Department of Economics at the University of Kansas (United States)

Teaching Assistant 

Fall 2021  | Principles of Microeconomics (Econ 142) (Evaluation) 

Spring 2022 | Principles of Microeconomics (Econ 142) (Evaluation)

Spring 2022 | Principles of Macroeconomics (Econ 144) (Evaluation)

Spring 2024  |  Principles of Microeconomics (Econ 142) 

Lead Instructor

Fall 2022  | Principles of Microeconomics (Econ 142, Enhanced, In-person) (Evaluation)

Spring 2023  | Principles of Microeconomics (Econ 142, Enhanced, In-person) (Evaluation) 

Summer 2023  | Principles of Microeconomics (Econ 142, Enhanced, Online) (Evaluation)

Fall 2023  | Principles of Microeconomics (Econ 142, Enhanced, In-person) (Syllabus) (Evaluation)

Professor's Evaluation (Professor Josephine)

"JongSoo was quite impressive during his discussion section presentation. He does so well, he is being promoted next year to teach independently. His physical presentation along with knowledge base is very good for this level. He also follow directions well. If he needs correction, I only make comments once and he immediately adjusts. This is very good indication of growth and learning." 

" This review is for Fall 2021. JongSoo is a very good instructor for being so new as a GTA. His presentation skill is impressive and he creates an air of comfort for his students. He regularly checks in to ascertain student understanding and students freely engage with his teaching. JongSoo is also highly knowledgeable with the chapter material and delivers an excellent course."

"JongSoo is one of the best GTAs I've ever worked with. He will do well with whatever material you give him. He is ready to be a professor tomorrow! "

(Evaluation 2022)

(Evaluation 2022 Summary)

(Evaluation 2023)

(Evaluation 2023 Summary)

Professor's Evaluation (Professor Tsvetan Tsvetanov)

"Great use of technology! I particularly liked JongSoo's decision to convert the online quiz into a pdf format and use annotation on each slide - this allowed him to use the projector 100% of the time instead of switching back and forth between the projector and the whiteboard. "

"JongSoo has done an excellent job in Econ 142!"

(Evaluation 2024) 

(Evaluation 2024 Summary)

Department of Economics at Yonsei University (Seoul, South Korea)

Teaching Assistant

Graduate Course: Microeconomics and Labor Economics

Undergraduate Course: Principles of Economics (In English, Underwood International College)

1. Using Own Lecture Note 

 To ensure that KU students receive a comprehensive education, I augment textbook and PowerPoint materials with detailed explanations in my own lecture notes, which I update annually. I always welcome and positively accept feedback from students! A student provided feedback suggesting a slight rearrangement of the notes, which I promptly addressed during the break to improve their clarity. I strive to make my lectures engaging and informative by using various colors and examples. I provided Econ 142 students with the lecture notes included below.

2. Trying New Things: Changes in Lecture Style

   I always strive to incorporate new approaches into my teaching methods. During the first independent lecture, I chose to utilize a whiteboard, believing it would enhance student focus, facilitate in-person communication, and encourage participation in discussions. However, this method had its drawbacks, as students seated at the back of the class struggled to see the whiteboard, and erasing it caused disruptions in their concentration. To address these challenges, I experimented with using an iPad in the following semester. This adjustment significantly improved visibility of the material and eliminated the need for erasing. As a result, all students could easily view the screen, and the lecture flowed smoothly without interruption. These various attempts of mine have been aimed at providing the optimal environment for learning to students, and they have been proven beneficial through professor's evaluations as well. 

3. Trying New Things: Pop Quizzes Like a Game!

   At the end of each week, I enjoy surprising my students with pop quizzes. Recently, I decided to spice things up by organizing the quiz like a game, which proved to be incredibly engaging and exciting for them. I observed a high level of enthusiasm and animation among my students during the quiz. To help them address any mistakes they made, I provided additional explanations and support. 

4. Online Class: Like Watching an In-person Lecture 

  I rent a classroom for my online class and utilize YouTube equipment to produce my lectures. Ensuring the quality of my lectures is always a top priority for me. I've dedicated significant time and effort to studying the art of shooting video lectures, drawing inspiration from esteemed universities like MIT and Yale, renowned for their high-quality open-course offerings. Despite the challenges and time investment, I've succeeded in creating engaging and informative lecture videos that can benefit numerous KU students. Even though the lectures are delivered online, my goal is to recreate the experience of an in-person class, fostering a sense of connection and engagement among students. 

Mechanical engineering: Making refrigerators bigger than elephants. Put an elephant in there.

Computer Science: Create a folder under the name Refrigerator. Insert a file named Elephant.

Architect: Build a refrigerator-shaped building and put an elephant in it.

Art: Draw a picture of an elephant and put it in the refrigerator.

Theology: Prayers for elephants to enter the refrigerator.

What about Economists?

Economics: Suppose an elephant is in the refrigerator. (That's how much economics uses assumptions!)