Alfred Marshall observed that economics is both a science and an art.
I believe the same is true of teaching:
The art lies in engagement — using experiments, simulations, and real-world examples to spark curiosity.
The science lies in structure — designing clear learning objectives and guiding students through analytical reasoning step by step.
I cultivate curiosity through interactive exercises that let students experience economic principles firsthand. My training in experimental economics enables me to design original classroom games that bring abstract concepts to life — from a lights-off public goods experiment to a cap-and-trade simulation using poker chips and play money. When students discover free-rider logic through their own choices, the lesson becomes unforgettable.
I emphasize framework thinking: I open each lecture with clear learning objectives and a visual roadmap linking past and upcoming topics. I work through quantitative problems step-by-step on the board, making my reasoning visible. I provide detailed written feedback on student work, tailored to each individual — not just what went wrong, but why.
I am committed to equity and inclusion in the classroom. At Georgia State, one of the most diverse universities in the country, my students include first-generation students, international students, returning adult learners, and students with varied quantitative preparation. I incorporate short reviews of essential tools, use active learning to build confidence, and work with students to navigate non-academic challenges while maintaining high academic standards.
I want students to leave my classroom not only with stronger analytical skills, but with the confidence to apply economic reasoning to the issues that matter to them.
Fall 2025 | Enrollment: 117 (First-generation students · International students · Working adult learners · Highly diverse)| Response rate: 47.9%
Evaluation Scores
Instructor followed syllabus plan: 4.9 / 5.0
Instructor communicated effectively: 4.8 / 5.0
Instructor accessible to students: 4.7 / 5.0
Grading system explained clearly: 4.7 / 5.0
Content helped students learn: 4.7 / 5.0
Exam content consistent with material: 4.7 / 5.0
Student achieved course objectives: 4.6 / 5.0
Course challenged students to think: 4.6 / 5.0
Created environment that helped learning: 4.6 / 5.0
Course increased critical thinking ability: 4.5 / 5.0
Feedback improved student learning: 4.5 / 5.0
Selected Student Comments
"She was very easy to understand and did a great job explaining topics."
"The lectures were very engaging and used examples that made the content easy to understand."
"She had clear examples and thoroughly explained each concept."
"I appreciate how the instructor encouraged questions, made the classroom feel comfortable, and took the time to ensure everyone understood the material."
"Very thorough with explaining things and stopped if anyone needed help in the class."
"She was really friendly and approachable. Did not rush us or make us feel confused."
Full evaluation report available upon request. Administered by Georgia State University, Andrew Young School of Policy Studies.
Course Innovations
Original public goods experiment for large body of students (lights-off card game) — students discover free-rider logic through their own choices
Exam reflections as structured metacognitive exercises grounded in cognitive science
Algebra refreshers embedded in relevant lectures to support students with varied quantitative preparation
Spring 2024 | Enrollment: 28 (First-generation students · International students · Working adult learners · Highly diverse) | Response rate: 42.9% | Upper Division
Evaluation Scores
Students actively engaged new ideas: 4.6 / 5.0
Student achieved course objectives: 4.3 / 5.0
Course challenged students to think: 4.3 / 5.0
Instructor accessible to students: 4.2 / 5.0
Instructor was prepared for class: 4.1 / 5.0
Created environment that helped learning: 4.0 / 5.0
Selected Student Comments
"Amazing lectures. Very engaging and got the points across. I liked that the professor solved math problems on the board and explained them very well."
"My instructor has opened my eyes to view environments from a different perspective."
"Very nice and engaged with the students. Asked for participation and the environment felt good — not afraid to say the wrong answer."
"Very communicative and clear on the teaching."
Full evaluation report available upon request. Administered by Georgia State University, Andrew Young School of Policy Studies.
Course Innovations
Public goods experiment: lights-off card game where students discover free-rider logic through their own choices
Cap-and-trade simulation: students act as power companies trading emissions permits with poker chips
iClicker polling throughout lectures to surface misconceptions in real time and spark discussion
Three-unit arc for paper writing (Announcement Example): Is there a problem? How can we fix it? How do we actually fix it?
Group research paper and presentation with individual group consultations and written draft feedback
SWBAT statements at the start of each lecture as learning roadmaps and self-testing guides
Impact Beyond the Classroom
1 non-economics major student pursued a master's degree in environmental economics at University of Georgia (recommendation letter provided)
Designed group research projects connecting economic theory to real environmental policy debates
Teaching Interests
I am qualified to teach courses in microeconomics and econometrics at any level, as well as electives in behavioral, environmental, and public economics. I am happy to teach introductory macroeconomics and to develop new courses.
Example courses:
Principles of Microeconomics · Principles of Macroeconomics · Intermediate Microeconomics · Environmental Economics · Public Economics · Behavioral & Experimental Economics · Econometrics · Math for Economics
Behavioral Economics and Society (Syllabus) — Decision-making theory connected to inequality, sustainability, and public policy; accessible to non-majors.
Introductory Math for Economics (Syllabus) — Building early quantitative confidence for students entering economics.
Economics in Movies — Using film and storytelling to illustrate opportunity cost, coordination failure, and market design.
I believe some of the clearest lessons about incentives and coordination appear not in textbooks, but on screen. As someone who is both an experimental economist and an evolving film buff, I aim to bridge storytelling and economic thinking. Through guided film analysis, students would examine how narratives reveal hidden trade-offs, strategic uncertainty, and policy design challenges. By connecting theory to familiar cultural experiences, this approach helps students see economics not as abstract math, but as a language for understanding human behavior.
Environmental Policy Lab — A project-based elective pairing policy tools with hands-on analysis of local environmental challenges.