COURSES LED
Mathematical Methods in Economic Analysis (ECON 60081)
This is a Semester 1 mandatory unit for M.Sc Economics students which introduces the core mathematical tools required for advanced courses in economic theory and to gain an understanding of the classic journal articles. This fairly intensive course covers topics in advanced linear algebra, real analysis, and static and dynamic optimisation theory.
I used a traditional lecture format for this course, which I found to work better for proof-based courses (see here for my thoughts on this blog post). The tutorial session, on the other hand, was redesigned to incorporate a "Discussion Session" to discuss modelling assumptions and applications of the mathematical techniques. These sessions covered advanced topics at the frontier of research and those that are widely applied outside of academia (particularly in jobs involving data science). Reflections on this course and students' experiences from this course can be found in this blog post.
Teaching evaluation (mean): 4.74 out of 5 (2023-24)
Introduction to Mathematical Economics (ECON 10192-20192)
This is a Semester 2 mandatory unit for B.Sc Economics 1st year students (and optional for BA 2nd year students) that focuses on real analysis and optimisation theory. This is a proof-based course with the ultimate objective of introducing students to the logic behind rigorous mathematical proofs that lie at the heart of economic theory. Students are expected to be able to follow proofs and write simple proofs on their own by the end of this course. Special emphasis is placed throughout on how to start a proof and why we used that particular proof method above the others.
This course is known to be infamous among students to be one of the most difficult courses they take in the undergraduate degree, for two major reasons: (i) the proof-based nature of the course is a significant shift away from the "recipe-led" mathematics curriculum that students are typically used to, and (ii) many of these techniques are applied only in advanced courses and thus students don't see why they are studying these mathematical concepts in the first place.
One of my core interests in the profession is to address the gap identified in (i). I have made some progress in this regard over the past few years (see this blog post for some reflections on this). I have also made enormous re-structuring of this course since I took over in 2022-23. This includes designing new notes (plans to compile them into a textbook underway) and re-designing the tutorials as well as assessments. A reflection on these changes can be found in this blog post.
Teaching evaluation (mean): 4.24 out of 5 (2023-24); 3.19 out of 5 (2022-23)
Advanced Mathematics (ECON 10071-20071)
This is a Semester 1 unit that is mandatory for all B.Sc Economics 1st year students and for any undergraduate students who want to specialise in economics. The course introduces basic linear algebra, multivariate calculus and constrained optimisation to students. Panos Sousounis and I take a "recipe-led" approach where the emphasis is on teaching students to apply mathematical techniques to a variety of problems.
We currently use a combination of lectures, self-study and online sessions to disseminate the course materials. Before 2023-24, we followed a flipped-lecture method where students had to read the materials from an online, interactive textbook designed by Ralf Becker using the Möbius platform. This year we switched to a textbook while using the Möbius platform to design assessments. We are currently working on how to balance the benefits of interactive textbooks with developing students' habit of reading textbooks.
Teaching evaluation (mean): 4.68 out of 5 (2023-24); 3.86 out of 5 (2022-23)
SMALL-GROUP TEACHING
Microeconomic Analysis 3 (ECON 20501-30501)
I conduct small-group teaching (around 20 students) for this Semester 1 unit mandatory for all B.Sc Economics 2nd year students (the course is led by Horst Zank). This is an advanced microeconomic theory course that covers topics on choice theory, producer theory, and general equilibrium theory. These sessions are dedicated to solving problems based on the materials covered in the lectures.
I typically conduct a student-led problem-based learning approach for these sessions. This involves groups of students working on a pre-assigned problem for a week. The group is then expected to present the problem and "teach" it in class. They are especially encouraged to discuss where they got stuck in the problem and how they solved it. Since this could be overwhelming to some students, I guide them along the way and meet with the groups before they are scheduled to present. My reflections on this are in this blog post.
Teaching evaluation (mean): 4.4 out of 5 (2023-24); 3.58 out of 5 (2022-23)