Teaching & Research Methods
Research writing · Quantitative reasoning · Curriculum · Applied learning
I teach complex methods by making the reasoning behind them visible. Across research writing, statistics, humanities, career education, and professional learning, my approach is to break a difficult process into decisions a learner can understand, practice, test, and revise.
That has included supporting advanced student researchers, teaching research design and quantitative reasoning, developing curriculum and practical learning activities, grading and conferencing in university courses, and building reusable resources that let learners keep working after a class or advising session ends.
What I teach and how
Questions, sources, methods, human-subjects and IRB concepts, evidence quality, limitations, and the logic connecting a question to a defensible conclusion.
Statistics, SPSS, data interpretation, assumptions, appropriate claims, and translating quantitative outputs into language a reader can understand.
Argument, organization, evidence, audience, sentence-level clarity, feedback, revision, and publication-oriented preparation.
Case-based activities, practical exercises, reflection, tools, templates, and experiences that ask learners to use a method rather than only hear about it.
Mathematics, robotics, data interpretation, technical problem-solving, and making the logic behind a process visible enough for learners to reuse it.
Teaching across audiences and settings
The through-line is method, but the learners and settings have varied substantially. I have taught, coached, assessed, or designed learning for secondary students, university students and scholars, adult multilingual learners, workforce participants, advisers, instructors, and working professionals.
Johns Hopkins CTY: research writing, statistics, SPSS, project development, revision, presentation, and individualized academic coaching.
Columbia: undergraduate, graduate, and visiting-scholar support through grading, conferencing, writing guidance, discussion, and course administration.
Community Impact and Project Light / CRD Impact: ESOL, school navigation, digital literacy, self-advocacy, assessment, and flexible adult-learning design.
Hostos Community College: career readiness, digital skills, workforce education, advising, workshops, and competency-based practice for adult and college learners.
Matriculate: adviser training, certification, feedback, coaching quality, and college-access support serving high-school students.
ANA: adult professional learning, facilitator guidance, learning objectives, workbooks, exercises, assessments, quality standards, and multi-format curriculum.
Research as a connected process
I did not teach research writing as a sequence of disconnected requirements. A question changes what evidence is useful; the evidence constrains the method; the method determines what can be measured; ethics affects recruitment and data collection; analysis has assumptions; and the final claim has to stay within what the design can actually support.
Define a tractable problem and what would count as an answer.
Evaluate sources, variables, measures, and gaps.
Match methods to the question while accounting for people, consent, privacy, and limits.
Use statistics, SPSS, qualitative reasoning, or textual methods appropriately.
Separate what the evidence shows from what remains uncertain.
Turn the work into a clear paper, presentation, or reusable finding.
That same process now informs the public tools I build for research and writing and data and decision-making.
Johns Hopkins CTY
Teaching and academic program roles · 2018–2024
I supported academically advanced learners through research-writing courses and individualized instruction. The work included research design, evidence evaluation, statistics, SPSS, quantitative reasoning, grammar and syntax, presentation, revision, and publication preparation.
The teaching model was highly individualized: a session might involve narrowing a research question, diagnosing a design problem, interpreting a statistical output, or identifying where an argument claimed more than the evidence could support. That work reinforced a principle I still use in curriculum development: strong instruction makes the learner’s decision process explicit.
Columbia University
Teaching, grading, research, and digital humanities
My Columbia teaching and academic-support work included grading, individual student support, discussion and course administration, and interdisciplinary research. As a graduate teaching assistant, I supported a mixed undergraduate, graduate, and visiting-scholar course; earlier work also included writing assessment and student-facing academic support.
Through Columbia Community Impact, my teaching work also became program-level curriculum and instructor development. I designed an independent 329+ page Level 6 ESOL textbook across 40 lessons and developed teacher training around Presentation–Practice–Production, lesson planning, mixed-level differentiation, grouping, relevance, and adapting materials to the learners actually in the room.
