My goal is to guide my students in the process of learning the basic skills and knowledge required to navigate a topic and keep learning by themselves after the course is over. I firmly believe that one word encapsulates what is required to achieve this as a teacher: empathy.
Empathy puts students' experiences at the center of the teaching strategy. After spending 5+ years in graduate school, it is easy to forget what it is like to approach the complex social phenomena at the core of economics for the first time, or to open up a messy database and decide how to move forward to learn something useful. As a teacher, I try to keep the memories of my own experience as a student at hand to design contents that gently guide my students towards the goal of learning how to learn the topic under question.
But empathy also requires to go beyond our own experiences, as particular circumstances shape how we learn. I strive at gaining as much feedback from my students as possible to adjusts my teaching strategy in accordance with what works best for them. Empathy also encompasses a compassionate approach to teaching that acknowledges that some circumstance in students' lives may require extra flexibility to serve the ultimate goal of supporting students' learning process.
Harvard Kennedy School of Government. Cambridge, USA.
Advanced Quantitative Methods II. Spring 2019. Teaching Fellow.
Advanced Quantitative Methods I. Fall 2018. Teaching Fellow.
Universidad de Chile. Santiago, Chile.
Advanced Mathematical Methods (Undergraduate in Economics). 2015-2016. Instructor.
Macroeconomics II (Undergraduate in Economics). 2015. Instructor.
Introduction to Macroeconomics (Undergraduate in Economics). 2016. Instructor.
STATA mini course
I developed an online STATA mini course that served as an induction to STATA for MPA-ID students. The course gently introduces students to the use of this software through guided examples and exercise that use real world messy data. I have made the course available to the general public free of charge.