ENV 3001 was one of the most pivotal courses in my undergraduate studies, especially in shaping my
understanding of sustainability within engineering. The course covered core topics in environmental
engineering such as water and wastewater treatment, air pollution, hazardous and solid waste management,
and environmental noise control. These subjects are vital in understanding how infrastructure systems
interact with the environment and public health.
One of the most impactful aspects of the class was the emphasis on real-world applications. Rather than
viewing sustainability as a vague ideal, I was encouraged to see it as a tangible, measurable, and
engineering-driven responsibility. We explored how treatment technologies work in urban and rural areas
and how environmental regulations vary globally. These discussions pushed me to think about the ethical
responsibilities engineers carry, especially when designing systems that serve diverse populations with
different needs and vulnerabilities.
The hybrid format of the course required a lot of self-discipline, but it also gave me space to engage
with the material at a deeper level. I often supplemented class content with outside readings on global
environmental issues, which helped me draw connections between our course topics and global case studies
involving pollution, waste, and climate justice.
This course reinforced my commitment to integrating sustainability into every aspect of my engineering
work. It reminded me that even technical decisions carry global consequences—and that as engineers, we
must strive to design systems that protect both people and the planet.
Activities
Proyecto Catatumbo
In February 2025, I had the opportunity to volunteer for the American Association of Venezuelan Engineers
(AAVE) during their Engineers Week event. This year’s focus was on supporting Proyecto Catatumbo, a
humanitarian initiative working to address the crisis in Venezuela’s Catatumbo border region. The
project is dedicated to reducing narcotrafficking, supporting the eradication of illicit crops, and
aiding the reconstruction of communities affected by violence and political instability.
As an immigrant and a Latina woman in engineering, this experience deeply resonated with me.
Volunteering at this event went beyond supporting a cause—it was about showing solidarity with
communities that mirror the struggles of many families across Latin America. By helping raise awareness
and funds, I contributed to a mission focused on sustainable recovery and international justice.
This experience allowed me to explore the humanitarian side of engineering and how professionals in STEM
can directly support initiatives that promote peace, equity, and sustainable development. It reminded me
that engineers are not limited to technical contributions; we can be advocates, allies, and agents of
change.
Global issues like displacement, violence, and reconstruction aren’t abstract to me—they’re real, close
to home, and deserving of our skills and energy. This experience reinforced my commitment to building a
career that not only focuses on infrastructure, but also on restoring dignity and opportunity to
communities in need. It was a defining moment that showed me how engineering and global learning can
intersect with purpose.
Sustainable Demolition Conference - US EPA
In April 2024, I attended a two-day conference hosted at Florida State University and sponsored by the
U.S. Environmental Protection Agency. The sessions focused on sustainable demolition and erosion
control, two crucial aspects of responsible infrastructure development. This was my first time engaging
deeply with environmental policy from an engineering perspective, and it opened my eyes to the global
implications of routine construction decisions.
We explored techniques that reduce site disturbance and runoff, such as using biodegradable erosion mats
and stormwater planning. Presenters emphasized that erosion control isn’t just a best practice—it’s a
global priority tied to soil preservation, pollution prevention, and biodiversity protection.
What struck me most was the interdisciplinary nature of the conversation. Engineers, biologists,
environmental scientists, and policymakers collaborated to address erosion as both a local and global
challenge. This reminded me that engineering can’t operate in a silo. Solutions must account for
environmental regulations, economic realities, and cultural contexts.
As a civil engineering student, this conference reinforced my belief that sustainability should be
integrated from the start—not added later as a checkbox. It gave me tools to make more informed design
choices and strengthened my commitment to environmental ethics.
Most importantly, it reminded me that engineers have the responsibility to build not only for function,
but also for the long-term well-being of people and the planet.
Design-Build-Catain - ASCE FIU
Since November 2024, I’ve served as the Design-Build Captain for FIU’s chapter of the American Society of
Civil Engineers (ASCE). This leadership role involves managing multidisciplinary teams of students,
guiding the engineering and construction of models, and preparing our projects for regional
competitions. The experience has been both technically demanding and personally transformative.
One of my primary responsibilities has been to lead my team through each phase of the design
process—concept development, budgeting, scheduling, and construction—all while emphasizing innovation
and sustainability. We strive to use recycled materials where possible and analyze how our design
decisions impact efficiency, cost, and environmental performance.
