About

Education

 

Boston University, Boston, MA                                                                                                          Cumulative GPA: 3.71

May 2003 – Master of Arts, Religious Studies with a concentration in Philosophy of Religion.

Thesis: A Method to His Madness: Purpose and Technique in Nicholas of Cusa’s De Li Non Aliud

Thesis Advisors: Dr. Alan Olson, Dr. Ray Hart, Dr. Wesley Wildman

 

Suffolk University, Boston, MA                                  Cumulative GPA: 3.89

May 2001 – Bachelor of Arts in Philosophy with a minor in Religious Studies.                                          GPA in Major: 4.0

Summa Cum Laude

Fulham Scholar

Dean’s Scholar

Archer Fellow (A challenge program that includes the top 15 graduates of each class.)

 

 

Experience

 

Teacher, National Cathedral School                                                                                                                                                   Washington, DC August 2010—Present

Teach an interdisciplinary, college-preparatory curriculum to a diverse and highly motivated student body.  Courses include Living Religions of the World, Eastern Worldviews, Good and Evil, and Global Ethics (see below).

 

Curriculum Advisor, National Cathedral School                                                    Washington, DC August 2010—August 2011

Designed and documented new courses, lesson plans, rubrics, and assessments during an extensive program review undertaken by several departments at the school.

 

Teacher, Saint Joseph Central High School                                                                                                                       Pittsfield, MA August 2005–June 2010

Teach an interdisciplinary, college-preparatory curriculum to a diverse student body.  Courses include Hebrew Scriptures, Social Justice, and World Religions (see below).

 

Director of Spiritual Retreats, Saint Joseph Central High School                                               Pittsfield, MA May 2008–June 2010

Design, coordinate and facilitate days of reflection for students at the school.  The primary purpose of these retreats is personal and spiritual development–including stress reduction and coping techniques–but they also include teambuilding and trust elements.  Retreats are day-long and typically at off-site locations such as the State Forest.  Responsibilities are to assess what each class’s needs are, to develop an appropriate theme, to design the schedule of events, to schedule outside speakers as needed, to recruit faculty and/or older students to serve as group leaders, to reserve the location and transportation, to organize the meals and snacks, to obtain all necessary materials, and to supervise the day’s activities.  This year, implemented a more in-depth program for selecting and training student retreat leaders.  Also, pioneering an overnight retreat this Spring.

 

 

 

 

 

Publications

 

Published Works:

The Highest Good: A Kantian and Buddhist Ideal, in Thinking Outside the Box, ed. Douglas W. Shrader (Oneonta, NY: Oneonta Press, 2002).

The Experience and Expression of Truth, in Philosophy and the Public Realm, ed. Douglas W. Shrader (Oneonta, NY: Oneonta Press, 2001).

 

Book reviews appear in Catholic Library World and on the Boston University Website, www.bu.edu.

 

Unpublished Works:

The Highest Good: Kantian Ideal, Buddhist Reality?

A Method to His Madness: The Purpose and Dual Function of Nicholas of Cusa’s De Li Non Aliud

Beyond Experience: A Theory of Mystical Experience

Is the Kantian Sublime a Vindication of Anselm’s Ontological Argument?

 

 

Works In-Progress

The Idolatry: A Literary Album. A spiritual autobiography that diagnoses the perennial problems of the human condition as being primarily the result of various forms of “idolatry.”  “Idolatry” is used in here in a broad sense, meaning the habitual substitution of our own static ideas of persons and things in place of the dynamic persons and things in themselves.  The book uses the genre of the literary album as a way to examine these forms of idolatry as they manifest themselves within daily life, detailing the author’s struggles, successes, and failures in trying to transcend idolatry, hoping to pursue a deeper way of seeing and being in the world.  The story is punctuated by the lyrics of a fictitious band, also called “The Idolatry,” whose music will be available via download as an accompaniment to the book.

1001 Goldbrick Band Names. An adaptation of the “baby-name book” phenomenon to the realm of modern popular music.

 

 

 

Courses Taught

 

Eastern Worldviews. Explores the diverse philosophies, religions, and practices of the East:  Shamanism, Hinduism, Buddhism, Jainism, Sikhism, Confucianism, Taoism, and Shinto.  The starting point for this course is its name, which acknowledges the fact that “religion” is not the proper term for studying the rituals, myths, and philosophies of the East.  Unlike the West, which has developed the idea that people choose from a number of more or less prepackaged religions, Eastern peoples have developed a rich collection of diverse elements out of which they construct their worldviews.  In order to appreciate and to understand this tapestry of thought, we will consider as much as possible, from the competing philosophies of India to the experience-centered practices of Japanese Zen, from the colorful Shamanistic rituals of Siberia to the intricate story-telling practices of Native American peoples, and everything in between. Prerequisite: Living Religions of the World.

