Rania Al-Bawwab — Economics Ph.D. Job Market Candidate

Rania Al-Bawwab

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Rania is a Ph.D. candidate in economics at MTSU. Rania earned her bachelor’s degree in Agriculture at University of Jordan and her M.Sc. in Agriculture at Jordan University of science and Technology. She received her M.B.A. and M.A. in economics at Troy University. Rania’s research interests include public choice, Austrian economics, political economy, Islamic finance, and Islamic economics. Rania’s native language is Arabic, she enjoys traveling, hiking, and writing. She has published a collection of short stories in Arabic titled The Promise. Click the link to view her job market paper: "The zecca mint: a self‑enforcing monetary constitution in historic Venice."


Statement of Teaching Philosophy

Rania Al-Bawwab
Department of Economics and Finance
Jones College of Business
Middle Tennessee State University

My love for teaching started at a very young age. I still remember creating my own mini classroom and playing teacher. I used to gather my friends and neighbors, then use a big wall at my grandparents’ backyard as my blackboard. This passion kept growing and at the age of 24 I decided to start a center for teaching English as a foreign language. Growing up, I was fortunate enough to have had good education. But I realized that learning Shakespeare and literature at school was not sufficient to communicate in real life settings. English is a foreign language in my country, and students—especially those who decide to study abroad—have difficulty in communicating with native speakers because of the language barrier. That was my drive, I wanted to help others overcome that barrier to be able to pursue their dreams. I completed the ESL/EFL course to become a certified English trainer then enjoyed working as a TOEFL, IELTS, ESL and EFL instructor in a prestigious language center in Jordan to gain some experience.

Starting my language center required managerial skills, therefore, I traveled to the United States to pursue an MBA. I arrived in the U.S. in August 2013, and as a graduate assistant, I had the opportunity to proctor classes and tutor at the Information System department which I enjoyed very much. We had an average of 900 students per semester and I was recognized as the top tutor at the IS department. After completing my first class in microeconomics in the fall of 2013, I got hooked on economics and my plans changed after that semester. I decided to pursue a Ph.D. in economics right after earning my MBA.

My primary goal was to earn my doctorate in order to teach economics. I still view teaching as the most important—and most exciting—part of an academic career. I was fortunate enough to have had several dedicated professors throughout my graduate education who put substantial time and energy into teaching and mentoring students. Their teaching and mentorship had a major impact on my life. I work hard to provide a similar transformational experience for my students.

I focus primarily on providing my students with a set of durable and versatile economic tools. While providing students with the technical skills of economics is a vital component of an education in business and economics, I view my most important task in the classroom as helping my students understand and utilize the economic way of thinking. My goal is to prepare them to incorporate economic concepts, such as incentives, opportunity costs, and unintended consequences, into their everyday business and personal decision-making. Half-way through spring semester I received an email from one of my students, he wrote, “Professor Rania, I just wanted to let you know how engaging and interesting last class was. I had never thought about those topics before, and it encouraged me to think more critically of my environment and my consumption.”

I strive to instill in my students a deep appreciation and excitement for economic theory and its practical applications. As one student wrote on a course evaluation, “She understood her subject very well, and she utilized examples from her life and experience to easily understand.”

I work continuously to integrate new technology, including online homework and practice problems, and short videos, into the classroom to foster engagement and learning. The use of technology in my classroom has helped me successfully teach economics even to students who would rather not take an economics course. As one student wrote on a course evaluation, “This was an amazing class. Ms. Al Bawwab ensured that each student understood the topic and took really good care of us. If someone did not understand, she would explain it until they understood. She also included videos in our lecture about each topic which really made the material interesting and kept my attention. She also was a nice woman and very kind. She has a great character and I have already recommended her to multiple people. She is a strong teacher and had our best interest at heart.” And in his “Final thoughts” email on the last day of our class, my student wrote, “Professor Rania, I just wanted to thank you for a good semester. I enjoyed this class and I've already been able to utilize this knowledge in the real world. You've challenged me to think critically about topics inside the class as well as outside which I am grateful for! It's such a unique feeling to have a long-term belief be challenged and even changed when you aren't expecting it.
Overall, I thoroughly enjoyed the class and your disposition towards teaching. I would like to keep in touch because I think its valuable to have folks in your life that force you to think outside of your comfort zone. I hope you have a wonderful summer!”

