Economics - AACSB - The University of Texas at San Antonio
Economics - AACSB - The University of Texas at San Antonio
Economics - AACSB - The University of Texas at San Antonio
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Pedagogy - Dissert<strong>at</strong>ion Committees<br />
Year Type Description<br />
2010 - 2012 Dissert<strong>at</strong>ion Mike Williams (2010- ): PhD Dissert<strong>at</strong>ion Member, “Restricted<br />
Committees Priv<strong>at</strong>e Inform<strong>at</strong>ion Provision During Short sale Bans”.<br />
2009 - 2011 Dissert<strong>at</strong>ion<br />
Committees<br />
2006 - 2008 Dissert<strong>at</strong>ion<br />
Committees<br />
2003 - 2005 Dissert<strong>at</strong>ion<br />
Committees<br />
2003 - 2005 Dissert<strong>at</strong>ion<br />
Committees<br />
Elena Skour<strong>at</strong>ora (2009- ),PhD Dissert<strong>at</strong>ion Member,UTSA:<br />
“Essays on American Depository Receipts, Mergers and<br />
Acquisitions, and Price Discovery in Oil Future Markets”<br />
Margot Quijano (2006-2008), PhD Dissert<strong>at</strong>ion Member UTSA:<br />
“Essays on Debt and Asset Prices”, Assistant Pr<strong>of</strong>essor, <strong>Texas</strong><br />
St<strong>at</strong>e <strong>University</strong>.<br />
Supervised post-doctoral student Cho, Gue Dae, NDSU, 2003-<br />
2005<br />
Supervised post-doctoral student Skripnitchenko, An<strong>at</strong>oliy,<br />
NDSU, 2003-2005<br />
2003 - 2005 Dissert<strong>at</strong>ion<br />
Committees<br />
Pedagogy - Development <strong>of</strong> New Pedagogies<br />
Supervised post-doctoral student Kim, Mina, NDSU, 2003-2005<br />
Year Type Description<br />
2005 - 2020 Development <strong>of</strong><br />
New Pedagogies<br />
I approach my courses as collabor<strong>at</strong>ive activities between the<br />
student and myself. <strong>The</strong> vast majority <strong>of</strong> students (especially<br />
undergradu<strong>at</strong>es) in my courses will never become producers <strong>of</strong><br />
scholarship in intern<strong>at</strong>ional or development economics, so my<br />
responsibility is to cultiv<strong>at</strong>e in students a keen, critical analytical<br />
capacity in order th<strong>at</strong> they can be responsible, well-informed<br />
decision-takers, as citizens and as pr<strong>of</strong>essionals. I accept any<br />
student into a course with the caution th<strong>at</strong> I do not provide<br />
remedial instruction on subject’s prerequisite to course<br />
enrollment. I try to combine testing <strong>of</strong> students' command <strong>of</strong> basic<br />
theory, methods and concepts with opportunities to apply these<br />
tools in real world situ<strong>at</strong>ions. I make maximal use <strong>of</strong> out-<strong>of</strong>-class<br />
evalu<strong>at</strong>ion techniques. Short papers, take-home exams, problem<br />
sets, etc. permit students to explore subjects <strong>at</strong> their own pace<br />
better than do 50-minute quizzes or 2-hour exams. So where<br />
possible I tryto provide th<strong>at</strong> flexibility. At the gradu<strong>at</strong>e level, takehome<br />
exams are available for a fixed dur<strong>at</strong>ion (e.g., 3 days) in a<br />
one-week window so th<strong>at</strong> students can schedule their exam to suit<br />
their other commitments.<br />
Research Interests - Research Interests
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