Teaching

EEP 118 is an upper division core requirement that introduces students to the statistical techniques economists use to answer empirical questions. Students learn the basis for single and multiple regression, the assumptions that must be satisfied for causal inference, and a range of research designs that applied economists use for causal inference: program evaluation, panel data, and instrumental variables. Throughout, students apply lecture concepts to datasets using R.

As a graduate student instructor for EEP 118, I planned and held two hour-long weekly discussion sections, hosted office hours, designed problem sets and section exercises in Jupyter notebooks, and consulted on exam questions.

EEP 141 is an upper division elective that introduces students to a wide range of policy topics in Agricultural and Environmental Economics, with a particular focus on issues of supply chains and innovations. After a broad introduction to these topics, students select a product, company, or innovation to analyze through a final research paper and presentation.

As a graduate student instructor for EEP 141, I wrote problem sets, planned and held two hour-long weekly discussion sections, and hosted office hours during the first half of the course. In the second half of the course, I met with students regularly to guide them through the process of researching and writing their final papers, then graded the final papers and presentations.

EEP 145 is an upper division elective that introduces students to the production and valuation of health with a focus on environmental impacts on health. Students learn to use theoretical and empirical tools to understand core market failures like public goods, externalities, and moral hazard.

As a graduate student instructor for EEP 145, I planned and held two hour-long weekly discussion sections, hosted office hours, and designed problem sets and exam questions. I received the 2017 Teaching Excellence Award for teaching this course.

The workshop for first time graduate student instructors is an intensive day of instruction intended to prepare graduate student instructors for their first week of teaching. It covers overcoming teaching-related fears, preparing syllabi, strategies for the first day of class, time management, active learning techniques, and challenging scenarios that may arise during class.​

As a graduate student instructor for the workshop, I designed activities for students to actively practice and prepare for their time in the classroom. I modeled good classroom management and incorporated mini discussions about the pedagogical techniques I was practicing during the workshop.