. I have also performed research at the university level and earned publication in an A(+) rated business research journal.
Most recently, I have lectured as a visiting professor for the prestigious Grand Ecole, ESSCA, in Paris, France. The curriculum taught includes International Business Development, Cross-Cultural Conflict Resolution and Negotiations, as well as Computer Business Skills, Strategic Management and Luxury Brand Marketing and Entrepreneurship.
I currently lecture remotely for Central Washington University and create exemplar International Study Abroad Programs for said university. I am the Advisor for CWU’s Women in Business club and Her Campus CWU group. I also serve as a Hispanic Achievers State of Florida Ambassador. Part time lecturing positions with both, Barry University in Miami Shores and with Florida International University allow me to spend my time teaching, molding and influencing our future leaders.
I have donated my time as one of the Directors on the Board of The Clymer Museum and Gallery Foundation and several other community organizations, such as the Kittitas County Search and Rescue - Amphibious Unit. I am a passionate mixed martial arts athlete, motorcycle biker and ocean kayaker. I enjoy traveling the world and taking on large format oil painting projects. Some of these large-scale murals are still available to see in person in Miami’s Wynwood Arts District as well as on my website.
TEACHING PHILOSOPHY
My teaching philosophy is based on individual students’ uniqueness - all students are distinct and have something special they can bring to their own learning methodology; it is the instructor’s mission to assist in finding their specific, personalized path in learning. With this viewpoint in mind, I find the Universal Design for Learning (UDL) approach is of essential import in the physical (FtF) and virtual (synchronous and asynchronous) classroom.
I aim to always design curriculum and instruction which prioritizes accessibility and inclusivity. At the core of my teaching practice is the belief that a classroom designed for students at the margins is better for all students than one designed via the use of metrics based on average or conventional learning. I believe in allowing a student to begin at Learning Point “A” and reach a Final Learning Point “Z” by way of their own process, rather than imparting a single way of completion.
I consider UDL to be the opposite of differentiated instruction, which singles students and their needs, out. UDL instead brings all students in the classroom together by way of having a pre-developed learning environment which anticipates variation and multiple students’ requirements and supplies it to all upfront. My UDL practice is not just about discovering what works for one student and making it available to just that student, like differentiated instruction does. I am constantly seeking supports, methodologies, approaches, and processes that work and making them available to all students – and then giving students a choice on whether they want to reach “Z” via this, that, or take a whole new direction altogether.
I celebrate and prioritize learners’ different modes of engagement, representation as well as action and expression by assisting my students in accepting themselves for who they are. They are encouraged to embrace the differences in others, all the while effectively learning together and finding creative ways to reach “Z”. I open multiple points of access in material and classroom delivery methods for students to not only learn but also demonstrate their active learning in their own way. Ultimately, I believe that universal, multi-tiered teaching and learning course development is a winning teaching philosophy not just by providing different paths to learning but also by preparing students for the world at it is now, not how it used to be. With constant adjustments and inclusion of current, evolving, and relevant content, my students can further be prepared for the world as it will be.
Students must have a stimulating educational environment where they can grow conceptually, mentally, emotionally, and socially. It is my desire to create this type of atmosphere, one where students can reach their full potential, the best way they can. Helping students who struggle to define their most successful avenues of consuming knowledge express themselves, is as fundamental in my teaching philosophy as being able to measure their progress in learning efficiently. I aim to empower my students in their own journey of learning, making each one my partner in their path to understanding, knowledge and education.
I create and deliver content relevant to students' lives during their college years and strive for its relevancy in the future and throughout their professional careers as well. Some multimodal methodologies which I rotate successfully within the classroom are hands-on learning programs, cooperative group projects, cross-cultural communication activities, FtF business visits, international internship programs held abroad, and individual audio/visual work (FtF, synchronous and asynchronous). This wide range of activities has proven to engage and activate students’ education, elevating students as the center of the classroom. Engagement is not entertainment, after all, and engagement within learning is key to effective intellectual enhancement. Providing a variety of solutions which deliver proof of understanding, real world and academic learning is essential in the classroom, since we all learn differently and can benefit highly from interacting with one another as we approach “Z” in our own unique ways.
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***Do you like the header images on these pages? I snap them myself during trips, so come back from time to time to check for new ones.***
I come from a diverse cultural and academic background. I was born here in the US and had the privilege of being raised throughout the Americas and Europe due to my father’s diplomatic position with Spain.
I graduated from Coral Gables Senior High, in Miami, and selected the University of Florida for my undergraduate studies. After attaining a dual BFA with Honors in Oil Painting and Graphic Design from UF, I enrolled in Florida Gulf Coast University’s Masters in Business Administration program, also graduating with Honors. I later completed my PhD in International Business in Spain.
Throughout my professional career I have worked nationally and internationally for prestigious firms within the scope of graphic design, marketing, political liaison and public relations. I am fluent in English, Spanish and French, and I have an A.C.E. certification from Adobe as well as a M.O.U.S. certification from Microsoft in the Expert level, which enable me to be an instructor for Adobe and Microsoft products, respectively.
