Professor Eduardo Davila
Knowledge becomes useful
when it clicks.
Adjunct Professor and Faculty Mentor at Bryant & Stratton College, with graduate teaching and bilingual curriculum-development experience.
Teaching & curriculum portfolio
Three institutions.
One connected discipline.
Bryant & Stratton College
Adjunct Professor · 14 undergraduate courses
TECH101Introduction to Information Technology
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An introduction to computing and the role of information technology.
College catalog entryTECH131Hardware and Networking Fundamentals
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The foundations of computer hardware and networking.
College catalog entryTECH141Software and Operating Systems
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Computer software and the operating systems that support it.
College catalog entryTECH200IT Operations and Business Systems
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The relationship between IT operations and business systems.
College catalog entryNETW151Routing and Switching in Networked Environments
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Routing and switching within connected network environments.
College catalog entryNETW161Networking with Windows Network Operating Systems
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Networking through Windows-based network operating systems.
College course catalogNETW162Windows Server Management
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Managing Windows Server environments.
College catalog entryNETW171Wireless Networks in the Enterprise
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Wireless networking in an enterprise setting.
College course catalogNETW180Wireless Networking and Cloud Computing
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Wireless networking and cloud-computing concepts.
College catalog entryNETW211Networking with UNIX/Linux Network Operating Systems
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UNIX/Linux networking, including the shell, file systems, permissions and user management.
College course catalogNETW241Network Security and Forensic Fundamentals
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The foundations of network security and digital forensics.
College course catalogNETW242Cybersecurity Fundamentals
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Foundational cybersecurity concepts and protective measures.
College catalog entryNETW243Network Security and Defense
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Securing networks and understanding network-defense principles.
College catalog entryNETW251Network Design and Implementation
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Designing and implementing network environments.
College catalog entryMarconi International University
Curriculum development · Graduate programs · English and Spanish
IT Infrastructure & Networking
Cybersecurity Fundamentals
Systems Administration
New York University
Graduate Course Assistant
Penetration Testing and Vulnerability Analysis
Course syllabusCourse descriptions are brief topic summaries. College catalogs and syllabi provide official requirements.
Teaching philosophy
Start with the student.
The principles that guide my teaching, from the first question to the moment understanding becomes confidence.
01Confidence before completionRecognize potential and help understanding click.+
Teaching is more than delivering content or guiding students through a curriculum. It is a human-centered process that focuses on recognizing potential and helping students build the confidence to succeed. My teaching philosophy aligns with Bryant & Stratton College’s mission of preparing students for career and life pursuits by creating a learning environment that is practical, engaging, and supportive of diverse learners. At the center of my approach is helping students reach their “aha” moments, where understanding clicks and they begin to see what they are capable of.
02Learning by doingConnect new information with practical experience.+
I believe students learn best when they are actively involved in the process and can connect new information to their own experiences. This aligns with principles from constructivist learning theory and Bloom’s Taxonomy, where students move beyond memorization and begin applying, analyzing, and solving problems. In my courses, I focus on real-world application, especially in technical subjects like networking and cybersecurity. I use hands-on activities, scenario-based exercises, and problem-solving tasks that reflect what students will encounter in the workplace. This helps students understand not just how something works, but why it matters.
03Support with clear expectationsGive learners clear expectations and useful feedback.+
I also believe that being a Champion of Students means meeting learners where they are. Many of our students are non-traditional and balancing responsibilities outside the classroom. Because of that, I focus on creating a structured but supportive environment where expectations are clear and students feel comfortable engaging. I make it a priority to communicate clearly, provide consistent guidance, and give feedback that is specific and actionable so students know how to improve. Success in my classroom is not just based on grades, but on whether students are gaining confidence, participating, and demonstrating growth over time.
04Keep improvingReflect, adjust, and teach responsively.+
Another important part of my teaching is continuous improvement. I regularly reflect on student performance and feedback to adjust how I teach. If something is not working, I change it. This aligns with the College’s focus on using data and outcomes to improve instruction and better support students. Teaching should not be static, especially in technical fields where content and expectations continue to evolve.
05Belonging and standardsRespect different starting points without lowering standards.+
Equity and inclusivity are also central to my approach. I work to create an environment where students feel respected and supported, regardless of their background or starting point. This includes being flexible when appropriate and recognizing that success may look different for each student. At the same time, I maintain standards that prepare students for real-world expectations.
06Connection and growthConnect students to their goals and their potential.+
At its core, my teaching philosophy is about connection. Connecting students to the material, to their goals, and to their own potential. As someone who has been a non-traditional learner, I understand the impact a strong instructor can have. My goal is to be that support system while also challenging students to grow. If students leave my course more confident, more capable, and better prepared for their careers, then I have done my job.
