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Paul as Local Theologian

This is a new class that I offered during the Spring 2018 semester. It seeks to integrate a close reading of Paul's letters informed by concepts emerging from local theology. The class included six hours of field education working with an Episcopalian church "without walls" in downtown Atlanta serving individuals who are experiencing homelessness.

New Testament Theology (Hybrid)

This represents a totally reworked syllabus for the Spring 2018 semester of a traditional class that I offered in Spring 2017. This was the first time offering the course in a hybrid format with online video lectures, discussion forums, and reading worksheets online/out of class to ensure maximal student engagement during the in-class portion of the course. The course drew on New Testament Theology to help students consider interpretative and practical questions related to the relevance of the New Testament for contemporary readers.

Foundations in New Testament (Online)

For the Fall 2017 semester, I was asked to develop and teach a fully online version of the Foundations of New Testament course at McAfee School of Theology. For this course, I maximized the time devoted to discussion forums, utilized several short online video lectures from other scholars, and created dozens of short "Before you read" lectures and several other topical lectures. These can be viewed here.

Course Description: The Foundations of New Testament course aims to develop and deepen a sound acquaintance with the writings of the New Testament. This includes (1) the contents, style, and substance of each writing; (2) the theological, historical, and literary issues that other readers of these writings have wrestled with; and (3) the historical, social, cultural, and political contexts in which they were written. This course provides an opportunity to read the New Testament in its entirety, and therefore it places a premium on a close engagement with the writings of the New Testament themselves. In addition, the course creates a space for informed interaction with the conclusions of other interpreters and with scholarly discussion of these writings.

Greek Exegesis, I (Introduction to New Testament Greek)

In this one semester introduction to New Testament Greek, I utilized a "flipped classroom" model, providing online lectures to be viewed outside of class so that we could have more time to work through the exercises and address questions/concerns in our class time.

Description: This course provides an introduction to the elements of Hellenistic Greek with emphasis upon the mastery of forms, basic vocabulary, and syntax. Students will read and translate select portions of the New Testament and the Septuagint. This course also introduces students to print and digital resources that can be used for the study of Greek and for other aspects of Christian ministry.

Foundations in New Testament (Traditional)

This is the syllabus for the course that I offered at McAfee School of Theology during the Fall 2016 and Spring 2017 semesters.

Course Description: The Foundations of New Testament course provides a panoramic view of the diverse genres, voices, and theological perspectives in the New Testament within the social and historical context of the ancient Mediterranean world. Course lectures, readings, and discussions introduce students to different interpretations and some of the perennial critical questions related to the New Testament compositions. While you need not agree with all of those interpretations and questions, you are asked to critically engage them as you explore and articulate your own informed interpretations.

Readings in Biblical Greek

I offered this course at Candler School of Theology during the Fall 2012 semester.


Course Description: Readings in Biblical Greek is a one-semester course designed to increase the student’s knowledge of Koine Greek vocabulary, grammar, and syntax through weekly readings, periodic exams, and interpreative analysis. This course surveys different texts and compositions of “biblical Greek” taken from the New Testament, the Greek translation of the Hebrew Bible, and other early Christian writings. Though not the only way to read through these corpora of Greek, the approach taken in this course is thematic, namely the course readings center around the themes of creation, re-creation, and new creation. In addition to reading and translating Greek passages, students will also be introduced various critical methods and resources aiding interpretation.

Introduction to Religion: The Study of Religion

Religion or “religious happenings” seem to be everywhere, even in our post-modern world. Religion appears in places where we might expect it—in the private lives of participants, as well as in designated spaces for worship around the world. The appearance and influence of religion is not confined to these spheres alone, however. It also appears in public spaces, political discourse, and media outlets. Religion effects politics and economics, both at the national and global level. Religious happenings occur in connection not only with traditional “world religions” (Buddhism, Christianity, Hinduism, and the like), but also in more unexpected ways, such as through consumer culture, sporting events, and national holidays. This course provides students with an introduction into the academic study of religion. It explores principles for the study of religion, including how scholars define, describe, compare, and analyze religion. It offers a first step in understanding religion’s diverse forms and its pervasive influence (both positive and negative) and an entry into why such understanding is vital for becoming global citizens.

