Edwar.escalante@ttu.edu | www.edwarescalante.com FIELDS: APPLIED MICROECONOMICS, GENERAL TEACHING, DEVELOPMENT ECONOMICS, POLITICAL ECONOMY

Teaching Portfolio EDWAR E. ESCALANTE | PH.D. AGRICULTURAL AND APPLIED ECONOMICS | TEXAS TECH UNIVERSITY

Statement of Teaching Philosophy

Edwar Escalante

Teaching is at the core of the social science profession, as this is one of the channels we

can have the most impact on society via our students. Whether they become academic colleagues

or practitioners, a positive impact during school can shape choices later in life. I believe students

should think critically about the most relevant questions and complex puzzles of society. I

encourage a minimum commitment of the student with their time and place. My responsibility is

to open the eyes of my students to broader understanding of human behavior and the most urgent

problems of their surroundings. I also motivate them to incorporate this analysis into their

professional and personal lives. Fortunately, the task is both amazingly rewarding and fun.

I have taught in Peru, Guatemala and the United States, in rural communities and highly

urbanized cities. Each place and level required a different style and perspective, which was

challenging as a teacher but also exciting. A student in a rural community in the Peruvian Andes

demands a highly useful lesson that he can apply almost immediately and profit from it. A

student in a modern city with more resources demands knowledge but also interest for their

thoughts. Through my experience in the policy research environment, I have the relevant tools to

discuss examples as well as the theoretical underpinnings of political concepts. The more the

students are able to relate the concepts to real-world events and policies, the easier they will be

able to absorb new ideas.

My most recent teaching experience at the university level in the United States was as a

graduate student at Texas Tech University with an upper-level course in Applied Business

Economics, which I both designed and taught during two semesters. The primary goal of the

class is to help business majors from outside economics refine their understanding of

microeconomic concepts and learn to better apply them to issues they will confront in the

business world. My teaching emphasizes the basics: incentives matter, the omnipresence of

opportunity costs, comparative advantages, the nature of exchange and cooperation, and the role

of institutions (or rules of the game) in shaping human behavior.

My lectures typically follow a three-step structure: present the puzzle, provide theory and

examples of applications, and demonstrate to the students why taking social science concepts

into account benefits them. To make the lessons more interesting, I routinely sent them

newspaper clips or podcasts (from The Economist or similar publications) and asked them to

critically assess whether the reasoning in the articles were presented appropriately, and what sort

of questions they might have of the analysis. This was a successful strategy to engage the

students beyond the core math-heavy material and show them how the relatively abstract topics

they were exposed to in the assignments had real-life applications.

Also, I employ handouts, videos, diagrams, presentation slides, and formal discussion. I

also utilize pop cultural examples to help students think broadly about economic concepts and

recognize their usefulness. I’ve used Tom Brady and his teammates as an example of the

importance of understanding comparative advantage. I have used Tinder structure to explain

decisions on the margin and romantic relationships to emphasize the significance of recognizing

sunk costs. Moreover, I have used the analysis of terrorist and religious groups to demonstrate

the relevance of incentive alignments and collective action.

As a visiting professor in 2017 in Guatemala and before attending graduate school in

2014, in Peru, I taught quasi-experimental research methods, and advanced seminars on political

economy and public policy respectively. I taught small groups of ten students and larger

audiences with 40 to 50 students. As a lecturer in 2012-14, I taught groups of nearly 100

students. I acquired additional teaching experience by serving as a Teaching Assistant for an

Introductory Microeconomics at Texas Tech. I graded assignments, held office hours to assist

students, and lectured when the professors were traveling. I also have been a guest lecturer for

Loyola University at New Orleans, Universidad Francisco Marroquin in Guatemala, Atlas

Network Foundation in D.C. and Universidad Mayor de San Marcos in Peru on various subjects

in political economy and on the economics of terrorism and counter-terrorism.

To improve my teaching craft, I offered a brief course review for my students to provide

me specific feedback on their experience. Originally, I couldn’t connect emotionally with my

students on the relevant questions about economics, I was also unable to present everything I

intended. Through these multiple experiences, the detailed feedback from my students expressed

constructive criticism and I improved my examples and clarified my teaching goals. In the future

I hope to implement more experiments and discussion-based lectures. Many of my students

expressed they both enjoyed and learned from open discussions. I would also like change my test

structures to include more essay questions. Classroom is a great place for innovation.

