Teaching

Teaching Statement

When I began teaching Principles of Microeconomics in the Iowa Medical and Classification Center (IMCC), a local state prison for men, I anticipated that there would be challenges to overcome. Many of the men there had expressed a desire to take a technical course (my course was the first to be offered for college credit involving mathematics), but also a great concern that they would struggle with math. My solution was to spend the first week on a comprehensive math review. However, because they had to face challenging material so early, my students began to lose confidence in their ability to succeed in the course. From that first week, I had to employ all of my teaching skill to give my students the best opportunity to learn. I spent time encouraging my students, letting them know that they could succeed and I would support them. I came into the classroom everyday with an energy for economics, which my students began to share. I stayed true to my goal of giving my students strong mathematical and theoretical foundations for their learning, while building in in historical context and real world examples. These goals of care for my students, enthusiasm for my subject, and clarity in communication became central tenets of my teaching philosophy.

My teaching philosophy centers on three goals I have in the classroom: energy, rigor, and contextualization. I come into the classroom with a palpable energy for my subject, which I find my students come to share. I believe in giving my students a strong foundation to foster understanding, starting with mathematical and theoretical foundations and building, while peppering in historical context and real world examples. I give my students a chance to integrate course material into their lives through writing essays or completing written homework in which they are encouraged to model current events or daily interactions using the tools we develop in class. In student evaluations of my teaching, students consistently comment on my energy, my empathy, and my comprehensive approach to teaching which puts their learning in broader context.

The pandemic has again pushed me to adapt to meet new challenges. In the past year, I have been asked to develop three online courses, for both synchronous and asynchronous modalities. To bolster my students' learning, I have sought out training and professional development opportunities for online teaching such as Quality Matters Training, and a faculty book club discussing "Small Teaching Online" by Flower Darby. Through these activities, I have gained insights into how to make an effective online class which serves many different types of learners. I have employed new strategies inside my online classroom. Enlisting an undergraduate student leader to monitor the chat during class allows students to ask questions in a way they may be more comfortable with. Recording lectures and delivering supplemental material through the learning management platform increase accessibility in the class and support students' learning. I look forward to evolving with the times and exploring new ways of teaching to meet students' needs.

I am interested in teaching Macroeconomics, Microeconomics (particularly Game Theory), Search Theory, and Political Economy, and Managerial Economics. At the undergraduate level, I also have interest and experience in teaching Money and Banking, History of Thought, and Trade. I hope to bring my passion and skill for teaching to your department.

Teaching Evaluation Summary and Teaching Statement [Download]

Diversity Statement [Download]

Teaching Evaluation Raw Data (UNI) [Download]

Teaching Evaluation Raw Data (UI) [Download]

Teaching Experience

Instructor

• Money and Banking: Spring 2022 (Expected).

• Introduction to Business Economics (Online): Fall 2021.

• Principles of Macroeconomics (Online/In Person): Fall 2021 - Fall 2020, Fall 2017.

• Principles of Microeconomics: Spring 2021, Spring 2019.

Teaching Assistant

• Managerial Economics (MBA, Online),

• Principles of Macroeconomics,

• Money Banking and Finance,

• Global Economics and Business,

• Public Policy,

• Intermediate Macroeconomics,

• Behavioral Economics,

• History of Thought.

Contact Info