Read the Community Impact ESOL learning-system case study
My digital-humanities work with the Making and Knowing Project extended those methods into textual analysis, information architecture, interface research, and thinking about how a digital critical edition can help readers move among transcription, translation, manuscript images, annotations, and material evidence.
Evidence of teaching, coaching & instructional leadership
Hostos workshops & training sessions
Community Impact volunteer teachers supported
Matriculate advisers trained & supervised
ANA facilitators & SMEs supported
50+ workshops and training sessions
I designed and delivered workshops, seminars, and training for adult learners and developed workforce curriculum across office technology, allied health, career, and life-skills programming, including Brightspace/Blackboard courses, presentations, video, and other learning media.
Participant feedback exceeded 90% “Excellent” for teaching style and inclusivity.
26 advisers trained and supervised
As Head Advising Fellow and co-founder of the New York branch, I trained, certified, coached, and supervised advisers serving 52–104 high-school students while also advising students directly.
Structured training and feedback contributed to a 41% improvement in benchmark completion.
From volunteer teachers to professional SMEs
At Community Impact, I coordinated curriculum, onboarding, resources, and support for 90+ volunteer ESOL teachers across five sites. At ANA, I now support a network of 80+ facilitators and subject-matter experts through content development, feedback, facilitator guidance, quality standards, and delivery readiness.
Applied and case-based learning
My published work on practical and case-based teaching reflects the same instructional preference: learners understand difficult concepts more reliably when they can use them in an authentic task, make a decision, receive feedback, and revise.
Practical and Case-Based Methods in Teaching and Learning (2022), in Education 3.0 and eLearning Across Modalities, pp. 148–179. The chapter examines multimodality, authenticity, engagement, environmental adaptability, and case-based, active, and communicative learning. DOI: 10.4018/978-1-7998-8032-5.ch008.
That principle also shaped career-readiness curriculum and workshops at Hostos Community College, where I connected competency frameworks to reflection, resume and interview practice, digital-skills learning, advising, and reusable participant resources.
In a separate 2020 adult ESOL project for Project Light and CRD Impact, I applied the same principle to a parent-and-caregiver curriculum that combined language learning with school navigation, digital literacy, self-advocacy, assessment, teacher guidance, and flexible delivery during COVID-19.
Read the Parent & Caregiver ESOL curriculum case study
Read about Practical and Case-Based Methods in Teaching and Learning
Inclusive & accessible instruction
Accessibility as instructional practice
I treat accessibility as part of how instruction is designed and delivered, not as a separate layer added afterward. In higher-education and workforce settings, I have supported students navigating accommodation processes, implemented authorized testing accommodations, provided one-on-one proctoring, and adapted study and exam-preparation support to individual learner needs.
Extended testing time, read-aloud support when approved, one-on-one proctoring, and individualized preparation strategies.
Experience as a Language Access Coordinator and ACCES-VR liaison, alongside instruction and instructor support for multilingual and international learners.
Explicit expectations, multiple entry points into a concept, usable supporting materials, clear navigation, and tools that reduce unnecessary cognitive and procedural friction.
Design principles
Make the reasoning visible. Learners should be able to explain why they made a methodological, analytical, or rhetorical choice.
Reduce avoidable friction. Instructions, templates, and systems should make the next action easy to identify without oversimplifying the work.
Teach transfer, not just completion. A useful activity should help someone apply the same reasoning in a new context.
Separate evidence from confidence. Especially in research and data work, students should know the difference between what the evidence supports, what remains uncertain, and what would need to be tested next.
Build accessibility into the structure. Clear navigation, multiple ways into a concept, explicit expectations, and usable supporting materials are part of instructional quality rather than add-ons.
Reusable methods and tools
I am translating these approaches into public research, writing, curriculum, and project tools designed around the same standard: minimum unnecessary input, clear edit points, transparent logic, and outputs people can use immediately.