William Cupples, Ph.D.
Assistant Professor (Temp)
William Cupples, Ph.D. began at UCO in 1987 as an adjunct professor. Now, he is a visiting assistant professor. He began his teaching career in 1982 while pursuing an MBA at Oklahoma State University.
As a native Oklahoman, Cupples has observed the increased value of a college degree, is pleased to be an active part in helping students achieve their educational goals.
Real Estate Finance
Small Business Finance
Education and Certifications
B.S. Accounting - Oklahoma State University
M.B.A. Finance - Oklahoma State University
PhD. Personal Financial Planning - Kansas State University
2007 to 2009 Business Administrator- People’s Church
2005 to 2007 Branch Controller- LVI Environmental Services
1999 to 2005 Chief Financial Officer / Part Owner - Elessar Development
1994 to 1999 Controller- T.J. Campbell Construction
1987 to 1994 Regional Controller- McKinley Properties
1984 to 1987 Manager of Finance and Accounting - Torchmark Development Group, a division of Torchmark Corporation
My research Interest include Risk and Risk Tolerance in financial decision making, Behavioral Finance, and Retirement Planning.
Research, Published Work, and Scholarly Activities
Refereed Journal Publications
Cupples, S., Rasure, E., Grable, J.E. (2013). Educational achievement as a mediator between gender and financial risk tolerance: An exploratory study. Ewha Journal of Social Sciences, 6, 151-180.
Grable, J.E., Cupples, S., Fernatt, F., & Anderson, N. (2012). Evaluating the Link Between Perceived Income Adequacy and Financial Satisfaction: A Resources Deficit Hypothesis Approach. Social Indicators Research, 1-16. DOI 10.1007/s 11205-012-0192-8.
Fernatt, F., Stolberg, S., Blue, J., Cupples, S., Wobig, E., Grable, J. (2012). A Risk Tolerance Paradox: Are Payday and Car Title Loan Customers Really More Risk Tolerant than Others? International Review of Social Sciences and Humanities, 3(2), 214-229.
Britt, S., Grable, J., Cumbie, J., Cupples, S., Henegar, J., Schindler, K., Archuleta, K. (2011). Student financial counseling: An analysis of a clinical and non-clinical sample. Journal of Personal Finance, 10(2), 95121.
Cupples, S. (2012). Presented the paper “Evaluating the Link Between Perceived Income Adequacy and Financial Satisfaction: A Resource Deficit Hypothesis Approach.” by Grable, J., Cupples, S., Fernatt, F. & Anderson, N. at a Colloquium in Seoul, South Korea sponsored by Kansas State University and Ewha University.
Cupples, S. (2012). Panel member for a question and answer session at the May 2012 meeting of the Korean Financial Planning Standards Board in Seoul, South Korea, discussing the issues of financial planners in South Korea.
Cupples, S. (2012). Panel member for a question and answer session in May 2012 at a Korean financial planning firm discussing the current challenges and opportunities of financial planning in South Korea.
Fernatt, F., Stolberg, S., Blue, J., Cupples, S., Wobig, E., Grable, J. (2012). Poster titled “A Risk Tolerance Paradox: Are Payday and Car Title Loan Customers Really More Risk Tolerant than Others?” American Council on Consumer Interests 2012 Conference, Memphis, TN.
Cumbie, J. & Cupples, S. (2011). Co-presented the paper “Student financial counseling: An analysis of a clinical and non-clinical sample” by Britt, S., Grable, J., Cumbie, J., Cupples, S., Henegar, J., Schindler, K., Archuleta, K. at the 2011 Conference American Council on Consumer Interests, Washington D.C.
Cupples, S. & Grable, J. (2010). Poster titled “Retirement planning for small business owners: The special case of home-based businesses.” American Council on Consumer Interests 2011 Conference, Washington D.C. Coffman, B., Cumbie, J., Cupples, S. & Grable, J. (2010). Poster titled “Association between perceived and objective income adequacy measures.” American Council on Consumer Interests 2010 Conference, Atlanta, GA.
Teaching is an opportunity to act as a mentor and facilitator while providing discipline knowledge to students. I utilize a student-centered approach to teaching where students are actively involved in the learning process and the hierarchy is diminished. My teaching techniques vary so that read-write learners, audio learners, visual learners, and kinetic learners will benefit from my teaching techniques. My classroom approach is to create an atmosphere for the students to be active participants in deeper learning experiences.
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