Beyond course delivery
Teaching, mentoring,
and building the course.
Bryant & Stratton · Instruction & faculty mentoring
School of Technology – Information Technology & Network Security
As a adjunct professor in the School of Technology, I lead instruction across the full Information Technology and Network Security curriculum, equipping students with both foundational and advanced skills in systems administration, networking, cloud environments, and cybersecurity operations. My teaching philosophy integrates real-world municipal cybersecurity experience with certification-aligned, lab-based learning.
Academic Leadership & Curriculum Development
- Deliver and continuously refine instruction across 12+ core technology and cybersecurity courses covering routing, switching, server management, cloud architecture, wireless systems, and enterprise cyber defense.
- Align curricula with NIST, CompTIA, and ISO 27001 standards to ensure students graduate ready for professional certification and workforce entry.
- Develop virtual lab environments using Windows Server, Linux (Kali/Ubuntu), Cisco Packet Tracer, and VMware, modeling real enterprise infrastructures.
- Collaborate with academic leadership on syllabus modernization, competency mapping, and continuous program improvement initiatives.
Faculty Mentorship & Institutional Contribution
- Serve as a mentor to new adjunct faculty, guiding them on course structure, rubric alignment, grading consistency, and use of digital learning platforms.
- Provide peer support on classroom management, student engagement, and adherence to academic and accreditation standards.
- Assist the School of Technology in onboarding new instructors, ensuring a consistent and high-quality learning experience across all sections.
- Contribute to faculty meetings, academic committees, and professional development initiatives focused on AI ethics, academic integrity, and instructional quality.
Student Mentorship & Engagement
- Provide individualized academic and career mentorship for students pursuing certifications such as A+, Network+, Security+, and Linux+.
- Integrate municipal cybersecurity case studies from the City of Yonkers into course discussions to illustrate applied risk management and governance.
- Emphasize professional ethics, digital responsibility, and practical skill-building through hands-on labs, simulations, and scenario-driven projects.
- Offer structured feedback, motivational outreach, and personalized guidance to promote persistence and long-term academic success.
Assessment & Continuous Improvement
- Design authentic, project-based assessments and capstone evaluations that simulate real-world deliverables and professional tasks.
- Review student performance metrics to refine course pacing and improve learning outcomes.
- Participate in faculty development sessions and collaborate on AI-assisted grading transparency and academic policy reviews.
" Shout out to professor Eduardo Davila! I was in a difficult time finding a balance between work and school. I did my best to complete assignments towards the deadline but I fell short of time. I thought this was the end of my academic career. He recognized my hard work and granted a two week extension. It was the motivation I needed when I felt defeated of accomplishing my degree. My graduation would not be possible if it was not for amazing teachers like him! I am proud to be a B&SC Alumni because I know I have a team that have my back and want to see me successful"
-Anonymous Student
MIU · Bilingual curriculum development
As a curriculum development contractor for MIU—part of the international Proeduca Group network—I design and produce bilingual (English/Spanish) academic content for graduate-level technology programs. My work integrates instructional design, technical accuracy, and multimedia production to ensure alignment with U.S. higher education standards and global e-learning best practices.
Instructional Design & Academic Development
- Author complete course frameworks, syllabi, lecture scripts, and assessments for technology and cybersecurity programs offered through MIU’s online platform.
- Develop bilingual course materials including narrated Panopto lectures, interactive slide decks, quizzes, and instructor guides to support both English and Spanish-speaking learners.
- Ensure all instructional content meets Quality Matters, Bloom’s Taxonomy, and ABET-aligned standards for higher education.
- Incorporate real-world case studies from municipal, corporate, and cloud environments to reinforce applied learning outcomes and professional competencies.
Technical & Multimedia Integration
- Design virtual lab activities simulating cloud provisioning, virtualization, and mobile device management using AWS, Azure, and VMware environments.
- Record, edit, and publish multimedia lectures and tutorials through Panopto, optimizing engagement, accessibility, and pacing.
- Integrate technical diagrams, live demonstrations, and bilingual annotations to enhance comprehension across diverse audiences.
Collaboration & Academic Quality
- Collaborate directly with MIU’s academic directors and quality assurance teams to validate technical accuracy, language consistency, and instructional flow.
- Participate in course audits, content updates, and digital accessibility reviews to ensure compliance with institutional and accreditation standards.
- Deliver modular content packages ready for LMS integration within Blackboard and Moodle systems.
Example Work
NYU · Graduate technical instruction
Holistic Course Direction
Holistic Course Direction: Collaborated in the meticulous execution of a broad course curriculum spanning foundational penetration methodologies to intricate exploitation techniques. This included directing lessons on pentest methodologies, exploitation foundations, web app vulnerabilities, post-exploitation strategies, and password-based exploits.
