Since my graduation from Tel-Aviv University in 1998, I have acquired an extensive teaching experience. My teaching portfolio runs the gamut of the economics discipline, from the micro- principles level, through intermediate micro and ending in advanced electives for undergrads and graduate field courses at the Ph.D level in my area of expertise – public economics. I have been serving as a lecturer in many institutes including, inter-alia: Ben-Gurion University (my academic home), Tel-Aviv University (my alma mater), U. of Pennsylvania, U. of Michigan, UCSD, UC Irvine, UC Berkeley and LMU in Munich.

Over the years I have developed my pedagogic approach, seeking a fine line between challenging the students, stimulating constant brainstorming and cross-fertilization, on the one hand, and making sure none of my students is left behind, without obtaining a fair opportunity to grasp the materials covered in class, on the other hand.

As a theorist with a keen interest in real-world policies, I have learned how essential it is for students, at all levels, to combine a careful and rigorous treatment of the analytical frameworks in class, with timely examples of applications of the theory in real life. This serves a dual purpose – rendering formal and somewhat abstract models more accessible and at the same time demonstrating the value added of the theories in explaining the complex real-world.

It is now crystal clear to me, that for the vast majority of the students who will not pursue an academic career or even graduate studies in economics, the main takeaway from their undergrad studies is not the familiarity with advanced economic theories, but rather the ability to think independently about real world problems and analyze them systematically, in a manner that enables drawing meaningful and well-reasoned solutions and being able to engage in a fruitful and constructive discourse with colleagues and peers. This ability is in my view an essential component of the toolkit acquired during the academic studies.

Finally, and most importantly, I have learned to appreciate and cherish the famous quote from the Talmud: “I have learned much from my teachers, more from my colleagues, and the most from my students”. Many of my research ideas stemmed from lively interactions with my students in class or in my office. My students were always able to offer a fresh perspective on issues I have spent an enormous amount of time thinking about. Mentoring has culminated in several joint publications with my former students, whose contribution proved to be invaluable and essential for the ultimate success of the research projects.