Classes Taught
- Civic Responsibility and Social Innovation (Service Learning, PHL 3010) High Point University, Spring 2022
- Morality of Globalization (PHL/GBS 3311) High Point University, Spring 2022
- Business Ethics (PHL 2043) High Point University, Spring 2022
- Logic and Critical Thinking (PHL 1006) High Point University, Fall 2021
- Harry Potter: Understanding Good and Evil (First Year Seminar 1000) High Point University, Fall 2021
- Social Ethics (PHL 2008) High Point University, Online Summer 2020
- Civic Responsibility and Social Innovation (Service Learning, PHL 3010) High Point University, Spring 2021
- Business Ethics (2 sections, PHL 2043) High Point University, Spring 2021
- Logic and Critical Thinking (PHL 1006) High Point University, Spring 2021
- Business Ethics (4 sections, PHL 2043) High Point University, Fall 2020
- Social Ethics (PHL 2008) High Point University, Online Summer 2020
- Morality of Globalization (PHL/GBS 3311) High Point University, Spring 2020
- Business Ethics (PHL 2043) High Point University, Spring 2020
- Civic Responsibility and Social Innovation (Service Learning, PHL 3010) High Point University, Spring 2020
- Logic and Critical Thinking (PHL 1006) High Point University, Fall 2019
- Harry Potter: Understanding Good and Evil (First Year Seminar 1000, 2 sections) High Point University, Fall 2019
- Civic Responsibility and Social Innovation (Service Learning, PHL 3010) High Point University, Spring 2019
- Harry Potter: Understanding Good and Evil (First Year Seminar 1000, 2 sections) High Point University, Spring 2019
- Harry Potter: Understanding Good and Evil (First Year Seminar 1000, 2 sections) High Point University, Fall 2018
- Business Ethics (PHL 2043) High Point University, Fall 2018
- Social Ethics (PHL 2008) High Point University, Online Summer 2018
- Social Ethics (PHL 2008) High Point University, Spring 2018
- Business Ethics (2 sections, PHL 2043) High Point University, Spring 2018
- Social Ethics (PHL 2008) High Point University, Fall 2017
- Business Ethics (2 sections, PHL 2043) High Point University, Fall 2017
- Introduction to Philosophy (2 sections, PHL 101) Furman University, Spring 2016
- Ethics of Globalization (PHL 304) Furman University, Spring 2016
- Introduction to Philosophy (2 sections, PHL 101) Furman University, Fall 2015
- Contemporary Moral Issues (PHL 101) Rice University, Summer 2014
- Morality and Justice (PHL 1304) Virginia Tech, Summer 2011
Sample Student Evaluations
High Point University, Spring 2021
Logic and Critical Thinking and Civic Responsibility and Social Innovation
Logic and Critical Thinking and Civic Responsibility and Social Innovation
phl_1006_spring_2021_eval.pdf | |
File Size: | 80 kb |
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phl_csi_3010_spring_2021.pdf | |
File Size: | 73 kb |
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High Point University, Fall 2019
Logic and Critical Thinking and First Year Seminar
Logic and Critical Thinking and First Year Seminar
fall_2019_logic_1006.pdf | |
File Size: | 75 kb |
File Type: |
fall_2019_fys_32.pdf | |
File Size: | 73 kb |
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fall_2019_fys_53.pdf | |
File Size: | 74 kb |
File Type: |
High Point University, Spring 2019
Civic Responsibility and Social Innovation and First Year Seminar
Civic Responsibility and Social Innovation and First Year Seminar
crsi_3010.pdf | |
File Size: | 76 kb |
File Type: |
fys_1000_12.pdf | |
File Size: | 73 kb |
File Type: |
High Point University, Fall 2018
First Year Seminar and Business Ethics
First Year Seminar and Business Ethics
fys_19_fall_2018.pdf | |
File Size: | 71 kb |
File Type: |
fys_37_fall_2018.pdf | |
File Size: | 72 kb |
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be_fall_2018.pdf | |
File Size: | 75 kb |
File Type: |
High Point University, Fall 2017
Social Ethics and Business Ethics
Social Ethics and Business Ethics
se_2017.pdf | |
File Size: | 596 kb |
File Type: |
Business Ethics Evals 2017 | |
File Size: | 537 kb |
File Type: |
Furman University, Spring 2016
Ethics of Globalization and Two Sections of Intro to Philosophy
Ethics of Globalization and Two Sections of Intro to Philosophy
Hupfer Evaluations 2016 | |
File Size: | 2087 kb |
File Type: |
Examples of Introductory Courses
Social Ethics
In this course we will examine ethical theories and the way in which ethical issues imbue our everyday lives. Students will get an understanding of theories such as cultural relativism, consequentialism, and Kantianism which they can apply to contemporary moral issues such as immigration, drug legalization, racism, euthanasia, animal welfare, and genetic enhancement. We will seek answers to questions such as, “Is it a moral obligation to obey or disobey an unjust government?”; “Do we have a duty to help the world’s poorest?”; and, “Do we have a right to consume resources as we do?” The goal of the course is to get students to think ethically and develop problem-solving skills which they can use for further philosophy courses or apply to other disciplines.
