Teaching

Teaching goes back further than university for me. In high school I helped coach middle schoolers for the Math Olympiad in Chihuahua, and that early experience of watching someone work through a hard problem and finally get it was enough. By the time I was a TA in physics labs during my undergrad, I already knew teaching was something I wanted to keep doing. When the opportunity at Tec de Monterrey came up, I didn't hesitate.

Teaching while working full time is a specific kind of challenge. It makes you honest about the student/teacher relationship in a way that's hard to appreciate from one side of it. The classroom was energizing for that reason: it kept me sharp in both directions.

The labs were where it clicked. Students built ECG circuits from components and assembled a neonatal incubator: not simulations, not pre-wired kits. Problem-Based Learning at that level forces every prior engineering course to justify itself. The question stops being "what does this formula do?" and becomes "why is my circuit reading noise instead of a heartbeat?"

What I liked most was the bench moment: a circuit that finally worked, a signal that looked right, documentation that matched what was built, and a student who could explain why. Working system, honest documentation, clear reasoning. Basic good engineering work.

It's really important to understand the basics, do good engineering work, and don't outsource your thinking. Not to a formula sheet, not to a senior engineer's answer you copied without knowing why, and not to AI. The tools change. The discipline doesn't.