More than anything, this role has taught me to value collaboration. My team includes students from
different backgrounds and skill sets, which has made every meeting a learning opportunity. I’ve grown
tremendously as a communicator, learning how to facilitate feedback, mediate disagreements, and motivate
others toward shared goals.
What makes this role truly special is its alignment with global learning values. Sustainable
infrastructure, ethical engineering, and equitable access to safe environments are at the core of what
we do. Leading a student team to build with purpose and awareness has made me feel more connected to
engineering as a public service.
Being part of ASCE’s Design-Build team has reinforced my passion for inclusive leadership and
sustainable development, which I hope to carry into my future career.
President & Founder - ACCE FIU Student Chapter
In August 2024, I founded and became the first President of the American Association of Colombian
Engineers (AACE) FIU Student Chapter. Creating this organization was driven by a desire to provide
Latinx engineering students with greater access to professional development, community support, and
academic enrichment.
From day one, I focused on building a foundation rooted in inclusion and opportunity. I collaborated
with the professional board of AACE, recruited student members, and organized networking events and
informational sessions to bridge the gap between student life and the professional world. Our events
have connected students with engineers, mentors, and scholarship opportunities.
Leading this chapter has taught me what it means to empower others. I’ve worked with students from
various backgrounds who often don’t see themselves reflected in leadership positions or the engineering
industry at large. Through this role, I’ve helped create a space where students feel recognized, heard,
and supported in their goals.
This experience aligns with global learning in profound ways. It emphasizes equity in education,
cultural representation, and the importance of building diverse networks to solve global challenges.
Engineering is not just about designing structures—it’s about supporting people and creating systems
that allow everyone to thrive.
Founding AACE’s FIU chapter has been a personal highlight. It’s shown me how grassroots leadership and
cultural pride can generate real impact and empower future leaders.
AI Micro-Credential
In April 2024, I completed FIU’s Artificial Intelligence (AI) Micro-Credential, a course designed to
introduce students to the global implications of AI technologies. While AI is often associated with
computer science, this program emphasized the interdisciplinary impact of automation, data ethics, and
intelligent systems in fields ranging from medicine to civil engineering.
What fascinated me most was learning how AI can revolutionize infrastructure design and urban planning.
We explored case studies of AI-integrated transportation systems, smart building materials, and machine
learning for predictive maintenance in public works. These applications underscored AI’s power to
improve efficiency, sustainability, and equity in built environments.
The course also examined ethical concerns around AI, such as algorithmic bias, surveillance, and unequal
access to tech. These topics challenged me to think more critically about the systems we design and who
they serve. I reflected on how emerging technologies must be approached with not just excitement, but
also caution, transparency, and inclusion.
This micro-credential strengthened my resolve to be an engineer who champions ethical innovation. I’m
particularly interested in how AI can support underserved communities through smarter infrastructure and
equitable resource distribution. As a future engineer, I see AI not as a replacement for human
insight—but as a tool to amplify it when developed and applied responsibly.
This experience reminded me that technology is never neutral—it reflects our values, and it’s our job to
make sure those values are just.
Women's breast and heart
In June 2023, I participated in a health awareness event hosted by the Women’s Breast & Heart Initiative,
where I learned about the pressing health disparities impacting women, particularly in underserved
communities. The session focused on the importance of early detection, lifestyle awareness, and the
often-overlooked role of clinical trials in advancing women’s health outcomes.
Following the event, I took on the responsibility of spreading awareness by creating informative social
media content in both English and Spanish. My goal was to share knowledge with my community, especially
those who may not have regular access to health education resources. This outreach effort helped me
understand how vital accessible communication is in tackling global health challenges.
Though not directly related to engineering, this experience shaped my perspective on sustainability and
equity. True sustainability goes beyond environmental concerns—it includes building systems that promote
long-term public health, especially for populations historically marginalized in both medicine and
infrastructure planning.
Participating in this initiative also helped me realize how important it is to stay engaged in
cross-disciplinary efforts. Engineers must be part of conversations about health, housing, access, and
the environment, because the built world we create has a deep and lasting effect on people’s well-being.
This experience reinforced my commitment to use my education not just for innovation, but for inclusion.
It reminded me that no matter the field, every effort toward equity and awareness contributes to a more
sustainable and just society.
