Challenge
As an educator, I worked with learners in higher ed across very different contexts—from international students preparing for U.S. university admission to preservice teachers in Puerto Rico and Mexico—each with unique goals and challenges. Across varied contexts, my work centered on one goal: helping learners build the academic, professional, and language skills essential for success in their careers and vocations in a global language.
Action
At the Intensive English Center (IEC) at St. Cloud State University in Minnesota, I delivered intensive English courses designed to prepare international students for the TOEFL exam and eventual admission into undergraduate and graduate programs. In Puerto Rico, I led practicum teacher training at Bayamón Central University, supervising English Education majors by reviewing lesson plans, observing classes, and providing structured feedback. I also taught linguistics courses as part of their preparation to teach English pronunciation to their own students. Additionally, I collaborated with the Nursing Program and Tutoring Center at Bayamón Central University to launch a Pronunciation Lab, helping nursing students develop English for specific purposes in healthcare settings, and I delivered business communication courses for the College of Business Administration. Through English Language Program’s Virtual Educator Program in Mexico, I created and facilitated teacher training modules on methodologies and global issues, including Conversation Clubs that built confidence in speaking and encouraged interactive practice.
Impact
These experiences directly advanced both student success and the success of professionals in the field. International students achieved the academic readiness needed to pursue U.S. degrees with confidence; preservice teachers strengthened their classroom readiness, instructional practice, and ability to teach English pronunciation; nursing students developed professional communication skills in English that enhanced both their clinical performance and academic outcomes; business students improved their professional communication for future workplace success; and teachers in Mexico built confidence and fluency through Conversation Clubs and expanded their methodological toolkit for addressing global issues in the classroom.
Challenge
As an educator, I worked with learners in higher ed across very different contexts—from international students preparing for U.S. university admission to preservice teachers in Puerto Rico and Mexico—each with unique goals and challenges. Across varied contexts, my work centered on one goal: helping learners build the academic, professional, and language skills essential for success in their careers and vocations in a global language.
Action
At the Intensive English Center (IEC) at St. Cloud State University in Minnesota, I delivered intensive English courses designed to prepare international students for the TOEFL exam and eventual admission into undergraduate and graduate programs. In Puerto Rico, I led practicum teacher training at Bayamón Central University, supervising English Education majors by reviewing lesson plans, observing classes, and providing structured feedback. I also taught linguistics courses as part of their preparation to teach English pronunciation to their own students. Additionally, I collaborated with the Nursing Program and Tutoring Center at Bayamón Central University to launch a Pronunciation Lab, helping nursing students develop English for specific purposes in healthcare settings, and I delivered business communication courses for the College of Business Administration. Through English Language Program’s Virtual Educator Program in Mexico, I created and facilitated teacher training modules on methodologies and global issues, including Conversation Clubs that built confidence in speaking and encouraged interactive practice.
Impact
These experiences directly advanced both student success and the success of professionals in the field. International students achieved the academic readiness needed to pursue U.S. degrees with confidence; preservice teachers strengthened their classroom readiness, instructional practice, and ability to teach English pronunciation; nursing students developed professional communication skills in English that enhanced both their clinical performance and academic outcomes; business students improved their professional communication for future workplace success; and teachers in Mexico built confidence and fluency through Conversation Clubs and expanded their methodological toolkit for addressing global issues in the classroom.
Supporting Materials
This section includes three student surveys that I designed and administered as part of the Virtual Educator Program. Because the original surveys were conducted in Spanish and are extensive, I have provided a summarized English report highlighting key findings from 124 responses. Collectively, these materials capture participant feedback on course content, language development, teaching strategies, cultural workshops, and overall program impact, showing a 93–100% satisfaction rate and demonstrating clear evidence of both student learning and professional growth.
Supporting Materials
This section includes three student surveys that I designed and administered as part of the Virtual Educator Program. Because the original surveys were conducted in Spanish and are extensive, I have provided a summarized English report highlighting key findings from 124 responses. Collectively, these materials capture participant feedback on course content, language development, teaching strategies, cultural workshops, and overall program impact, showing a 93–100% satisfaction rate and demonstrating clear evidence of both student learning and professional growth.