teaching portfolio · 2017-12-22 · 2 teaching experience i am experienced in teaching, assisting...

TEACHING PORTFOLIO

Yvonne (Yinghong) Zhang

Department of Economics

Washington University in St. Louis∗

Contents

1 Statement of Teaching Philosophy 2

2 Teaching Experience 3

3 Teaching Evaluations 4

3.1 Teaching Assistant—Summary Quantitative Assessment . . . . . . . . . . . . . . . . 4

3.2 Instructor—Class Attendance and Recommendation Letter . . . . . . . . . . . . . . 4

3.3 Selected Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4 Sample Course Materials 12

4.1 Course Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4.2 Selected Lecture Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.3 Selected Group Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

4.4 Selected Homework Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

4.5 Selected Exam Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

5 Copies of Quantitative Assessment 24

∗Email: [email protected]. Seigle Hall 307, 1 Brookings Drive, University City, MO, 63130

1

1 Statement of Teaching Philosophy

My teaching objective is to develop students’ abilities to understand the core of economics and apply

economic analysis to solve practical issues, regardless of their background. To accomplish this, I put

emphasis on three subjects: interest, implementation, and impact (“3I”).

Interest comes first because when students are interested in what they are studying, they are

motivated to absorb more information and thus can understand the content deeper. My foremost

approach is to create an interactive learning environment by using effective teaching tools and

forming study groups. Various media tools (video, newspaper, radio) help students learn the basic

ideas in a short time by capturing their attention to real-world cases. Take the example of explaining

inflation: I show a video about the hyperinflation in Zimbabwe to intrigue students’ interest and then

guide them to think about the consequences of inflation. Graphical illustration is another effective

tool, for instance, supply and demand curves are useful to understand the dynamic of how price

interacts with quantity of output. Furthermore, I encourage my students to interact with others,

as I randomly assign them to group discussions in the class and distribute group projects to them

outside of the class. By sharing thoughts and brainstorming, students become more interested in a

subject as they can see it in different perspectives.

Implementation stresses students’ ability to grasp the essence of an issue and then practice

effective approaches to solve the problem. Being aware that students may easily get lost after they

have learned a complicated model, I always present the big picture before going through the details

of a model. I reiterate the point in class that every model gives us a concrete characterization for

what we observe in the economy or our daily life. Students can then easily specialize this general

point to any particular model without losing the big picture. Next, by understanding the roots

of the mechanisms studied in class, students can comprehend economic models and thus develop

an effective and rigorous problem-solving process. For example, they may find an assumption of a

model not working in certain circumstances, then they can think about how to fix the model by

comparing the learned models or developing their own model.

Impact requires going beyond the textbook and applying knowledge to real-world matters. I

help students read through selected materials that are closely related to the teaching content, and

I incentivize the students that their work can have a significant impact on society. One example is

when I explain “comparative advantage,” I illustrate how facilitating globalization can be a win-win

for two countries while using current data. Then I have an assignment asking “what may go wrong

with globalization?” This open question allows students to think as an economist, and to derive

policy implications related to international trade. When they explore broader out of class, their

critical and creative thinking can be cultivated. Meanwhile, as they recognize the impact of their

insights and work, their interests can be sparked, which reinforces my first principle—interest.

Additionally, I attach importance to the challenge of teaching diverse audiences. Since students

vary in backgrounds and learning styles, I adapt both my teaching content and style to accommodate

their diversity and to make the learning environment more welcoming. This has included adopting

a frequent feedback system, as well as offering extra office hours to talk about other economic issues

that they are concerning about.

Teaching has been one of the most rewarding experiences during my life. I feel fulfilled seeing

my students making progress. In the future, I will continue striving to cultivate young minds and

impart a clear vision of how economics can be applied to explain real-world issues.

2

2 Teaching Experience

I am experienced in teaching, assisting professors for different levels of courses, and mentoring

students on the one-to-one basis.

In the summer of 2015, I taught Introduction to Macroeconomics for Washington University,

and the class is registered in full capacity (see 3.2). I am very grateful to this opportunity of training

myself further as a teacher, not only to adapt myself to the US higher education learning culture,

but also to expose myself to the young and ambitious students, who are thirsty to learn beyond the

class. My teaching objective is to enhance students’ abilities to understand the core of economics and

apply economic analysis to solve practical issues. To accomplish this, I have developed my teaching

philosophy of “3I”: interest, implementation, and impact (details in my Teaching Statement). I

was glad my class was registered in full capacity and received positive feedback. I have created

an interactive learning environment by forming study groups and using various media tools. With

an anonymous feedback mechanism as well as creating some open slots to talk about the issues

that they are interested in, I have adjusted my pace to accommodate their requirement and diverse

interests. I was pleased seeing my students were actively involved in class and performed well. One

of my students Yuheng Fu wrote an unsolicited recommendation letter (see 3.2).

