Numbers Tell Stories

Do you read your student evaluations?

It is New Year’s Day, and I'm reading through student evaluations from my Fall 2024 Principles of Macroeconomics course: ninety students, one semester, countless interactions - all distilled into numbers and comments. But, between the 4.76/5.0 ratings and paragraphs of feedback, I see more than statistics. I see stories.

When I walked into that classroom, I saw more than just students—I saw lives shaped by economic forces they were beginning to understand. One student worked two jobs while studying, another worried about student debt, and the other’s family ran a small business struggling with inflation.

These weren't just theoretical concepts in textbooks. They were personal realities.

"Economics isn't just graphs and equations," I told them on day one. "It's personal! It’s your morning coffee purchase, a weekend job, and career dreams. Whether you notice it or not, it's everywhere in your life."

I created space for their stories. When discussing unemployment, one student shared her job search experiences. During our inflation lesson, another described how her job adjusted business prices. These weren't interruptions—they were the curriculum coming alive.

But sharing requires trust. Students needed to know they could be uncertain, could question, and could bring their whole selves to class. So I built that trust, day by day. There was no judgment when someone was confused. No dismissal of any question. Just open dialogue and mutual respect.

The same philosophy extended beyond the classroom. One student said, "Dr. A provided office hours but without reason. Most office hours for other professors feel like you need a reason to be there... He provided you the space to be unsure of being unsure." These sessions became more than just tutoring—they were spaces where students could work through ideas, share concerns, or find support in their learning journey.

The results speak through their words:

"He made sure even the shyest voices were heard."

"He connected everything to our real lives."

Ultimately, teaching economics isn't about perfect graphs or memorized definitions. It's about helping students see their place in the economic story and giving them the confidence to shape that story themselves.

The numbers validated this approach. Out of 87 students, 33 responded to the evaluation. They gave the course a 4.76/5.0 for maintaining a respectful atmosphere, 4.67/5.0 for clear learning expectations, and 4.48/5.0 for improving understanding through course activities.

But most tellingly, when asked what helped them learn, students consistently mentioned the engaging discussions, real-world connections, and supportive environment. One student summed it up perfectly: "Absolutely nothing. He has made this class to perfection, and I honestly wish I could take it again."

To my students, thank you for a great semester and your feedback.