Paul Hoyt-O'Connor

Dr. Paul Hoyt-O'Connor

Title:
Director
Office:
Center for Undergraduate Fellowships and Research
Address: Cloyd Heck Marvin Center
800 21st St, NW, Suite 505
Washington, District Of Columbia
20052
Phone: 202-994-0536
Email:
phoytoc@gwu.edu

I hope that students and alumni find the array of opportunities the Center for Undergraduate Fellowships and Research promotes to be so many occasions for them to reflect upon their intellectual passions, personal and professional aspirations, and upon the trajectory of their experiences.  I also very much enjoy working with faculty so that we all may engage students more thoroughly in the questions that lay at the heart of our respective disciplines.

I come to this work as a philosopher, schooled in the history of Western philosophy and the contemporary philosophical traditions of the European continent.  My ongoing scholarly interests center about the thought of Bernard Lonergan, a 20th-century, Canadian-born philosopher and theologian.  Specifically, I have focused my study upon Lonergan’s writings in macroeconomic analysis and business cycle theory, considering them in the light of the larger moral and political questions animating his philosophy of history.

Prior to my time at GW, I was associate professor of philosophy, director of the liberal studies program, and chair of the Department of Humanities at Spalding University in Louisville, KY.  I found working with faculty colleagues in art, anthropology, English, history, modern languages, philosophy, sociology, and writing while also developing with them a number of interdisciplinary courses and programs to be immensely rewarding.  I treasured coming to know students as an academic advisor and teacher, and I trust that they found me to an inspiring teacher and mentor.

Subsequently, I served as Lilly Fellow for Pedagogy and Vocation at the College of the Holy Cross in Worcester, MA.  In this position, I collaborated with faculty and the professional staff at the college in designing and implementing programs that served as settings for students to reflect upon their academic work, their personal and professional goals, and their relation to the greater good, broadly construed.  This position also provided multiple opportunities to work with faculty on matters related to teaching and, specifically, how we might more effectively encourage students to reflect upon their own learning and living.

It is a privilege to enlist students and alumni at GW in that challenging and rewarding task of making the most of their education while integrating their learning with their lives’ larger purposes.