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Statement of Research

Rania Al-Bawwab
Department of Economics and Finance
Jones College of Business
Middle Tennessee State University

While I entered graduate school primarily because I was interested in teaching, I soon learned the joy and importance of scholarly research. In my own scholarly research, I strive to not only advance our knowledge of the social sciences in general and political economy in particular, but also to inform discussions in the classroom.

My academic research uses public choice economics to analyze market and governance institutions. My research interests fit into three broad categories.

My primary category of research examines monetary policy, monetary institutions, and public finance through the lens of public choice. In my job market paper, “The Zecca Mint: A Self-Enforcing Monetary Constitution in Historic Venice,” published in Economics of Governance, I provide a historical case study of one of the most successful early government mints, the Zecca Mint of historic Venice. Venetians designed a system that was relatively robust to deviations from idealized conditions, which reflects an incredibly advanced understanding of robust political economy for that time. I find that the merchant republic succeeded in maintaining a strong currency through the design of robust constitutional constraints on policymakers and mintmasters. In a new working paper, “Islamic Banking: On a Convergent or a Divergent Path?”, my coauthors and I assess the stability of the Islamic and conventional banking systems in Malaysia during the liquidity crunch in 2008 onwards till 2021 to capture COVID-19 effect, using a new Bank Stability Index (BSI); a robust and comprehensive measure of bank stability for countries with dual banking systems. By extending the study period to 2021, this paper also assesses whether Islamic banks have already converged with their conventional peers in terms of efficiency as predicted to happen once the assets of Islamic banks grow large enough.

In a paper published in The Independent Review, “Breaking Bad: Public Pensions and the Loss of the Old-Time Fiscal Religion,” Daniel Smith (Middle Tennessee State University) and I provide a public choice explanation for the growth in unfunded liabilities at the state and local level based on James Buchanan and Richard Wagner’s explanation for the growth of government spending under Keynesianism; that eliminating traditional balanced budget constraints enabled the intergenerational transfer of debt.

The second category of my research applies public choice economics to the analysis of welfare. In my most recent paper, “Zakat: Changing the Framework of Giving,” revised and resubmitted in Islamic Economic Studies, I show how zakat solves the collective action problems in voluntary charity by changing the very framework of giving.

The third category of my research explores the institutions that emerge to foster economic and social cooperation. Daniel Smith (Middle Tennessee State University) and I explore the unique governance institutions of Venice. We detail how the Venetian patricians used mandatory public service, complex elections, and oaths of office to overcome the public choice problems inherent in collective decision-making. Extending this research, Ennio Piano (Middle Tennessee State University) and I have a paper, “The Artist as Entrepreneur,” published in The Review of Austrian Economics. It examines the governance institutions of the market for paintings in Renaissance Italy and modern art markets. In a new working paper, “No Land, No Resources, No Problem: Institutions and The Puzzling Prosperity of the Venetian Lagoon,” Nick Reinarts (a Ph.D. Fellow at Middle Tennessee State University) and I explore the unique governance institutions of Venice. We demonstrate how, rather than being built on resources, the wealth of Venice emerged from democratic institutions and informal norms conducive to commerce.

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Statement of Equity, Diversity, and Inclusion

Rania Al-Bawwab
Department of Economics and Finance
Jones College of Business
Middle Tennessee State University

I came to the U.S. in August 2013 to pursue an MBA at Troy University, but after my first microeconomics class, I got hooked on economics and my life took a turn. My journey wasn’t easy though because I was different. As a Muslim woman from the Middle East, I have been harassed on different occasions and made to feel unwelcome. I know exactly how it feels to be bullied, told you don’t belong, or even considered a threat to someone’s culture and beliefs simply because you’re different.

After returning home to the Middle East, I was able to secure funding at the Political Economy Research Institute (PERI) at Middle Tennessee State University to again pursue my dream of obtaining a Ph.D. in economics. The environment at the PERI was a very welcoming and inclusive environment. At the PERI, we all come from different walks of life, have different colors and different mother tongues, and different beliefs, yet we complete each other and work together to impact the well-being of society. Our director has successfully created a healthy environment that made each one of us, especially international students, feel like home.

One of my goals as an aspiring academic is to create the same type of open environment for my students. To foster an open and civil classroom environment, I encourage my students to bring their unique experiences, backgrounds, and perspectives into discussions. I carefully moderate classroom discussions, of course, to ensure that all comments are respectful and tolerant. On the last week of class, one of my students wrote in his email:

Thank you so much for your time professor. This was one of the best class experiences I’ve had so far, and while it wasn’t my best grade wise, it was definitely one of the best learning environments. Thank you for taking the time to invest in us.

