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Kawsar Hosan

Title: Teaching Fellow

Department: Economics

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

ECON 1100.464Principles of MicroeconomicsSpring 8W2 2026 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ECON 1100.010Principles of MicroeconomicsFall 2025 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Hosan, K. (2025). Bias in mobility datasets drives divergence in modeled outbreak dynamics. Other. https://doi.org/10.1038/s43856-024-00714-5
  • Hosan, K. (2023). Interactive SARS-CoV-2 dashboard for real-time geospatial visualisation of sewage and clinical surveillance data from Dhaka, Bangladesh: a tool for public health situational awareness. Other. https://doi.org/10.1136/bmjgh-2023-012921
  • Rogawski McQuade, E.T., Blake, I.M., Brennhofer, S.A., Islam, M.O., Sony, S.S., Rahman, T., Bhuiyan, M.H., Resha, S.K., Wettstone, E.G., Hughlett, L., Reagan, C., Elwood, S.E., Mira, Y., Mahmud, A.S., Hosan, K., Hoque, M.R., Alam, M.M., Rahman, M., Shirin, T., Haque, R., Taniuchi, M. (2023). Real-time sewage surveillance for SARS-CoV-2 in Dhaka, Bangladesh versus clinical COVID-19 surveillance: a longitudinal environmental surveillance study (December, 2019–December, 2021). Other. 4 (6) e442-e451. Elsevier BV. https://doi.org/10.1016/s2666-5247(23)00010-1
  • Hosan, K. (2023). Risk factors for COVID-19 mortality among telehealth patients in Bangladesh: A prospective cohort study. Other. https://doi.org/10.1371/journal.pgph.0001971
  • Hosan, K. (2023). Real-time sewage surveillance for SARS-CoV-2 in Dhaka, Bangladesh versus clinical COVID-19 surveillance: a longitudinal environmental surveillance study (December, 2019–December, 2021). Other. http://dx.doi.org/10.1016/s2666-5247(23)00010-1
  • Hosan, K. (2021). Participatory syndromic surveillance as a tool for tracking COVID-19 in Bangladesh. Other. https://doi.org/10.1016/j.epidem.2021.100462
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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