Over the course of graduate school, I have learned to teach from my professors and have put

their philosophies into practice in lectures. I have also benefited greatly from my teaching assis-

tantship since 2014 (8 semesters) for various levels of courses at Washington University, including

Introduction to Macroeconomics, Introduction to Microeconomics, Labor and the Economy, Ad-

vanced Topics in Modern Economic Growth, Intermediate Macroeconomic Theory, Intermediate

Microeconomic Theory, and the MBA course in Olin business school—Market Competition & Value

Appropriation. The responsibilities varied from solving homework on the board to guide the stu-

dents in the exams. During my office hour, I guided students to understand the essence of a problem

and asked them some motivating questions to ensure that they had absorbed the course concepts.

I offered extra office hour if the students had many questions, and carefully pointed out the incor-

rect points in their homework or exams. These experience have honed my skills to meet diversified

requirements from the students, and improved my abilities to foster their critically and analytically

thinking. Meanwhile, I have received more professional training from the teaching workshops held

by our Teaching Center, including teaching a discussion class, incorporating active learning into

lectures, and gathering evidence of teaching effectiveness.

Since 2009, I have been one of the leaders for the “One-to-One Volunteer Tutoring Program”

in my university cooperating with a local community. I have worked closely with ten high-school

students from lower-income families, and I felt it truly rewarding after I got positive feedback from

them. The most unforgettable experience was when I tutored a boy with his English. I found it

frustrating at first because he was bright but he kept forgetting grammar and basic words. After

I realized it was because he was not engaged in learning English compared to his favorite subject

math, I tried to spark his interest in English by using examples from his favorite activity: football.

My endeavor paid off as he improved his English grade from 60 to 80 in a single semester. Hearing

this news was one of the proudest moments of my life, since my help had a tangible effect on him.

My teaching experience reminds me of the perspiration of my teachers as they impart knowledge

and cultivate minds. I realized I have to enrich myself so that I can teach and inspire others. I am

looking forward to teaching again after I graduate.

3

3 Teaching Evaluations

3.1 Teaching Assistant—Summary Quantitative Assessment

Tables 1 summarizes my official teaching assistant evaluations of the courses.

Table 1: Summary of Teaching Assistant Evaluations (Scale of 7.0)

class level Econ 1011 Econ 380 Econ 4011 Econ 4021

time 2014F, 2016F, 2017S 2015S 2015F 2016 S

Overall Eval

rating for the section 7.00 5.33 7.00 6.50

teaching effectiveness 7.00 5.42 7.00 6.50

Instruction

material presented clearly 7.00 5.59 7.00 7.00

questions answered clearly and concisely 7.00 5.59 7.00 7.00

material presented at an appropriate pace 7.00 5.69 7.00 7.00

TA well prepared for class 7.00 5.53 7.00 7.00

class time used well 7.00 5.75 7.00 7.00

effectively led the class 6.00 5.63 7.00 7.00

topics effectively related to the lectures 6.00 5.75 7.00 7.00

communicated at an appropriate level 6.00 5.69 7.00 7.00

Interaction with students

expectations clearly explained 6.00 5.75 7.00 7.00

fair grading 6.50 5.59 7.00 7.00

concerned for students 6.50 5.74 7.00 7.00

available for consultation outside of class 6.50 5.95 7.00 7.00

maintained positive environment in class 6.00 5.82 7.00 7.00

3.2 Instructor—Class Attendance and Recommendation Letter

As an instructor, I have taught Introduction to Macroeconomics for Washington University in St.

Louis in 2015 Summer. I conducted the teaching evaluations on hard copies in my last class,

because I wanted to make sure that everyone would submit their evaluations. Unfortunately, I

failed to save those copies. However, when one student Yuheng Fu, learned that I am applying for

academic positions, she wrote an unsolicited recommendation letter for me (see 3.2). The following

“Performance Dashboard” proves that (1) Yuheng Fu is the student in my class; (2) no student

has written an online review; (3) my class was registered in full capacity (allowing for the rule that

students could drop the course in two weeks).

4

11/21/17, 10(03 PMPerformance Dashboard – SU2015.L11.Econ.1021.41 - ...

Page 1 of 6https://wustl.blackboard.com/webapps/blackboard/content/manageDash…tPaging=false&course_id=_117768_1&course_id=_117768_1&startIndex=0

Edit Mode is: ON•

(Course has been unavailable to students since Saturday, August 13, 2016)

Performance Dashboard

SU2015.L11.Econ.1021.41 - Introduction to Macroeconomics

Evaluation

Performance Dashboard

The Performance Dashboard shows all types of user activity in your course or organization. More Help

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Displaying 1 to 26 of 26 items Show All Edit Paging…

Unsolicited Recommendation LetterTo whom it may concern,

My name is Yuheng Fu. I am in my sophomore year at Washington University in St. Louis,

where I’m majoring in mathematics with a concentration in statistics and pursuing a minor in

General Business. I participated in High School Summer Scholars Program at Washington University

in the summer of 2015 and enrolled in a summer section of Introduction to Macroeconomics which

was instructed by Yvonne (Yinghong) Zhang as a part of the program.

I was very nervous about this class at first because it was my first time to sit in a college class-

room and learned college-level classes. However, soon I realized that my concerns were unnecessary:

Yvonne gave us clearly-structured lectures with not only definitions and concepts based on the text-

book but also vivid examples related to daily life. Those examples really helped me put concepts into

concrete contexts. Her problem sets were also helpful tools for students to review class materials.