Diversity Statement

Edwar E. Escalante

Classroom diversity in the student body and of teaching methods works to bolster the

understanding of economics for students as well as teachers. The economic insight provides us a

toolkit to better comprehend how individuals make choices given the constraints faced in the real

world. The usefulness of this framework makes teaching and understanding economic concepts

imperative for any student concerned with the situation of their time and place. In my teaching, I

try to use examples which apply to a diverse body of students which illustrate economic concepts

and how recognizing those concepts can benefit them in their professional and personal lives. It

is imperative I focus on their interests. I also encourage my students to bring their experiences,

and viewpoints into the classroom through implementing writing assignments and class

discussions. I feel this helps create a comfortable environment where students can discuss

economic concepts and learn from potential opposing views in a respectful yet intellectually

rigorous manner. According to a survey, I implemented after finishing the course; students found

the writing assignments and discussions related to current topics in the world very entertaining

and helpful.

I make the subjects covered in my classes as approachable as possible by using a variety of

learning materials including PowerPoint slides, writing on the board, verbal examples, online

videos, outside reading materials, videos, study guides, podcasts and class discussion. I

frequently use current events to demonstrate the relevance of the economic framework in a

recognizable format. I specifically use sports references, video clips from popular television

shows, and widely recognized events in world history to align the material with outside student

interests. I also incorporate the analysis of my own research on religion, terrorism and

development to extend the role economic on diverse societies. I have found a diversity in

teaching methods and materials benefits the student’s experience as well as provide me with

opportunities to improve my teaching craft.

When possible, I encourage my students to attend events outside the classroom. I incentivize

students to take advantages these opportunities by providing them extra credit toward their class

grades. I firmly believe the school experience is as valuable as the classroom experience. I

especially encourage attending public lectures about subjects covered in class. Given constraints

on what subjects can be covered and the depth they are covered, I find any opportunity for my

students to be introduced to new topics or learn how a familiar topic can be applied in a different

way enhances their knowledge. I have taught students from different backgrounds most of my

life. I believe it is challenging but so necessary when it comes to educate young minds. Diversity

in the classroom adds to the breadth of our understanding and knowledge of any subject matter.

A key concept in economics is the importance of knowledge that is often specific to one

individual. Because individuals are vastly diverse in their backgrounds, experiences, and learning

styles, diversity provides students and teachers a great opportunity to learn from each other if our

differences can be expressed in an environment conducive to learning. Maintaining a friendly

and open dialogue in the classroom helps to understand better differences and solidifies the

foundations of economic subject matter.

Applied Business Economics

BECO 4310 (CRN 50994)

MWF 9:00 – 9:50 AM

Rawls College of Business, Room 00005

Spring 2018

Lecture

Instructor: Edwar E. Escalante

Ph.D. Student, Agricultural and Applied Economics

Research Assistant, Free Market Institute

Graduate Part-Time Instructor, Area of Energy, Economics and Law

Office: Rawls NW307 (Area of Energy, Economics and Law Suite)

Agricultural Economics 205D and Administration 233 – By appointment

Office Hours: MWF 10:00 am – 11:00 am or by appointment

Email: edwar.escalante@ttu.edu

Class website:

Blackboard Cite

Office Phone: 806.742.7138

Required

text:

McKenzie, Richard B. and Dwight R. Lee. 2010. Microeconomics for

MBAs: The Economic Way of Thinking for Managers. 3rd Edition. New

York, NY: Cambridge University Press. ISBN: 978-0-521-19147-0

Other required readings will be posted on Blackboard

Course Description: The purpose of this course is to provide students with a better understanding

of the relationship between the economic way of thinking and business

decisions.

Prerequisites: ECO 2301 – Principles of Microeconomics with a grade C- or higher

ECO 2302 – Principles of Macroeconomics with a grade C- or higher

Instruction Method: Lecture and discussion

Expected Learning Outcomes:

After completing this course, students will be able to:

• Explain the relationship including differences between opportunity costs and accounting

costs and the connections between economic profit and accounting profit;

• Explain how managers estimate demand and supply relationships and apply those

estimates in common business contexts;

• Apply economic analysis to pricing strategy issues and understand the broader

socioeconomic context of pricing decisions;

• Explain the reasons for the emergence of the firm, the factors that limit the size of the

firm, and how the principal-agent problem affects firm performance;

• Describe the strengths and weaknesses of markets, contracts, and firms as alternative

ways to organize economic activity;

• Understand and explain the different rationales for, and contexts in which political

authorities may intervene in markets and their intended and unintended impacts on

business decisions;

• Better understand and explain the broader institutional context in which entrepreneurs

create value, business firms operate, and policymakers impact economic outcomes.

