zcohen-nerd · zcohen-nerd · Jul 23, 2026 · Jul 23, 2026
diff --git a/STEP_4_PORTFOLIO_CONTENT_REPORT.md b/STEP_4_PORTFOLIO_CONTENT_REPORT.md
@@ -0,0 +1,66 @@
+# Step 4 Portfolio Content Report
+
+## Scope
+
+Teaching-index completion and Writing & Research content completion.
+
+## Branch Base
+
+`portfolio-step-4-content-completion` from `main` @ `1916a61` (Step 3 merged via PR #19).
+
+## Teaching Index
+
+- **Section naming:** "Current Courses & Modules" → "Teaching & Curriculum Projects" (one open curriculum + one proposed college-course redesign; neither implied to be a current course lineup).
+- **Literacy card:** now describes the actual project — free, open, 18-week computer-literacy curriculum for ages 8–12 with an optional CAD extension (canonical facts from Step 3).
+- **ENT260 card:** proposal status explicit; description matches the Step 3 page framing.
+- **Distinct copy:** the shared generic "Course materials, learning objectives…" sentence is gone from both cards.
+- **Image dimensions:** measured, not guessed — literacy hero 800×533 (the Batch A conversion output), ENT260 1280×853 (the Batch D WebP output); lazy loading and alt text preserved.
+
+## Teaching Scope & Outcomes
+
+Replaced the metric-free "Impact & Metrics" with four verified facts: AACC adjunct instruction (résumé), the historically-qualified ~75% CSWA outcome in prior ENT260 offerings (résumé wording, explicitly not the proposal), the 18-week + CAD-extension Literacy scope (canonical site), and SENTRY's 100+ students/year USNA deployment (Step 3 wording). The Professional Development section was trimmed to remove the now-duplicated adjunct bullet.
+
+## Substack Audit
+
+Source: public RSS feed (`/feed`), 4 items, summaries taken from official subtitles.
+
+| Essay | Published date | Canonical URL |
+|---|---|---|
+| Functional Success vs Engineering Success | July 22, 2026 | zcohennerd.substack.com/p/functional-success-vs-engineering |
+| How Living Documentation Changes Engineering Culture | July 22, 2026 | zcohennerd.substack.com/p/how-living-documentation-changes |
+| How to Build a Living Documentation System | July 22, 2026 | zcohennerd.substack.com/p/how-to-build-a-living-documentation |
+| Why Every Engineer Should Document Like a Teacher | February 24, 2026 | zcohennerd.substack.com/p/why-every-engineer-should-document |
+
+## Selected Essays
+
+All four published essays listed newest-first with dates, subtitle-based one-line summaries, and canonical post links; closing "View all writing on Substack →" CTA. Cadence stays "occasional" ("published periodically" tightened to "published occasionally"); frontmatter description corrected — the old one promised requirements-engineering/risk-management content the page never had. Static snapshot only; no build-time RSS fetching.
+
+## Writing & Research
+
+"How These Resources Fit Together" (promising systems-engineering methods, **templates, and governance models**, plus the unsupported "measurable impact and repeatability" claim) → "What You'll Find Here" describing exactly the two real collections, each linked. Frontmatter description matched. Routes unchanged.
+
+## Automated Validation
+
+16 new assertions: teaching section rename + no empty metrics heading, distinct cards, literacy/proposed wording, AACC + historical CSWA, ≥1 essay with canonical URLs and dates, occasional/no-six-weeks/no-LinkedIn on essays, no governance/measurable-impact promises, both collection links. Full suite (~85 checks incl. Steps 1–3) passes.
+
+## Build / Browser Validation
+
+Strict build clean; browser-verified: renamed section, two distinct cards with explicit dimensions, AACC + historical CSWA on the page, 4 essays with 4 dates, occasional cadence, honest index sections. Zero console errors.
+
+## Files Changed
+
+`src/pages/teaching/index.md`, `src/pages/documentation/selected-essays.md`, `src/pages/documentation/index.md`, `scripts/validate-build.js`, this report.
+
+## Unresolved Content Questions
+
+- Three of four essays share a publication date (July 22, 2026) — if any were backdated imports, say so and I'll adjust the dates to match the canonical posts.
+
+## Explicitly Deferred Work
+
+- Hub résumé and Current Focus work, tracked in the Hub Step 4 branch
+- Brand npm publication and dependency migration
+- Remaining SENTRY raster conversion
+- Asset filename cleanup
+- Per-project Open Graph images
+- FIRST photography
+- Surfer Fleet rewrite and relaunch
diff --git a/scripts/validate-build.js b/scripts/validate-build.js
@@ -179,6 +179,36 @@ check('Literacy age range is canonical 8–12', litHtml.includes('ages 8–12')
 check('Literacy source links canonical org', litHtml.includes('github.com/literacy-for-kids'));
 check('Literacy legacy repo link absent', !litHtml.includes('github.com/zcohen-nerd/computer_literacy_for_kids'));
 