Besides, she is easily accessible during office hours and really cares about students in person. After

knowing that I was a high school student interested in the field of economics, she listened to my

plans for college study patiently and carefully and gave me very personalized suggestions on how to

be better prepared for both college life and the study of economics. Such mentorship continues to

today after I came back to Washington University as an undergraduate student.

Without a doubt, I confidently recommend Ms. Yvonne (Yinghong) Zhang to join your team.

As a caring and dedicated instructor, I know that she will be a beneficial addition to your institution.

Please feel free to contact me should you like to discuss her qualifications and my experiences with

her further. I’d be happy to expand on my recommendation.

Sincerely,

Yuheng Fu

B.A. Mathematics

Washington University in St. Louis—Class of 2020

[email protected]

(314) 445-7749

3.3 Selected Feedback

“Clarity and punctuality.”TA L11 4011

“Cared.”TA L11 4011

“I met with this TA outside of class and thought she was very helpful!”TA L11 380

“She always had a positive attitude.” L11 4011(2)

“Helpfulness.” TA L11 4011(2)

“Informative.” TA L11 4011(2)

“Yvonne gave us clearly-structured lectures with not only definitions and concepts based on the

textbook but also vivid examples related to daily life.” Instructor L11 1012

“Easy accessible during office hours and cares about students in person.” Instructor L11 1012

“Problem sets were helpful.” Instructor L11 1012

11

Econ 1021 - Introduction to Macroeconomics Summer 2015

(July 13th - Aug 13th) Instructor: Yinghong Zhang [email protected]

Class : MTWRF 1:00pm -‐ 2:45pm, TBD

Office : Seigle Hall 358

Office Hours : By Appointment

Textbook (optional): Mankiw, Gregory N. (2015) Principles of Macroeconomics, 7,

Mason, OH: South-‐ Western Cengage Learning.

Course Description:

The goal of this course is to provide an understanding of economic thinking as well

as the key issues faced by macroeconomists. We will cover topics such as growth,

trades, inflation, unemployment, the great recession, etc. The course will also

provide analytic tools, which can be utilized to study how monetary and fiscal policy

can be used to address these issues.

Class Notes, Book Reference, and Additional Problem Sets

The textbook is optional for this class but I will follow it closely so it can be a

good reference if you prefer having a book in your hand. I will post the slides on

blackboard with additional notes if available for each topic. On blackboard you

will also find additional articles/readings and “extra” problem sets that will not be

graded but are suppose to give you more practice on the material. Occasionally,

we will discuss some questions during review session or in class if necessary.

Special Topics of Interest

4 Sample Course Materials

4.1 Course Syllabus

12

If we do not fall behind on schedule, we might be able to discuss more specific

topics of interest related to macroeconomics. Please email me if you have a

specific topic you would want to know more about, and I will try to accommodate

as long as time permits and the topic is agreed upon by the entire class.

Grading:

• 2 problem sets (15% each)

Problem sets will be due in the beginning of the class. Late submissions will not be

accepted and will result in a grade of zero. You are allowed to work together but

must submit your own work.

• 2 mid-‐term exams (20% each)

• final exam (30%).

• Extra credit (will be discussed later in the course)

The due dates for problem sets will be determined in class. The midterm exams and

final exam are tentatively scheduled on 7/21 and 7/31 and 8/13.

Only university-‐approved excuses will be accepted for missing an exam, and it is

your responsibility to notify me before an exam (the sooner, the better) if you are

going to miss it; otherwise the corresponding grade will be recorded as a zero. If you

notify me beforehand with an acceptable excuse, then your final course grade will be

appropriately re-‐weighted.

If you are taking this course P/F or CR/NCR, you must receive a C or better to

receive a P or CR.

Academic Integrity:

The quizzes and exams are to be your own work. As such, evidence to the contrary

will result, initially, in a failing grade on the exam, and immediate academic

disciplinary action. If you ever feel that these standards of academic integrity are

not being met, please notify an undergraduate advisor or me immediately. If you are

uncertain about the policy on academic integrity at Washington University, refer to

your undergraduate advisor, to the university’s Student Judicial Procedures, or to

your school’s statement of student academic integrity. (For ArtSci students, the

latter is published each semester in the Course Listings booklet.)

Date Day Topic Reference Week1 7/13 Mon. Course Outline and Introduction; Thinking like an

Economist Ch. 1

7/14 Tues. Interdependence and gains from trade Ch. 2 (brief), Ch.3

7/15 Wed. Markets, Supply and Demand Ch.4 7/16 Thurs. Measuring a Nation's income Ch.10 7/17 Fri. Measuring the cost of living (Hw1 due) Ch.11 Week2 7/20 Mon. Measuring Unemployment Ch. 15 7/21 Tues. Extra Slot if behind on material/Topic of student

interest

7/22 Wed. Exam 1 7/23 Thurs. Saving, Investment, and the Fiscal System Ch.13 7/24 Fri. The Monetary System Ch. 16 Week3 7/27 Mon. Money Growth and Inflation Ch. 17 7/28 Tues. Open Economy Ch. 18 7/29 Wed. Macro Theory of Open Economy Ch. 19 7/30 Thurs. Aggregate Demand and Supply; Different Economic

