I am passionate about improving the academics of students through effective curriculum implementation and classroom management

I have always looked at teaching as a learning process for which the objective is not only learning for students but also learning for the teacher. A great teacher in economics is one who not only presents economic theory, but also one who helps the students see how these theories can be at least partially verified through life experience. I have often felt that the ultimate purpose of education should not be a mere accumulation of knowledge. Rather, knowledge must be applied in problem solving to reap the fruits of education. This type of learning process requires hard work and persistence, search and discovery, patience and resilience, and trial and error. One of my favorite pedagogical approaches is problem solving. Learning economics is not just a list of solutions to selected and generic problems. In contrast, it must be a methodology to create specific and genuine solutions to any problem, and to learn how to develop strategies and make efficient choices. Therefore, as a teacher, I believe my job has several aspects:

1.To Teach students how to think instead of what to think.
2. To teach students how to process and digest as opposed to memorize, store, and display information.
3. To teach students how to learn to search for and find information for any specific purpose and time as opposed to utilizing a stocked inventory of instructions.
4. To teach students how to apply a cost-benefit analysis to any decision-making situation.

Teaching economics is just not teaching a set of facts and definitions. Rather it is fundamentally different in that it involves teaching a way of thinking about problems. In economics we talk about the “economic way of thinking.” Essentially the “economic way of thinking” recognizes that we live in a world of scarcity. We cannot satisfy all wants and desires simultaneously. We therefore face tradeoffs that require us to make choices. Choices involve opportunity costs. In a market economy, the intensities of our wants are reflected by demand and opportunity costs by supply. Together supply and demand determine prices. These prices provide information and incentives that guide buyers and sellers to the allocation of resources. How this works is the study of economics.

These are simple but powerful principles. But just reciting these principles repeatedly in a mindless chant does not mean that students have learned anything. Based on my experience, the best way to teach economics is application. That is, state the principle and work through its implications as an abstract model. The next step and most important step is application. That is, apply the model in a real-world situation. This is a key step in the learning process. It is here that the student begins to see how thinking by the application of models allows one to draw useful conclusions. The next step is to apply the model in another real-world situation. The point of all this is that teaching economics requires presentation and analysis of theories but it does not stop there. These theories must be applied repeatedly until the student sees the general applicability of these principles in understanding a wide range of phenomena. Making seemingly esoteric principles practical and useful to the student’s life is the goal. It is gratifying to hear students begin to use terms like tradeoffs, opportunity costs, incentives, etc. and see their little smile as they use the words telling you that, yes, they understand.

Whether this approach is taught in a lecture format or a more intimate question and answer situation with a few people depends on the circumstances. Both can work as a teaching technique. The key is to get the student actively involved in the process. That is, continually asking the students to help you explore the problem step-by-step. Once again, this depends on the skills of the professor and the interaction between the professor and the student. I always like to start the class with a little summary of what we are going to do that day and what principles we are going to learn. I then try to end the class with a restatement and summary of the principles we have learned that day. In between is a constant barrage of theory followed by application with many questions interspersed. Each day builds on the previous day’s material. This repetition and connection to previous material is very helpful to the student as they deepen their understanding of economics.

To sum it all up, my general philosophy defines my major focus of teaching is to build a strong theoretical knowledge for students and to enhance their abilities to apply their theoretical skills. This application helps students make the best-educated choices in their professional and personal lives, including a choice of a graduate study. For every one of the many courses I teach, I try to formulate unique contents in order to attract a new generation of students to the discipline. The major thrust of these contents has been the differentiation with other close disciplines on campus such as management, finance, environmental studies and political science. Emphasis is given to the interaction between the quantitative and qualitative approaches toward maximizing the students' cognitive and professional development. Computer literacy, as demonstrated by the course web pages, in addition to professional writing, oral presentation skills, and constructive discussion seminars are standard requirements along with the indispensable exams and assignments.