In addition to my own personal experiences being a diverse student in the academy, I have also been fortunate to have been able to study and teach at diverse institutions in the United States. Troy University, which I attended from 2013-2017, bills itself as “Alabama’s International University” with at least 40 countries represented on campus, with the largest student populations coming from China, India, and Nepal. I have had a similar experience at Middle Tennessee State University not only as a Ph.D. student, but also as an instructor and a research fellow. MTSU is home for the white, black, Hispanic, Asian, Middle Eastern and other ethnicities and cultures which makes learning and teaching truly an enriching experience. This experience has prepared me to teach to a wide variety of students.

That is why acknowledging my students' diversity (regardless of race, gender, ethnicity, sexual orientation, age, religion, or disability) is a priority for me, to ensure they have the same access to an enriching and fulfilling education. On the first day of class, I let my students introduce
themselves and talk about their goals, where they see themselves five years from that day. I write the details down including how they pronounced their preferred names. I had many professors mispronounce my Arabic name before, therefore, I really appreciate it when someone took the time to ask me what name I would like to be called and how it was pronounced.

I also work hard in the classroom to ensure that students with disabilities are confidentially given the appropriate accommodations necessary for them to fully participate in all classroom learning experiences. I have been inspired by the tenacity and honesty of my students who have overcome many obstacles to pursue their dreams. One story that will always live with me is that of a 19-year-old student who was going through so many hardships during that semester. He was autistic and had medical conditions that prevented him from doing his work on time and he really looked down at himself and felt unwelcomed by society because he thought that he was different. He missed his schoolwork and classes because his medication caused excessive sleep as a side effect. When the semester was over, he sent me this email that brought tears to my eyes:

Thank you so much for your hard work and dedication to educating my fellow students and me. I can't express to you enough how much I appreciated/appreciate your guidance and leniency throughout the semester. You are a wonderful teacher maybe the best I've ever had, the best in college at the very least. Be prepared because I will 100% take up your offer for aid in education in the future when appropriate. Once again thank you so much for everything and I hope in the future I can give you a strong return on investment in some form.

Teaching during COVID-19 brought additional obstacles to many non-traditional students. One of my students, a mother, was considering dropping out of school as she was worried about her balancing taking care of her child, little nephews, and schoolwork when COVID-19 started. I worked with her throughout the semester and reassured her that she can excel in my class because she is a strong fighter. I was touched to have received this email from her at the end of the semester:

Just wanted to reach out and thank you for being such a great and understanding professor. I know I wasn't the best student this semester- life got a little crazy! Thank you so much for everything you did to help me this semester, it means much more than you know. I hope you have a great winter break, and get some much deserved rest!

My goal is to assist my students on their journey and to carry them to the safe shore while paying a special attention to their emotional and mental wellness. I live by and teach my students in class that “kindness brings kindness” and “diversity is our strength”. I always remind them that people may have different opinions on different matters; therefore, we always need to be kind, patient, and try to listen with an open heart and mind. As my mentor taught me when I first started this journey, “Remember to assume the best of intentions to be part of other scholars. That is the best way to engage them and have the chance to correct them in a way that allows them to save face (it is hard for anyone to admit they are wrong so one must gracefully teach them). To do so, however, requires you doing good scholarship that is recognized.”

Finally, I am particularly passionate about the need to bring diversity to the field of economics. As a woman and a Muslim, I am doubly underrepresented in economics. It is one of my goals to work to address this. As an instructor, I would work hard to recruit and advise minority students to pursue a Ph.D. in economics.

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  • Ph.D. in Economics (expected August 2022) - Middle Tennessee State University
  • MA in Economics (2020) - Middle Tennessee State University
  • MA in Economics (2017) - Troy University
  • Master of International Business Administration (2015) - Troy University
  • Master of Plant Production (2002) - Jordan University of Science and Technology
  • Bachelor of Plant Protection (1999) - University of Jordan