Assignments

There will be weekly quizzes, four written assignments, three exams, and a cumulative final

examination. Assignment weighting is as follows:

Quizzes 15%

Written Assignments 25%

Examinations 50%

Post-Course Assessment 10%

Grade Scale:

90%-100% A,

80%-89.9% B,

70%-79.9% C,

60%-69.9% D,

59.9% or below F.

Pluses and minuses will be assigned to grades received in the upper and lower third of each

decile. Rounding grades in any direction is not automatic, and is the prerogative of the

instructor.

Attendance and Participation

The instructor will not directly grade attendance and participation. Participation will not be

directly graded. Keep in mind regular attendance is one of the fastest and most effective ways to

learn the material.

Pre-Course Assessment

All students enrolled in BECO 4310 – Applied Business Economics will take a pre-course

assessment. The purpose of this assessment is to provide a benchmark for retention of material

from the prerequisite courses.

All students are required to take the assessment. It will be administered in the Rawls Testing

Center (NW 104) during the following time window:

Begin – Wednesday, January 24, 2018 – 8:00 AM

End – Friday, January 26, 2018 – 5:00 PM

If a student fails to take the pre-course assessment, a 5% penalty will be assessed on the final

quiz average.

Quizzes

The instructor will administer unannounced quizzes throughout the semester. Quizzes are

designed to assess student comprehension of required course materials. Each quiz will begin

promptly at 9:00 AM and end promptly at 9:05 AM. Of the quizzes administered, two of the

lowest quiz grades will be dropped. The remaining grades will count toward the quiz portion of

your grade. Please note that makeup quizzes will be administered only at the instructor’s

discretion. There are only two possible results for a quiz grade, zero or one hundred. Either the

answer is correct or not.

Written Assignments

Guidelines and required format for the written assignments will be posted on Blackboard. There

will be four (4) writing assignments during the semester that will be due in class. Guidelines for

each writing assignment will be posted to Blackboard. The final grade will be an average of the

four assignments.

Departmental Final

In order to assess the quality of instruction and retention of the topics discussed in BECO 4310,

all students enrolled in BECO 4310 will be required to take a post-course exam in the Rawls

College of business testing center. You will have from April 26, 2018 8:00AM until April 30,

2018, 5:00PM to complete the exam. More information will be provided regarding this

assessment later in the semester.

Tentative Examination dates

January 24th 8:00AM- January 26th 5:00PM: Pre-Course Evaluation (Quiz grade)

February 16th: First Examination

March 23th: Second Examination

April 20th: Third Examination

April 26th 8:00AM -April 30th 5:00PM: Post Course Evaluation: (Covers Chapters 1-11)

May 10th, 7:30AM: Final Cumulative Exam

Writing Assignment Due Dates

February 12th: Writing Assignment #1

March 07th: Writing Assignment #2

April 09th: Writing Assignment #3

May 04th: Writing Assignment #4

Final Exam

The final exam will be held May 10th from 7:30AM-10:00AM. It will be comprehensive.

Extra Credit

There will be multiple opportunities for extra credit during the semester. Extra credit will involve

attending a seminar by the Free Market Institute. These seminars typically last an hour and a

half. Students who attend these seminars must take a ‘selfie’ at the end of the conference to

receive credit and send it to the instructor by email. By doing so, the instructor will replace the

student’s lowest quiz grade with a 100%. Students who asks questions during the seminar will

receive another extra credit.

In addition to attending the seminar and sending the “selfie”, if the student writes a 1-page

double spaced summary of what they learned during the seminar, the instructor will give up to 3

extra points on the student’s next exam (depending on the quality of summary). The summary is

due a week after the seminar. Occasional quizzes will be administered with the purpose to

provide extra credit to students in class. These extra quizzes have no penalties and will only

serve to improve scores in the exams.