Perspectives Ch. 20

7/31 Fri. Extra Slot if behind on material/Topic of student interest

Week4 8/3 Mon. Exercise and Review 8/4 Tues. Exam 2 8/5 Wed. Influence of Monetary and Fiscal Policy on

Aggregate Demand Ch. 21

8/6 Thurs. Short-‐run trade-‐off between inflation and unemployment

Ch. 22

8/7 Fri. Macro Policies Ch. 25 Week5 8/10 Mon. Movie Treat : Inside Job/Frontline Documentary on

the Great Recession

8/11 Tues. The Great Recession (Hw2) 8/12 Wed. Review (Extra credit due) 8/13 Thurs. Final

Tips

1. Readbeforeclass

2. Summarizeandhighlight

3. Testyourself

4. Practice

5. Goonline

6. Studygroup

7. Teachsomeone

8. Don’tskiprealworldexamples

9. Applyeconomicthinkingtoyourdailylife

Briefsummaryofweek11.Introduction:10principles;

• Howpeoplemakedecisions(1-3)• Howpeopleinteract(5-7)• Howtheeconomyasawholeworks(8-10)

thinklikeaneconomist:

• Assumptions• Models(circus-flowdiagram;PPF)

Interdependenceandtrade:• Absoluteandcomparativeadvantage

2.howthemarketworksmarketforcesofdemand(D)andsupply(S)

• Whatfactorsdrivetheshiftormovementalongthecurve• Theslopeofthecurveisdeterminedbyelasticity• Equilibrium(usuallyshortforEQ)

3.MarketsandwelfareMacro:welfareofnation

• GDP(Nominalvsreal),anddiscussionoverGDP• Referdata:n GDP:http://www.bea.govn Population:http://research.stlouisfed.org/fred2/series/POPTHM?cid=104

Micro:well-beingofconsumerorproducer• Consumerorproducersurplus• (willtalkaboutmarketefficiencynextMonday)

UseD&Scurvetoanalyzegovernmentpolicies• Example:Pricecontrol• ApolicymayhavedifferenteffectsonShort-runvs.Long-run

4.2 Selected Lecture Notes

16

Group Discussion 3 Generation JoblessThese questions should help guide you in understanding the material and arti-cle distributed in class, especially on the different types of unemployment andtheir causes. Feel free to incorporate your own opinion when answering thesequestions.

1. Recall how the BLS has divided the population. Are the “NEETS” partof the employed, unemployed, or not in the labor force?

2. What does the employment rate tell you about the length of the job con-tract in which you are employed? For example, full time, part-time, tem-porary, permanent, etc.

3. If more young people are unemployed because of the economic recession,what type of unemployment is this?

4. The article mentioned that the second reason why young people are inac-tive is because places where population of young people grows the fastesthave the worst-run labor markets. I am not sure what the economist meantby “worst-run” labor markets. What do you think it possibly means? Andwhat type of unemployment can it cause?

5. Can you find evidence in the article of instances where discouraged workersare present i the economy?

6. How can low growth affect employment? What type of unemploymenthave you just described?

7. Give an example from the article of job mismatch and how has economiestry to reduce mismatch and educational gaps. What kind of unemploy-ment is this?

8. Can technology destroy employment or increase employment? What isyour reasoning?

1

4.3 Selected Group Discussions

17

Homework 2 Econ DUE July 29th Part 1 Read Generation jobless _ The Economist (I have posted it before)

These questions should help guide you in understanding the material and article, especially on the different types of unemployment and their causes. Feel free to incorporate your own opinion when answering these questions.

1. Recall how the BLS has divided the population. Are the “NEETS” part of the employed, unemployed, or not in the labor force?

2. What does the employment rate tell you about the length of the job con- tract in which you are employed? For example, full time, part-time, temporary, permanent, etc.

3. If more young people are unemployed because of the economic recession, what type of unemployment is this?

4. The article mentioned that the second reason why young people are inactive is because places where population of young people grows the fastest have the worst-run labor markets. I am not sure what the economist meant by “worst-run” labor markets. What do you think it possibly means? And what type of unemployment can it cause?

5. Can you find evidence in the article of instances where discouraged workers are present in the economy?

6. How can low growth affect employment? What type of unemployment have you just described?

7. Give an example from the article of job mismatch and how has economies try to reduce mismatch and educational gaps. What kind of unemployment is this?

8. Can technology destroy employment or increase employment? What is your reasoning?

Part 2 listen to an episode This American Life, “The Invention of Money”. The podcast is an hour long, but I think it is a very fun listen and quite insightful.

4.4 Selected Homework Questions

18

You can access the podcast here: http://www.thisamericanlife.org/radio-archives/episode/423/the- invention-of-money

. (a) Comment on the inflation story of Brazil. What did you find interesting?

. (b) How does people’s expectations and trust affect the monetary system and the financial system?

. (c) Comment on the idea that money is fiction.

. (d) After reading the article in part one and listening to the NPR podcast, how do you view the FED now?

