Overview

Teaching has been a consistent thread throughout my career alongside research. I began with undergraduate lecture courses in International Economics (L2–L3) soon after my master’s, then moved into more quantitative instruction as a teaching assistant in Managerial Statistics for international master’s students, combining inference with hands-on work in R on real datasets. More recently, I chose an ATER position in France to strengthen my pedagogical practice in French within a public university setting, and I currently lead tutorial groups from L1 to L3 in microeconomics, probability, statistics, and econometrics. Across these roles, my teaching style prioritizes structured progression, clarity, and helping students connect formal tools to real economic questions.

University teaching

Université d’Évry–Paris-Saclay (France) — ATER

  • Quantitative Methods (Tutorials / TD) — Undergraduate (L3), 2025 (S1)
    4 groups (~88 students). Focus: applied econometrics (OLS assumptions, estimation, inference, t/F tests, model diagnostics), exercise sheets and solutions, and exam preparation.

  • Principles of Economics I (Tutorials / TD) — Undergraduate (L1), 2025 (S1)
    3 groups (~70 students). Focus: core micro & macro concepts aligned with the lecture course; guided problem sets, quizzes/assignments, grading and student follow-up.

  • Principles of Economics II (Tutorials / TD) — Undergraduate (L2), 2025 (S2)
    1 group. Focus: intermediate micro & macro problem sets and preparation of materials for the semester.

  • Probability & Statistics (Tutorials / TD) — Undergraduate (L2), 2025 (S2)
    2 groups. Focus: probability, random variables, and foundational statistical tools; preparation of exercise sheets for the semester.

Seoul National University (Republic of Korea) — Teaching Assistant

  • Managerial Statistics (Tutorials / TD, in English) — Master’s level (Engineering), 2021 (S1–S2)
    2 groups. Applied statistics with R: data import/cleaning, estimation, visualization, hypothesis testing and inference; support for course assessments (prep, invigilation, grading).

Universidad Alejandro Humboldt (Venezuela) — Lecturer

  • International Economics I (Lecture / CM) — Undergraduate (L2), 2012–2013 (S1/S2/S1)
    Course design and delivery; teaching materials and exams; written assessments (tests, midterms, final).

  • International Economics III (Lecture / CM) — Undergraduate (L3), 2012–2013 (S1/S2/S1)
    Advanced international trade: modern trade theories, trade policy, regional integration; readings, applied problems, exams and grading.

Professional training & workshops (teaching)

  • Technology foresight, markets, and patent strategy workshops — 2014–2016
    Audience: Master’s/PhD students, researchers, technology-transfer staff.
    Delivered across institutions in Latin America (e.g., UBA; UFSC; FUCAPI; Universidad Tecnológica de Panamá; Tecnológico de Monterrey, among others).
    Topics: technology-market analysis, IP/patenting strategies, case studies, applied exercises, and support for technology valorization projects.

  • “Climate Finance and Adaptation Projects” training — 2021 (20 hours over 3 months)
    Audience: public decision-makers and climate-policy leads in Central America.
    Institution: CATIE (supported by USAID, Sweden, and the Green Climate Fund).
    Topics: climate finance instruments, adaptation project preparation, international funding mechanisms; project-structuring support.

  • “Economic and financial appraisal of mitigation and adaptation projects” training — 2024 (20 hours over 3 months)
    Audience: public officials and technical staff from sectoral ministries in Central America.
    Institution: CATIE (supported by USAID, Sweden, and the Green Climate Fund).
    Topics: cost–benefit analysis, financial indicators, risk analysis; hands-on application to participants’ country projects.