|Environmental and Natural Resource Economics (graduate), Instructor, Johns Hopkins University SAIS||Fall 2019|
|Take Ownership of Your Professional Development (Duke Graduate School), Instructor||March 2019|
|Microeconomics: Policy and Tools (undergraduate), Teaching Assistant, Duke University
|Math Refresher for Master in Public Policy (graduate), Instructor, Duke University
|Microeconomics and Public Policy Making (graduate), Teaching Assistant, Duke University
|Tutoring Microeconomics (graduate), Duke University||2015, 2017|
|Certificate in College Teaching||2019|
|Certificate in Writing Pedagogy||Expected 2019|
At first my students tend to be uneasy when, provided with a question, I would often reply with another question. The process aims at developing a clear economic narrative than they can apply to other questions. It creates less reliance on the instructor and encourages student collaboration, while practicing their communication skills.
I especially stress the importance of the dialogue between assumptions and results: acknowledging that research outcomes are most often conditional statements and not absolutes. In my experience, this dialogue was crucial for students to apply class material to their subsequent professional endeavors. The inclusion of different media such as newspaper articles, TedTalk videos, or even literature is conducive to it, but also allows to accommodate different learning styles.
Certificate in College Teaching’s observations of my sessions to MPP students describe me as a patient, approachable and respectable authority figure to students: “Whereas, your body language and tone of voice projected warmth and openness, you also established yourself as an expert on the subject via your thorough answers to questions” writes an observer. I make sure students are comfortable acknowledging their misunderstandings. According to a second observer: “[Maria is] patient with a student who is having difficulties understanding; attempts to elucidate the problem by explaining it in different ways.” An anonymous student writes in the evaluation: “Maria was extremely patient and generous. She was able to explain concepts from the book so clearly, I wish she had written it. ”
I encourage students to articulate their thoughts clearly and without jargon (but if they decide to use it, making sure it is applied correctly). The class observer writes on this topic: “Encourages students to formulate their thoughts, continuing a line of inquiry that the student appears to be having difficulties articulating. ”
I outline a clear learning contract with the students. We set mutual expectations and an agenda that I clarify at the beginning of each class and pursue with an organized approach to the topics discussed: “[Maria] presents an organized programme.”