Leadership Agility Micro-Credential
From August to November 2022, I completed FIU’s Leadership Agility Micro-Credential, a training program
focused on developing adaptable leadership skills for dynamic and multicultural environments. The experience
pushed me to reflect deeply on my personal leadership style and gave me tools to guide diverse teams through
change and uncertainty.
The coursework emphasized emotional intelligence, agile thinking, and conflict resolution—all critical
competencies in the modern workplace. As a student already involved in group projects, tutoring, and
organizational leadership, I immediately found opportunities to apply what I was learning. I became more
aware of how to respond with empathy, adapt my communication style to different personalities, and motivate
others through both structure and flexibility.
What I appreciated most was the program’s emphasis on cultural sensitivity and collaborative
problem-solving. In engineering, where success often relies on interdisciplinary cooperation, being an
adaptable leader can make or break a project. I’ve already applied these skills in roles such as
Design-Build Captain and student chapter president, where flexibility and strong interpersonal communication
are key.
Completing this micro-credential has helped me grow into a more reflective and inclusive leader. It
reinforced my belief that leadership is not about control—it’s about facilitation, empowerment, and shared
vision. These values align strongly with the goals of global learning: to cultivate ethical, collaborative,
and community-centered professionals.
Capstone
Kimley-Horn Intership
My capstone experience for the Global Learning Medallion was my internship at Kimley-Horn, a
nationally
recognized engineering and planning firm. Over the course of several months, I had the unique
opportunity to
work first with the roadway team and later transition to the structures team. This allowed me
to explore
multiple facets of civil engineering while learning how large infrastructure projects are
developed from
start to finish.
I was involved in tasks ranging from drafting construction documents to assisting with cost
estimates and
project coordination. What made this internship globally relevant was the emphasis on
sustainability, public
safety, and interdisciplinary collaboration. I worked alongside professionals from different
engineering
backgrounds, learning how roadway and structural design contribute to broader urban
planning strategies.
During my time with Kimley-Horn, I saw how decisions made at the design level have long-term
consequences
for resource usage, environmental impact, and community well-being. I was encouraged to
think critically
about how engineering choices affect not just end users, but also marginalized
populations and future
generations.
This capstone helped me connect classroom knowledge to real-world challenges, and it
reinforced my desire to
pursue a career that balances innovation with environmental and social responsibility.
It was a pivotal
experience in shaping my identity as a globally conscious engineer—one who recognizes that
infrastructure
must be equitable, sustainable, and responsive to the communities it serves.
Final reflection
Throughout my time at FIU and my journey toward earning the Global Learning Medallion, I have come to
understand that being a global student is less about the number of things you accomplish and more about the
mindset you develop. Each experience I have had—whether in the classroom, on a job site, or within a student
organization—has challenged me to think more critically, lead more empathetically, and act more
intentionally in the face of global issues.
One of the most important values I have gained is perspective. Through my coursework, I have explored how
problems like climate change, inequality, and urbanization are deeply interconnected. I have learned that
engineering doesn’t happen in a vacuum—it impacts communities, ecosystems, and future generations. That
realization has shaped how I approach design and decision-making: not just with efficiency in mind, but with
responsibility.
I have also learned the importance of adaptability. From transitioning between teams in my internships to
balancing leadership roles with coursework, I have had to adjust to new environments, personalities, and
challenges quickly. That flexibility has been essential in navigating global contexts—where collaboration,
respect for different viewpoints, and the ability to learn on the go are key.
Equity is another value that’s become central to my work. Whether mentoring other students or helping
organize events for Latinx engineers, I have seen firsthand how representation and access can change
someone’s trajectory. I have learned to recognize my privilege, use my voice, and create spaces where others
can thrive. Global learning taught me that equity isn’t a bonus—it’s the foundation of sustainable progress.
Most of all, I have grown to see leadership as a form of service. Being a leader in student organizations or
on project teams has never been about status—it’s about supporting others, sharing knowledge, and building
trust. Leading with a global mindset means listening more than speaking, staying open to new ideas, and
always asking: “Who is this serving?”
My journey has helped me see that engineering, at its core, is a people-first discipline. It’s about solving
problems in ways that honor communities, protect resources, and reflect our shared responsibility for the
planet. That is what global learning has taught me: to approach my future not just as a career path, but as
an opportunity to contribute to a better, more connected world.
