In my teaching, I use project-based learning with a robust computational design foundation. For example, one assignment in my Parametric Design class asks students to generate a script to design a façade like the Lycée Georges Frêche. The examples I select typically are from minority voices in the field, which is essential for me as a latine designer. Students first watch YouTube videos from my channel to learn software basics and then are given an incomplete recipe for creating the script. The assignment helps students develop a computational mindset to problem-solving, which goes beyond software literacy. Similarly, when teaching design studio, an assignment asks students to extract design features from precedents using Christopher Alexander’s patterns. These experiences allow students to engage with digital design tools and frameworks as a means of creative inquiry.