Keenan Marchesi, PhD

As a first-generation college student, my journey into academia was profoundly shaped by the mentorship and support I received from my undergraduate professors. Their dedication to fostering a respectful and inclusive learning environment, coupled with their encouragement to pursue research opportunities, inspired me to follow a similar path. During my time at Clark University, I had the privilege of teaching and mentoring students, which reinforced my belief in the transformative power of education. Further, my time at ERS has provided me the opportunity to continue to work with students, formally via internship programs, and informally as a collaborator on research projects via various cooperative agreements. My teaching philosophy is rooted in creating a supportive, structured, and engaging learning environment that empowers students to achieve their full potential. 

My foremost goal in the classroom is to cultivate a diverse, inclusive, and global learning environment built on mutual respect and open dialogue. I achieve this by learning each student’s name, collecting preferred pronouns, and understanding their individual learning preferences at the start of the semester. This practice not only promotes a safe and respectful environment but also allows me to tailor my teaching methods to meet the diverse needs of my students. I encourage students to attend office hours, not only to discuss academic performance but also to provide a space for them to voice any concerns about the course or their overall college experience. By fostering this supportive atmosphere, I have found that students are more willing to engage with the material and participate actively in class discussions.

I believe that clear course expectations and a well-structured syllabus are critical for student success. In each of my courses, I provide a detailed syllabus that outlines daily topics, homework deadlines, and exam dates, all accessible through the course website. My lectures are similarly structured, beginning with an overview of the day’s objectives and a reminder of upcoming deadlines. I supplement theoretical material with real-world examples and in-class activities, ensuring that students understand how each component of the course contributes to achieving the overall learning objectives. This structured approach helps students access, process, and retain the material more effectively.

Student engagement and consistent practice are key to their success. In my introductory courses, I use in-class worksheets to help students identify areas where they may need additional support. I also incorporate online resources, such as the textbook’s companion website, to provide students with additional practice and a deeper understanding of the material. To help students prepare for exams, I offer practice exams that mirror the structure and content of the actual assessments. These tools not only reinforce the material but also help students develop essential time-management and study skills.

In more advanced courses, I have designed semester-long research projects to provide students with hands-on experience in data collection, analysis, and presentation. For example, while co-teaching a course on the Economics and Policy of Food, I mentored students through their research projects, culminating in a final poster presentation. My time at ERS has also provided me with a broad understanding of datasets across the federal government, that could be utilized to introduce students to a wide range of topics and ideas. Further, it also allows me to show students a wide-variety of accessible topics such as tracking inflation, understanding trade flows, and important nutrition information. These experiences not only enhance their understanding of the subject matter but also prepare them for collaborative work in their future careers.

I believe it is important to encourage students to think globally and consider diverse perspectives. During a discussion in my Food Economics course, students from Ethiopia and Ecuador expanded the conversation beyond a U.S.-centric view, comparing food policies in their home countries to those in the United States. This exchange of ideas enriched the learning experience for all students and highlighted the importance of understanding global similarities and differences. By fostering such discussions, I aim to prepare students to navigate an increasingly interconnected world.

To ensure that my teaching methods are effective, I regularly seek feedback from my students. Following the first exam, I conduct an anonymous survey to assess their progress and gather insights on lecture pace, in-class activities, and overall course structure. At the midpoint and end of the semester, in addition to the traditional course evaluation, I ask students to do a separate survey, reflecting on their learning experience and provide advice for future students. This feedback has been crucial in validating my teaching approach and identifying areas for improvement. Many students have reported that they developed better time-management skills and study habits as a result of the structured framework and support I provided.

My commitment to teaching extends beyond the classroom. During my time at Clark University, I participated in professional development activities, including a summer seminar on college teaching. Further, I was invited by the Associate Provost to participate in a faculty focus group on project-based learning centered on developing assignments and evaluation tools founded on pedagogical principles. These experiences equipped me with the tools to design engaging and effective courses and reinforced my dedication to continuous improvement in my teaching practice. Teaching is a lifelong journey, and I am committed to continually refining my pedagogical approaches to support student success. My experiences at Clark University and my current role at the USDA have reinforced my passion for teaching and mentoring the next generation of economists. I look forward to bringing my expertise, dedication, and enthusiasm to your institution, where I can contribute to the academic and personal growth of your students.