In this course we will examine ethical theories and the way in which ethical issues imbue our everyday lives. Students will get an understanding of theories such as cultural relativism, consequentialism, and Kantianism which they can apply to contemporary moral issues such as immigration, drug legalization, racism, euthanasia, animal welfare, and genetic enhancement. We will seek answers to questions such as, “Is it a moral obligation to obey or disobey an unjust government?”; “Do we have a duty to help the world’s poorest?”; and, “Do we have a right to consume resources as we do?” The goal of the course is to get students to think ethically and develop problem-solving skills which they can use for further philosophy courses or apply to other disciplines.
Business Ethics
In this course we will explore the ethical implications of business and economics in our interconnected world. We will analyze issues including the role of ethics in corporate structures, whistleblowing, advertising, consumption, and the environment. We will seek answers to questions such as, “What do we owe to strangers?”; “Is the role of the corporation to benefit shareholders, employees, or the general public?”; “Does justice require affirmative action in hiring?”; and, “Do people have a right to affordable, life-saving pharmaceuticals?” Students should leave the class with an understanding of the inescapable connection between business and ethics that is often overlooked in the everyday life of the consumer.
In this course we will explore the ethical implications of business and economics in our interconnected world. We will analyze issues including the role of ethics in corporate structures, whistleblowing, advertising, consumption, and the environment. We will seek answers to questions such as, “What do we owe to strangers?”; “Is the role of the corporation to benefit shareholders, employees, or the general public?”; “Does justice require affirmative action in hiring?”; and, “Do people have a right to affordable, life-saving pharmaceuticals?” Students should leave the class with an understanding of the inescapable connection between business and ethics that is often overlooked in the everyday life of the consumer.
Freshman Seminar on Harry Potter: Understanding Good and Evil
The struggle between good and evil has plagued academics and everyday people for centuries. Philosophers, theologians, psychologists, writers, and others have attempted to determine what it is that makes something—or someone—good and what makes them evil. In this course, we will examine this debate through the lens of J.K. Rowling’s famous Harry Potter series, and see how she, and her readers, utilize elements of the debate between good and evil.
This course will be divided into two parts. In the first, we will analyze what “good” is using thinkers such as Aristotle, Plato, and Kant, and how the Harry Potter universe can shed light on these theories. We will look at such questions as: Why is Harry’s courage viewed as a virtue? To be a good friend, do Malfoy’s cronies have to help him do harm? Is it ok for good people to break the rules? And what can S.P.E.W. and the psychology of Harry Potter readers tell us about discrimination in the real world? In the second part of the course, we will analyze what “evil” is using thinkers such as Descartes, Nozick, and Locke. We will look at such questions as: What if our whole world is a lie? Why might it be bad if we got everything we’ve ever desired from the Mirror of Erised? If you had an invisibility cloak (or Plato’s ring of Gyges) would you use it for evil? And why do we think death is the ultimate evil?
The struggle between good and evil has plagued academics and everyday people for centuries. Philosophers, theologians, psychologists, writers, and others have attempted to determine what it is that makes something—or someone—good and what makes them evil. In this course, we will examine this debate through the lens of J.K. Rowling’s famous Harry Potter series, and see how she, and her readers, utilize elements of the debate between good and evil.