Hands-On Labs Leadership & Practical Guidance
Hands-On Labs Leadership & Practical Guidance:
Lab 1 (Pentest Setup)
Lab 1 (Pentest Setup): Mentored students in establishing their penetration testing labs and configuring pen-testing machines, laying the groundwork for subsequent exercises.
Lab 2 (Reconnaissance)
Lab 2 (Reconnaissance): Supervised activities on attack surface mapping and passive reconnaissance, ensuring students adeptly identified initial vulnerabilities.
Lab 3 (Scanning)
Lab 3 (Scanning): Guided students through advanced scanning and vulnerability enumeration, focusing on identifying potential entry points.
Lab 4 & 5 (Exploitation)
Lab 4 & 5 (Exploitation): Instructed students on leveraging exploits to gain initial access, covering topics like shells, application reversing, buffer overflows, and exploit development.
Lab 6 (Web Attacks)
Lab 6 (Web Attacks): Delved into the intricacies of web vulnerabilities, teaching students how to exploit common web application flaws.
Lab 7 (Post Exploitation)
Lab 7 (Post Exploitation): Covered a comprehensive post-exploitation landscape, including fixing exploit databases, using PowerShell, privilege escalation, and cross-compiling.
Lab 8 (Passwords)
Lab 8 (Passwords): Oversaw exercises related to password security, from dictionary creation and password cracking to authentication backdoors.
Academic Integrity & Assessment
Academic Integrity & Assessment: Upheld stringent academic standards, grading student outputs across labs, assignments, and the final project. Ensured assessments were based on real-world scenarios, drawing parallels to cybersecurity challenges.
Dedicated Student Mentorship
Dedicated Student Mentorship: Fostered an environment conducive to deep learning. The office hours were designed to mentor students holistically, from the nitty-gritty of technical execution to the broader strategy of ethical hacking.
Final Project Guidance
Final Project Guidance: Steered students during the final project, emphasizing real-world penetration test scenarios, ethical considerations, and professional reporting.
Ensuring Academic Integrity
Ensuring Academic Integrity: Advocated for the NYU School of Engineering's code of conduct, ensuring students recognized the importance of academic honesty in a field demanding trust and integrity.
Work samples
Read the actual work.
Graduate curriculum · MIU
Cloud Security · Unit 5
Cloud data life cycle, identity and access, data-loss prevention and secure architectures.
Read the work sample
Graduate curriculum · MIU
Cloud Security Audits · Unit 6
Audit scope, evidence gathering and processing, auditing and reporting.
Read the work sample
Student perspectives
In their own words.
The full collection of 44 anonymous course-evaluation comments, including praise, suggestions and criticism.
“Professor Davila is exemplary in his teaching approach. He has a way of extracting my true potential and has profoundly impacted my life in a very positive way.”
“This instructor consistently goes above and beyond to support students. Their feedback is thoughtful and detailed, and they actively engage with students to enhance the learning experience. I felt genuinely supported and challenged in a positive way throughout the course.”
“Educator Davila has a supreme teaching style. I appreciate that fact that he operates an open door attitude and is willing to go the extra mile to educate.”
“Instructor Eduardo Davila was professional, supportive, and engaging. His clear instruction and timely feedback made the class both enjoyable and informative. I learned a great deal and would strongly recommend TECH101 and Instructor Davila to others.”
“I would of course recommend Professor Davila to many other people I would even recommend his course to anyone trying to advance in Technology Networking. This professor is really great with giving constructive criticism. He makes sure he provides decent feedback on all teacher graded assignments. He is an excellent professor and I have had him for two classes now.”
“Mr. Davila’s feedback was always helpful and prompt. This was important to my continued success, as knowing how I was doing allowed me to adjust and continue moving forward. I also really appreciated that he would post his own discussion each week, as an example of what he was looking for. This was helpful to know if I was on the right track or not. Overall I really enjoyed this course and learned a lot.”
“The professor I have for this class has shown that even small achievements can be meaningful progress. I have improved significantly throughout this course. Thank you, Professor Davila, for helping me stay focused and understand what is needed to succeed in your class. I appreciate your support and guidance.”
“The teacher provides excellent feedback on assignments promptly, which makes completing assignments that need feedback incorporated over time easy. The teacher is prompt in replying to student concerns, especially concerns about the directions of assignments, as well as general questions about the assignments. The teacher participates in the discussions quite heavily, and his replies to student questions spark the desire to research more about certain topics outside of the scope of lessons. He also provides extra resources to help explain certain concepts that students may struggle with within the discussion threads. Lastly, the teacher is very engaging in these discussions, and often asks questions about the experience students have with the operating system and certain features, depending on the topic of the lessons in the week.”
