U Magazine, Fall 1987

Teaching: sometimes it affects eternity

By John Sutherland

T he real story of USD - and of any college for that matter - involves that intensely personal transacti on between one professor and one student; no more, no less . In a very real sense , alI of educa– tion reduces itself to the energy exc hanged between these two individuals. When the transacti on works, as Henry Adams said, "A teacher can affect eternity; he can neve r tell where hi s influence stops."

those questions. Answers provided by the experts - USD professo rs and alumni. We attempted to find out how the indi v idual li ves of professors and students had changed as a result of their USD expe ri ences. And how their li ves had affected others. The answers reflect the true essence of the U SD educati onal process. (These pro.files originally were published as part of USD 's 1987 President's R eport.) D Fr. Ron Pachence As a child, he lived in Florida, the Canal Zone, Puerto R ico, Maryland and Geoi-gia. H e says tlzat isn't surprising. The eldest son ofa Navy chiefpetty officer, he and his family gi-ew accustomed to packing up their belongings every two 01- three years. H e learned self reliance, to adapt to clzange and to accept people from a variety of backgrounds. Following graduation from St. J olin Vianney H igh School in Savannah, Georgia and completion ofcollege seminary training, he joined the Peace Corps and taught English in Istanbul, Turkey fo r tw o years. Later he earned master's and doctoral degi-ees at Catholic University. I n 1981 he joined USD as a full-time member ofthe theological and religious studies department. H e loves teaching. '' I probab ly had my very best teachers-ever- in hi g h school. They we re bright, they were dedi cated people. They taught me how to write . The bottom line today is I think I'm a teacher because I had excellent teachers who inspired me . Director, Institute for Christian Ministries

USD puts a high priority on effecti ve teaching . The University employs faculty dedi cated to making the teaching process wo rk . Faculty know that. Students know that. But what does it mean to be committed to teaching? What are the rewards? H ow does this personal process work? H ow are students affected ? Begi nning with thi s issue of U Magazine , and continuing through– out the yea r , we'll present answers to

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