During my position as Marketing and Administration Manager for Borinquen Medical Centers of Miami-Dade (BHCC), one of my roles was that of Editor and Designer of The Voice of The Caribbean, BHCC’s very own monthly newspaper, first launched on January 2012. I also promoted the company through marketing campaigns launched in conjunction with many elected officials, national and local celebrity events within South Florida. It was through these events, and a focused sponsorship campaign, that I was able to procure approximately $200,000 in donations and $4,725,000 in grants for the Not-For-Profit, Federally Qualified Medical Center. As part of my BHCC duties, I acted as Chair of the Company’s Leadership Committee, Chair of the Company’s Gala Committee and Non-Clinical Chair of Logistics of the yearly Emilio Lopez Health Fair.
I have been published in three International Poetry collective books. Nationally, I wrote, designed, researched and published a book on the history of BHCC in 2012. I have also performed research at the university level and earned publication in an A(+) rated business research journal.
Most recently, I have lectured as a visiting professor for the prestigious Grand Ecole, ESSCA, in Paris, France. The curriculum taught includes International Business Development, Cross-Cultural Conflict Resolution and Negotiations, as well as Computer Business Skills, Strategic Management and Luxury Brand Marketing and Entrepreneurship.
I currently lecture remotely for Central Washington University and create exemplar International Study Abroad Programs for said university. I am the Advisor for CWU’s Women in Business club and Her Campus CWU group. I also serve as a Hispanic Achievers State of Florida Ambassador. Part time lecturing positions with both, Barry University in Miami Shores and with Florida International University allow me to spend my time teaching, molding and influencing our future leaders.
I have donated my time as one of the Directors on the Board of The Clymer Museum and Gallery Foundation and several other community organizations, such as the Kittitas County Search and Rescue - Amphibious Unit. I am a passionate mixed martial arts athlete, motorcycle biker and ocean kayaker. I enjoy traveling the world and taking on large format oil painting projects. Some of these large-scale murals are still available to see in person in Miami’s Wynwood Arts District as well as on my website.
TEACHING PHILOSOPHY
My teaching philosophy is based on individual students’ uniqueness - all students are distinct and have something special they can bring to their own learning methodology; it is the instructor’s mission to assist in finding their specific, personalized path in learning. With this viewpoint in mind, I find the Universal Design for Learning (UDL) approach is of essential import in the physical (FtF) and virtual (synchronous and asynchronous) classroom.
I aim to always design curriculum and instruction which prioritizes accessibility and inclusivity. At the core of my teaching practice is the belief that a classroom designed for students at the margins is better for all students than one designed via the use of metrics based on average or conventional learning. I believe in allowing a student to begin at Learning Point “A” and reach a Final Learning Point “Z” by way of their own process, rather than imparting a single way of completion.
I consider UDL to be the opposite of differentiated instruction, which singles students and their needs, out. UDL instead brings all students in the classroom together by way of having a pre-developed learning environment which anticipates variation and multiple students’ requirements and supplies it to all upfront. My UDL practice is not just about discovering what works for one student and making it available to just that student, like differentiated instruction does. I am constantly seeking supports, methodologies, approaches, and processes that work and making them available to all students – and then giving students a choice on whether they want to reach “Z” via this, that, or take a whole new direction altogether.
I celebrate and prioritize learners’ different modes of engagement, representation as well as action and expression by assisting my students in accepting themselves for who they are. They are encouraged to embrace the differences in others, all the while effectively learning together and finding creative ways to reach “Z”. I open multiple points of access in material and classroom delivery methods for students to not only learn but also demonstrate their active learning in their own way. Ultimately, I believe that universal, multi-tiered teaching and learning course development is a winning teaching philosophy not just by providing different paths to learning but also by preparing students for the world at it is now, not how it used to be. With constant adjustments and inclusion of current, evolving, and relevant content, my students can further be prepared for the world as it will be.
Students must have a stimulating educational environment where they can grow conceptually, mentally, emotionally, and socially. It is my desire to create this type of atmosphere, one where students can reach their full potential, the best way they can. Helping students who struggle to define their most successful avenues of consuming knowledge express themselves, is as fundamental in my teaching philosophy as being able to measure their progress in learning efficiently. I aim to empower my students in their own journey of learning, making each one my partner in their path to understanding, knowledge and education.
I create and deliver content relevant to students' lives during their college years and strive for its relevancy in the future and throughout their professional careers as well. Some multimodal methodologies which I rotate successfully within the classroom are hands-on learning programs, cooperative group projects, cross-cultural communication activities, FtF business visits, international internship programs held abroad, and individual audio/visual work (FtF, synchronous and asynchronous). This wide range of activities has proven to engage and activate students’ education, elevating students as the center of the classroom. Engagement is not entertainment, after all, and engagement within learning is key to effective intellectual enhancement. Providing a variety of solutions which deliver proof of understanding, real world and academic learning is essential in the classroom, since we all learn differently and can benefit highly from interacting with one another as we approach “Z” in our own unique ways.
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***Do you like the header images on these pages? I snap them myself during trips, so come back from time to time to check for new ones.***