Teaching is not what I do on the side of research — it is equally central to who I am as a scholar. I started as a middle school teacher in Brazil, where I learned that content delivery is the easy part. The harder work is listening, belonging, and meeting students where they are. Every course I have taught since carries that lesson.

My pedagogy is grounded in backward design, active learning, and inclusive assessment. I design learning objectives first, then build every activity, case study, and rubric to serve those objectives. I believe students learn best when they feel they belong, when failure is safe, and when they are treated as capable of owning their own learning.

As a non-traditional student myself — entering engineering from Fine Arts and Finance, navigating hidden curricula as an international student — I bring a particular sensitivity to the barriers students face. That lived experience informs how I design courses, give feedback, and show up in a classroom.

In 2026, I received the COE Outstanding Graduate Teaching Award (PhD) from Northeastern University’s College of Engineering — the highest teaching recognition for PhD students in the college.

“I hope you go on to inspire and teach hundreds of students.”
— Student, OR 6205, Spring 2026