Teaching Experience

Teaching 

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Holy Cross 

 

ECON110 Principles of Economics

This course studies the efficient, and equitable, allocation of scarce resources. Microeconomics addresses individuals, firms, and their interactions. Macroeconomics addresses large groups of consumers and producers, government decisions, and the global economy. The goal of this class is to study the theory that underlies basic economics and apply the theory to real world problems. Current events and class interests will guide our real-world applications and we will introduce economic data to supplement our theoretical studies.

ECON265 Quantitative Microeconomics

This course introduces students to the mathematical modeling techniques commonly used by microeconomists. With the help of statistical software packages (Excel, Stata, etc.) students will learn applications such as demand and supply estimation, calculating elasticities, and empirically measuring income and substitution effects. Students will also learn about common pitfalls in data analysis and will critically evaluate various empirical models by critiquing studies from the economics literature.”

Student Learning Objectives

  1. Understand the major statistical tools of applied microeconomics and learn how to implement these tools with R
  2. Distinguish between causal vs. correlational questions and issues using observational data
  3. Learn how to choose the correct model for the question and apply techniques to real-world and job-relevant problems

ECON334 Economics of Immigration

This course focuses on the economics of immigration, migration, and immigrant workers. We will explore the causes and impacts of human movement including internal, international, and forced migration. Students can expect to read and discuss empirical research papers in economics each week. The course begins by studying who migrates, why, and how, then examines the impacts on communities that receive many migrants, and ends with a module on the impact of migration on migrants’ origin communities. Major assignments include a presentation on a recent paper on immigration economics and a proposal for a paper with novel research questions of the student’s choice.

Current students please visit the course Canvas page.

 

Elmira College (Instructor of Record) 

 

ECO 2020 Principles of Macroeconomics (Elmira College)

ECO 2020: Ensures understanding of GDP, unemployment, standards of living, and inflation. Examines the determination of economic growth in the long-run and analyzes short-run fluctuations of output. Discusses the Federal Reserve and its role in formulating monetary policy as well as the  government’s role in fiscal policy and the effects of both types of policies on the economy.

ECO 3040 Intermediate Microeconomics (Elmira College, Asynchronous Class)

ECO 3040: Reviews of supply and demand concepts. Presents the theory of consumer behavior, including cardinal and ordinary utility functions, indifference curves, Engel curves, elasticity of demand and Giffen Goods. Discusses the theory of the firm including perfect competition, monopoly, oligopoly, and imperfect competition, and also explores factor markets. Introduces students to key concepts from game theory.

ECO 3041 Intermediate Macroeconomics (Elmira College)

ECO 3041: Provides an understanding of advanced macroeconomic theories and concepts. Examines national income accounting measures, the behavior of the economy in the long run, and the determination of output in the short-run. Particular attention is paid to the ISLM model of aggregate demand.

 

University Teaching Assistantships (Cornell University)

 

AEM 4150/5150 Price Analysis

Professor: Harry Kaiser

AEM 4150/5150: Focuses on the analysis of supply and demand characteristics of commodities with particular attention to agricultural products. Pays special attention to empirical analysis. Includes institutional aspects of pricing, temporal and spatial price relationships, price forecasting, and the economic consequences of pricing decisions.

 

AEM 2350 Introduction to the Economics of Development

Professor: Joanna Upton

AEM 2350: This course is a survey of the field of development economics, with an eye to theory, empirical research, and policy. It is intended to introduce you to the application of economics to understanding the causes and consequences of poverty around the world, and poverty alleviation. We will explore how both macro- and micro- economic theory is applied to the study of these issues, in the presence of scarcity, market failures, various shocks and stressors, and weak formal institutions. We will also consider the limits of economic study in understanding development, and the many trade-offs involved in the development process.

AEM 2000 Contemporary Controversies in the Global Economy

Professor: Chris Barrett

AEM 2000: This course aims to stimulate critical thinking, economic reasoning, and cogent writing about contemporary controversies that attract regular attention in the international press and among key private and public sector decision-makers. Students read and discuss competing arguments about current issues such as morally questionable market exchange among willing buyers and sellers, immigration policy, foreign aid, sovereign debt forgiveness, regulating genetically modified foods, etc.

AEM 2600 Managerial Economics

Professor: Terry Alexander

AEM 2600: This course covers microeconomic principles that inform managerial decisions in firms and organizations. The course will touch on how these principles apply to the Dyson School research foci of management, agribusiness, environmental sustainability, and emerging markets. 

AEM 2800 Hot Economic Issues in the News Today

Professor: Steve Kyle

AEM 2800: This course is a writing in the disciplines course in current economic issues. It is intended as a topical course focusing on selected issues that are important to the national debate. The basic analysis taught in ECON 1110 and ECON 1120 is taken as the point of departure and is used to illuminate these issues.

Teaching Coursework and Workshop Experience

I have completed ten hours of Writing TA training with the John S. Knight Institute for Writing in the Disciplines focused on assisting in writing classes, leading weekly discussion sections, helping students develop writing skills, giving constructive feedback, facilitating effective student learning, and grading consistently. These workshops involve leading practice classroom activities, grading samples, and role-playing various in class scenarios.

I took in Writing 7101: Writing in the Majors Seminar led by Dr. Elliot Hart Shapiro. Graduate teaching assistants appointed to Writing in the Majors courses enroll in Writing 7101, our seminar on writing and teaching in the disciplines. This course provides an interdisciplinary forum for the discussion of specific issues that arise in Writing in the Majors courses. It also explores more general dimensions of writing and teaching that are rarely objects of instruction in graduate programs or topics of organized discussion within departments. Writing 7101 begins by eliciting from the participants detailed concerns about writing and teaching, as a basis for further discussion. Later sessions pursue the following topics, among others:

  • Strategies for responding to and evaluating student writing, both in drafts and in final versions
  • Methods for generating lively, inclusive discussions
  • Assignment design
  • The writing process and the writing methods used by undergraduates, graduate students, and professional writers
  • Analysis of professional writing across the disciplines, with attention to continuities and discontinuities
  • Troubleshooting specific problems in the classroom

Through the Cornell Center for Teaching Innovation, I participated in their TA Teaching Institute in 2019. In the fall of 2020, I participated in the four-week course “Teaching and Learning in the Diverse Classroom.”  The focus of this course was to Be a part of Cornell’s campus-wide interdisciplinary conversation about creating and sustaining inclusive learning environments;

  • Experience a framework for inclusive course design;
  • Reflect on the implications of social identities—both students’ and instructors’—within the teaching and learning environment;
  • Explore evidence-based pedagogical strategies proven to support student-centered learning;
  • Explore strategies for facilitating discussion and modeling inclusivity when unexpected issues arise.

 

Teaching Awards and Recognition

2021 Dyson Graduate Teaching Assistant Outstanding Service Award