These are the opportunities for extra credit:

Weekend Exploring Liberty: Topics in

Criminal (In)Justice and Self-

Governance

Friday, February 9, 2018

6:00-7:30 PM

The Rise of Prison Gangs in California

David Skarbek

Saturday, February 10, 2018

10:00 AM-4:00 PM

1) Cartel Federalism and Mass

Incarceration

2) The Unintended

Consequences of Drug

Prohibition

3) Cash for Convictions and

Other Sad Tales of Forensic

'Unscience'

4) Why Prison Social Order

Varies Around the World

How Ideas, Not Capital or Institutions,

Enriched the World

Thursday, March 1, 2018

5:30-6:30 PM

Jerry S. Rawls College of Business

Administration

Grand Auditorium (CR 105)

Deirdre McCloskey

FMI Public Speaker Event featuring

Michael Munger

Thursday, April 19, 2018

5:30-6:30 PM

Jerry S. Rawls College of Business

Administration

Grand Auditorium (CR 105)

Michael Munger

Make-Up Exams

Make-up examinations will be administered only for university excused absences and in cases of

emergency, as deemed by the instructor. In the event that you have to miss an exam due to a

university-sponsored event or a religious holy day observance, you must contact the instructor a

week prior to the exam and provide them with any necessary documentation.

Late Assignments

I will not accept late assignments except in cases of emergency. If you will be absent due to a

university-sanctioned event, or for any other reason, it is expected that you turn your

assignments prior to class and in-person. I will not accept electronic copies of any assignments

unless I ask them personally.

Electronic Devices

Laptops and tablets will be permitted in class to take notes only. Cell phones should not be used

by students during class, except in the case of emergencies. In the event of an emergency, please

step out of the classroom to address the issue at hand. In the event that students’ use of

technology becomes detrimental to the classroom environment (as deemed by the instructor), the

instructor will state a warning aloud to the entire class. If this disruptive behavior continues, the

instructor will leave class and the students will be responsible for the material that was supposed

to be covered in the remainder of the class period and will be quizzed on the material at the next

class meeting. Therefore it is strongly advised that the students in the class find ways to ensure

that they are holding their fellow classmates accountable.

Course Communication

Course announcements will be made in class and posted to Blackboard. The course syllabus will

also be posted to Blackboard. Slides will be posted weekly.

Academic Integrity

It is the aim of Texas Tech University to foster a spirit of complete honesty and a high standard

of integrity. Academic dishonesty will not be tolerated and will be treated according to the rules

outlined in the Student Handbook. Please refer to Texas Tech University Operating Procedure

34.12 for more information.

Disability Accommodation

Any student who, because of a disability, may require special arrangements in order to meet the

course requirements should contact the instructor as soon as possible to make any necessary

arrangements. Students should present appropriate verification from Student Disability Services

during the instructor’s office hours. *Please note: instructors are not allowed to provide

classroom accommodations to a student until appropriate verification from Student Disability

Services has been provided. For additional information, please contact Student Disability

Services in 335 West Hall or by phone 806-742- 2405 or by email sds@ttu.edu. Please refer to

Texas Tech University Operating Procedure 34.22 for more information.

Religious Holy Day Observance

A student who intends to observe a religious holy day should make that intention known in

writing to the instructor prior to the absence. A student who is absent from class for the

observance of a religious holy day shall be allowed to take an examination or complete an

assignment schedules for that day within a reasonable time after the absence. Please refer to

Texas Tech University Operating Procedure 34.19 for more information.

Please Note – The instructor reserves the right to change this syllabus as time and

circumstances dictate. Necessary changes will be announced in class and a copy of the

revised syllabus will be posted on Blackboard.

Supplementary Readings

Occasional supplementary readings will be assigned to expand upon the material covered in the

text. I will upload these readings on Blackboard. These readings are an important component of

this course and their content make excellent quiz and test questions.

• Leonard E. Read, “I, Pencil”

• Christopher J. Coyne, “Economics as the Study of Coordination and Exchange”

• F.A. Hayek, “The Use of Knowledge in Society”

• Donald Boudreaux, “On Price Gouging”

• F.A. Hayek, “The Meaning of Competition”

• Donald Boudreaux, “Legislation is distinct from law”

• Ludwig von Mises, “Profit Management”

• Rob Norton, “Unintended Consequences”

• Steven Lansburg, “The Armchair Economist” (abbreviated TAE on course schedule)

• Public Choice, “The Economics of Political Action”

• Daron Acemoglu, “What makes a nation rich”

• Larry Iannaccone “Extremism and Economics of Religion”

• Wolfgang Kasper, Manfred Streit, Peter Boettke, “Economic Organizations”

If you have read this far it means you are up to something, so if you email me a picture of a

Llama in Peru, I will give you an extra point in the first exam. You have to do it before class on

January 22 though. I will also post other materials and readings online you may find helpful in

understanding economic concepts or how the concepts you will learn in class apply to the

business world.

