My teaching experience comprises  a spectrum of courses with diverse students. I am confident of my ability to teach undergraduate and master's level courses in any field that my department might need me to serve. Nevertheless, as my research field is microeconomic theory, my primary teaching interest is in that field, and I can teach the subject at any level. 

At The Pennsylvania State University, I have been an instructor with full responsibility for an online section of intermediate microeconomics. I have also been a TA for the upper-level courses in mathematical economics, international economics, growth and development, and health economics. While I was at Duke University as a master's student, I was a TA for a game theory course of the Fuqua School MBA program.

Through that experience, I have learned that an instructor should design each course to be suitable for the specific population of students who are taking it. Introductory economics courses are about learning basic concepts and facts that are new to the students. Therefore, the instructor needs to motivate students and to explain clearly those concepts and their applications. Ideally, at the conclusion of this process, students should understand the logic of the concepts and why such concepts provide good ways of thinking about practical economic problems.

Advanced undergraduate or master's level courses should be designed to achieve more ambitious goals. After taking courses at that level, students should be able to provide their own economic analyses of issues related to what they have studied. To attain such goals, the course needs to be linked concretely to specific economic research experiences: for instance, in the course, students might be given opportunities to perform simple calibration or estimation with field data using statistical computing programs. Furthermore, in those advanced courses, the instructor should provide at least one important theoretical model that can be analyzed with simple discrete mathematics. The year before last, I was the TA of a health economics course for senior undergraduates and professional-master's graduate students in hospital administration that was highly demanding in those respects. (You can see the syllabus here.) I was able to help students meet the high challenge that the course posed for them. I learned from this experience that, when provided with skillful and intensive support, students can surpass the level of achievement that is typically expected of them.