 

Global Ethics. We live in a “globalized” world – a world of intense interdependence.  Individual and national choices made on one side of the world have significant and concrete impact on people and groups on the other side, as well as on the world as a whole.  The realization that we are “one world” forces us to contemplate current global issues through an ethical lens and necessitates new ways of thinking.  This course begins with an overview of the dynamics of globalization and the ethical issues imbedded in this system.  It then considers two specific challenges facing this generation: alleviating extreme poverty and combating genocide. Students will learn how to analyze global ethical issues and will have an opportunity to apply their analytical skills to current issues facing the world.  Integrated throughout the course are inspiring stories of numerous individuals currently working on global issues. Prerequisite: Living Religions of the World.

 

Good and Evil. This course explores a constellation of themes surrounding one of the most central issues of human existence—suffering—and the concepts of good and evil that always seem to accompany it.  We begin with a philosophical introduction to these themes, followed by a multidimensional (historical, artistic, sociological, psychological) exploration of the Holocaust, one of the ultimate testaments to the existence of evil in the world. This exploration will help us to establish a framework for understanding similar events, such as gang violence, school shootings, criminal behavior, and violence in the home.  Course texts, readings, and films expose students to a wide range of human behavior, including that of victim, perpetrator, bystander, and resister.  Finally, we address the question “How should we respond?” by looking at Frankl’s logotherapy, Gandhi’s philosophy of satyagraha, Merton’s and Hanh’s teachings on contemplative living, and Gilligan’s insights regarding criminal rehabilitation. Prerequisite: Living Religions of the World.

 

Hebrew Scriptures.  Introduces the Hebrew Scriptures in a number of ways: As a collection of myths that can be demythologized into personally relevant truths, as the foundation of Christianity, and as a work of sacred literature unto itself.  Much time is devoted to studying the nature of myth, symbol, and interpretation.

 

Living Religions of the World. This course explores religion as a multidimensional phenomenon common to all humanity.  Like all effective religious studies courses, Living Religions embraces a multidisciplinary approach that includes both objective and subjective explorations of the material.  This will include everything from the traditional sciences, to the humanities, to the skills we use when we encounter values, beliefs, and practices that are different from our own.  We will focus on the historical and cultural context, as well as the tenets and practices, of Judaism, Christianity, Islam, Hinduism, and Buddhism.  To deepen the understanding of these world religions, students will engage in experiential activities designed to give them glimpses into the essence of each tradition.  These explorations will encourage students to discern and claim their own beliefs and practices.

 

Social Justice.  Teaches students to articulate the social justice issues facing us today, to demonstrate an awareness of the complacency that allows these issues to exist, and, finally, to experience the art of “living contemplatively,” experimenting with how this practice can help to bring justice and peace to their lives and, therefore, to the world.  Topics include consumerism, political oppression, corporate ethics, human dignity, poverty, peace and war, persons with disabilities, racism, gender issues, sexual identity, rights of the unborn, ageism, and ecology.  The primary goal is to help each individual to cultivate an active compassion for the victims of these issues and to see how “contemplative living” can be an antidote to many of society’s problems.

World Religions.  This course is based on two convictions: one, that an understanding of religion or “world view” is the sine qua non of understanding other peoples, and two, that there is invaluable truth present in all of the world’s wisdom traditions.  Special attention is paid to the over-arching myths that characterize different world-views, especially the myths of technology and media that govern American culture.  Smart’s multi-dimensional approach is used, covering religions including Islam, Judaism, Buddhism, Hinduism, Zoroastrianism, Shinto, Taoism, Native American religions, African religions, and Christianity.

 

 

 

Special Projects

Pittsfield Catholic Schools Marketing and Infrastructure Planning Committee. New committee formed in early 2010 to restructure, re-brand, and innovatively market the schools according to the changes and improvements the schools have been making over the last five years.

 

Curriculum Planning Committee.  SJCHS was due for re-accreditation in 2008.  I was responsible for developing and writing department outcomes, course outcomes, course descriptions, and all other aspects of the curriculum for the Hebrew Scriptures and Social Justice courses.

 

Coordinator for Deaf Students.  Two deaf students joined our community in 2006.  I was responsible for learning about their specific needs and modifications, for educating the faculty, and for follow-up with these students.

 

Outdoor Club Advisor.  Activities include rock-climbing, hiking, canoeing, kayaking, camping, snow-shoeing, and mountain biking.