Example 1: READING ASSIGNMENTS

Reading Assignments are fundamental concepts in economics. It requires your thoughtful assessment and analysis. If there is just one thing that you need to get from this class, it is the understanding of the reading

and your capacity to apply it to business and economics. Writing assignment. Please refer to the syllabus for more information about student responsibilities related to reading assignments. For the third reading assignment, you should prepare a writing meeting these requirements:

1. The first three paragraphs in the body of the writing summarizes the “big picture” idea in the reading. Do not take more than 3 paragraphs to summarize. In the business world, it is critical to get to the point!

2. After the summary paragraph(s), present your opinion about the ideas on the reading. State clearly and briefly what YOU think of the reading. It is not about the style or length of the reading. It is not even about how cool it was. I expect your opinion about the ideas you presented in the first “big picture” paragraphs. Do you think they are relevant, then why? Do you agree or disagree and why? What other things the reading made you think of? Make your thoughts as clear as possible. This means, if you make a claim, explain why.

3. Finally, formulate TWO questions about the reading. Questions should be substantive (25-100 words each including setup). Each set of questions will be graded based on two criteria: evidence that you have done the reading and thoughtfulness. You do not need to answer the questions.

4. Writing Assignments should be typed using a legible 11 or 12-point font and 1.5 space.

Please note that this writing assignment should not be longer than 3 pages.

You are encouraged to discuss and analyze readings with your classmates. However, your written assignment must be your own work, must be in your words, and must reflect your own views on the reading.

Grading. To gain full credit for these assignments, writing assignments must be (a) turned in on paper at the beginning of class on the assigned dates; (b) formatted as required; and (c) reflect your original, careful and competent analysis and questions on the reading. Please note that electronic submissions are not acceptable unless personal permission of the instructor. Advice. Note that you can find many opinions and questions already covering the reading online. If you find these analyses online, so can I. In this context, I repeat: your writing assignments must reflect your original work.

How to Prepare for Writing Assignments. There is no one correct way to prepare a writing assignment. However, the following approach has proven effective for many students:

First, read through the assigned reading once and highlight the most interesting ideas. When you write the summary, you may come back to these highlights.

Second, every time you highlight or have thoughts through the reading it is a good opportunity to establish the basis for a question.

Third, take notes aside if you find something interesting. It may lead you to formulate a question or contribute to your summary or opinion.

Finally, draft the writing in the format required.

Also, note. Details matter—grammatical errors, typographical errors, and so on—can result in your writing assignment downgraded. While the focus of the assessment will be of your substance (clarity of your summary, opinion and the insightfulness of your questions), appearance matters, too.

Example 2: ASSIGNMENT FOR EXTRA CREDIT

Having full credit on this assignment will replace two lowest quizzes. If the student has no lowest quizzes it

will add until 6 points to their exams (extra credit points).

Assignment instructions: Listen to the EconTalk podcast episode "Enrico Moretti on Jobs, Cities, and

Innovation" and take notes along the way. Please type your answers in this word document and bring a

physical copy to class on Friday April 06.

This is the link: http://www.econtalk.org/archives/2012/06/moretti_on_jobs.html

Provide complete responses to the following:

1. How does Dr. Moretti classify the U.S. labor market into sectors? Explain.

2. What has been happening over time in these two sectors to productivity and wages, and why?

3. What does Dr. Moretti argue are the effects of globalization and outsourcing on the U.S. labor

market, and why?

4. What was the most interesting and important argument in the interview, and why?

Summary of Teaching Evaluations

Edwar E. Escalante

During my time at Texas Tech University, I taught an upper-level course in Applied Business

Economics. The students who enroll in this course are undergraduate, non-economics business

students. My student’s majors included: Business Management, Accounting, Finance, Marketing,

Information Systems, and General Business. I taught this course in Spring 2016. Although this is

the only course I have taught with sole authority, I have acquired additional teaching experience

as a Teaching Assistant and from lecturing for other professor’s classes when asked.

The evaluation forms administered at Texas Tech University contain three questions. These

questions evaluate the instructor’s adherence to the course objectives, the effectiveness of the

instructor as a teacher, and if the student felt the course was a valuable learning experience.

Student responses are measured on a five-point scale where: 5 = strongly agree, 4 = agree, 3 =

neutral, 2 = disagree, and 1 = strongly disagree.

