Teaching
Course history, teaching effectiveness, and research on pedagogy.
His teaching is grounded in three commitments. First, meeting students where they are: he teaches learners from a wide range of academic, cultural, and professional backgrounds — from first-year undergraduates encountering supply and demand for the first time to working-professional MBAs — and designs his courses so that economic theory becomes accessible without losing rigor.
Second, evidence-based pedagogy. He treats teaching as an empirical question. He has designed and tested classroom approaches that combine flipped instruction, peer assessment, generative AI for active learning, and live case studies, and has published this work in peer-reviewed venues.
Third, connecting theory to the world. He wants students to leave a course with the analytical habits to make sense of the economy they will graduate into — using contemporary policy debates, real data, and case material drawn from the firms and markets they will encounter.
Evidence from student evaluations, peer observations, and a national teaching award.
87 → 94%
Average student evaluation in MBAF 504: Business Economics rose from 87.4% to a peak of 94.2% across multiple sections after a flipped-classroom redesign with peer assessment.
2023
ACBSP Teaching Excellence Award — recognising teaching, professional development, and institutional commitment across ~30 member institutions.
3,000+
Student views on an open library of interactive (H5P) lecture videos supporting self-paced learning.
“This has been a very interactive and effective class. The instructor made sure we learned, wrote, and practiced.”
“I am very impressed with the teaching method through video and in-class activities. It helped me grasp and learn economics fundamentals easily.”
“Creative, inclusive, and clearly communicated … an exemplary colleague whose practices align with the vision of the department and university in fostering academic excellence and innovation.”
“An excellent instructor who treats his students with respect and tries to instil motivation in them to learn more. His class covered the learning outcomes of the course uniquely and ingeniously.”
“Articulate, enthusiastic, confident, prepared … easy to follow and explains complex ideas very clearly. Dr. Tabari is a gifted teacher who cares a lot about his students learning the course material.”
Selected pedagogical work, including peer-reviewed papers on flipped classroom design, peer assessment, generative AI for active learning, and live case studies.
A pedagogical framework that uses generative AI to help instructors efficiently produce customized, up-to-date active-learning exercises for principles of economics — reducing instructor preparation costs and making evidence-based pedagogy more scalable.
Related paper →An integrated course design developed and tested over two consecutive terms with incoming MBA students. Surveys show improved engagement, deeper understanding, and stronger self-assessment skills.
Related paper →A randomized control trial design measuring the effect of live business cases on graduate students' confidence in real-world problem-solving, communication, and leadership.
Related paper →Independent appointments as instructor of record across five post-secondary institutions in Canada.
Instructor
Sessional Instructor
Assistant Professor
Sessional Instructor
Instructor
Teaching assistant for a broad set of undergraduate and graduate economics courses, including graduate-level International Trade, Econometrics I, Macroeconomics, Microeconomics, Empirical Energy Economics, Economics of Natural Resources, Statistics for Economics, Managerial and Decision Economics, and related applied microeconomics courses.
Sample syllabi, course evaluations, and references are available on request.
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