Background
I embarked on my academic journey at Zamorano University, a top agricultural university in Latin America. At Zamorano, I was privilege to participate in a unique 'learning by doing' program that allowed me to engage in research across various domains, including agriculture, food science, environmental studies, and agribusiness.
After completing my undergraduate degree, my goal was to communicate science to agricultural producers. I worked as a research assistant at Zamorano University, where I performed on-farm visits to evaluate the physical characteristics of soil and plants. During these visits, the focus of my recommendations was to promote soil health with the use of conservation practices, such as leaving plant residues in the field. However, few land managers implemented the recommended practices because investing in soil health was not seen as economically efficient. I was fascinated with soil science, and I knew I needed to improve my understanding of the science behind sustainable land management.
Since then, I have conducted research that integrates natural resources management to support healthy ecosystems for economic development. I worked as a research scholar at the Grandy lab, where I learned about soil biogeochemistry, nutrient cycling, and sustainable land management. Subsequently, I acquired a master’s degree in Natural Resources and Management from the University of New Hampshire. Working under the supervision of Dr. Shadi Atallah, I developed an ecological-economic model to understand the interactions between human decision-making and biogeochemical cycles. I learned how to communicate with soil scientists, modelers, and economists.
Today, my research focuses on quantifying soil carbon loss resulting from elevated global temperatures. By employing innovative laboratory techniques, I analyze chemical and biological soil processes and their response to increasing temperature. Through this work, my goal is to refine climate projections and improve our capacity to develop carbon emission targets that are compatible with different climate change scenarios.
When I am not in the lab or the field, you can find me hiking, swimming, or (mostly) traveling. I have been to Guatemala, Nicaragua, Honduras, Bolivia, Peru, U.S., Canada, Netherlands, Belgium, Italy, Mexico, and Costa Rica. At the same time, I love to engage in education and science communication.
After completing my undergraduate degree, my goal was to communicate science to agricultural producers. I worked as a research assistant at Zamorano University, where I performed on-farm visits to evaluate the physical characteristics of soil and plants. During these visits, the focus of my recommendations was to promote soil health with the use of conservation practices, such as leaving plant residues in the field. However, few land managers implemented the recommended practices because investing in soil health was not seen as economically efficient. I was fascinated with soil science, and I knew I needed to improve my understanding of the science behind sustainable land management.
Since then, I have conducted research that integrates natural resources management to support healthy ecosystems for economic development. I worked as a research scholar at the Grandy lab, where I learned about soil biogeochemistry, nutrient cycling, and sustainable land management. Subsequently, I acquired a master’s degree in Natural Resources and Management from the University of New Hampshire. Working under the supervision of Dr. Shadi Atallah, I developed an ecological-economic model to understand the interactions between human decision-making and biogeochemical cycles. I learned how to communicate with soil scientists, modelers, and economists.
Today, my research focuses on quantifying soil carbon loss resulting from elevated global temperatures. By employing innovative laboratory techniques, I analyze chemical and biological soil processes and their response to increasing temperature. Through this work, my goal is to refine climate projections and improve our capacity to develop carbon emission targets that are compatible with different climate change scenarios.
When I am not in the lab or the field, you can find me hiking, swimming, or (mostly) traveling. I have been to Guatemala, Nicaragua, Honduras, Bolivia, Peru, U.S., Canada, Netherlands, Belgium, Italy, Mexico, and Costa Rica. At the same time, I love to engage in education and science communication.
Teaching philosophy
Teachers contribute to the formation of good global citizens and leaders.
Every student is unique and has unique forms of learning; my role as a teacher is to make learning engaging, easy, and accessible for all the students. In my classes, I am dedicated to improving the visual aids, even more now with online learning. Making the presentations engaging, easy to read, and easy to follow is at the core of my teaching style.
I foster a collaborative environment where the students share their insights and help their peers. I facilitate open spaces during class for collaborative work. For example, I use the zoom whiteboard and give access to students to annotate and share with the class. As a group, we come together to the same answers and check the solving steps that a calculus class requires. This helps students to share their knowledge, ask questions, and empathize with each other. My role as a mediator during collaborative work is to ensure that everyone has a voice.
My teaching philosophy is an evolving philosophy. I have a growth mindset, where every feedback is welcome, acknowledge, and incorporated into my teaching style. I believe that there is always a place for improvement and that every voice count. As I continue to discover my teaching style, my teaching philosophy will be revised.
Every student is unique and has unique forms of learning; my role as a teacher is to make learning engaging, easy, and accessible for all the students. In my classes, I am dedicated to improving the visual aids, even more now with online learning. Making the presentations engaging, easy to read, and easy to follow is at the core of my teaching style.
I foster a collaborative environment where the students share their insights and help their peers. I facilitate open spaces during class for collaborative work. For example, I use the zoom whiteboard and give access to students to annotate and share with the class. As a group, we come together to the same answers and check the solving steps that a calculus class requires. This helps students to share their knowledge, ask questions, and empathize with each other. My role as a mediator during collaborative work is to ensure that everyone has a voice.
My teaching philosophy is an evolving philosophy. I have a growth mindset, where every feedback is welcome, acknowledge, and incorporated into my teaching style. I believe that there is always a place for improvement and that every voice count. As I continue to discover my teaching style, my teaching philosophy will be revised.
Last updated: October, 2023