Below are my average scores from student responses (where each student’s response is weighted

equally) for the course I taught and the departmental average for the course for comparison

purposes during the same semester. The evaluations also show some comments by the students.

Student evaluation summary statistics for all courses and instructors at Texas Tech University

are made available online in fulfillment of Texas House Bill 2504 protocols.1

1Here is a link to the student evaluation statistics: http://www.ttu.edu/courseinfo/evals/.

Texas Tech University

Fall 2017, BA 4310 Applied Business Economics Section 4

Instructor: Escalante, Edwar (Primary)

There were: 39 possible respondents.

Question Text N Avg

BA

Avg

Col

Avg

Sch

Avg

Str

Agree Agree Neutral Disagree

Str

Disagr

1 Course objectives (Escalante) 26 4.4 4.5 4.5 4.5 69% 19% 4% 0% 8%

Str

Agree Agree Neutral Disagree

Str

Disagr

2 Effectiveness (Escalante) 26 4.3 4.3 4.3 4.3 73% 8% 4% 8% 8%

Str

Agree Agree Neutral Disagree

Str

Disagr

3 Valuable learning experience (Escalante) 26 4.2 4.3 4.3 4.3 73% 4% 4% 12% 8%

Instructor Text Responses

Question: Please make any overall comments or observations about this instructor or course:

Escalante I learned a lot economics I did not know and professor explained topic very well.

Escalante Good course to take

Escalante Great class, learned a ton.

Escalante This was an amazing class and by far my favorite out of all I've taken so far. I feel like I'm actually getting some of the economic viewpoint. You were a great

teacher and I liked how you asked questions to get people engaged in the class. I would recommend you to all of my friends who still have to take BECO.

Escalante

I really enjoyed having Edwar as a professor. He was very easy to relate to and made sure that the students understood the concepts before moving on. I got sick

during the semester and he did everything that he could to make sure that I understood the material that I missed. He is by far my favorite professor this semester and I appreciate his kindness and effective teaching style. Overall, I learned a lot this semester and became even more interested in Economics because of him.

Escalante

This guy is awesome. He took economics as it is, a social science and taught through letting the class answer questions. He didn't harp on the book over and over

nor did he try and pound math into our head. He wanted to teach us the true insights of economics and show how the math can pertain to finding some solutions when need be. Overall he was a great teacher in every aspect I can think of.

Escalante Professor Escalante was very fair and a good teacher. He had a lot of knowledge about economics.

Escalante I’ve gained a lot of insight and valuable information

Escalante best teacher I have this semester. Teaches us well and cares about our knowledge

Escalante The lectures were very instructive and the instructor provided us with really interesting theories. The way of teaching made the theoretical concepts even more

interesting and the discussions and quizzes made sure that everybody was paying attention.

Escalante

Edwar's a good teacher who goes out of his way to ensure fairness. He cuts you a lot of slack with how assignments are done, but he expects a knowledgeable

answer in return. Despite having completely opposite economic beliefs as him, he still considered my opinions well-informed and worthy of a good grade. Having

said that, the FMI Libertarian spiel is absolutely suffocating and made me not really go to class. When he starts the first day positing how it's okay to sell Harvey

victims water for 100 bucks because of market adjustment, you begin to see the evil apparent in the ideological framework this class was conceptualized in. Being in the business school, I expect no less, but it's unfortunate to see everyone eat up writings built around celebrating the repeated failures, killing, wars, and inequality

brought on by neoliberalism and trickle down economics. Hayek, really? Every single bad thing inherent within capitalism is assuaged by the mechanisms of the

market. Poverty, monopolies, trusts, funneled wealth, drug prices, hunger, etc. are all okay because doing something about them may have consequences; We can't fix problems to save and improve the lives of the less fortunate because we might have to cut off a profit stream. God forbid we make things public utilities. This

isn't a slight to Edwar, caustic as his ideology is, but the infiltration of the University by the Koch brothers via the FMI. I don't expect much out of the school

politically, but maybe don't spout an ideology that excuses the Martin Shkrelis of the world. And maybe don't take money from war-loving, class-manipulating, billionaire fascists. It's not a buzzword, it's true. Libertarians sure do love to not care about their social leanings when they can get the chance to worship old idiots. I

refuse to drink the Kool-Aid, or rather, the colloidal silver.