Awards, Fellowships, and Grants

  • Political Economy Research Institute Ph.D. Fellowship (2018-2022)
  • Public Choice Society Graduate Student Fellowship Award (January 2022)
  • Institute for Humane Studies Hayek Fund for Scholars Award (January 2022)
  • The Mercatus Center at George Mason University Don Lavoie Fellowship (2021-2022)
  • The Money Metals Exchange & Sound Money Defense League Scholarship (2021)
  • Institute for Humane Studies Hayek Fund for Scholars Award (November 2021)
  • MTSU College of Graduate Studies Travel Award (November 2021)
  • Institute for Humane Studies Hayek Fund for Scholars Award (October 2021)
  • Summer Research Internship, Central Bank of Malaysia’s International Shari'ah Research Academy for Islamic Finance, Kuala Lumpur, Malaysia (Summer 2020). Awarded but cancelled due to COVID-19
  • Muslim Expert in Economics Fellow, Acton University Conference, Grand Rapids, Michigan (2020)
  • The Money Metals Exchange & Sound Money Defense League Scholarship (2017)
  • Institute for Humane Studies Ph.D. Scholarship (2017)
  • The Free Market Institute (FMI) Fellowship, Lubbock, TX (2017)
  • Fellowship in Residence (Mises Institute), Auburn, AL (2017)
  • Institute for Humane Studies Conference & Research Grant (2016)
  • Institute for Humane Studies Ph.D. Application Waiver Grant (2016)


Non-Academic Publications

The Promise (1999). Amman, Jordan: M. H. Publications. (book)

Working Papers

  • “Zakat: Changing the Framework of Giving,” revise and resubmit.
  • “No Land, No Resources, No Problem: Institutions and the Puzzling Prosperity of the Venetian Lagoon,” (with Nicholas Reinarts)
  • “Islamic Banking: On a Convergent or a Divergent Path?”
  • “Rising Tides Lift all Boats”

Conference Papers

  • “Zakat: Changing the Framework of Giving.” Public Choice Society (2022).
  • “The Zecca Mint: A Self-Enforcing Monetary Constitution in Historic Venice.” Southern Economics Association Conference (2021).
  • “The Constitutional Architecture of Constraint: Checking the Ambition of the Venetian Patriciate,” (with Daniel J. Smith). Austrian Economics Research Conference, Mises Institute, Auburn, AL (2017).
  • “The Puzzling Prosperity of the Venetian Lagoon.” Rothbard Graduate Seminar, Mises Institute, Auburn, AL, (2017).
  • “The Constitutional Architecture of Constraint: Checking the Ambition of the Venetian Patriciate,” (with Daniel J. Smith). Southern Economics Association Conference (2016).

Invited Paper Presentation

  • “Zakat: A Case Study of Constraining Free Riding in Charity,” Samford University. Birmingham, AL, October 28th, 2021.

Seminars and Colloquia

  • “Foundations of Civil Society,” Institute for Humane Studies Discussion Colloquium, Online (2021)
  • “Justice or "Just Us?": Can Liberty Further the Goals of Equality and Justice?” Institute for Humane Studies Discussion Colloquium, Georgetown University, Washington, D.C. (2019)
  • Harwood Graduate Colloquium on Alternative Governance, American Institute for Economic Research, Great Barrington, MA (2019)
  • “Institutions, the State, and Liberty.” Advanced Topics in Liberty Conference, Institute for Humane Studies and Liberty Fund, Arlington, VA (2017)
  • Mises University, Mises Institute, Auburn, AL (2017)

Courses Taught

  • Middle Tennessee State University
    • ECON 2420 Principles of Microeconomics Remote on Zoom (Spring 2022)
    • ECON 2420 Principles of Microeconomics Remote on Zoom (Fall 2021)
    • ECON 2410 Principles of Macroeconomics Online (Spring 2021)
    • ECON 2420 Principles of Macroeconomics Online (Spring 2021)
    • ECON 2410 Principles of Macroeconomics Dual Enrollment in the classroom (Fall 2020)


  • Languages
    • Arabic (Excellent - writing, reading, and speaking)
    • English (Excellent - writing, reading, and speaking)
    • French (Intermediate)
  • Proficient with Office (Excel, Access, Word and PowerPoint)
  • Programming Languages: MATLAB, R, Stata

Honors and Accomplishments

  • Phi Kappa Phi Honor Society (2019)
  • Delta Mu Delta Honor Society (2015)

Work Experience

  • Research Assistant, The Free Market Institute at Texas Tech University, Lubbock, TX (September 2017 – November 2017)
  • Graduate Assistant, The Sorrell College of Business at Troy University, Troy, AL (January 2014- December 2015)
  • Teaching Assistant, Jordan University of Science & Technology, Irbid-Jordan (1999 – 2001)

Non-Academic Teaching

  • Part-time Online English Teacher, Educastream, Paris-France (April 2013 - July 2013)
  • English Instructor, The Modern Language Center, Amman-Jordan (2012 – July 2013)
  • General English Instructor and Youth Trainer, American ESL Centre, Amman-Jordan (2010 – 2011)
  • Teacher, Brighter Horizons, American School, Amman-Jordan (2009 – 2010)
  • Head of Science Department and Teacher, Skills Institute, Dubai-United Arab Emirates (Sep. 2004 – Dec. 2004)

Distinction and Recognition

Even during the chaos of COVID-19, I received a personalized email from the Dean of the Jones College of Business regarding the positive feedback he received from students surveyed in my class.