1

Principles of Macroeconomics Summer 2015

Exam 1 (80 points total) Name : Part 1 5 multiple-‐choice questions: 2 points, 10 total 1. Economics is the study of a. production methods. b. how society manages its scarce resources. c. how households decide who performs which tasks. d. the interaction of business and government. 2. You go to the movieplex where movies ordinarily cost $9. You are intending to see a movie for

which you have a $3 off coupon good for only that movie at that time. However, when you get there you see a friend who asks if you would rather see a new release. Both movies start and end at the same time. If you decide to see the new release with your friend, what is your opportunity cost?

a. the amount you value the first movie + $3 b. the amount you value the first movie + $9 c. $3 d. $9 3. Which of the following statements is an example of a positive, as opposed to normative,

statement? a. Americans deserve a cleaner environment. b. Reducing emissions reduces days missed from school due to asthma. c. All Americans are entitled to quality health care. d. Economic policies should focus on improving equality..

4. Which of the following events must cause equilibrium price to fall? a. demand increases and supply decreases b. demand and supply both decrease c. demand decreases and supply increases d. demand and supply both increase 5. In June 2009 the Bureau of Labor Statistics reported an adult population of 234.9 million, a

labor force of 154 million and employment of 141.6 million. Based on these numbers the unemployment rate was

a. 93.3/234.9. b. 12.4/234.9.

4.5 Selected Exam Questions

20

2

c. 93.3/154. d. 12.4/154.

Part 2 5 True or False questions: 2 points, 10 total

• Mark whether the statements bellow is true or false.

Statement True False If the average cost of transporting a passenger on the train from Chicago to St. Louis is $75, it would be irrational for the railroad to allow any passenger to ride for less than $75.

In a competitive market, the quantity of each good produced and the price at which it is sold are not determined by any single buyer or seller.

GDP can measure either the total income of everyone in the economy or the total expenditure on the economy’s output of goods and services, but GDP cannot measure both at the same time.

Trade can make everyone better off except in the case where one person is better at doing everything.

An economic model can accurately explain how the economy is organized because it is designed to include, to the extent possible, all features of the real world.

Part 3 4 short answer questions: 5 points, 20 total These are short answer questions. Write concisely as you can. Paragraphs longer than 5 sentences will be penalized.

• Give an example of 3 things that are not measured in GDP.

• Suppose there are two people in the economy and only two goods. One has a comparative advantage in producing good A, the other has a comparative advantage in producing good B. Thus it will be beneficial to trade. How do you determine the price range for which trade can happen? You can either

3

give an example with numbers or explain intuitively how you would determine price.

• List 2 problems with the CPI measurement and explain them briefly. • What is efficiency and how can market power reduce efficiency?

4 essay questions 10 points each 40 total -‐Circular Flow Diagram Draw the circular flow diagram. Clearly specify who are the agents and what types of markets are there in the diagram. Specify how do they interact with each other. Assume there is no government or foreign economy in the diagram. -‐Supply and Demand

a. What are the values of the equilibrium price and quantity?

b. At a price of $3, is there a shortage or a surplus, and how large is the shortage and surplus?

c. At a price of $6, is there a shortage or a surplus, and how large is the shortage

and surplus?

d. Suppose there is an improvement in technology in this market and the price of lamps, a complementary good, increases. What changes do you predict in the equilibrium price and quantity? Draw the supply demand diagram if it helps.

4

e. Go back to your original supply and demand curve and now shift only the demand curve upward. Explain clearly the adjustment process from the old equilibrium to the new equilibrium.

-‐GDP, Growth, and Inflation

The table below contains data for the country of Togogo. The base year is 1974. Year Nominal GDP GDP Deflator 1974 $2000 100 1975 $3000 120 1976 $3750 150 1977 $6000 200

a. In which years (from year ____ to year ____ ) did the economy experience no real GDP growth?

b. How much is inflation from 1975 to 1976?

c. How much did output grow from 1976 to 1977? Show your work to receive

partial credit or cite work previously done.

d. In this question, you have the real GDP value be equal to or less than the nominal GDP value. In general, is it possible to have real GDP value higher than the nominal GDP value? Explain what could cause such a phenomenon.

-‐Consumer Price Index: Show work for partial credit a. A worker received $5 for a daily wage in 1930. What is the value of that wage

today if the CPI was 17 in 1930 and is 230 today? b. The consumer price index was 200 in 2012 and 208 in 2013. The nominal interest

rate during this period was 9 percent. What was the real interest rate during this period?

c. There are a number of reasons why the CPI differs from the GDP deflator. Provide

one reason. d. What is an example of something not included in CPI but is included in the GDP

deflator?

Bonus question 3 points

Why is the price of turkey during thanksgiving a puzzle for economist?

