Teaching is where scholarship becomes shared capacity. I want students to understand theory, test it against real problems, work across differences, and leave with greater confidence in their ability to investigate and act.
Teaching philosophy
I combine clear structure with room for curiosity and spontaneity. Courses begin with context and concrete examples, develop analytical tools, and culminate in students applying those tools to real-world challenges. Semester-long projects help students revisit ideas, exercise creative freedom, and experience the negotiation and shared ownership that make collaborative work successful.
I value strong performance, but I also recognize effort, growth, and the courage to work through difficulty. Inclusive teaching means providing multiple ways to participate, using culturally responsive cases, and giving students who need additional support the time and guidance required to succeed.
Teaching interests
Environmental economics • Collective action and cooperatives • Microeconomics • Applied statistics and econometrics • Institutional economics • Behavioral and experimental economics • Quantitative and qualitative research methods
I am developing a signature course on collective action, drawing on Elinor Ostrom, Mancur Olson, Michael L. Cook, and Amy R. Poteete. I am also contributing to a teaching book on cooperative lifecycles with Michael L. Cook.
Mentoring approach
Effective mentoring begins by learning how each person works. Some students thrive with frequent meetings and detailed structure; others prefer broader direction and space to explore. I help students find an effective rhythm, encourage regular informal conversation and written proposals, and provide substantive feedback that keeps projects moving without narrowing the student’s ownership of the work.
My experience includes directing the Deaton Scholars Program, mentoring interdisciplinary student teams, guiding graduate students and interns, and conducting workshops with farmers, surveyors, and community partners.