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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

Instruction & faculty mentoring · 15-course portfolio

Technology / Computing / Network Technology

This portfolio spans teaching and course support across sessions. Faculty mentoring also includes instructor onboarding, course alignment, assessment and student engagement.

INFT124

Computing Skills

Practical computing skills, including documents, spreadsheets, presentations and effective use of common software.

TECH101

Introduction to Information Technology

An introduction to computing and the role of information technology.

College catalog entry
TECH131

Hardware and Networking Fundamentals

The foundations of computer hardware and networking.

College catalog entry
TECH141

Software and Operating Systems

Computer software and the operating systems that support it.

College catalog entry
TECH200

IT Operations and Business Systems

The relationship between IT operations and business systems.

College catalog entry
NETW151

Routing and Switching in Networked Environments

Routing and switching within connected network environments.

College catalog entry
NETW161

Networking with Windows Network Operating Systems

Networking through Windows-based network operating systems.

College course catalog
NETW162

Windows Server Management

Managing Windows Server environments.

College catalog entry
NETW171

Wireless Networks in the Enterprise

Wireless networking in an enterprise setting.

College course catalog
NETW180

Wireless Networking and Cloud Computing

Wireless networking and cloud-computing concepts.

College catalog entry
NETW211

Networking with UNIX/Linux Network Operating Systems

UNIX/Linux networking, including the shell, file systems, permissions and user management.

College course catalog
NETW241

Network Security and Forensic Fundamentals

The foundations of network security and digital forensics.

College course catalog
NETW242

Cybersecurity Fundamentals

Foundational cybersecurity concepts and protective measures.

College catalog entry
NETW243

Network Security and Defense

Securing networks and understanding network-defense principles.

College catalog entry
NETW251

Network Design and Implementation

Designing and implementing network environments.

College catalog entry

Marconi International University

Curriculum development · Graduate programs · English and Spanish

4 curriculum areas
01

Cloud, Mobile, and Virtualized Environments

02

IT Infrastructure & Networking

03

Cybersecurity Fundamentals

04

Systems Administration

Curriculum development and work samples

New York University

Graduate Course Assistant

Graduate instruction
GY6573

Penetration Testing and Vulnerability Analysis

Instruction, labs and assessment

Course descriptions are brief topic summaries. College catalogs 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

I teach computing, networking, systems administration and cybersecurity, and mentor adjunct faculty in online course delivery. My approach connects practical technical work with clear explanations, useful feedback and support for working adults.

Instruction & applied learning

  • Teach technical concepts through practical examples, labs, discussions and portfolio projects.
  • Help students connect computing, networking and security skills with professional practice and certification topics.

Faculty mentoring

  • Support new adjuncts with course setup, learning-objective alignment, rubrics and online teaching practices.
  • Review course delivery, feedback and student engagement, then provide specific recommendations instructors can use.

Student support

  • Give individualized feedback and help students work through technical problems and project milestones.
  • Use focused outreach and practical guidance to support learners balancing college, work and other responsibilities.

Assessment & improvement

  • Evaluate work against course requirements and explain both strengths and needed improvements.
  • Use student questions, performance and feedback to refine explanations, pacing and course support.

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.
  • Develop instructional content around course learning objectives and institutional academic requirements.
  • Incorporate practice-based case studies 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 reviews, content updates and digital accessibility reviews.
  • Deliver modular content packages ready for LMS integration within Blackboard and Moodle systems.

Example Work

Unit 5 · Cloud Security (PDF)

Unit 6 · Security Audits in Cloud Environments (PDF)

NYU · Graduate technical instruction

Graduate Course Assistant · January–May 2022

I supported graduate instruction in Penetration and Vulnerability Analysis, helping students move from lab setup and discovery through testing, reporting, remediation and validation.

Course & lab support

  • Supported instruction across the penetration-testing lifecycle, from planning and discovery to validation.
  • Helped students configure lab environments and troubleshoot the tools used in course exercises.

Reconnaissance & vulnerability analysis

  • Guided students through attack-surface mapping, reconnaissance, scanning and vulnerability enumeration in authorized labs.
  • Helped students distinguish a technical observation from a finding that needed further testing.

Applied security exercises

  • Supported controlled exercises covering exploitation, web applications, post-exploitation and password security.
  • Connected lab results to their security implications and to appropriate remediation and validation.

Office hours & technical mentoring

  • Held office hours to work through technical questions, lab obstacles and the reasoning behind testing choices.
  • Helped students connect individual exercises into an organized, ethical assessment process.

Assessment & professional reporting

  • Supported assessment of labs, assignments and final-project work against course expectations.
  • Emphasized clear findings, reproducible evidence, responsible testing and useful remediation recommendations.

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.

44 comments

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