Teaching Philosophy

Teaching Philosophy

As a person who spent most of her life in Ukraine, I have developed a keen appreciation for the value of education. In a nation mired in economic and political strife, education—quite simply—creates opportunity. Education affords tolerance. Education opens minds. At all levels of social engagement, I believe that well educated and open minds invoke positive outcomes. I saw it in my native country, and I see it here as well. When I teach, therefore, I stand grounded in personal experience and conviction. I instruct not only to provide students with theory and facts, but also to equip them with tools that they can employ long after their studies with me have ended.

In my classes, I stress understanding, not memorization. Behind each graph and equation stands the human aspect of economics. Economics is everywhere, perhaps most notably in day-to-day life. I encourage students to look around them and discern economic principles that underlie not just the decisions of governments, but their own everyday decisions as well. I have found that this style—personal and tangible—resonates most effectively. My own experiences growing up in a struggling and emerging system provided me with a unique perspective on various economic events, from hyperinflation of the 1990s to universal price controls. As someone who lived through these times, I go beyond textbook examples and share with students in a way that broadens their views of the world, while simultaneously putting a human face on potentially abstract events.

I feel that instruction, followed by lively discussion is a great way for students to learn in class. I also believe in reinforcing classroom sessions with weekly homework assignments. I conduct frequent quizzes, and further underpin concepts by giving students practice problems. I regularly set up a portion of my assignments electronically, and I offer multiple attempts to complete homework. This allows students to review and correct their mistakes, and to understand and strengthen concepts that they may have initially missed. In my classes, I accommodate students with diverse learning styles, and present material in various formats by incorporating short videos, in-class exercises and in-class participation. Learning is an active process. By giving my students an opportunity to offer their insights, I believe that they learn most effectively.

As a former undergraduate student in a small liberal arts college, I have enjoyed personalized attention and an encouraging atmosphere. Despite currently having about 80 students each semester, I know all their names and try to attend to their unique learning needs. I believe in making myself available to them; I encourage my students to stop by my office outside of office hours. I believe that offering guidance and support beyond the classroom is a great way to help shy students to ask questions and discuss economic ideas more in depth.

Briefly put, one of my greatest satisfactions in life is to teach a subject that I am passionate about. My philosophy, therefore, must help to focus and guide this passion. My philosophy promotes dynamic processes, encouragement and engagement. It is also one of adjustment, adaptation and shared benefits. As I teach, I also develop. Ultimately, I believe that those in my class become better students, and I become a better educator.