Escalante

Professor Escalante has been one of my favorite teachers at Texas Tech. First, he is fair in his grading and opportunities to succeed, second, he is always available to

meet or fast to reply to an email no matter what time of day. He genuinely cares greatly about not only the material that he teachers, but more importantly he cares

about our success in the class and understanding of the material outside of class too in order to use real life examples.

Escalante Edwar Escalante was probably one of my best professors I've ever had. He was able to take anything in the course material and be able to relay it to real examples.

Of those examples he'd use different subject matter to make sure it really stuck to memory. 10/10

Page 1/1

Texas Tech University

Spring 2018, BA BECO 4310 Applied Business Economics Section 3

Instructor: Escalante, Edwar (Primary)

There were: 44 possible respondents.

Question Text N Avg

BA

Avg

Col

Avg

Sch

Avg

Str

Agree Agree Neutral Disagree

Str

Disagr

1 Course objectives (Escalante) 28 4.5 4.5 4.5 4.5 71% 18% 4% 7% 0%

Str

Agree Agree Neutral Disagree

Str

Disagr

2 Effectiveness (Escalante) 28 4.4 4.3 4.3 4.3 61% 29% 0% 7% 4%

Str

Agree Agree Neutral Disagree

Str

Disagr

3 Valuable learning experience (Escalante) 28 4.3 4.2 4.3 4.3 61% 18% 14% 7% 0%

Instructor Text Responses

Question: Comments instructor or course

Escalante Loved the class no comments

Escalante Great professor! Enjoyed his teaching style and learned a lot

Escalante Mr. Escalante was a very good professor. I learned a lot in terms of thinking in an economics stand point.

Escalante great professor. really opened up my mind to the realm of economics and how everything works together to serve a purpose

Escalante Course was good! Sometimes hard to focus in class

Escalante Great Teacher

Escalante One of the best and most insightful professors I've ever had. DONT let him leave

Escalante Great professor, really engages students.

Escalante

Edwar was by far my favorite instructor this semester. He made the material fun to learn and understand. He gave us plenty of opportunities to review for his tests

and quizzes. The writing and reading assignments really made you think not only about the core economic principles, but how they're put into action across many

areas of business and commerce in the world. I know that he plans to leave Texas Tech after this semester, but if TTU could offer him a job and convince him to stay, I would recommend everyone to take his class. Great professor.

Escalante Interesting course. Great professor

Escalante Mr. Escalante was a great professor. He is fair and it was a pleasure to learn from him all semester.

Escalante

Edwar was one of the best professors I have had here at Texas Tech. He was always willing to help whether it was in person or via email. I also liked that he would

call on people in class to answer questions. This helped me stay focused in class because I didn’t want my classmates to think I was not smart. The weekly quizzes

were also helpful in providing incentive to participate in class.

Escalante Great class

Escalante Great class. Would maybe do quizzes a little different, but overall great job!!

Escalante By far my favorite class this semester! Loved the way the course content was taught by Mr. Escalante. Appreciate how the content was related to real life and that homework and exams correlated!

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11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

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O V E R A L LQ U A L I T Y

AMAZING LECTURES (5)

EXTRA CREDIT (4)

BEWARE OF POP QUIZZES (4)

CLEAR GRADING CRITERIA (3)

CARING (3)

PARTICIPATION MATTERS (2)

Tags for this ProfessorSee how other students describe thisprofessor.

Professor in the Business department at Texas Tech University, Lubbock, TXA R E Y O U E D W A R ?

Edwar Escalante

4.9

11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

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L E V E LO F

D I F F I C U LT Y

PARTICIPATION MATTERS (2)

GET READY TO READ (1)

ACCESSIBLE OUTSIDE CLASS (1)

GIVES GOOD FEEDBACK (1)

RESPECTED (1)

CHOOSE YOUR TAGS

10 Student Ratings

08/21/2018

AWESOME5.0O V E R A L L

Q U A L I T Y

2.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Not Mandatory

Textbook Used: NoWould Take Again: YesGrade Received: A+

07/25/2018

AWESOME5.0O V E R A L L

Q U A L I T Y

3.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Mandatory

Textbook Used: NoWould Take Again:

W O U L DTA K E

A G A I N

100%

2.9

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Start typing your comment... CONTINUE YOUR

GET READY TO READ

EXTRA CREDIT

AMAZING LECTURES

One of the best professors Ive ever had! So goodthat I chose to make myminor in Applied Political Economy as it was related to the course. Easy A if you listen to learn anddo the assigned readings.

