UB Undergraduate Courses:
I have for many semesters taught an introduction to microeconomics course, Economics 182. The usually large classes are taught using a "lecture notebook" that I have prepared. The notebook is not a textbook. It is, instead, a custom-published book that contains most of the notes that a student would wish to take during lectures, along with all of the diagrams presented. The intention is that a student will have time to think and to participate when asked to do so in a lecture. The notes are incomplete in the sense that there are blanks at places where responses to questions should be inserted. These responses are meant to be developed by the students since the goal is to have students understand the reasoning employed by microeconomists, rather than just memorize notes. The notebook makes it possible to use a PowerPoint presentation in each lecture and still cover quite a lot of material comprehensively. The notebook also contains extensive problem sets, each accompanied by detailed answers. My experience is that once they recover fromthe shock most students appreciate this type of instruction and that, by the end of the course, they feel more empowered to think for themselves.
I have taught a standard required intermediate level microeconomics course, Economics 405, at UB -- but not for some time now. Another course I have not presented for some time, but used to do so regularly, is a general education (no prerequisites) course on applications of economics to current economics issues (Economics 212; Current Economic Issues).
UB Graduate Courses:
While I have taught UB's Ph.D. microeconomic theory courses (Economics 665 and Economics 666) several times, in the past years I seem repeatedly to be asked to teach at least one, sometimes both, of the UB Ph.D. mathematical economics courses, Economics 611 and Economics 612. As a consequence I seem to have amassed a large pile of notes, hanoduts, problems and solutions that are being organized into a book as time permits. The emphasis of the book is on understanding the inherent simplicity of constrained optimization theory and the value of its applications to economics, rather than being another technical exposition of theorems and proofs.
Every couple of years or so for some time now I have been asked to present an upper-level Ph.D. courses under the vague heading of "The Economics of Uncertainty", Economics 778. The actual content concentrates on models of search, matching and intermediation.
I have taught a variety of other types of courses at other universities.
At the Flinders University of South Australia and the University of Western Ontario I regularly taught courses on introductory statistics and introductory econometric theory and applications, as well as courses of microeconomic theory at various levels. I have taught both undergraduate and graduate courses on microeconomic theory at the University of Michigan and the University of Canterbury in New Zealand. Upper-level courses on applied microeconomics, game theory and on money and banking also have been taught at the University of Michigan.