Instructor Experience
Applied R Programming Review Course
Designed and taught a review course in R programming and data analysis for Ph.D. students in Applied Economics and the Humphrey School of Public Affairs.
Teaching Assistant Experience
As a teaching assistant, I led weekly discussion sessions, developed supplemental materials, graded assignments, held office hours, and provided individualized feedback to students.
University of Minnesota
- Principles of Microeconomics (APEC 1101) — Undergraduate, Fall 2024
- Applied Microeconomic Analysis of Social Choice and Welfare (APEC 8004) — Ph.D., Spring 2024
- Applied Microeconomic Analysis of Game Theory and Information (APEC 8003) — Ph.D., Spring 2024
- Econometric Analysis I (APEC 8211) — Ph.D., Fall 2023
- Econometric Analysis II (APEC 8212) — Ph.D., Fall 2023
University of Nebraska–Lincoln
- Applied Econometrics (AECN 896-003) — M.S., Fall 2020 and Spring 2022
Awards and Recognition
CFANS Graduate Assistant Teaching Award, 2025
Recognized for teaching APEC 1101: Principles of Microeconomics.
AAEA TLC Graduate Student Teaching Award Nominee, 2024
Nominated for teaching APEC 8211–8212: Econometric Analysis I and II.
Teaching Assistant Award for 5000/8000-Level Classes, 2023–2024
Recognized for teaching APEC 8211–8212: Econometric Analysis I and II and APEC 8003–8004: Applied Microeconomic Analysis.
Teaching Philosophy
Teaching has been one of the most rewarding parts of my academic career. Beyond helping students master course material, I aim to cultivate the habit of reasoning from first principles—a skill that enables them to approach unfamiliar problems independently.
Build understanding, not just recognition.
Cultivating the ability to reason from first principles begins with helping students distinguish between knowing a concept and genuinely understanding it. Students may recognize a definition or formula yet still struggle to determine how to begin a problem or apply the concept in an unfamiliar setting. Genuine understanding requires students to grasp why a concept matters, what kinds of questions it can help answer, and how it connects to other ideas. By emphasizing these underlying relationships, I aim to help students move beyond memorized procedures and develop the ability to approach new problems independently.
Make the reasoning visible.
In discussion sessions and office hours, I use foundational questions and step-by-step reasoning to help students bridge the gap between recognition and application. For example, students in econometrics may know the formal definition of a sampling distribution but have difficulty explaining its purpose. I address this by working through a simple exercise that makes the underlying reasoning explicit. When providing feedback, I similarly explain not only that a conclusion is incorrect, but also which step in the reasoning was missing or misunderstood.
Connect details to the broader structure.
Students are often required to learn many concepts in a short period and can lose sight of how individual topics fit together. I therefore periodically step back to summarize where we are, how the current material relates to earlier topics, and how the pieces contribute to the larger analytical framework. My goal is to help students develop the conceptual foundation and confidence needed to apply economic and quantitative methods independently.