+// ── Step 4 content-completion guards ─────────────────────────────────────
+// Teaching index: distinct cards, honest section names, historical CSWA.
+const teachHtml = fs.readFileSync(path.join(build, 'teaching', 'index.html'), 'utf8');
+const teachVisible = teachHtml.replace(/<script[\s\S]*?<\/script>/g, '');
+check('teaching section renamed', teachVisible.includes('Teaching & Curriculum Projects') || teachVisible.includes('Teaching &amp; Curriculum Projects'));
+check('no empty Impact & Metrics section', !teachVisible.includes('Impact & Metrics') && !teachVisible.includes('Impact &amp; Metrics'));
+check('literacy card describes digital literacy', teachVisible.includes('computer-literacy curriculum'));
+check('ENT260 card marked Proposed', teachVisible.includes('Proposed SolidWorks Curriculum Redesign'));
+check('teaching cards are distinct', !teachVisible.includes('Course materials, learning objectives, and example projects demonstrating'));
+check('Anne Arundel Community College named on teaching page', teachVisible.includes('Anne Arundel Community College'));
+check('CSWA outcome historically qualified on teaching page', teachVisible.includes('prior offerings of ENT260'));
+
+// Selected Essays: real Substack inventory, occasional cadence.
+const essaysHtml = fs.readFileSync(path.join(build, 'documentation', 'selected-essays', 'index.html'), 'utf8');
+const essaysVisible = essaysHtml.replace(/<script[\s\S]*?<\/script>/g, '');
+const essayLinks = [...essaysHtml.matchAll(/href="(https:\/\/zcohennerd\.substack\.com\/p\/[^"]+)"/g)].map((m) => m[1]);
+check('Selected Essays lists at least one essay', essayLinks.length >= 1, `found ${essayLinks.length}`);
+check('essay entries carry publication dates', (essaysVisible.match(/Published:/g) || []).length >= essayLinks.length ? true : (essaysVisible.match(/Published:/g) || []).length >= 1);
+check('essays cadence remains occasional', essaysVisible.includes('occasional'));
+check('no six-week cadence on essays page', !essaysVisible.includes('six weeks') && !essaysVisible.includes('six-week'));
+check('no LinkedIn writing destination on essays page', !essaysHtml.includes('linkedin.com/in/zachary-cohen-nerd/recent-activity'));
+
+// Writing & Research index: only real collections promised.
+const docsHtml = fs.readFileSync(path.join(build, 'documentation', 'index.html'), 'utf8');
+const docsVisible = docsHtml.replace(/<script[\s\S]*?<\/script>/g, '');
+check('no unsupported templates/governance promise', !docsVisible.includes('templates, and governance models') && !docsVisible.includes('governance models'));
+check('no unsupported measurable-impact claim', !docsVisible.includes('measurable impact and repeatability'));
+check('index links Selected Essays', docsHtml.includes('/documentation/selected-essays/'));
+check('index links Scholarship', docsHtml.includes('/documentation/scholarship/'));
+
 // ── FIRST history heading guard ──────────────────────────────────────────
 const frcHistory = fs.readFileSync(path.join(build, 'frc', 'history', 'index.html'), 'utf8');
 const h1Count = (frcHistory.match(/<h1[\s>]/g) || []).length;

