Faculty Spotlight: Seyhan Erden, MA Program Director and Lecturer, Department of Economics, Columbia University 

Seyhan Erden is the newly appointed MA Program Director and Lecturer in the Department of Economics at Columbia University. She teaches econometrics at the undergraduate and MA levels, and her work focuses on student learning, classroom engagement, and making the subject more accessible to students.

Could you briefly introduce yourself and share what led you to economics? 

I have always liked quantitative subjects, and economics was a natural fit for me in that sense. In Turkiye, the university entrance exam system plays a major role in shaping what students study, so that process partly shaped the path. But over time, I realized that what mattered most to me was not only the subject itself, but teaching. I was drawn to the classroom and to the challenge of helping students understand difficult material.

What brought you to Columbia Economics, and what has kept you here?

In some ways, it was pure luck. I was at NYU before coming to Columbia, and once I arrived here, I liked it so much that I stayed. The department, the students, and the intellectual environment all made Columbia a place where I wanted to continue teaching and working.

You teach econometrics at multiple levels, from introductory undergraduate courses to advanced MA courses. How do you think about the challenge of teaching a subject that many students find intimidating? 

Econometrics can be intimidating, especially for undergraduate students. Many students come into the class already thinking they will not like it, and you can often see that attitude at the beginning. The challenge is to change that perception. I think enthusiasm matters a lot. If students can see that I am excited about the material, that helps them become more open to learning it.

With MA students, the attitude is usually different. They tend not to come in with the same resistance, but econometrics is still a difficult subject. The goal is to make the concepts clear, useful, and connected to what students want to do after the program.

Is there any recent study or paper you have been working on? 

Yes. I have been working on projects related to improving learning outcomes in econometrics. One of them grew out of a Provost’s grant and focuses on using simulations in the classroom. We designed several simulations and used controlled classroom experiments to study how they affect student learning.

I am also interested in the relationship between student attitudes and performance in econometrics, as well as how classroom engagement connects to outcomes. More recently, I have also been thinking about grade inflation, including the role of systems like Vergil and the effects of COVID on grading patterns.

Could you tell us about MetricsMentor, the interactive platform you have been developing? What problem does it solve for students learning econometrics? 

MetricsMentor is an interactive platform designed to help students learn different concepts in econometrics in a more engaging way. The idea is to make the material less intimidating and more accessible. Students can work through concepts at their own pace, which is important because econometrics often requires time and repetition. The platform gives students another way to practice and build confidence outside the traditional lecture format.

You have given media interviews on topics like inflation, Turkiye’s economic model, and U.S. monetary policy. What role do you think economists and econometricians should play in public conversations about economic issues?

I think anyone with expertise in a subject should care about public issues related to that subject. Economists can help clarify what is happening and explain complicated issues in a way that is useful to the public. For example, when something happens in Turkiye’s economy, and I understand the issue, I feel a responsibility to help explain it.

You have recently taken on the role of MA Program Director. What drew you to this leadership position, and what does it mean to you personally?

I have been involved with the MA program since its inception, so this role feels very meaningful to me. I have always taught in the program, and because of that, I have gotten to know the students and understand the program closely.

This is also my first academic leadership position, so it is personally important. I also feel very supported. Many people are helping with the program, and that makes the role both exciting and manageable.

What is your vision for the MA program? Are there areas where you would like to see it grow or evolve? 

I have a lot of ideas, but I also believe in gradual implementation. The program is already strong, so the goal is not to change everything at once. I want to continue building on what works.

The MA program serves students with different goals. Some students are interested in theory, some in applied economics, and some in professional or policy-oriented paths. My vision is to make sure the program continues to serve all of these students well.

What do you expect from MA students, and what can they expect from you in this new role? 

I want students to take ownership of their experience from day one. The program moves quickly, and the first semester is very important for building the foundation they need. I also want students to understand that networking and relationship-building are important parts of the program, not separate from it.

From me, students can expect support, structure, and honesty. I want to help them make the most of the program, but I also want them to be intentional and proactive.

Is there anything about the program that you think is underappreciated by prospective students or the broader department? 

One thing that makes Columbia’s MA program distinctive is its structure. Because it is a three-semester program, including the summer, students can complete it in twelve months while still having a very intensive academic experience.

Another important feature is the opportunity to work closely with faculty, including through teaching assistant roles. That kind of one-on-one interaction can be very valuable for students, whether they are thinking about further study, research, or professional opportunities.

Finally, what advice would you give to someone who has just committed to the MA program or is considering applying?

For students applying, strong preparation matters. Good grades in math, econometrics, intermediate microeconomics, and intermediate macroeconomics are important. Letters of recommendation also matter a lot. An uninformative letter can be very damaging, so students should choose recommenders who can speak clearly about their abilities.

For admitted students, my advice is to be intentional about how they use the program. The students who benefit most are the ones who come in with a clear sense of purpose and engage fully from the beginning. The math boot camp is important because the material builds on itself, so students should take it seriously.

I would also encourage students to build relationships. The connections they make in the program can matter not only while they are here, but also afterward. And finally, do not be discouraged by the difficulty. The program is challenging, but that challenge is part of what makes it valuable.