My teaching journey began in Barcelona, where after graduating from the Institute for Advanced Architecture of Catalonia (IAAC) I was invited to return as an instructor. That opportunity opened doors to teach and facilitate workshops at universities across the globe, including Carnegie Mellon University in Pittsburgh, the University of Sydney in Australia, and the Taubman College of Architecture and Urban Planning in Ann Arbor, Michigan. Between 2012 and 2014, I led courses and workshops that explored robotic engineering, architectural fabrication processes, and experimental methods of automating manufacturing. These experiences allowed me to research futuristic models of collaboration between humans and machines, and more importantly, they helped me begin forming a teaching philosophy rooted in experimentation and innovation.
SOLAR PAVILION WORKSHOP - IAAC
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FEATURED PUBLICATION - CARNEGIE MELLON
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This period of research-based teaching became the foundation for my evolution as an educator. By blending architecture, engineering, and robotics, I started shaping an approach to STEM education that was both technical and creative. When I moved to Seattle, these ideas came into focus at the Technology Access Foundation (TAF), where I worked as an engineering teacher for 6th–12th grade students. At TAF, I developed a project-based learning curriculum that emphasized not just engineering concepts, but also problem solving, teamwork, and cultural relevance. My students built projects using robotics, 3D printing, and sustainable materials, always with the question in mind: How can technology serve our communities? It was here that my teaching practice fully came alive, where I learned how project-based learning could empower students to see themselves as innovators and changemakers.
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From there, my teaching expanded beyond the traditional classroom. At Pratt Fine Arts Center, I guided students in exploring the intersections of craft and digital fabrication. With Seattle Public Schools, I collaborated with educators to bring trauma-conscious and culturally responsive arts integration into classrooms. At Coyote Central, I worked with middle and high school students in design labs, encouraging them to take creative risks and embrace experimentation. My role as Program Manager at Shunpike deepened my reach, supporting teaching artists across King County and helping schools implement anti-racist, storytelling-driven, and project-based arts education through programs like South End Stories.
Now, after more than a decade of teaching in universities, community programs, and K–12 schools, I am returning to academia in a new way. In 2026, I will teach Design 101 at Seattle Central College, a course specifically designed for educators. This class will bring together everything I’ve learned, community-based education, STEM integration, and arts-centered curriculum, to help teachers reimagine design education. My goal is to give educators the tools to foster global thinking with local action, and to approach teaching as a living practice rooted in culture, equity, and creativity.
From my first workshops in Barcelona to my upcoming role at Seattle Central, my teaching has always sought to merge technology, culture, and community. I believe that education is not just about transferring knowledge, but about building the conditions for students and teachers alike to imagine, create, and act with purpose.