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Visiting Professor of New Testament

United Methodist Course of Study at Candler School of Theology

Courses Taught:

  • New Testament I: Gospels and Acts (summer, weekend intensive, hybrid)

  • New Testament II: Epistles and Revelation (summer, weekend intensive)

  • Introduction to Exegetical Method (summer)


Adjunct Professor of New Testament

Candler School of Theology

Course(s) Taught:

  • New Testament Interpretation, I (hybrid)

Payne Theological Seminary

Course(s) Taught:

  • The Gospel and Letters of John (fully online)


Visiting Assistant Professor of New Testament

McAfee School of Theology

Courses Taught:

  • Foundations of New Testament (traditional and online)

  • Introduction to New Testament Greek (flipped classroom)

  • New Testament Theology (traditional and hybrid)

  • Paul as Local Theologian


Adjunct Instructor of New Testament and Religious Studies

Candler School of Theology and Emory College

Courses Taught:

  • Studying Religion: An Introduction

  • Concise Greek

  • Readings in Biblical Greek


Teaching Assistant

Candler School of Theology, Emory College, Princeton Theological Seminary


  • Introduction to New Testament (Candler)

  • Introduction to Old Testament (Candler)

  • Interpreting Religion: Theories and Methods (Emory College)

  • New Testament and Ethics (Candler)

  • Thinking and Writing for Theological Education (Candler)

  • Introduction to Biblical Greek (Princeton Theological Seminary)

  • Introduction to Biblical Hebrew (Princeton Theological Seminary)


I have gained teaching experience in a variety of settings: from Sunday morning adult education classes to teaching undergraduate students at Emory College, from working with local pastors in the United Methodist Church to instructing future Church and community leaders at McAfee School of Theology and Candler School of Theology.

I am the most effective as a teacher when I employ my core strengths and values as a teacher to challenge and promote the intellectual and spiritual growth of students. Key elements in the effectiveness of my teaching include: 

  • demonstrating enthusiasm for teaching and the subject matter 

  • communicating course material clearly and thoroughly

  • facilitating open, critical conversations

  • working with students where they are to identify and achieve learning growth 


I am convinced that effective teachers are also thoughtful and intentional learners. To this end, I participate regularly in faculty development workshops and other resources to hone the craft of teaching.



Introduction to Canvas: Spring 2017

  • Facilitated by Susan Codone, Mercer University

  • Basic introduction to the design and tools of the Canvas learning management system.

Digital Pedagogy: Creating Videos with Easy to Use Technology: Spring 2014

  • Facilitated by Leah Chuchran and Chase Lovellette, Emory Center for Digital Scholarship

  • Overview of how to create and use educational videos in face-to-face, flipped, and hybrid courses to increase learning interaction.


Teaching with Technology: Tools for Integration: Spring 2014

  • Facilitated by L. Roxanne Russell, Senior Instruction Course Designer at the Candler School of Theology 

  • Basic introduction to the tools and best practices for teaching online, asynchronous classes. 


Grading and Assessment: Fall 2013

  • Facilitated by Dianne Stewart, Emory University 

  • Using several of her past syllabi, Dr. Stewart emphasized the central role of the syllabus, grading rubrics, and clearly-explained course assignments in grading and assessment. 

Technology and Pedagogy: Winter 2013

  • Facilitated by Steven Kraftchick, Candler School of Theology, and Michael Altman, (former) GDR student

  • This session focused on the use of technology inside and outside of the classroom, and the instructional opportunities and challenges brought about through technological developments. 

Teaching for Learning: An Evidence-Based Examination of Pedagogical Concepts: Spring 2012

  • Facilitated by Todd Zakrajsek, Center for Faculty Excellence, UNC Chapel Hill

  • Explored key concepts for engaging student learning at the major stages of teaching (course design, syllabus, in-class exercises, assessment, etc.)

TATTO (Teaching Assistant Training and Teaching Opportunity): Summer 2012 and 2011

  • Second Year Training (Summer 2012): This workshop for second-year students in the Graduate Division of Religion concentrated on understanding by design, learning styles, course sequencing, evaluation, and ethics in teaching. A small-group critical incident report and discussion occurred later in the fall semester.

  • First Year Training (Summer 2011): Prior to their first teaching experience, all Laney Graduate School Students convene  of Emory faculty and administrators to discuss best practices of teaching. Notable workshops included engaging student learning, body and voice in presenting, and using technology in the classroom.

Teaching Experience
Workshops and Trainings
Sample Syllabi
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