Teaching philosophy

When I teach I use a combination of slides and blackboard. The slides act as a common thread throughout the lecture and I supplement these by using the blackboard either to emphasize important parts of the material or to show examples. I like to support theoretical parts of the curriculum with empirical examples, and I use real-life examples whenever possible. Most students like this, and I believe that they also understand the material better this way - this is an important part of my teaching philosophy. I have been teaching different students; undergraduate as well as graduate, economics students as well as marketing and management students. I keep this in mind when preparing my teaching and suit the content as well as the methods to best match the students skills, needs and expectations. I ask the students for feedback on my teaching during and after a course and I use it to improve my teaching skills. I have received good feedback on my teaching skills and pedagogical methods.

Teaching Experience

I was recently inspired by the teaching specialist Wayne Geerling, who visited our department. He showed ways to motivate students, increase their learning outcomes and to use the new tools that IT provides. These include tools to activate the students, tools to figure out how much the students understand, and tools to make the students teach themselves and each other. I  very much look forward to implement these tools in my future teaching. It will be interesting to see how the students will embrace these ideas and to evaluate the impact at the exams. 

During the second part of my PhD I had the opportunity to try lecturing. First I was given 3 lectures (9 hours) in International Trade Theory and Policy where I organized everything from scratch. I decided topics, found materials, and prepared the teaching and everything was accepted by the main lecturer. I also handled all the communication with students and prepared questions for the final exam and evaluated the students. In essence, I was given the chance of being a subject leader. In the spring I was given a similar chance; 5 lectures (10 hours) in the Political Economy of Development. I am glad that I was given these two opportunities and I feel that they have prepared me to be subject leader in the future.

TA positions

Microeconometrics

Spring 2012, University of Southern Denmark, graduate course (half of the course)

Fall 2012, University of Southern Denmark, graduate course

Evaluation (on an increasing scale from 1-5):