TEACHING PHILOSOPHY

Nurturing Collaborative Problem Solvers

When I step into a classroom filled with new students, I often begin by posing a question: "What do you believe is my purpose here?" Some respond that I am here to provide instruction on architecture, while others see me as a guide to their professional aspirations. While these answers are valid, I strive to delve deeper into the essence of my role. My purpose is to empower students to think critically and develop solutions to complex problems. I am here to facilitate the acquisition of the knowledge and skills necessary for this endeavor.

"What type of problem are we striving to solve?" This is their immediate question. My response: a design problem. In the fields of architecture, landscape architecture, urban planning, and historic preservation, we are constantly faced with challenges that require us to synthesize technical expertise, historical awareness, and creative solutions. I encourage students to embrace diverse perspectives, engage in collaborative learning, and apply research-driven methodologies to address complex design questions.

Acquiring Knowledge and Skills

A core component of my teaching philosophy is fostering a deep understanding of visual representation as an essential tool in the architectural profession. Through courses such as Visual Representation in Architecture and Urban Planning, I have guided students in developing their ability to read, interpret, and produce design drawings using both analog and digital media. Whether through sketching, drafting, model-making, or software applications, students gain the necessary skills to effectively communicate their ideas. However, I emphasize that mastery of software alone is not enough—understanding how to use these tools critically and purposefully is what distinguishes a truly proficient professional.

Similarly, in Digital Documentation of Historic Buildings and Sites, I integrate fieldwork and technology to teach students the importance of accurately recording architectural heritage. By working with GIS, digital photography, and 3D modeling software, students learn to analyze and preserve the significance of built environments. These exercises not only enhance their technical proficiency but also cultivate a sense of responsibility toward the preservation of historic urban landscapes.

Context and Society

"I prefer isolation—I dislike the news and everything except my computer and books that help me complete my tasks," confessed one of my students. But how can we arrive at meaningful solutions if we remain oblivious to the world around us? For instance, in the course Conservation of Historic Urban Areas, students engage with real-world conservation challenges by examining the socio-economic, environmental, and legislative frameworks that shape our built environment. Understanding the broader context—whether historical significance, adaptive reuse, or policy frameworks—is critical for architects, landscape architects, and planners who aspire to create meaningful and enduring spaces.

Additionally, in Introduction to Academic Research, I prepare students for the rigorous demands of scholarly inquiry and professional practice. They learn how to structure research, conduct literature reviews, utilize reference management tools, and present their findings effectively. These skills are fundamental not only for their thesis work but also for their future professional roles.

Commitment to Holistic Learning

My teaching philosophy is grounded in the belief that education must bridge the gap between theory and practice. By integrating history, technology, sustainability, and design thinking into my courses, I prepare students to approach challenges with both analytical rigor and creative flexibility. Through hands-on experiences, interdisciplinary collaboration, and research-driven learning, I strive to equip my students with the skills and mindset needed to become thoughtful, socially engaged, and innovative architects.

Diversity and Inclusion

Throughout my academic and professional journey, diversity has been at the core of my learning, teaching, and research experiences. As a Ph.D. student and researcher at the KU Leuven in Belgium, a leading international higher education institution, I have had the privilege of collaborating with colleagues from Europe, Africa, Asia, South America, and North America on international projects addressing critical issues in architecture, urban planning, and historic preservation. These collaborations have not only enriched my understanding of global architectural and cultural heritage but have also reinforced my commitment to fostering inclusive and diverse learning environments.

My engagement with international research networks such as the VLIR-UOS program and the PRECOM3OS UNESCO Chair network has allowed me to work alongside professionals and scholars from varied disciplinary backgrounds, including historians, engineers, urban planners, and environmental scientists. This interdisciplinary exchange has underscored the value of different perspectives in solving complex design and conservation challenges. Learning from colleagues with distinct educational formations and professional expertise has deepened my appreciation for how diversity in thought, methodology, and lived experiences can lead to more innovative and holistic solutions.

My professional experience working at two landscape architecture firms, in Texas and Florida, has further reinforced my belief in the necessity of diversity in professional practice. In these roles, I have collaborated with multidisciplinary teams that included developers, architects, civil engineers, environmental consultants, and urban designers, all bringing different perspectives shaped by their diverse backgrounds. The success of any design project relies on the ability to integrate multiple viewpoints, balance competing priorities, and foster collaboration between professionals from various cultural and educational experiences. This exposure has strengthened my ability to navigate complex professional environments and underscored the importance of inclusive collaboration in achieving innovative and context-sensitive design solutions.

In my teaching, I have striven to create an inclusive classroom where students feel empowered to contribute their unique viewpoints and cultural perspectives. Architecture and urban planning are inherently influenced by diverse social, economic, and environmental contexts, and I encourage students to critically engage with global and local challenges. Through courses such as Conservation of Historic Urban Areas and Digital Documentation of Historic Buildings and Sites, I emphasize the importance of understanding cultural heritage beyond a singular narrative, fostering respect for different histories and traditions in the built environment.

Moreover, I have actively supported students from underrepresented backgrounds by providing mentorship and fostering a classroom culture that values open dialogue and collaboration. I recognize that students arrive with varying levels of exposure to design methodologies and technological tools. To address this, I incorporated multiple modes of instruction—including hands-on workshops, digital tools, and case studies—to accommodate different learning styles and ensure that all students have the opportunity to thrive.

As an educator, I am committed to continuing my engagement with diversity, equity, and inclusion initiatives in both academic and professional settings. I believe that by embracing diverse perspectives, fostering cross-cultural collaboration, and advocating for equitable access to education, we can prepare future architects and planners to design more inclusive, sustainable, and socially responsible built environments. My goal is to inspire students to recognize the power of design as a tool for social change, empowering them to create spaces that reflect and serve the diverse communities they will impact.