I want students to tell a supported claim from a confidently asserted one.

Most of economics serves that. A demand curve is a claim about behaviour that somebody had to measure. An elasticity is a number with a confidence interval and a research design behind it. Students who see where numbers come from stop treating them as facts handed down and start treating them as arguments they can interrogate.

One curriculum choice follows: I teach the identification problem before the estimator. A student who understands why a comparison might be unfair can learn any technique later. One who learns the technique first often never thinks to ask. I also teach with real data carrying visible defects rather than clean teaching sets, because reconciling a messy series is where intuition forms — and every dataset a student meets after graduation will look like that.

- ECON 222 Microeconomics — led small-group recitations across three consecutive years, twelve students to a room. Designed problem sets and worked solutions; graded formative and summative assessment.

The contrast with Nsukka is the most useful thing I have as a teacher. Almost nothing I thought was good teaching transferred intact between a hall of several hundred and a room of twelve. What did transfer was a conviction that a student's starting point is not a verdict on what they are capable of, and the habit of designing around that rather than hoping for it.

Full independent responsibility for four courses over two and a half years: syllabus, assessment, marking and lab materials, in lecture halls holding several hundred students.

- Intermediate Microeconomics

- Econometrics

- Mathematical Economics

- Graduate Research Methods

I also supervised undergraduate dissertations throughout.

Teaching mathematical economics and graduate research methods in the same term taught me the discipline the rest depends on: pitching one idea at two depths without diluting either.

Core: Statistics · Quantitative Microeconomics · Econometrics · Intermediate Microeconomics · Mathematical Economics · Graduate Research Methods. All sit inside my instructor-of-record experience.

Electives: Resource and energy economics · Environmental economics · Development economics · Industrial organization.

- Associate Fellow, Advance HE — the UK professional standard for teaching in higher education, awarded on a documented portfolio assessed against a national framework.

- Five undergraduates I supervised have published in Q1 journals. Three went on to graduate fellowships at Yale and Cambridge, and two secured PhD scholarships at the University of Oxford and Princeton University. The method is unremarkable and repeatable: a real question, a real dataset, an honest chance of failing, weekly meetings, and the same standard of evidence I hold myself to. It works because being held to a real standard is itself a statement that someone thinks you can meet it.