• Graduate Teaching Asst (E), Economics Department


Current Courses

Fall 2017

  • ECON 2020-090 Princ Of Macroeconomics

Summer 2017

Teaching Philosophy

Learning is like a quest. I am pursuing something—knowledge in the case of education. Every step I take makes me feel I am getting closer to my ultimate goal of what I need to know, but I never get to the end. Learning is a continuous process. Therefore, the purpose of education is to produce a learning society, and the role of the instructor is to mount a potent platform for students to acquire knowledge and contribute to society. As a teacher, I have been given the opportunity to transfer my knowledge and expertise in Economics to students, to pursue my intellectual interest and further my knowledge on the subject of Economics, a subject I love and enjoy learning about. I believe that this transfer of knowledge is mutually beneficial to both the teacher and the students. 

As a professor, I strive to contribute in building students’ critical thinking skills and to help students use the knowledge learned in economics classes to inform their daily decision making process and to understand economic events. So the challenge for me as an economics instructor is to convey how economic theories can be applicable to the real world, and how student can use theories learned in the classroom to inform their decisions. I feel fulfilled as an instructor at the end of the semester when I know that I have overcome this challenge.

Because economics is a quantitative intensive subject in the sense that it involves a lot of numbers, graphs and mathematics, most students taking economic courses have a first impression that economics is difficult. To make the subject interesting and accessible, I help link the subject matter to their lives and economic happenings around them. In addition, I encourage students’ that the mathematical tools used in economics are basically a simple way of making a complex idea or theory simple to understand. Explaining why a topic is worth covering in class, provokes students’ interest and motivates them to study and understand the material.

I believe that getting students engaged in class lectures and/or discussions and creating a learning environment that is respectful is the most effective method of teaching and an integral part of the learning process. Students learn best by being exposed to the material several times through continuous assessment and discussion as well as by giving students opportunities to express their understanding and idea of a particular economic concept. When students work on assignment problems, they are obliged to go back and study the material—either review their lecture notes or read the textbook or ask questions—especially when they cannot figure out the answer to a problem. This helps improve students’ understanding.

As an instructor, I believe that I am responsible for doing more than just transferring knowledge to my students. I can make my students want to succeed regardless of the difficulty level of the subject matter, and I can also inspire my students. Hard work and continuous learning from experience will allow me become an efficient and effective teacher.