“Hello Rania:
You may know that a couple of weeks ago, President McPhee directed the Academic Affairs staff (not Jones College of Business) to send a brief survey to all undergraduate students in the university. The objective of the survey was to do a quick “check-in” with students to find out how things were going in their classes, and to get some early indications of possible problems. 1385 students participated, generating a total of 4881 responses about courses throughout the university. The bottom line: there are a few problems out there, but overall things are going pretty well.

Students also had the opportunity to highlight things about their classes that were going well. The Academic Affairs staff combed through the survey responses and informed the deans about instructors who had received particularly positive comments from students.

I am pleased to inform you that you were the recipient of several of these comments regarding your ECON 2410 course. You can take satisfaction in knowing that your students appreciate your efforts, as do I. Congratulations and thank you!”

Teaching Evaluations

ECON 2410: Principles of Macroeconomics
(2020 Fall Semester, Middle Tennessee State University)
Instructor Evaluation Mean: 4.67/5 Response Rate: 46.15% (size =26)

Selected Student Comments:

  • “She’s very nice and knowledgeable about economics.”
  • “She cares very deeply about student responsibility, making assignments that could not be subject to free-riders. She expands upon the primary textbook using alternative sources so we can have a fuller understanding of the subject, while still keeping homework and exams related to the core work so we don't necessarily have to memorize every little thing mentioned in class. If a student had a question that she had no immediate answer to, she always made sure to find a resource to answer it in the following class. Every resource was provided and emphasized so no one could possibly miss important information.”
  • “Professor Rania made me feel really cared for. Kindness spreads kindness. I will never forget her. She is an amazing teacher and an amazing person.”
  • “She made sure that everyone understood what she was teaching at all times. Fairly challenging class but she did help us the best she could.”
  • “The instructor genuinely cared about the material and imparted that passion in their teaching.”
  • “This is the best professor I have ever had. She was compassionate, understanding, humble and fair. I have always disliked economics, but Rania has changed that perspective. I wish I could take her class every semester.”
  • “The instructor is very attentive to potential questions we may have had throughout the entire semester.”

ECON 2410: Principles of Macroeconomics Online
(2021 Spring Semester, Middle Tennessee State University)
Instructor Evaluation Mean: 3.58/5 Response Rate: 10.34% (size =29)

Selected Student Comments:

  • “The layout and organization or the course was very strong and helpful. The instructor cared about notifying students of upcoming deadlines and wanted us to succeed.”
  • “Loved this distance learning course.”
  • “The D2L materials were very organized and posted on time.”

ECON 2420: Principles of Microeconomics REMOTE on Zoom
(2021 Fall Semester, Middle Tennessee State University)
Instructor Evaluation Mean: 4.19/5
Response Rate: 57.14% (size=35)

Selected Student Comments:

  • “She is very kind and always willing to answer any questions or emails we have.”
  • “She is a diligent instructor, listening to students questions and answering them in a truthful manner. I believe she doesn't have a weakness for the entire course.”
  • “She made the chapter easy to follow. Gave us the opportunity to really grasp the concept of each chapter of the book. She gave us a lot of real world examples about each subjects of the book. I learned a lot in her class.”
  • “For a remote class, I was nervous going into it because it was my first business class, but my professor ensured us that it will be a stressful free class. She was always willing to help any students if there were questions. I really like the program we use for our exams and assignments. I thought that Achieve was easy to navigate and the material in the book was easy to read and understand. The chapters for each new topic weren't long and it was easy to balance. I also like the opportunities for extra credit because it can be helpful if you happen to not do well on one of the exams.”
  • “She is extremely understanding and accepting of all students and is willing to work with students and make accommodations in order for her students to be successful in her course!”
  • “She is very good at relating and connecting with the students. From the beginning she said "I have been in your shoes. I have been in your role of having to balance bring college student, working a job, and everything else going on in life. I know how it is." I loved that.”
  • “She is very helpful and quick to respond to questions students have.”
  • “Always ready and prepared to help, and explain the questions in different ways so everyone would understand the concept. Easy to get in touch with and reach out to, and very helpful in more ways. For an online course, I liked how the class was structured. Easy to navigate around, and I liked how I could finish each chapter homework after each class.”
  • “Appreciated the professional and proper online learning environment. Did not overload with assignments. Understanding and committed to helping students.”
  • “Understands the subject clearly.”
  • “I learned a lot from this class.”
  • “Great course. Very knowledgeable on the subject. Very understanding of student circumstances and offers reasonable accommodations.
    Communicates answers to questions inside of class and outside effectively and within and efficiently in a timely manner. Assignments/Tests are setup fairly, and allow effective approaches at learning the knowledge needed for the course. Provides many opportunities for success.
    Communicates the course information in at a reasonable pace in an easy manner to understand. Cannot think of any improvements at this time, was an exceptionally well setup course for distance learning, and had plenty of resources.”

