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Economics I ECON 113 Introduction to Econometrics I Winter 2025
Hyunjin Yun is a graduate student in the Economics department, where he worked as a TA for Introduction to Econometrics (ECON 113). In this Q&A, Yun shares how he responded to unexpected instructional shifts in the classroom using strategies based in empathy and care.
What cases or topics did you explore in your classroom?
I served as a teaching assistant for an Econometrics course in Winter 2024-2025. At the mid quarter, the professor had to step away from the class for personal reasons. Following a meeting with the department chair, it was decided that another professor would step in as a substitute. The transition went smoothly, and the substitute professor made a strong effort to minimize any disruptions.
However, one challenge I faced involved the grading component labeled “in-class participation.” In the original setup, students received extra credit for actively answering the professor’s questions during lectures. Students were confused about how participation would be factored into the final grades
When students realized that the substitute professor might not continue this activity, they became concerned that they would lose the opportunity to earn those participation points anymore. In addition, several students expressed anxiety about potential changes in the difficulty of the second midterm and the final exam under the new professor. This unexpected shift raised concerns about fairness and consistency in evaluation, which I had to carefully address during the remainder of the course.
What makes a difficult conversation difficult?
I define a difficult conversation as one that involves a student’s concern about a personal situation that may impact their academic performance. These conversations are often sensitive because the underlying issues are private in nature such as health problems, family matters, or stress related to grades. From my perspective, students often find these conversations difficult because they involve vulnerability, and they may worry about being judged or not receiving adequate support.
“One of the most important skills I’ve learned is that meaningful communication starts with empathy. When students feel that their TA genuinely understands their situation and is actively trying to help, it provides them with reassurance and I believe that reassurance can have a positive impact on their academic experience.”
What TLC methods or strategies did you employ?
First, I avoid making quick decisions because acting too hastily can lead to poor outcomes that may negatively impact students. I always begin by saying, “I need to discuss this issue with the professor,” to ensure fairness and consistency.
Before doing so, however, I take time to fully understand the student’s situation. For example, as mentioned earlier, some students were concerned about not being able to participate in class activities after the original professor had to step away. They expressed a desire to engage more in upcoming lectures. I acknowledged their concerns by saying, “I understand that you’re trying to participate more, so I will ask the new professor to maintain a similar format to what was used previously.” I also reassured them by adding, “I was once a student too, and I understand how important your grades are for your academic and career goals.”
What strategies seemed to work most effectively? What worked less well?
I found that expressing empathy toward students was one of the most effective approaches. Sometimes, students perceive TAs as being on the professor’s side, so when a TA shows that they also understand the students’ perspective, it can be reassuring. I noticed that this helped students feel more at ease. Of course, providing a clear and actionable solution to the issue was also very helpful because ultimately, what students want is for their concerns to be addressed and resolved.
However, even when a student initiates the conversation, I’ve found that directly asking for details about their situation may not be a good approach. These matters are often tied to personal or private circumstances. That’s why it’s more important to empathize with what the student chooses to share and work toward finding a solution together, rather than actively trying to uncover more about their situation. Pressing for additional details could place an unnecessary burden on the student.
How do you define or interpret “effectiveness” when it comes to holding difficult conversations? What does it mean from your perspective as an instructor and what do you think it means for your students?
The conversation is effective when students can remove their concerns about their current situation quickly. It can be either solved by simply empathizing with the students' situation or solving the problem. It is all related to their academic performance so I believe that the effectiveness of a difficult conversation lies in minimizing the impact of a student’s personal situation on their academic performance as much as possible.
What kinds of support would make holding difficult conversations in class more effective (however you define it)?
Although some of this information is available on the TLC website, I believe it would be helpful to create a set of recommended phrases tailored to specific situations and distribute them directly to instructors. This would be especially valuable at UCSC, where many TAs, including myself, are international students whose first language is not English. Learning how to communicate effectively in these situations would be a great opportunity for us.
Other salient impressions?
I completed my master’s degree at one of the top universities in Korea, where I also worked as a TA. However, at that time, my responsibilities were mostly limited to tasks like grading, and I did not engage with students regarding their personal concerns or challenges. Since then, I’ve come to realize that students face a wide range of circumstances, and when those circumstances begin to affect their academic performance, the TA is often the first person they can turn to for support. TAs play a vital role in students' education precisely because they are often the first point of contact. One of the most important skills I’ve learned is that meaningful communication starts with empathy. When students feel that their TA genuinely understands their situation and is actively trying to help, it provides them with reassurance and I believe that reassurance can have a positive impact on their academic experience.
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