 

Music for Liturgy Assistant Advisor.  Play saxophone, arrange music, and help to organize the band that plays music at masses, services, and other school functions.

 

Student Handbook Committee.  Drastically revised and expanded the student handbook to accommodate new issues having to do with technology and student home life.

 

Other Work Experience

 

Resident Assistant, Suffolk University                                                                  Boston, MA, January 1999 – May 2001

Responsible for the health and well being of approximately forty-five resident students.  Primary duties include ensuring each student develops a sense of acceptance and belonging, acting as a counselor and a resource person, promoting the development of a residence hall community, and enforcing school policies.  In trying to foster the personal development of students, I organized and promoted academic, cultural, social, personal development, diversity, and faculty programs.  Extensive training in crisis management, team-building, and counseling was completed twice yearly.

 

 

Teller Supervisor, Legacy Banks                                                                                                        Lee, MA August 2004 – August 2005

Responsible for the successful operation of a large branch.  Duties include training and supervising tellers, ensuring excellent customer service, handling difficult or complex customer transactions, auditing cash drawers and monetary instruments, monitoring cash flow, ensuring compliance with federal regulations, and promoting bank products.  Implemented a new spreadsheet for tracking teller overages and shortages.  Served on the Stellar Service Action team and Branch Operations team, both of which were created to usher the bank into its new era as a publicly-traded company.

 

 

New Hire Mentor and Senior Customer Service Representative, Sovereign Bank   Boston, MA, May 2000 – July 2004

Duties include training and acclimating new tellers, assuming supervisory responsibilities in the supervisor’s absence, and performing most of the duties listed above, under “Teller Supervisor.”

 

Office Assistant, Multicultural Affairs Office at Suffolk University Boston, MA, September 1997__ May 1998

Provide support to the Assistant to the President and Director of Multicultural Affairs, Dr. Sharon Artis-Jackson.  Duties were primarily secretarial, such as creating spreadsheets, typing letters, and filing, but also included assisting with the multicultural lecture series and other diversity events.

 

 

 

Professional Memberships

 

American Academy of Religion (2005–present)

Delta Alpha Pi Academic Honor Society.

Phi Sigma Tau International Honor Society for Philosophy.

 

 

 

Certifications

 

Preliminary License in Political Science/Political Philosophy, 8-12, Massachusetts Department of Education

Have passed the Massachusetts Tests for Educator Licensure (MTEL) for “Communication and Literacy” and “Political Science/Political Philosophy.”

 

Advanced Secondary Religion Certification, Roman Catholic Diocese of Springfield

Advanced certification requires a Master’s Degree in Theology or Religion.

 

 

 

Awards and Grants

Participant, National Consortium for Teaching About Asia (NCTA) Teaching East Asia Seminar, 2009-2010

President’s Award, 2001 Oneonta Philosophy Conference for The Highest Good: A Kantian and Buddhist Ideal.

Ninash Foundation East-West Award for Comparative Philosophy, 2001, The Highest Good: A Kantian and Buddhist Ideal.

Ninash Foundation East-West Award for Comparative Philosophy, 2000, The Experience and Expression of Truth.

Harold T. Reich Memorial Award for Excellence in Philosophy, 2001.

Suffolk University Religious Studies Book Award, 2000.

Recipient, Stephen Phillips Memorial Scholarship.

ITAM Junior Lodge #123 and Youth for Change Volunteer Award

The ITAM Junior Lodge members are proud to honor these volunteers for their extraordinary effort with the Youth of Berkshire County, as well as other community organizations.

 

 

 

Activities

Baccalaureate Homily, National Cathedral School Baccalaureate Mass, 2011

Guest Preacher, Memorial United Methodist Church, White Plains, NY July 12, 2009.  Sermon title: To See As Jesus Sees

Practitioner, zazen meditation, 1998-present.

Practitioner, hatha yoga, 2007-present.

Saxophonist, Washington National Cathedral Lessons and Carols, 2010

Instructor, Project Connect, Berkshire Community College (A program to help seniors get acclimated to college life).

Volunteer Instructor, Morality, St. Mark Parish CCD Program, 2005-2010.

Contributing entertainment editor, The Suffolk Journal, 1997-2001.

Participant, Haitian Plunge, a three-week program in which Americans help Haitians with building projects in rural Haiti, 1996.

Presenter and Facilitator, 2000 and 2001 Oneonta Philosophy Conferences.

President, Suffolk University Philosophy Society, 2000-2001 academic year.

Founding Member, Pittsfield YMCA Teen Court, 1995-1997.

Participant, Relay for Life and Kayak for a Cure (both for cancer research), 1992-present.

Participant, Diabetes Walktoberfest, 1992-1998.