ECON 2420: Principles of Microeconomics REMOTE on Zoom
(2022 Spring Semester, Middle Tennessee State University)
Instructor Evaluation Mean: 4.77/5
Response Rate: 91.18% (size=34)

Selected Student Comments:

  • “Very helpful and engaging teacher. She was good at involving students by answering questions, for example.”
  • “Great teacher, helps to make sure every student understands material and answers/appreciates all questions.”
  • “Professor Rania is an outstanding teacher and person. I loved how invested she was with our class even though she only got a fraction of that back. I liked listening to her talk about examples and the material. She even spoke about her personal experiences which was a valuable to me. She genuinely cares about students and wants them to succeed.”
  • “Mrs. Ranua Al Bawwab is very helpful professor and also a she is really kind. Mrs. Ranua Al Bawwab is a beneficial professor, and also she is kind. Because when I am absent from the class because of COVID, the professor Rauna always takes care of me and She was very concerned about me. You are the first professor who treated me so kindly. Thank you so much!”
  • “Her ability to create a positive environment that makes me feel comfortable when setting up meetings.”
  • “This course is well organized and has good practices on chapters.”
  • “Definitely invested in the learning of students, and is always available for questions.”
  • “I loved loved loved this class. She made the class fun and did not give an overwhelming amount of homework. She was always there if we needed her and was very understanding. Thank you for being a fantastic professor!!!!”
  • “The instructor's way of teaching microeconomics is very community-based, is my favorite. She allows for easy learning, understanding and comprehension.”
  • “Professor Rania is a great teacher , she really cares about us getting the material completely before moving on, she recorded the classes which makes it easier to understand thing I may hjaave missed during classes time , and great for notes.”
  • “Rania is well-educated on the topic of economics. She is also very understanding of the lives of her students. She is very thorough with her lessons.”
    • “Professor. Rania is very nice and flexible, she assures everyone understands and up to speed with all assignments. Furthermore, she spoke with students when necessary with their grades. She helped us and explained topics further if needed.”
  • “The strengths of this teacher would being flexible. She is always understanding and answers questions extremely quickly.”
  • “Rania did a fantastic job at teaching microeconomics to an online class. Online classes can be harder to stay involved in, but despite this Rania ensured that all students were confident on the material.”
  • “extremely caring teacher”
  • “Rania Al Bawwab taught the material very clearly and went at a good pace so the material could be understood.”
  • “Professor Rania is very interactive with her students and cares a lot about students education. She also makes it very easy to learn.”
  • “She provided many real world examples that made it easier to learn and understand. She also made me feel comfortable to ask questions.”
  • “Rania Al Bawwab is so understanding. She understands that we have more than just school, and we are more than just students. She is very patient and kind, and I admire that!”
  • “Everything was laid out clearly and well organized, which made class work go a lot smoother.”
  • “She was very easy going and understanding of what was going on outside of class. She would answer any question you have whether it be during zoom or afterwards if necessary. Professor Bawwab worked really well with students and worked very hard to keep students on track.”
  • “Very helpful for every student. Class ran smooth and allowed for time to understand topics”
  • “She has great knowledge on the material she is teaching. She made sure to reach out to students if she noticed a teach score was lower then normal. She gave students an adequate amount of time to complete homework assignments and was always available to answer questions and help when a student was struggling.”
  • “Great student involvement and communication.”
  • “She really cared about the student and always was open to questions on the topic.”
  • “This instructor always tried her best to make sure that the student knew every piece of material which was provided. She would always ask us if we had any questions in order to ensure that we had the topic concepts down to the tee. This class also gave me the opportunity to further my understanding and knowledge of Micro Economics with the use of tools such as YouTube videos and PowerPoints. Overall, this class was good.”