“Amazing content delivery in the course as well as motivational feedback that challenges me to bring the best to the sessions.”
“Instructor E. Davila’s feedback is very encouraging. A beneficial quality in a professor, much appreciated. I have taken his advice for future reference, knowing that it will improve overall display for my presentations in my portfolio. Thank you for the guidance.”
“Professor Davila actually cares about his students, he articulates his points very well and he is very knowledgeable about the subject.”
“This is a great course for beginners in the IT field. It provides very informative information and allows you to perform some simulation. Professor Davila is very interactive with students. He participates in weekly discussions. Very encouraging also.”
“This is my second time with Professor Davila, and it just keeps getting better every time I’m in his class. I’ve made so much progress since the first time I was his student.”
“All around great instructor! He is an asset to the institution.”
“I am enjoying this course with Professor Davila. This is my second course of having a class with him. He is very interactive with us and offers plenty of information.”
“I love how my instructor pushes me to give a deeper explanation, because it deepens my understanding of what we're learning this week.”
“Thank you for being a great instructor and also understanding when it comes to a loss of a family member.”
“Great educator.”
“This has been my favorite course to date by far. The Professor has been great and very approachable.”
“My professor has made this class enjoyable and I have had the best time in it.”
“Very well taught, and I was very understanding for when I needed help or extra time.”
“I definitely learned a lot more things about my computer and the internet then I thought I knew. I appreciate Professor Davila for his feedback and comments!”
“I really enjoyed my TECH101 class and found it both engaging and valuable. The assignments were not only informative but also practical, helping me understand how technology plays a role in everyday work environments. I especially appreciated learning about virtual machines, software security, and how operating systems work. Each project felt meaningful and pushed me to think critically about real-world tech issues. The class structure made it easy to stay on track, and the topics sparked my interest in learning more about IT. Overall, this course was a great experience, and I’m proud of the skills I gained.”
“I rather enjoyed this class very much. I felt it was very insightful and proved to be exactly what the course name suggests. I would recommend this class and this instructor to anyone looking to join the cyber world in IT. Thank you very much for this opportunity to take this course with Professor Davila. I really enjoyed the post that we had to make every week. They were also very insightful. Its interesting to see how others perceive what has been taught to them. Again thank you.”
“Out of the two classes I am taking so far TECH101 has went the smoothest for me. Everything I need to complete the class is accessible to me and anytime I have a question it is answered.”
“I love this class! It’s simple to understand and make sure to get all assignments done in a timely manner.”
“The instructions given weekly were simple and made it easier to complete assignments each week.”
“The courses are very informative and easy to learn. The information and hands-on labs gives you the opportunity for trial and error. Being able to fully understand what and why you are taking these steps.”
“This course was super helpful, even for the stuff I already knew. It helped refresh my memory and go deeper into the programs I am already familiar with.”
“This course was beneficial because it taught me a lot about information technology, while refreshing things I had previously learned while navigating through the workforce.”
“This course has taught me a lot about tech that I never heard of before and I hope to continue to learn about more tech even after this course is over.”
“I have truly appreciated this course. The labs have been such a great visual aid for me to understand more about computers.”
“I have had an amazing experience learning in this class!”
“This class is amazing, I love and enjoy it so much!”
“I really enjoy being in this class it has been a learning experience for me and very challenging.”
“Really enjoyed learning more about networking and how it ties into real life situations.”
“Thank you, Eduardo Davila!”
“I have learned a lot since I started.”
“Professor Davila demonstrates a strong commitment to student engagement. He is consistently active in the discussion forums, often posing insightful questions that spark meaningful conversations. His passion for the subject is clear and helps create an interactive and intellectually stimulating environment. The course was intensive, with a steady flow of assignments that at times felt overwhelming. However, the workload pushed me to stay focused and ultimately helped me grow academically. I did encounter a personal challenge during the term and submitted a request for support, which was unfortunately denied. This was a difficult moment for me as a student, but I did my best to navigate the situation and stay on track. In the end, I still found the class valuable and enjoyed the learning process. I appreciate the knowledge gained and the effort Professor Davila puts into his teaching.”
“I really enjoy these class. But I feel as I could have did better. The assignments and instructions were there for me. I don’t have any excuses, but I had a family emergency that hit me very hard and wasn’t focus on my classes anymore. If I have to retake the classes I feel that I would be more focus.”
“The labs are easy to understand but can sometimes jump without additional instructions and can be time consuming and stressful when it happens. But overall this class has helped me so far learn my favorite topics in IT and I believe its doing a great job in preparing me for my future career.”
“I have had some challenges with the rubrics and slides. I’m not sure I am understanding the assignment correctly.”
“no comment”
“I just feel like my teacher was not productive in reading his emails....!!!”
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