This course will be divided into two parts. In the first, we will analyze what “good” is using thinkers such as Aristotle, Plato, and Kant, and how the Harry Potter universe can shed light on these theories. We will look at such questions as: Why is Harry’s courage viewed as a virtue? To be a good friend, do Malfoy’s cronies have to help him do harm? Is it ok for good people to break the rules? And what can S.P.E.W. and the psychology of Harry Potter readers tell us about discrimination in the real world? In the second part of the course, we will analyze what “evil” is using thinkers such as Descartes, Nozick, and Locke. We will look at such questions as: What if our whole world is a lie? Why might it be bad if we got everything we’ve ever desired from the Mirror of Erised? If you had an invisibility cloak (or Plato’s ring of Gyges) would you use it for evil? And why do we think death is the ultimate evil?
Logic and Critical Thinking
This course is designed to teach fundamental critical thinking skills and logic which students will be able to apply to any form of study and to their everyday lives. In the first half of the course students will learn how to identify cognitive biases, informal fallacies, and deductive versus inductive arguments. In the second half of the course students will learn the fundamentals of logic including symbolizing arguments, constructing truth tables, and recognizing valid versus invalid arguments. By the end of the course, students should be able to understand the inherent connection between critical thinking and contexts outside of philosophy such as law, religion, politics, marketing, journalism, and everyday conversations.
This course is designed to teach fundamental critical thinking skills and logic which students will be able to apply to any form of study and to their everyday lives. In the first half of the course students will learn how to identify cognitive biases, informal fallacies, and deductive versus inductive arguments. In the second half of the course students will learn the fundamentals of logic including symbolizing arguments, constructing truth tables, and recognizing valid versus invalid arguments. By the end of the course, students should be able to understand the inherent connection between critical thinking and contexts outside of philosophy such as law, religion, politics, marketing, journalism, and everyday conversations.
Introduction to Philosophy
This course is an exploration of philosophical topics that will provide a foundation for further critical thinking. It is divided into two sections—Who am I? and What should I do?—in which we will broach various areas of philosophy including epistemology, metaphysics, ethics, and applied ethics. We will seek answers to questions such as “What is knowledge?”; “Am I the same person over time?”; “How ought we think of race and sex?”; “Do I have any duties to the world’s poor?”; and “Do animals or the environment have rights?” The goal of the course is to get students to think philosophically and develop problem-solving skills which they can use for further philosophy courses or apply to other disciplines.
This course is an exploration of philosophical topics that will provide a foundation for further critical thinking. It is divided into two sections—Who am I? and What should I do?—in which we will broach various areas of philosophy including epistemology, metaphysics, ethics, and applied ethics. We will seek answers to questions such as “What is knowledge?”; “Am I the same person over time?”; “How ought we think of race and sex?”; “Do I have any duties to the world’s poor?”; and “Do animals or the environment have rights?” The goal of the course is to get students to think philosophically and develop problem-solving skills which they can use for further philosophy courses or apply to other disciplines.
Examples of Upper-level Courses
Civic Responsibility and Social Innovation
This course challenges students to examine theories of justice and apply these theories to their lived experience. During the course, students will learn normative ethical theories and contextualize these theories within social justice issues such as poverty, racism, sexism, sustainability, charity, etc. As a service learning course, students will not merely study theories, but analyze how these theories play out in the real world with their community partners. In this course, we will study questions such as: “How do we know what right action is?”; “What kind of distribution of resources is fair?”; and “How does racism and sexism impact our community?”; “How do we know when we are helping or hurting the community?” Students should leave the class with an understanding of the inescapable connection between justice and the community.
This course challenges students to examine theories of justice and apply these theories to their lived experience. During the course, students will learn normative ethical theories and contextualize these theories within social justice issues such as poverty, racism, sexism, sustainability, charity, etc. As a service learning course, students will not merely study theories, but analyze how these theories play out in the real world with their community partners. In this course, we will study questions such as: “How do we know what right action is?”; “What kind of distribution of resources is fair?”; and “How does racism and sexism impact our community?”; “How do we know when we are helping or hurting the community?” Students should leave the class with an understanding of the inescapable connection between justice and the community.
