I am a an experienced architect, and I will work with undergraduate and graduate students in architecture as a project critic to develop problem-solving strategies and effectively organize design studio proposals.
My qualifications include a Master's degree in Architecture from Columbia University Graduate School of Architecture, Planning and Preservation, New York, NY.
My professional experience spans my roles as Studio Head and Associate Partner, Skidmore, Owings & Merrill, LLP, Chicago (1983-1996) and senior officer/design director at other national firms (1997-2008); design consultant (2008-present). My resume and references are available upon request.
My teaching experience include Graduate- and undergraduate-level design studio instructor (Adjunct Professor), Illinois Institute of Technology and Florida International University. I have also been a guest critic at multiple schools of architecture; and have been the invited speaker on projects and specific design issues.
Bilingual Spanish/English speaker with background in writing and translation will tutor students of English as a second language and persons wishing to acquire English language skills for professional or personal development.
Approach is focused on student's existing English-language skill level and goals, from non-speakers (with Spanish as a first language) to beginners (any primary language) and those with basic English-language communication skills wishing to improve their current level of fluency.
Emphasis is on direct, natural methods for developing everyday language skills: basic aural understanding and oral competency advancing to increased conversational fluency and full proficiency in reading for comprehension and writing for effective communication.
Qualifications: Bilingual Spanish/English speaker with excellent written and spoken communication skills; BA, Harvard University, Spanish History and Literature, Comparative Literature (Renaissance: cross-cultural influences, English, Spanish, French, Italian).
My college degree at Harvard was in the Special Degree Program in Spanish History and Literature. Since Spain was the first modern world power (1492-early 19th century), my studies covered broad themes in European history from the Middle Ages to modern times.
Reading is at the center of learning. While we acquire language and other basic practical skills though direct, oral communication and attentive listening, it is through reading that we ultimately gain mastery of specific subjects, notably areas of advanced learning.
More concretely, the term 'reading for comprehension' refers to reading as a tool for learning to think about a subject: to understand the meaning of words at the most fundamental level, and then to break down (analyze) blocks of information, propositions and arguments, organize them in our mind and re-assemble (synthesize) them into coherent, meaningful narratives. Through these narratives we gain access to areas of human knowledge and to methods of critical thinking about the world.
With this in mind, reading for deep understanding is not just a skill learned in early childhood but a habit of mind by which we come to areas of knowledge and understanding throughout a lifetime; it is the manner in which, first as children and then as adults, we become both informed and educated persons.
We tend to think of reading as associated with language and writing and words, which it is; but reading, as a tool and a method, is in fact a way of entering into ANY subject matter, scientific, literary or in any branch of culture. Accordingly, we learn to read about a subject on ITS terms, within its discipline, and so we are dealing in more than just words; we are dealing in thoughts and organized themes and entire propositions about the world through disciplines such as art, music, literature, history, mathematics, the sciences, and areas of human activity such as politics, religion and education itself.
As a reading coach, the intention is to provide this broad context for the student so that he or she starts out from an understanding of objectives (what is the text attempting to convey?) and utility (what can the student/reader do with the information, proposition or story of the text?), and then devises a strategy or process for getting from start to finish while acquiring, over time, ever greater command of language (vocabulary, grammar, style) and ultimately gaining the tools for comprehension (what was said?) in any given area.
Disciplined reading will thus impart content but also appreciation of form: nuances in word-choice for effect and for meaning, overall tone, grammatical construction and narrative structure, whether the material being read is fiction or non-fiction, novel or play, essay or textbook. At the end--paraphrasing a line from a famous poem--the student can arrive at the beginning, and know it for the first time.
Qualifications: Bilingual Spanish/English speaker with excellent written and spoken communication skills, and a life-long habit of reading in a broad range of subjects as well as academic, close-reading of literary texts; BA, Harvard University, Spanish History and Literature, Comparative Literature (Renaissance: cross-cultural influences, English, Spanish, French, Italian); MArch (Master of Architecture), Columbia University Graduate School of Architecture, Planning and Preservation.
Native-born Spanish speaker with background in writing and translation will tutor high-school Spanish language and literature students. Approach is focused on student's language skill level and goals, from basic reading and oral comprehension to spoken fluency and writing proficiency. Students pursuing literature courses are aided in engaging with more advanced texts for mastery of comprehension, vocabulary, grammar and style.
Qualifications: Native-born Spanish speaker, BA Spanish History and Literature (Harvard University).