Teaching

Fall 2023 at Smith College

Spring 2023, Spring 2021, Spring 2020, Spring 2019 at Wesleyan University

Syllabus

Fall 2023 at Smith College

Fall 2019, Fall 2018 at Wesleyan University

Syllabus

Fall 2022, Spring 2021, Spring 2020, Fall 2019, Spring 2019, Fall 2018

Syllabus

Fall 2020

Syllabus

While in graduate school at UC Berkeley, I served as a Graduate Student Instructor (GSI, equivalent to a teaching assistant) for a variety of courses:

• Econ 2 (honors principles, Spring 2016)

• Econ 100B (intermediate macroeconomics, Summer 2012, Summer 2013, Summer 2014)

• Econ 191 (research topics in economics, Fall 2013 and Spring 2014)

Two of the most important skills in economics are the ability to simplify complex processes into clear component parts that still reflect the essential features of those processes, and the ability to think rigorously about everything from data to models to implicit assumptions and biases.  

I want my students to understand why we approach certain questions in the ways that we do.  Moreover, I want them to be able to identify the strengths and weaknesses of a particular approach.  Students should understand how various models get solved rather than simply focusing on end results.  This requires students to understand how ideas relate to each other---a higher level of mastery---and requires me to structure questions and model answers to make those connections clear.  

I try to ask questions that force students to decide which tool is appropriate and combine multiple concepts, especially in problem sets.  For instance, when teaching undergraduate macro I make sure to ask not just what happens in the short run and the long run, but the chain of events from the initial shock to the long-run equilibrium (at whatever level of detail is appropriate to the course), and to identify what forces make the long run different from the short run.  This helps students build a coherent framework, strengthens their problem-solving skills, and increases their retention.  

I want every student in my classroom to be engaged with and challenged by the material.  I try to encourage participation in a number of ways: from having students pair up when working on problems to specifically asking for a new volunteer to explain something to asking students to vote on whether and in which direction a curve should shift.  Many students who are reluctant to speak before the whole class are willing to participate in other ways, and many students become more comfortable speaking in class when I show that I am interested in hearing from everyone. 

Ideally, every student should be challenged without any student being overwhelmed.  This can be a difficult balance to achieve, especially when there is a wide range of abilities and backgrounds in the classroom. In class I will often ask a chewy conceptual question for students to think about just before starting to go through the details of an algebraic calculation or a step-by-step breakdown of the solution to a problem.  This keeps stronger students engaged (preventing both boredom and disruptions) while giving weaker students a chance to catch up. 

Ultimately, I am conscious that I do not only teach economics.  My overarching goal is to teach students to think and argue rigorously and precisely in every setting.