diff --git a/src/pages/documentation/index.md b/src/pages/documentation/index.md
@@ -1,6 +1,6 @@
 ---
 title: Writing & Research
-description: "Publications, presentations, engineering documentation frameworks, and selected technical writing."
+description: "Peer-reviewed publications, selected presentations, and occasional essays on engineering judgment and systems thinking."
 ---
 
 # Writing & Research
@@ -32,16 +32,15 @@ description: "Publications, presentations, engineering documentation frameworks,
 
 ---
 
-## How These Resources Fit Together
+## What You'll Find Here
 
-### Documentation Practice
-Foundational systems-engineering methods, templates, and governance models that guide project execution, risk reduction, and knowledge capture.
+### Essays
 
-### Scholarship & Outreach
-Peer-reviewed research, conference presentations, and speaking opportunities that share lessons learned from applying these methods in real-world environments.
+Occasional writing on engineering judgment, systems thinking, technical communication, and lessons from real projects — published on [Substack](https://zcohennerd.substack.com/) and indexed on the [Selected Essays](/documentation/selected-essays/) page.
 
-### Continuous Improvement
-Both collections evolve through active projects, teaching, and research collaborations—each addition is grounded in measurable impact and repeatability.
+### Research & Speaking
+
+Peer-reviewed publications and selected presentations covering flight-controller test infrastructure, additive manufacturing, robotics, and mechatronics education — collected on the [Scholarship & Speaking](/documentation/scholarship/) page.
 
 Related leadership context: [*FIRST* Robotics Competition](/frc/) extends these same documentation and systems principles into live event operations, judging, and mentoring environments.
 

diff --git a/src/pages/documentation/selected-essays.md b/src/pages/documentation/selected-essays.md
@@ -1,6 +1,6 @@
 ---
 title: Selected Essays
-description: "Systematic approaches to requirements engineering, risk management, and verification planning for complex technical projects."
+description: "Occasional essays on engineering judgment, systems thinking, technical communication, and lessons from building complex electromechanical systems."
 ---
 
 # Selected Essays
@@ -11,9 +11,43 @@ I publish occasional long-form essays exploring engineering practice, systems th
 
 Much of this writing focuses on engineering judgment: how engineers manage complexity, make decisions under uncertainty, and develop intuition about how real systems behave.
 
-New essays are published periodically on my Substack.
+New essays are published occasionally on my Substack.
 
-[Read the essays on Substack →](https://zcohennerd.substack.com/)
+## Published Essays
+
+### Functional Success vs Engineering Success
+
+**Published:** July 22, 2026
+
+A working prototype proves possibility; engineering proves it can be understood, repeated, and trusted.
+
+[Read on Substack →](https://zcohennerd.substack.com/p/functional-success-vs-engineering)
+
+### How Living Documentation Changes Engineering Culture
+
+**Published:** July 22, 2026
+
+Turning engineering knowledge from individual dependency into shared infrastructure.
+
+[Read on Substack →](https://zcohennerd.substack.com/p/how-living-documentation-changes)
+
+### How to Build a Living Documentation System
+
+**Published:** July 22, 2026
+
+How to make engineering knowledge evolve alongside the systems it supports.
+
+[Read on Substack →](https://zcohennerd.substack.com/p/how-to-build-a-living-documentation)
+
+### Why Every Engineer Should Document Like a Teacher
+
+**Published:** February 24, 2026
+
+Why clarity is the most underrated engineering discipline.
+
+[Read on Substack →](https://zcohennerd.substack.com/p/why-every-engineer-should-document)
+
+[View all writing on Substack →](https://zcohennerd.substack.com/)
 
 ## Why These Essays Matter
 

diff --git a/src/pages/teaching/index.md b/src/pages/teaching/index.md
@@ -26,19 +26,19 @@ Students are encouraged to approach problems the way practicing engineers do: de
 
 As both a practicing engineer and an educator, I intentionally integrate real industry practices into coursework so students gain experience with the tools, processes, and mindset used in professional engineering environments.
 
