Teaching Philosophy:
My teaching emphasizes economic intuition, formal modeling, and active learning. I want students to understand economics as a way of analyzing incentives, trade-offs, strategic behavior, and unintended consequences rather than as a set of formulas to memorize. In both microeconomics and game theory, I use examples, prediction questions, quick checks, and applied problems to help students move between verbal reasoning, graphs, and formal models.
Instructor of Record 1:
EC 201: Principles of Microeconomics, University of Oregon
Principles of Microeconomics introduces students to the economic way of thinking: how individuals, firms, and governments make decisions under conditions of scarcity, and how those decisions interact to shape market outcomes. The course emphasizes incentives, trade-offs, prices, unintended consequences, consumer choice, firm behavior, supply and demand, market power, externalities, public goods, game theory, and basic econometrics. I taught EC 201 as a large lecture course with approximately 460 students. Teaching at this scale required coordinating lectures, discussion sections, Canvas, the textbook homework platform, teaching assistants, student communication, exams, and technical issues. This experience helped me develop systems for clear communication, regular practice, and consistent course organization while still giving students multiple ways to get support.
Textbook: Krugman and Wells, Microeconomics, Seventh Edition, with Achieve online homework.
Instructor of Record 2:
EC 327: Introduction to Game Theory, University of Oregon
Introduction to Game Theory explores how strategic interactions shape decision-making in economics, politics, and everyday life. Students learn to define games, use the vocabulary of game theory, model strategic interactions in strategic and extensive form, identify Nash equilibria, use backward induction, analyze mixed strategies, and apply game theory to real-world situations involving conflict and cooperation. I designed the course to help students take situations turn them into games, while also practicing critical thinking, respectful discussion, and collaborative learning.
Recommended textbook: Games of Strategy, Fourth Edition, by Avinash Dixit, Susan Skeath, and David Reiley.
Teaching Assistant Experience:
As a teaching assistant, I led discussion sections, reviewed lecture material, worked through problem sets, answered student questions, graded assignments and exams, and helped students develop stronger economic reasoning.
Courses TAed at the University of Oregon:
EC 201 / EC 201Z: Principles of Microeconomics
EC 202 / EC 202Z: Principles of Macroeconomics
EC 311: Intermediate Microeconomic Theory
EC 380: International Economic Issues
EC 427 / EC 527: Games and Decisions
EC 607: Seminar [Topic] — Core Microeconomic Theory, three-term Ph.D. sequence