I teach because I believe that the challenges facing my students and society require individuals who think critically and communicate effectively. My primary teaching interests are principles of microeconomics, development economics, and applied econometrics. 

University of Maine, Orono

I teach a variety of graduate and undergraduate courses in the School of Economics at the University of Maine (Orono). My courses place a strong emphasis on understanding and applying principles of economics to real-world problems. Across all of my courses, I try to stress the common themes of empirical literacy, sound argumentation, and effective communication.

ECO 530 – Introduction to Econometrics (Graduate)

Semesters (students)

    • Fall 2019 (8)
    • Fall 2020 (remote, 17)

Selected Student Comments

“It was evident that Jonathan cared deeply for the quality of his teaching and the learning of his students. He frequently brought in outside sources to show real–life applications of topics covered in class. I would recommend his course to others or take another course taught by him.”

“Jonathan is the best economics instructor I have had at the University of Maine. His teaching style is very thoughtful and clear, and he is a very accessible and caring instructor. He pays attention to his students and their needs and interests. His method of teaching, which combines clear and concise explanations of theory with interesting examples of research and applications, made the class both useful and engaging for me. His perspectives on economics and social issues are a breath of fresh air, and he does an excellent job of discussing issues of gender equity, racial diversity, and class divides that are especially important to our work in economics, which many other professors are unwilling or unable to acknowledge. I absolutely loved this class and loved having him as a professor.”

“I can’t stress enough what a great classroom environment Jonathan makes. You can feel that he genuinely respects us and wants us to learn. He definitely pushes you and you have to work hard but he’s always available to help.”

ECO 480 -Mathematical Economics (Undergraduate)

Semesters (students)

  • Spring 2020 (9)

Selected Student Comments

“I appreciated the content in the course. It felt like an actual application of all of the economics I’ve learned and deepened my understanding of why things happen.”

“I appreciated how open the professor was to help students and how he went above and beyond to make sure the student understood the material presented.”

“With Corona transition, I think it was handled in the best possible way.”

ECO 363 -Game Theory (Undergraduate)

Semesters (students)

  • Spring 2020 (40)

University of California, Davis

While at the University of California, Davis, I have had the opportunity to improve and expand my teaching experience. I served as a teaching assistant for a variety of courses and a diverse student body. I also worked as a tutor, specializing in microeconomic theory, econometrics, and development economics.

Additionally, to improve my teaching, I completed a five-part Foundations in Teaching workshop series put on by the University of California, Davis Center for Educational Excellence. The workshop series offered practical, evidence based educational methods for creating engaging, inclusive classrooms and effectively assessing learning outcomes.

Teaching Assistant
  • ARE 115A, Development Economics, Stephen Boucher, Winter 2015, Spring 2015
  • ARE 100A, Intermediate Microeconomics, Jacob Marder, Fall 2014
  • SAS 120, Global Poverty: Critical Thinking and Taking Action, Lovell Jarvis, Winter 2013

The Peace Corp

Instructor/Instructor Trainer
As a Peace Corps Volunteer in northern Nicaragua, I worked in four rural high schools for two years. During this time, I trained local instructors in a new entrepreneurship curriculum and co-taught classes to students in their final two years of high school. Our 18-month entrepreneurship course helped students develop confidence in their own ideas and identify opportunities for their lives after high school. In the final twelve months of the course, students launched their own small businesses in order to participate in a nation-wide business plan competition.