Title of Course: Introduction to Microeconomics

Course: Section:

Semester:

Instructors:

Completed Evaluations:

Scoring Key

Bold - Score

(S) - System's Average Score For the Template

(D) - Department's Average Score For the Template

L11 1011 01

Fall 2014

Sudeshna Bandyopadhay (Instructor), Junmin Liao (TA), Wei Wang (TA), Fatih Tuluk (TA), Jaevin Park (TA), Minhyeon Jeong (TA), Tzai-Shuen Chen (TA), Ting Yuen Terry Cheung (TA), Cody Smith (TA), Chih Han Chen (TA), Yinghong Zhang (TA)

68 of 195 (35%)

(M) - Median Score For the Question

Course Section Requirements:

Number of Quizzes n/a

Number of Examinations n/a

Number of short papers (1-5pgs) n/a

Number of long papers (6 +pgs) n/a

Number of homework assignments n/a

Number of individual projects n/a

Number of group projects n/a

Number of oral presentations n/a

Was attendance required? No

Was class participation required? No

Were take home exams given? No

Discussion Section (Teaching Assistant)

Overall Evaluation (Yinghong Zhang - TA)

7.00

5.71 of 15459(S)

(D) 5.58 of 3066

Give an overall rating for the section

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (2.94%)0 (0.00%)

(blank) 1 - Poor 2 3 4 5 6 7 - Excellent

(M) 7.00

7.00

5.62 of 15459(S)

(D) 5.53 of 3066

Give an overall rating of the teaching effectiveness

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (2.94%)0 (0.00%)


(M) 7.00

Instruction (Yinghong Zhang - TA)

7.00

5.78 of 15459(S)

(D) 5.45 of 3066

Material was presented clearly

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%)0 (0.00%)

(blank) 1 - Strongly Disagree

2 3 4 5 6 7 - Strongly Agree

(M) 7.00

WUSTL Course Evaluations 10/18/2017

5 Copies of Quantitative Assessment

24

Title of Course: Introduction to Microeconomics

Course: Section:

Semester:

Instructors:


Scoring Key

Bold - Score



L11 1011 01

Fall 2014

Sudeshna Bandyopadhay (Instructor), Junmin Liao (TA), Wei Wang (TA), Fatih Tuluk (TA), Jaevin Park (TA), Minhyeon Jeong (TA), Tzai-Shuen Chen (TA), Ting Yuen Terry Cheung (TA), Cody Smith (TA), Chih Han Chen (TA), Yinghong Zhang (TA)

68 of 195 (35%)
















7.00

5.71 of 15459(S)

(D) 5.58 of 3066


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (2.94%)0 (0.00%)


(M) 7.00

7.00

5.62 of 15459(S)

(D) 5.53 of 3066


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (2.94%)0 (0.00%)


(M) 7.00


7.00

5.78 of 15459(S)

(D) 5.45 of 3066


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%)0 (0.00%)



(M) 7.00


7.00

5.74 of 15459(S)

(D) 5.55 of 3066

Questions were answered clearly and concisely

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (2.94%)0 (0.00%)



(M) 7.00

7.00

5.86 of 15459(S)

(D) 5.58 of 3066

Material was presented at an appropriate pace

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%)0 (0.00%)



(M) 7.00

7.00

6.05 of 15459(S)

(D) 5.62 of 3066

The TA was well prepared for class

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%)0 (0.00%)



(M) 7.00

7.00

5.77 of 15459(S)

(D) 5.63 of 3066

Class time was used well

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%)0 (0.00%)



(M) 7.00

6.00

5.74 of 15459(S)

(D) 5.54 of 3066

The TA effectively led the class

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 0 (0.00%)0 (0.00%)



(M) 6.00

6.00

5.97 of 15459(S)

(D) 5.63 of 3066

Topics were effectively related to the lectures

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 0 (0.00%)0 (0.00%)



(M) 6.00

6.00

5.98 of 15459(S)

(D) 5.52 of 3066

Communicated at a level appropriate for the class

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 0 (0.00%)0 (0.00%)



(M) 6.00

Interaction with students (Yinghong Zhang - TA)


6.00

5.81 of 15459(S)

(D) 5.60 of 3066

Expectations were clearly explained

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 0 (0.00%)0 (0.00%)



(M) 6.00

6.50

5.82 of 15459(S)

(D) 5.66 of 3066

Grading procedures were fair

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 1 (1.47%)0 (0.00%)



(M) 6.50

6.50

5.92 of 15459(S)

(D) 5.63 of 3066

TA was concerned for students

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 1 (1.47%)0 (0.00%)



(M) 6.50

6.50

6.04 of 15459(S)

(D) 5.96 of 3066

TA was available for consultation outside of class

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 1 (1.47%)0 (0.00%)



(M) 6.50

6.00

6.07 of 15459(S)

(D) 5.79 of 3066

TA maintained positive environment in class

0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (1.47%) 0 (0.00%)0 (0.00%)



(M) 6.00

Short Answers (Yinghong Zhang - TA)

Is there something important about the section not covered by these questions?

I didn't go to any TA sessions so I can't give a far assessment of any TA17

Instructor Short Answers (Yinghong Zhang - TA)

What did you like <u>most</u> about the teaching of this section by the TA?


What did you like <u>least</u> about the teaching of this section by the TA?



