A teacher affects eternity; he can never tell where his influence stops.
In teaching you cannot see the fruits of a day’s work. It is invisible and remains so, maybe for 20 years.
Having taught at small liberal arts colleges (first Vassar, then Knox College in Illinois, now Occidental College in Los Angeles and also Caltech in Pasadena) for over 30 years now, I’ve experienced all sorts of highs and lows. Sure, there are the bored unmotivated students, the nasty administrators and colleagues, the grind of teaching all my own labs with no help, and teaching the same intro courses year after year, the low pay for long hours with no support for research, the difficulty of getting any time off from teaching to attend essential professional meetings. But there are also the pluses: flexibility of schedule, freedom to teach what I want to teach with minimal interference from above, the small classes where I really get to know the students, and can make sure they understand the material,
But the best benefit of all is the outstanding students who want to do research as undergrads. Since we have no grad program, for years I’ve been treating undergrads as grad students and getting them involved in research. I include them in my field crews or museum research trips (where they find their own projects), help them attend professional meetings and do their own presentations, and help them publish their research. I’ve had many such students over the years, including over 50 different student coauthors on quite a few of my papers. Some, like John Foster ’89, have made it professionally (he’s Curator of Paleontology at the Museum of Western Colorado), and many others are working in environmental or energy firms, earning twice what I make. One never knows how you change the lives of your students when you work closely with them. Of the recent grads, Linda Donohoo-Hurley ’00 finished her Ph.D. at Univ. New Mexico—and I inadvertently introduced her to her future husband, John Hurley, when she presented our research at a Penrose Conference I organized. Others are about to finish their doctorates. These include Jonathan Hoffman ’03, who came specifically to study with me (M.A. at Florida, nearly done with his Ph.D. at Wyoming); Josh Ludtke ’04. who took care of my eldest son at times (M.S. at San Diego State, finishing his Ph.D. at Univ. Calgary); and Kristina Raymond ’08, just finishing her master’s at ETSU. Our program is small (only 3-7 graduating geology seniors each year, yet we have 5 full-time tenured faculty), but we turn out a lot of good grad students per capita.comments (12)