My goal as an economics teacher is not limited to delivering economic intuition but to helping students develop their critical reasoning skills for evaluating economics questions. Student-centered learning in economics courses requires students to put themselves in the shoes of economic agents and understand how these agents behave. The primary objective of economics classes should be the development of students' critical reasoning skills. Given that real-world situations are diverse, it is vital to understand the logic and build their intuition rather than memorize the results of economic models. As an instructor, I focus on fostering independent problem-solving skills for addressing real-world economics questions. These skills are taught in a manner that varies depending on students' background knowledge and intuition. Throughout several semesters of teaching, I have succeeded in shaping my teaching style, which is distinguishable from the traditional teacher-centered economics classes.

Instructor Evaluations

Evaluations:

• Game Theory (Spring 2022): 4.61 (College Mean: 4.28/5)

• Game Theory (Fall 2021): 4.74 (College Mean: 4.25/5)

• Game Theory (Spring 2021): 4.73 (College Mean: 4.25/5)

• Game Theory (Spring 2020): 4.58 (College Mean: 4.22/5)

• Industrial Organization (Fall 2019): 4.07 (College Mean: 4.21/5)

Selected Student Comments:

• For me, this course was the most interesting one out of all the economics courses that I was taking at UF, and definitely, it was the best decision of this semester to take it. I learned how to solve problems that I was never dealing with before, and how to apply new sort of logic to theoretical and real–world problems. I believe that this course is a very vulnerable and important basis for my future, no matter what I will decide to do.

• From the economics courses I have taken at UF, this was the most interesting one. It helped me to develop skills such as analytic thinking and ability to apply the abstract knowledge to a real life situations.

• The instructor was very knowledgeable of the subject and was able to break down the information into manageable chunks that were easier to understand. Then piece it together into more complicated concepts. The instructor was also very willing to engage with students and help whenever we had issues with course topics. They were also adaptable to feedback and implemented new ideas into the course throughout the semester to keep us engaged.

TA Experience

Graduate Level:

• Microeconomic Analysis (Master Level, ECO5114) for Dr. Peluffo: Spring 2020, Spring 2019 (Created Problem Sets)

• Practical Computing in Economics (PhD Level, ECO7938) for Dr. Heins: Fall 2018

• Economics of Business Decisions (MBA Course, ECP5705) for Dr. Romano: Fall 2017

• Microeconomics (Graduate Level, ECO6102) for Dr. Jaeok Park: Spring 2016 (Instructed in TA Sessions)

Undergraduate Level (Upper-division Courses):

• Economics of Competitive Strategy (ECO4104) for Dr. Ai: Spring 2020

• Industrial Organization (ECP3403) for Dr. Bet: Summer 2019

• Mathematical Economics (ECO3108) for Dr. Jaeok Park: Spring 2016

• Game Theory and Its Applications (ECO3101) for Dr. Jaeok Park: Fall 2015

• Resource and Environment Economics (ECO3109) for Dr. Eui-Soon Shin: Spring 2015

Undergraduate Level (Lower-division Courses):

• Principle of Microeconomics (ECO2023) for Dr. Rush: Summer 2018, Spring 2018, Fall 2017, Summer 2017, Spring 2017, Fall 2016

• Principle of Macroeconomics (ECO2013) for Dr. Knight: Fall 2018, Summer 2018, Spring 2018, Fall 2017, Summer 2017, Spring 2017, Fall 2016

• Microeconomics (ECO2102) for Dr. Eui-Soon Shin: Spring 2015

• Introduction to Economics (ECO1001) for Dr. Eui-Soon Shin: Fall 2014

Instructor Evaluation Reports

Sample Course Materials