Title of Course: Labor and the Economy

Course: Section:

Semester:

Instructors:


Scoring Key

Bold - Score



L11 380 01

Fall 2015

Sudeshna Bandyopadhay (Instructor), Yinghong Zhang (TA), li zhang (TA), Meichen Chen (TA)

12 of 44 (27%)
















7.00

5.72 of 15082(S)

(D) 5.59 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)


(M) 7.00

7.00

5.62 of 15082(S)

(D) 5.52 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)


(M) 7.00


7.00

5.74 of 15077(S)

(D) 5.52 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00


7.00

5.72 of 15076(S)

(D) 5.54 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.89 of 15076(S)

(D) 5.58 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

6.05 of 15074(S)

(D) 5.60 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.81 of 15070(S)

(D) 5.47 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.72 of 15070(S)

(D) 5.35 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

6.03 of 15070(S)

(D) 5.69 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.96 of 15070(S)

(D) 5.57 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00



7.00

5.84 of 15070(S)

(D) 5.62 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.82 of 15070(S)

(D) 5.58 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

5.91 of 15070(S)

(D) 5.77 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

6.01 of 15070(S)

(D) 5.88 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00

7.00

6.09 of 15068(S)

(D) 5.81 of 1657


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (8.33%)0 (0.00%)



(M) 7.00



No02



Never attended TA hours02


Never attended TA hours02


Title of Course: Intermediate Microeconomic Theory

Course: Section:

Semester:

Instructors:


Scoring Key

Bold - Score



L11 4011 02

Fall 2015

Carl Sanders (Instructor), Yinghong Zhang (TA), Juan Vizcaino (TA)

58 of 66 (88%)
















5.33

5.72 of 15082(S)

(D) 5.59 of 1659


1 (1.72%) 0 (0.00%) 1 (1.72%) 7 (12.07%) 5 (8.62%) 4 (6.90%) 9 (15.52%)0 (0.00%)


(M) 5.00

5.42

5.62 of 15082(S)

(D) 5.52 of 1659


1 (1.72%) 0 (0.00%) 2 (3.45%) 4 (6.90%) 5 (8.62%) 5 (8.62%) 9 (15.52%)0 (0.00%)


(M) 6.00


5.59

5.74 of 15077(S)

(D) 5.52 of 1659


0 (0.00%) 1 (1.72%) 0 (0.00%) 2 (3.45%) 4 (6.90%) 5 (8.62%) 5 (8.62%)0 (0.00%)



(M) 6.00


5.59

5.72 of 15076(S)

(D) 5.54 of 1659


0 (0.00%) 0 (0.00%) 1 (1.72%) 2 (3.45%) 4 (6.90%) 6 (10.34%) 4 (6.90%)0 (0.00%)



(M) 6.00

5.69

5.89 of 15076(S)

(D) 5.58 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 4 (6.90%) 4 (6.90%) 5 (8.62%)0 (0.00%)



(M) 6.00

5.53

6.05 of 15074(S)

(D) 5.60 of 1659


0 (0.00%) 1 (1.72%) 0 (0.00%) 3 (5.17%) 4 (6.90%) 3 (5.17%) 6 (10.34%)0 (0.00%)



(M) 6.00

5.75

5.81 of 15070(S)

(D) 5.47 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 3 (5.17%) 5 (8.62%) 5 (8.62%)0 (0.00%)



(M) 6.00

5.63

5.72 of 15070(S)

(D) 5.35 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 5 (8.62%) 3 (5.17%) 5 (8.62%)0 (0.00%)



(M) 5.50

5.75

6.03 of 15070(S)

(D) 5.69 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 4 (6.90%) 3 (5.17%) 6 (10.34%)0 (0.00%)



(M) 6.00

5.69

5.96 of 15070(S)

(D) 5.57 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 3 (5.17%) 6 (10.34%) 4 (6.90%)0 (0.00%)



(M) 6.00



5.75

5.84 of 15070(S)

(D) 5.62 of 1659


0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (3.45%) 5 (8.62%) 4 (6.90%) 5 (8.62%)0 (0.00%)



(M) 6.00

5.59

5.82 of 15070(S)

(D) 5.58 of 1659


0 (0.00%) 1 (1.72%) 0 (0.00%) 3 (5.17%) 3 (5.17%) 4 (6.90%) 6 (10.34%)0 (0.00%)



(M) 6.00

5.74

5.91 of 15070(S)

(D) 5.77 of 1659


0 (0.00%) 0 (0.00%) 1 (1.72%) 3 (5.17%) 3 (5.17%) 5 (8.62%) 7 (12.07%)0 (0.00%)



(M) 6.00

5.95

6.01 of 15070(S)

(D) 5.88 of 1659


0 (0.00%) 0 (0.00%) 1 (1.72%) 2 (3.45%) 3 (5.17%) 4 (6.90%) 9 (15.52%)0 (0.00%)



(M) 6.00

5.82

6.09 of 15068(S)

(D) 5.81 of 1657


0 (0.00%) 0 (0.00%) 0 (0.00%) 3 (5.17%) 3 (5.17%) 5 (8.62%) 6 (10.34%)0 (0.00%)



(M) 6.00



In terms of Yinghong, the only reason I answered 4 for all is because I don't know who this TA is and have never interacted/seen this TA. I'm sure she did an excellent job, but I just cannot comment.

