Teaching

Growing up in a family of beloved teachers, I always wanted to be a teacher like my grandfather. However, I only fully understood his passion for teaching once I experienced it myself. I have been honored to teach a few hundred students, and as my grandfather used to say, “Being a teacher is the most honorable title one can hold.” 

In Global Capitalism Today, teaching for the third time now, students learn about the changes in the global economic landscape. The course can intertwine with many other disciplines, such as politics, history, finance, etc. Hence, this course differs from traditional economics classes as it emphasizes discussion and open expression of ideas. I constantly encourage active participation through various activities, including case studies and open-ended quizzes, allowing students to showcase their strengths. I've also designed interactive games to engage students in learning about economic systems in a more fun way. Additionally, I regularly invite guest lecturers from academia and industry (e.g., Netflix) to share experiences related to today's capitalism and their work and research. My efforts are reflected in the class evaluations, such as “She is very good at including everyone in the discussion and making sure everyone is comfortable to participate in class” or “She encourages active participation in class and learning through a more Socratic-style method, which I enjoyed.” 

The first time I taught Global Capitalism Today, I conducted anonymous mid-semester evaluations to ensure that my approach was appropriate for the group. I asked them what they liked and wanted to see in class and my teaching. I received helpful feedback, such as that not everyone was comfortable expressing themselves in the discussions, which I implemented throughout the semester by offering various learning styles to cater to everyone and promote deeper understanding. Ensuring that my students feel heard and respected is at the core of my teaching, which is reflected in my course evaluations, “She is willing to do what it takes for a student to succeed,” “She seeks feedback on her performance and is willing to work and improve,” and “I feel respected by my instructor because the professor took the initiative to help when she saw that my performance was not good.” 

To make my online class during COVID-19 more engaging, I designed a small group project in Intermediate Microeconomics without Calculus to help my students apply the course material collaboratively to address real-world problems. I provided them with data and taught them how to analyze consumer behavior via a simple Excel regression analysis. The course can be very dry and graph and algebra-heavy, which sometimes can get repetitive and boring for students. Helping them translate the economic theory into real-world applications gave them the conviction that this knowledge may well be extended to their behaviors in everyday life.  

I have a small project designed for my Global Capitalism Today as well. The students are required to select one capitalist and one socialist country and build their projects throughout the semester by integrating diverse concepts covered in class. Through a series of assignments, I guide them in breaking down their project into manageable components, fostering their writing, research, and critical thinking skills. They present their findings at the end of the semester. Ultimately, the project equips them to become informed and open-minded global citizens ready to tackle complex global issues. 

My teaching philosophy centers on fostering a dynamic, inclusive, and student-centered learning environment that equips students with the skills and knowledge needed for success in an ever-changing world. I am committed to inspiring a love for learning, promoting critical thinking, supporting the diverse needs of every student, and continuing the honorable journey that my late grandfather left in this world. 

1. Microeconomics (ECON201, Undergraduate)

   • • Fall 2024 - Students Enrolled: 90

1. Fundamentals of Macroeconomics (EconS102, Undergraduate)

   • • Winter 2022 (Asynchronous, Online, Global Campus) – Lead Instructor

       • Students Enrolled: 47

       • Course Evaluations: EconS102 

2. Intermediate Microeconomics without Calculus (EconS305, Undergraduate)

   • • Summer 2021 (Online) – Lead Instructor

       • Students Enrolled: 8

       • Teaching Material: Teaching Material

       • Course Evaluations: NA (did not meet the threshold status)

     • Spring 2023 (Asynchronous, Online, Global Campus) – Lead Instructor

       • Students Enrolled: 18

       • Teaching Material: Teaching Material

       • Course Evaluations: NA (did not meet the threshold status)

3. Managerial Economics (EconS555, Online MBA)

   • • Fall 2020 (Online MBA) - Co-Lead Instructor

       • Students Enrolled: 31

       • Teaching Material: Modules 

       • Course Evaluations: EconS555

4. Global Capitalism Today: Perspectives and issues (EconS428, Undergraduate)

   • • Fall 2021 (On-Site) – Lead Instructor

       • Students Enrolled: 32

       • Teaching Material: Teaching Material

       • Course Evaluations: EconS428

     • Fall 2022 (On-Site) – Lead Instructor

       • Students Enrolled: 24

       • Teaching Material: Teaching Material

       • Course Evaluations: EconS428

     • Fall 2023 (On-Site) – Lead Instructor

       • Students Enrolled: 28

       • Teaching Material: Syllabus

       • Course Evaluations: EconS428

1. Washington State University

   • EconS102 Fundamentals of Macroeconomics: Fall 2019, Spring 2020 

2. University of Wyoming

   • AGEC4840 Agricultural Market Analysis

   • AGEC4050 Agribusiness Marketing

   • AGEC4500 Agricultural Finance

3. Agribusiness Teaching Center

   • AGBU Introduction of Agricultural Economics