-## Current Courses & Modules
+## Teaching & Curriculum Projects
 
 <div class="project-grid">
 	<div class="project-card">
-		<img src="/img/teaching/literacy-for-kids-hero.jpg" alt="Literacy for Kids curriculum preview" class="project-image" loading="lazy">
+		<img src="/img/teaching/literacy-for-kids-hero.jpg" alt="Literacy for Kids curriculum preview" class="project-image" width="800" height="533" loading="lazy">
 		<h3><a href="/teaching/instructional-design/">Computer Literacy for Kids Curriculum Project</a></h3>
-		<p>Course materials, learning objectives, and example projects demonstrating how students apply engineering concepts through hands-on design and modeling.</p>
+		<p>A free, open 18-week computer-literacy curriculum for ages 8–12 that builds durable mental models for files, the internet, algorithms, digital judgment, and creativity — with an optional CAD extension.</p>
 		<p><a href="/teaching/instructional-design/">Learn more →</a></p>
 	</div>
 	<div class="project-card">
-		<img src="/assets/images/Teaching/ent-260.webp" alt="ENT260 course preview" class="project-image" loading="lazy">
+		<img src="/assets/images/Teaching/ent-260.webp" alt="ENT260 course preview" class="project-image" width="1280" height="853" loading="lazy">
 		<h3><a href="/teaching/ent260-solidworks/">ENT260 — Proposed SolidWorks Curriculum Redesign</a></h3>
-		<p>A proposed project-driven revision centered on mechatronics, DFM/DFA, engineering documentation, and CSWA preparation.</p>
+		<p>A proposed project-driven revision of a college CAD course, centered on real-world mechatronics, DFM/DFA, engineering documentation, and CSWA preparation.</p>
 		<p><a href="/teaching/ent260-solidworks/">Learn more →</a></p>
 	</div>
 </div>
@@ -63,22 +63,13 @@ Courses are structured to support both conceptual understanding and practical ap
 - **Multiple learning modalities** including visual modeling, physical systems, and guided experimentation  
 - **Industry alignment** through the use of professional tools and real-world engineering examples  
 
-## Impact & Metrics
+## Teaching Scope & Outcomes
 
-My teaching has focused on helping students build practical engineering skills that transfer directly into industry and further study.
-
-Areas of impact include:
-
-- Preparing mechatronics students to use professional CAD tools such as SolidWorks  
-- Developing hands-on laboratory experiences that reinforce system-level thinking  
-- Supporting student success in project-based engineering courses  
+- **College instruction:** Adjunct faculty teaching engineering technology and solid modeling at Anne Arundel Community College.
+- **Certification outcome:** In prior offerings of ENT260 at Anne Arundel Community College, approximately 75% of students passed the Certified SolidWorks Associate (CSWA) exam.
+- **Open curriculum:** Literacy for Kids provides an open 18-week computer-literacy sequence with an optional CAD extension.
+- **Instructional hardware:** The [SENTRY platform](/projects/sentry-v3/) supported hands-on use by 100+ students per year in its U.S. Naval Academy deployment.
 
 ## Professional Development
 
-I continually refine my teaching through both professional engineering work and ongoing involvement in technical education.
-
-Relevant experience includes:
-
-- Adjunct faculty in engineering technology and solid modeling  
-- Development of project-based engineering curricula  
-- Mentoring students in hands-on engineering design and fabrication
+I continually refine my teaching through both professional engineering work and ongoing involvement in technical education — developing project-based engineering curricula and mentoring students in hands-on design and fabrication.