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AMAZING LECTURES

BEWARE OF POPQUIZZES

CARING

One of the few professors who cares

11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=2300496 3/6

Would Take Again: YesGrade Received: A

07/25/2018

AWESOME5.0O V E R A L L

Q U A L I T Y

4.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Not Mandatory

Textbook Used: NoWould Take Again: YesGrade Received: A

12/25/2017

AWESOME5.0O V E R A L L

Q U A L I T Y

4.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Not Mandatory

Textbook Used: YesWould Take Again: YesGrade Received: B+

12/24/2017ECON4310

s who cares.0peoplefoundthisuseful

0 peopledid notfind thisuseful

AMAZING LECTURES

PARTICIPATIONMATTERS

EXTRA CREDIT

Edwar is an amazing professor. He is the type to toss out the textbook in order to teach you the deeper thoughts behind economics. He also will not move on unless the entire class has a thoroughunderstand of the concept that he is lecturing about. This dude cares, which is quite rare. Pretty easy grader on essays and you will be called on inclass

0peoplefoundthisuseful

0 peopledid notfind thisuseful

EXTRA CREDIT

PARTICIPATIONMATTERS

He is very good at making clear what is being discussed. He gives plentyof quizzes and extra credit opportunities. I wouldhighly recommend taking this course with Mr. Escalante.

1personfoundthisuseful

0 peopledid notfind thisuseful

BEWARE OF POP

11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=2300496 4/6

AWESOME5.0O V E R A L L

Q U A L I T Y

3.0L E V E L O FD I F F I C U LT Y

ECON4310

For Credit: YesAttendance: Mandatory

Textbook Used: NoWould Take Again: YesGrade Received: A

12/23/2017

AWESOME5.0O V E R A L L

Q U A L I T Y

3.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Not Mandatory

Textbook Used: NoWould Take Again: YesGrade Received: A-

12/22/2017

AWESOME5.0O V E R A L L

Q U A L I T Y

BECO4310

For Credit: YesAttendance:

BEWARE OF POPQUIZZES

CARING

Great teacher and reallycares about each student and likes to get the class involved. There was usually a quiz over the material being covered thatweek if you attend classthey aren't very hard. I would take this teacher again every semester I could.

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RESPECTED

CLEAR GRADINGCRITERIA

AMAZING LECTURES

His lectures were fantastic to follow and he madeeconomics an enjoyablesubject. I have taken a plethora of economics classes, but his class by farset the standard. I gained a great deal of insight from him and cant imagine a better teacher for this subject. If I had the opportunity to have him as a prof, I wouldnt thinktwice about it. A+.

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CARING

CLEAR GRADINGCRITERIA

11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=2300496 5/6

Q U

2.0L E V E L O FD I F F I C U LT Y

Attendance: Not Mandatory

Textbook Used: YesWould Take Again: YesGrade Received: A-

12/22/2017

AWESOME5.0O V E R A L L

Q U A L I T Y

2.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: Mandatory

Textbook Used: NoWould Take Again: YesGrade Received: A-

12/22/2017

AWESOME5.0O V E R A L L

Q U A L I T Y

3.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: N/A

Textbook Used: NoWould Take Again: YesGrade Received: A+

One of my favorite teachers this past semester. He really showed a di�erent way of thinking in terms of how economist think. His lectures were good and interactive. Works with your schedule if you have stu�ed plannedin advance as long as you ask him ahead of time.Overall great professor.

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ACCESSIBLE OUTSIDECLASS

EXTRA CREDIT

I recommend taking himfor Beco4310. The material is easy to understandand hes not too strict. Ifyou show up to class and turn everything in on time, you should be fine.

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AMAZING LECTURES

BEWARE OF POPQUIZZES

Escalante is probably one of the best professors Ive had in a while. You will definitely take something away from this course with him, and not evenrealize it until your exams. 10/10 any day of the week.

0 0 people

11/13/2018 Edwar Escalante at Texas Tech University - RateMyProfessors.com

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12/22/2017

GOOD4.0O V E R A L L

Q U A L I T Y

3.0L E V E L O FD I F F I C U LT Y

BECO4310

For Credit: YesAttendance: N/A

Textbook Used: NoWould Take Again: YesGrade Received: A+

peoplefoundthisuseful

0 peopledid notfind thisuseful

BEWARE OF POPQUIZZES

GIVES GOOD FEEDBACK

CLEAR GRADINGCRITERIA

Valuable learning experience

0peoplefoundthisuseful

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