Certificate in College Teaching, Duke University, 2024
Bundang Daejin High School
Introduction to Economics, College-level courses for honors students
Duke University
Macroeconomic Analysis I, II (ECON 702, ECON 706), Core courses for first-year Ph.D. students in Economics
Intermediate Macroeconomics (ECON 210)
Economic Principles (ECON 101)
Yonsei University
Macroeconomics I (ECO 6201), Masters-level
Financial Economics (RC 902), Masters -level
Advanced Topics in Economics (ECO 6991), Masters-level
Corporate Finance and Economics (ECO 4115)
International Money and Finance (ECO 3130)
Contract and Organization Theory (ECO 3123)
Handong Global University
Mathematics for Business and Economics (MEC 20003)
Introduction to Economics (MEC 10001)
University of Wisconsin-Madison
Game Theory and Economic Analysis (ECON 521), Advanced courses for undergraduate students
Macroeconomic Analysis I, II (Core courses for first-year Ph.D. students in Economics)
"Very eager to teach, reachable"
"Office hours are extremely helpful, not only for questions about problem sets but also for the material in general. Ian helps a lot in trying to understand the way I solved the exercise so that I can compare differences between my answers and the official answers."
"effective TA sessions and in-time feedback"
Intermediate Macroeconomics
"Ian Lee was an amazing teaching assistant and one whom I interacted with quite regularly. I hope that he is able to be offered an award or other position here at Duke. Definitely a reason why I was able to succeed"
"Ian was very kind and approachable, and willing to explain things in different ways. I appreciated his energy and learned a lot."
"Extremely generous with time in his Office Hours and helped explain concepts to me and was very patient. Also helped me to clarify items that were unclear. Overall went above and beyond to help."
"Ian went above and beyond in explaining difficult concepts to his students. When something was still not clear after his explanation, he made sure to follow up in a thoughtful, comprehensive email about the topic that was of confusion."
Economic Principles
"Ian is very knowledgeable about course materials and is very willing to help out with our questions. During office hour, he takes time to understand the questions and try to explain them to us in multiple ways until we have a good grasp of the concepts. His patience, passion for Econ, and overall good attitude make him one of the best TAs I’ve had."
"Really helped me a lot in understanding the concepts"
As an educator bridging the intricate worlds of economics and pedagogy, my journey through teaching in diverse environments, from South Korea to the United States, has been nothing short of transformative. My unique experiences as a Teaching Assistant (TA) in various institutions and as an instructor at Bundang Daejin High School in South Korea, combined with my participation in the Certificate in College Teaching (CCT) program at Duke Graduate School, have not only honed my teaching skills but also deepened my commitment to educational excellence.
The central aspect of my teaching philosophy closely aligns with my primary research interest: the decision-making process under information constraints. This concept, pivotal in economics, parallels the cognitive frameworks in education, where understanding and managing students' cognitive load is crucial. I realized that the cognitive load on students can be reduced depending on how effectively an educator delivers the material.
My teaching ethos was shaped early during my undergraduate years when I served as a TA for 'Mathematics for Economics and Management' and 'Introduction to Economics.' Here, I learned the art of simplifying complex concepts, a skill I further honed while teaching a college-level economics course to high school students who had no prior exposure to the subject. This experience was instrumental in shaping my approach to teaching – making complex information accessible and engaging. At Duke University, my role as a TA and Head TA for 'Macroeconomic Analysis,' a core course for first-year Ph.D. students in Economics, and 'Intermediate Macroeconomics,' provided a valuable opportunity to apply and refine my teaching strategies. It also significantly enhanced my understanding of student needs, particularly among those at the early stages of their doctoral studies. This aspect of my role greatly contributed to my development as an economics educator.
My commitment to teaching excellence extends beyond the economics classes. Participating in the CCT program's Teaching Triangles allowed me to observe and learn from diverse pedagogical approaches in the Mathematics and Immunology departments. Moreover, advanced pedagogy courses under Professor Hugh Crumley equipped me with innovative teaching tools, from designing effective materials to implementing active learning strategies to reduce students' cognitive load. The reason I continually strive to enhance my expertise in education by actively taking courses and making efforts in this field is because my journey as an educator is not just about imparting knowledge to students. Rather, it's about inspiring them to fundamentally understand and engage with economic principles, thereby enabling them to critically analyze and contribute to policy-making and public welfare.
In sum, my teaching philosophy, underpinned by my research in economics and various teaching experiences, is dedicated to cultivating an environment where complex economic concepts are demystified, and learning becomes an enriching experience for every student. I aspire to be an educator who not only imparts knowledge but also inspires change by encouraging critical thinking, fostering an inquisitive approach to economic challenges, and motivating students to actively participate in shaping equitable economic policies. Through this, my goal is to contribute to a world where economic understanding becomes a universally accessible asset, not merely a privilege for a few.