The Origins of my Passion for Economics

Some of my most transformative personal experiences occurred during the years I spent in Latin America. As a result of these experiences I developed a strong desire to understand how and why socio-economic inequalities persist; yet, the first two economic courses I took at the community college left me discontented. I understood what happened when the lines on the graphs shifted left or right, but I could not explain the reality of what I had witnessed. While studying the economic system requires abstracting away from the empirical complexities we observe, as an educator and researcher, I remain committed to emphasizing the use of economics as a tool to understand and address pressing issues like those that originally drew me to the discipline.

Research Motivation

I have not followed the traditional approach through my studies or life in general. My journey up to this point has taken across the globe, affording me the opportunity to interact with and learn from many great people. It was during these formative experiences that I developed a strong desire to understand how and why social inequalities persist. In seeking to understand complex social problems like unemployment, racial and gender inequality, and the existence of indigence, I have come to realize the necessity of viewing these problems through multiple lenses while utilizing a variety of methods in their analysis. I have sought to develop a broad and interdisciplinary skill set while pursuing my education, incorporating both quantitative and qualitative methods. In so doing, I have developed a toolbox to address real world problems that draws on systems science, mathematics and statistics, in addition to a pluralistic approach to economic theory and methodology that is historically informed and empirically grounded.

Pedagogical Approach

Designing universally accessible curricula and creating an inclusive learning environment reside at the core of my pedagogical approach. Universally accessible curricula recognizes that learning is an individual process and strives to create content that exists free of barriers. An inclusive educational environment moves beyond the content into the classroom, fostering equity and inspiring excellence. My primary goals involve encouraging critical thinking and demonstrating how course materials contribute to understanding of the reality of circumstance. To inspire the highest performance and to sustain this throughout the semester and beyond, I endeavor to engage students through a presentation of course materials that is relatable and appeals to the student’s interests. Establishing an inclusive educational environment and achieving desired learning outcomes begins with development of the curriculum and culminates with its delivery in the classroom and assigned work. These are not goals which can be accomplished, but are a process which I consistently aspire to realize in the classroom, assigned work, and in all interactions with my students.

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