Chris is originally from Jackson, New Jersey. After a very brief stint at Slippery Rock University in Pennsylvania, he eventually earned his Bachelor's of Science degree in Geography from East Carolina University in 2000. During his time at East Carolina he was lucky enough to serve as an intern for the Pitt County Board of Elections and upon graduation was hired as the full time geographer, responsible for redistricting of precincts and polling places following the 2000 Census. Chris eventually moved to Greensboro NC to pursue both his Master's and Doctoral degrees at University of North Carolina at Greensboro.
Throughout his professional career he has been focused on the use of GIS in election administration. At UNCG, his PhD dissertation was focused on the electoral geography of provisional ballots during the 2008 U.S. Presidential Election. A provisional ballot is a disputed, retrievable ballot issued to a potential voter when discrepancies arise during an attempt to vote. His research attempted to identify at risk populations required to cast provisional ballots as well as the demographics surrounding the qualifying and disqualifying of these ballots.
Prior to his appointment at NCCU Chris worked at the Guilford County Board of elections and served as an adjunct instructor at both Guilford Technical Community College and Rockingham County College, teaching both American Government and World Regional Geography.
Throughout his time as a graduate student and as an instructor, Chris became fascinated with the disconnect that existed between the theoretical concepts taught in the classroom and the "real world" practical implications of these concepts in society. As a professor, Chris is focused on logical positivism, or the belief that both empiricism combined with rationalism are needed in order to communicate a complete understanding in the classroom. While teaching geography, he tries to impress upon students various ways of seeing the influence geography has on shaping the world we live in. In his classes, Chris often emphasizes the usefulness and relevance of geography as relates, not only to the students interests, but also to the students everyday lives, past, present, and future. "I view the classroom as a learning environment where the students are just as responsible for the course outcomes and dynamics as am I. If I am to be an effective facilitator of discussion, students must be active listeners. I take great pride in creating an environment of open discourse, often fostered by discussions of my personal experiences as they relate to social, economic and political policy."