Fogelman College of Business and Economics
I am a PhD candidate in Economics at the University of Memphis. I'm on the job market for the 2025–2026 academic cycle.
My research interests are in law and economics, economics of crime, public economics, and health economics, with a particular focus on how laws and public programs shape the behavior of young people.
Prior to my doctoral studies, I earned an MBA with a concentration in Financial Management from Southeast Missouri State University, and a Bachelor's in Business Information Systems from Kathmandu University in Nepal. I also have industry experience in e-commerce and banking.
We know relatively little about the relationship between firearm access and youth involvement in gun crime, particularly for non-fatal crimes. This paper examines the effect of minimum legal age restrictions on handgun possession (MLAG) on juvenile and young adult gun crime. Specifically, I study the federal law that prohibits individuals under the age of 18 from possessing a handgun and exploit the sharp age-based discontinuity at age 18. The results show that the MLAG-18 restriction substantially reduces handgun-related offenses among juveniles. Moreover, combining the evidence from both MLAG-18 and MLAG-21 states suggests that extending the minimum legal age to 21 could significantly lower handgun crime among individuals aged 18–20.
We investigate how intercollegiate athletics performance and university characteristics affect donations from alumni and non-alumni supporters. Using machine learning for variable selection, we examine football and basketball team success alongside potential negative impacts from NCAA violations. We find that KenPom basketball rankings and recent bowl game participation are strong predictors of increased donations, while other success measures offer little predictive value. For basketball, NCAA tournament participation positively impacts donor numbers and giving amounts. In contrast, we find no evidence that poor behavior resulting in NCAA violations impacts donation behavior. Power 5 membership alone is a sufficient proxy for ICA team performance as a determinant of alumni and non-alumni support.
This paper examines the impact of universal free school meals on teens' criminal behavior using the Community Eligibility Provision (CEP). Exploiting variation in CEP adoption timing across school districts from 2015–2019, I employ a dynamic difference-in-differences design using crime data from the FBI's NIBRS. Results indicate that CEP adoption reduces overall crime among high school aged (ages 15–18) teens, driven primarily by a decline in property crime, with no significant effect on violent crime. These findings suggest that school nutrition programs generate significant spillover benefits beyond direct health outcomes, reducing criminal behavior among vulnerable youth populations.
"My teaching philosophy is grounded in three principles: inclusivity, communication, and empowerment. I strive to create an environment where all students feel respected and capable of contributing — and to empower them not only to master the curriculum, but to follow the detours of curiosity that make learning transformative and lasting."
| Course | Level | Terms |
|---|---|---|
| ECON 2010: Intro to Macroeconomics [SETE 4.4/5.0] | Undergraduate | Summer 2024, Fall 2025, Spring 2026 |
| ECON 2020: Intro to Microeconomics [SETE 4.6/5.0] | Undergraduate | Summer 2025, Summer 2026* |
* Scheduled
| Course | Level | Terms |
|---|---|---|
| ECON 8812: Time Series Econometrics | Graduate | Spring 2025, Spring 2026 |
| ECON 7310/8310: Adv Microeconomics I | Graduate | Spring 2023, Spring 2025 |
| ECON 7100: Econ for Global Executive | MBA | Spring 2023, Spring 2024 |
| ECON 7300: Econ Theory & Decisions | Graduate | Fall 2022, Fall 2023, Fall 2024 |
| ECON 2020: Intro to Microeconomics | Undergraduate | Spring 2024 |
| ECON 4820: Econometrics | Undergraduate | Fall 2021 |
| ECON 4023: Personnel Economics | Undergraduate | Fall 2021 |
Your testing philosophy is commendable. If students are familiar with the material and understand the concepts, they should recognize the answer — this is the best way to teach. Students need to understand the material, not feel the tests are gotcha experiences.
Nice and encouraging teacher. He teaches us everything we need to know for his exams. He communicated often and kept us updated on upcoming assignments — the course was very organized and direct.
I thoroughly enjoyed this class! The straightforward approach really helped me stay on track and understand everything going on in the course.