Morality of Globalization
Globalization is a modern phenomenon, creating connections between disparate individuals and nations, and the goal of this course is to better understand the ethical issues surrounding our interconnected world. In the first half of the course we will examine how globalization impacts the world. Here we will define globalization in all of its complexity and investigate topics such as cultural relativism, cultural change, justice, and the environment. In the second half of the course we will examine how students’ behaviors actually impact the world through globalization. Here we will investigate topics such as personal moral obligations, and how our consumption (what we buy, sell, trade, produce, eat, etc.) has profound impact across the globe. Throughout the course we will seek answers to questions such as, “Do I have obligations to strangers suffering far away?”; “How does globalization affect the culture of a nation?”; “How does what I buy affect people around the world?”; and “How can globalization be both helpful and harmful in different parts of the world?”
Globalization is a modern phenomenon, creating connections between disparate individuals and nations, and the goal of this course is to better understand the ethical issues surrounding our interconnected world. In the first half of the course we will examine how globalization impacts the world. Here we will define globalization in all of its complexity and investigate topics such as cultural relativism, cultural change, justice, and the environment. In the second half of the course we will examine how students’ behaviors actually impact the world through globalization. Here we will investigate topics such as personal moral obligations, and how our consumption (what we buy, sell, trade, produce, eat, etc.) has profound impact across the globe. Throughout the course we will seek answers to questions such as, “Do I have obligations to strangers suffering far away?”; “How does globalization affect the culture of a nation?”; “How does what I buy affect people around the world?”; and “How can globalization be both helpful and harmful in different parts of the world?”
Related Experience
Legal Studies Minor (2019-present)
Part of an interdisciplinary committee to create a Legal Studies minor at High Point University. I served as a member of the post hoc committee to construct the minor and get it approved by the university, and later I served on the university committee to oversee the implementation of the minor.
Senior Thesis Advising (2017-present)
Seniors majoring in philosophy at High Point University must write a senior thesis with a professor of their choosing. Advising these seniors occurs weekly during the Fall term and entails helping them research, write, and present a paper on the philosophical topic of their choosing.
Furman Engaged Student Presentation Moderator (2016)
Furman Engaged is a once yearly, campus wide event in which undergrads present their research and projects. Philosophy majors from my Ethics of Globalization course were selected to give a panel titled "What Do We Owe to Strangers: Assessing the Moral and Environmental Implications of Globalization" which I organized and moderated.
Rice Graduate Philosophy Pedagogy Seminar (2013)
In this seminar we learned different pedagogical styles and how to apply them in an undergraduate philosophy course. We heard lectures from senior philosophy professors on their various styles as well as data driven lectures by the Center for Teaching at Rice. Our project was to construct syllabi which varied between large and small state institutions and liberal arts institutions including readings, assignments, and class goals.
Volunteer Teaching:
Memorial Assistant Ministries, Adult English as a Second Language (ESL) Teaching Volunteer, Houston, TX (2013)
Projects Abroad, Adult English as a Second Language (ESL) Teaching Volunteer, Saint-Louis, Senegal (2009)
Part of an interdisciplinary committee to create a Legal Studies minor at High Point University. I served as a member of the post hoc committee to construct the minor and get it approved by the university, and later I served on the university committee to oversee the implementation of the minor.
Senior Thesis Advising (2017-present)
Seniors majoring in philosophy at High Point University must write a senior thesis with a professor of their choosing. Advising these seniors occurs weekly during the Fall term and entails helping them research, write, and present a paper on the philosophical topic of their choosing.
Furman Engaged Student Presentation Moderator (2016)
Furman Engaged is a once yearly, campus wide event in which undergrads present their research and projects. Philosophy majors from my Ethics of Globalization course were selected to give a panel titled "What Do We Owe to Strangers: Assessing the Moral and Environmental Implications of Globalization" which I organized and moderated.
Rice Graduate Philosophy Pedagogy Seminar (2013)
In this seminar we learned different pedagogical styles and how to apply them in an undergraduate philosophy course. We heard lectures from senior philosophy professors on their various styles as well as data driven lectures by the Center for Teaching at Rice. Our project was to construct syllabi which varied between large and small state institutions and liberal arts institutions including readings, assignments, and class goals.
Volunteer Teaching:
Memorial Assistant Ministries, Adult English as a Second Language (ESL) Teaching Volunteer, Houston, TX (2013)
Projects Abroad, Adult English as a Second Language (ESL) Teaching Volunteer, Saint-Louis, Senegal (2009)