My craft as a teacher and scholar is defined by one main principle; I am convinced that everyone can benefit from learning how to think historically, for the study of history is not simply about learning facts and interesting stories but about using creativity and critical thinking to solve complex historical problems. Consequently, my mission as an historian is to persuade students and readers that the study of history is not a mere antiquarian indulgence but an exercise in creative and critical thinking, which is a necessary ingredient for success in the modern knowledge economy.
I spend most of my time teaching and conducting historical research. As of October 2018, I hold a Research Fellowship from the Alexander von Humboldt Foundation in Germany. I previously held a Provost's Postdoctoral Scholarship in the Department of History at the University of Chicago. I completed a Ph.D. at Princeton University, a B.A. at The City College of New York, and an A.A. at LaGuardia Community College. My field of expertise is the Spanish Atlantic, which includes peninsular Spain and colonial Latin America. More broadly, my research and teaching interests include the history of Enlightenment political economy, modern imperialism, the modern state, early modern globalization, the emergence of capitalism, and the Age of Revolutions. For more information about my research, click here.
My approach to teaching is centrally concerned with developing students' ability to solve important historical puzzles in creative ways. In other words, I focus on teaching students how to formulate compelling arguments. My principal goal as a teacher of history is to unveil arguments, to teach students how to make them and how to distinguish them from statements, facts, and opinions. Moreover, by teaching students how to think and argue historically, I aim to cultivate an appreciation for global connections, a sense of how historical change happens, and the ability to read primary sources critically.
Undoubtedly, my argument-centered approach to teaching grew from my experiences as an immigrant from the Dominican Republic. In 2001, soon after I arrived in New York City as a sixteen-year-old immigrant, I had my first memorable encounter with what my high school English teacher called “the thesis statement.” I struggled to grasp its contours and continued to do so well into my first years of college. My failure to understand its mythical qualities sank me into despair. I was a good student in high school and managed to secure a full scholarship from the Posse Foundation to attend Colby College. Nonetheless, I quickly discovered that I was ill-prepared to deal with the intellectual demands of my college courses. Soon afterward, I dropped out. I subsequently transferred to Fordham University and Brooklyn College without success.
Despite my initial failures, I persevered and was determined to complete a college degree. I decided to start from scratch, enrolling at LaGuardia Community College. By the time I completed my A.A. degree, something had changed for the better. Multiple factors contributed to my new sense of empowerment, but mastering the art of the thesis statement was undoubtedly the principal one. Equipped with this new skill, I went on to complete a B.A. in history at the City College of New York and a PhD at Princeton University.
Like the many powerful teachers I encountered over the course of my tumultuous trajectory, I would also like to empower my current and future students by teaching them how to formulate compelling arguments. In focusing my attention on historical arguments, I do not mean to suggest that content is not important, but rather that facts are essential tools that we use to solve puzzles. The art of argumentation, unlike content, is a transferable skill, and historians are well suited to provide this kind of training in effective, creative, and powerful thinking in a rigorous, serious, and ethical manner.
In conclusion, my goals for teaching and scholarship can be summarized in three sentences. First, I aim to produce scholarship that is relevant and compelling. Second, I teach courses that cultivate the art of the argument and, thus, encourage students to become effective and powerful thinkers. Finally, I harness my experiences as an immigrant and an underrepresented minority to create an inclusive environment where all students can become critical thinkers. Together, these goals and traits form the basis upon which I structure my aspirations as a teacher and historian.
I spend most of my time teaching and conducting historical research. As of October 2018, I hold a Research Fellowship from the Alexander von Humboldt Foundation in Germany. I previously held a Provost's Postdoctoral Scholarship in the Department of History at the University of Chicago. I completed a Ph.D. at Princeton University, a B.A. at The City College of New York, and an A.A. at LaGuardia Community College. My field of expertise is the Spanish Atlantic, which includes peninsular Spain and colonial Latin America. More broadly, my research and teaching interests include the history of Enlightenment political economy, modern imperialism, the modern state, early modern globalization, the emergence of capitalism, and the Age of Revolutions. For more information about my research, click here.
My approach to teaching is centrally concerned with developing students' ability to solve important historical puzzles in creative ways. In other words, I focus on teaching students how to formulate compelling arguments. My principal goal as a teacher of history is to unveil arguments, to teach students how to make them and how to distinguish them from statements, facts, and opinions. Moreover, by teaching students how to think and argue historically, I aim to cultivate an appreciation for global connections, a sense of how historical change happens, and the ability to read primary sources critically.
Undoubtedly, my argument-centered approach to teaching grew from my experiences as an immigrant from the Dominican Republic. In 2001, soon after I arrived in New York City as a sixteen-year-old immigrant, I had my first memorable encounter with what my high school English teacher called “the thesis statement.” I struggled to grasp its contours and continued to do so well into my first years of college. My failure to understand its mythical qualities sank me into despair. I was a good student in high school and managed to secure a full scholarship from the Posse Foundation to attend Colby College. Nonetheless, I quickly discovered that I was ill-prepared to deal with the intellectual demands of my college courses. Soon afterward, I dropped out. I subsequently transferred to Fordham University and Brooklyn College without success.
Despite my initial failures, I persevered and was determined to complete a college degree. I decided to start from scratch, enrolling at LaGuardia Community College. By the time I completed my A.A. degree, something had changed for the better. Multiple factors contributed to my new sense of empowerment, but mastering the art of the thesis statement was undoubtedly the principal one. Equipped with this new skill, I went on to complete a B.A. in history at the City College of New York and a PhD at Princeton University.
Like the many powerful teachers I encountered over the course of my tumultuous trajectory, I would also like to empower my current and future students by teaching them how to formulate compelling arguments. In focusing my attention on historical arguments, I do not mean to suggest that content is not important, but rather that facts are essential tools that we use to solve puzzles. The art of argumentation, unlike content, is a transferable skill, and historians are well suited to provide this kind of training in effective, creative, and powerful thinking in a rigorous, serious, and ethical manner.
In conclusion, my goals for teaching and scholarship can be summarized in three sentences. First, I aim to produce scholarship that is relevant and compelling. Second, I teach courses that cultivate the art of the argument and, thus, encourage students to become effective and powerful thinkers. Finally, I harness my experiences as an immigrant and an underrepresented minority to create an inclusive environment where all students can become critical thinkers. Together, these goals and traits form the basis upon which I structure my aspirations as a teacher and historian.