Teaching material

Edited and co-authored the Open Electricity Economics Handbook with Prof. Lion Hirth. This open access, online resource is meant for use by students of electricity economics and public policy, as well as policy-makers, regulators and their advisers. It provides a comprehensive introduction to the field of electricity economics for self-study and can be used as an encyclopaedia by more experienced experts.  OEE Website

Taught courses

Policy Dimensions of Energy Systems (PPGA 541)

• Program: MPPGA, UBC

• Period: Winter 2023, Winter 2024

Electricity Economics and Modeling

• Program: MBE, TU-Berlin 

• Period: Winter 2018, Winter 2019

• Topics covered: Economics of electricity power systems, power system modeling in GAMS, renewable energy policy, renewable energy financing  

Supervision

Master Thesis co-supervision in Germany

• Diana Danilenko

• Sangeeth Selvaraju

• Lukas Norbert Leitner

Teaching Philisophy Statement

Stereotypical portrayal of science and the humanities paints them in vastly different hues. Straitjacketed thinking would conjure up starkly contrasting images of frenzied, madcap scientists and stoically ruminating Humanities philosophers. However, I believe that these two academic streams can together help us unravel the complexities of the world that we live in. Throughout my life, I have been as fascinated by the principles of science—the empirical rigor, the quest for evidence, the systematic inquiry—as I have admired the quality of introspection that is the hallmark of a humanities scholar.

It is for this reason that economics, particularly as it pertains to energy markets and climate change, is more than just a subject that explains the market—it is the perfect confluence of empirically validated logic that would gain the scientist’s approval, and treatises on social behavior that occupy the thoughts of our ruminating friend. The study of economics in this field transcends traditional market analysis; it embodies the scientific method in its use of data and models to understand complex systems, while also embracing the humanistic perspective that considers the societal impacts of economic decisions.

In my teaching, I try to inspire the same approach to economics. I encourage students to view energy economics not just through the lens of supply and demand or cost-benefit analysis, but as a dynamic system intertwined with technological innovation, policy decisions, and global environmental challenges. We delve into the intricacies of carbon markets, the economics of renewable energy sources, and the financial implications of climate policies. By doing so, we equip ourselves with the tools to not only comprehend but also to influence the shaping of a sustainable future.

My goal is to ignite in my students a passion for discovering the economic underpinnings of energy markets and the pivotal role they play in addressing climate change. This cannot be obtained through passive knowledge accumulation, especially to a cohort of students who aspire to be future policymakers. I try to use the following strategies to foster active learning in the classroom as is pertinent realm of policy studies:

• Case Studies: Use real-world case studies that require students to analyze, discuss, and propose solutions to actual policy issues related to energy markets and climate change.

• Simulations and Role-Playing: Conduct simulations of policy-making processes or role-playing exercises where students can experience the challenges and complexities of decision-making.

• Debates and Discussions: Organize debates on current policy issues, encouraging students to research, articulate, and defend various viewpoints.

• Problem-Based Learning: Present students with complex, real-life problems and guide them through the process of researching and developing policy recommendations.

• Guest Speakers: Invite policymakers, industry experts, and activists to share insights and engage with students on relevant topics.

• Policy Labs: Create a lab environment where students can work on policy design and analysis projects, often in collaboration with local government or organizations.

By incorporating these methods, I have tried to help students develop the critical thinking, analytical, and communication skills necessary for effective policy-making in the field of energy economics and climate change. This approach not only prepares them for their future roles but also instills a sense of responsibility and urgency regarding the global challenges we face.

Another crucial element for me, especially teaching in a diverse university like UBC is engaging students with diverse backgrounds. My classes consist of students from diverse cultures and lived experiences. Incorporating case studies, examples, and readings from various cultures and perspectives, especially those relevant to the economics of energy markets and climate change has been a first step in making the classroom inclusive. I encourage collaborative learning through group projects or discussions where students with different backgrounds can share their unique perspectives and learn from each other. I also use a variety of teaching methods, such as interactive lectures, multimedia resources, and hands-on activities, to cater to different learning styles and preferences. This is an area of ongoing learning for me. By implementing these strategies, I hope I can help all students feel valued and empowered to contribute to the learning process, regardless of their background.