05

No08

Yinghong didn't seem as familiar with the homework and ready to answer questions as Juan.09

no13

No18

nope25

N/A27

Not in particular28

I did not engage with the TAs enough to formulate an opinion.31


Title of Course: Intermediate Microeconomic Theory

Course: Section:

Semester:

Instructors:


Scoring Key

Bold - Score



L11 4011 01

Spring 2015

Carl Sanders (Instructor), Yinghong Zhang (TA), Geyu Yang (TA), Meichen Chen (TA)

64 of 71 (90%)
















5.47

5.76 of 11619(S)

(D) 5.54 of 2320


1 (1.56%) 0 (0.00%) 1 (1.56%) 1 (1.56%) 4 (6.25%) 5 (7.81%) 5 (7.81%)0 (0.00%)


(M) 6.00

5.35

5.69 of 11619(S)

(D) 5.52 of 2320


1 (1.56%) 0 (0.00%) 1 (1.56%) 2 (3.13%) 3 (4.69%) 6 (9.38%) 4 (6.25%)0 (0.00%)


(M) 6.00


5.69

5.79 of 11619(S)

(D) 5.54 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 1 (1.56%) 3 (4.69%) 4 (6.25%) 4 (6.25%)0 (0.00%)



(M) 6.00


5.50

5.79 of 11619(S)

(D) 5.60 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 1 (1.56%) 6 (9.38%) 2 (3.13%) 4 (6.25%)0 (0.00%)



(M) 5.00

5.62

5.86 of 11619(S)

(D) 5.65 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 5 (7.81%) 4 (6.25%) 3 (4.69%)0 (0.00%)



(M) 6.00

5.92

6.05 of 11619(S)

(D) 5.73 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 3 (4.69%) 4 (6.25%) 5 (7.81%)0 (0.00%)



(M) 6.00

5.92

5.83 of 11619(S)

(D) 5.70 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 3 (4.69%) 4 (6.25%) 5 (7.81%)0 (0.00%)



(M) 6.00

5.62

5.75 of 11619(S)

(D) 5.61 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 1 (1.56%) 4 (6.25%) 3 (4.69%) 4 (6.25%)0 (0.00%)



(M) 6.00

5.62

6.00 of 11619(S)

(D) 5.90 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 1 (1.56%) 4 (6.25%) 3 (4.69%) 4 (6.25%)0 (0.00%)



(M) 6.00

5.77

6.00 of 11619(S)

(D) 5.85 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 4 (6.25%) 4 (6.25%) 4 (6.25%)0 (0.00%)



(M) 6.00



5.29

5.85 of 11619(S)

(D) 5.79 of 2320


1 (1.56%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 5 (7.81%) 4 (6.25%) 3 (4.69%)0 (0.00%)



(M) 5.50

5.71

5.86 of 11619(S)

(D) 5.92 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 4 (6.25%) 6 (9.38%) 3 (4.69%)0 (0.00%)



(M) 6.00

5.36

5.95 of 11619(S)

(D) 5.75 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 3 (4.69%) 4 (6.25%) 2 (3.13%) 4 (6.25%)0 (0.00%)



(M) 5.00

5.87

6.08 of 11619(S)

(D) 5.89 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 0 (0.00%) 4 (6.25%) 5 (7.81%) 5 (7.81%)0 (0.00%)



(M) 6.00

5.31

6.03 of 11619(S)

(D) 5.77 of 2320


0 (0.00%) 0 (0.00%) 1 (1.56%) 3 (4.69%) 3 (4.69%) 3 (4.69%) 3 (4.69%)0 (0.00%)



(M) 5.00



n/a00

no06

No07

Sorry, but i have no contact with any TA at all08

No10

no13

N/A32

I have no idea who this is41

no48


Title of Course: Intermediate Macroeconomic Theory

Course: Section:

Semester:

Instructors:


Scoring Key

Bold - Score



L11 4021 02

Spring 2016

Gaetano Antinolfi (Instructor), Rodolfo Oviedo Moguel (TA), Yinghong Zhang (TA), Juan Vizcaino (TA)

19 of 45 (42%)


Course Section Requirements:Number of Quizzes n/a













6.505.83 of 11115(S)

(D) 5.53 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%) 1 (5.26%)0 (0.00%)


(M) 6.50

6.505.73 of 11115(S)

(D) 5.50 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%) 1 (5.26%)0 (0.00%)


(M) 6.50


7.005.88 of 11115(S)

(D) 5.58 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00


7.005.84 of 11115(S)

(D) 5.59 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 2 (10.53%)0 (0.00%)



(M) 7.00

7.005.93 of 11115(S)

(D) 5.56 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.006.15 of 11115(S)

(D) 5.55 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.005.90 of 11115(S)

(D) 5.52 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.005.82 of 11115(S)

(D) 5.48 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.006.10 of 11115(S)

(D) 5.61 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.006.06 of 11115(S)

(D) 5.64 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00



7.005.85 of 11115(S)

(D) 5.51 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.005.86 of 11115(S)

(D) 5.66 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.005.98 of 11115(S)

(D) 5.53 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.006.08 of 11115(S)

(D) 5.73 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00

7.006.14 of 11115(S)

(D) 5.68 of 1674


0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 0 (0.00%) 1 (5.26%)0 (0.00%)



(M) 7.00



N/a18



N/a18


N/a18


teaching portfolio · 2017-12-22 · 2 teaching experience i am experienced in teaching, assisting...

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