Classroom Effectiveness

My philosophy regarding teaching economics starts from the premise that effective teaching must build upon prior knowledge and, whenever possible, connect with real world examples or compelling applications. Conveying enthusiasm for the subject material, communicating in a clear and concise manner, encouraging inquiry and discourse, and being invested in students’ success are key complements to a firm grasp of a subject and experience applying economics in academic as well as policy spheres. My full teaching philosophy statement can be found here.

Teaching Assistantships and Evaluations, Cornell Department of Economics

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Econ 1120, Introductory Macroeconomics, Professor Jennifer Wissink (Fall 2017)

Econ 3040, Intermediate Macroeconomics, Professor Christopher Huckfeldt (Spring 2017)

Econ 3040, Intermediate Macroeconomics, Professor Henry Wan (Fall 2016)

Econ 1120, Introductory Macroeconomics, Professor Arnab Basu (Spring 2016)

Econ 6130, Grad Macroeconomics I, Professors Julieta Caunedo and Karl Shell (Fall 2015)

Econ 3020, Accelerated Macroeconomics, Professor Karel Mertens (Spring 2015)

Econ 1110, Introductory Microeconomics, Professor Jennifer Wissink (Fall 2014)

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We receive formal teaching evaluations through Cornell University at the end of each semester. I believe in transparency, and have made available my teaching evaluations for the courses I have completed to date (links above). I carefully read these evaluations at the end of every semester, and think about how I might adjust my teaching or lesson planning accordingly. In particular, these evaluations have honed my attention to blackboard organization and refraining from jamming too much material in a given class or semester. Aggregate course evaluation statistics to date can be found here.