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work dttring the winter months. They Beck’s students do more than feel preparing them to be more tolerant of lei
also learned that murder-suicides are the heat of an archeological dig. They cultural differences and more accept- SU
common. attend current cultural even ts and ing of their roles as a member ofa glob- an
Weddle says, "It is tny belief that a write up their perceptions concerning al society as well as the local one, comes fh
teacher nntst be able to reach his stu- what role these events play in the larger with a sense of satisfaction that defies b€
dents not only at the cognitive, intellec- scheme of cultural development. They simple expression. th:
tual level, but also at the subjective prepare foods and dress in attire from “\/Vhen I arrive here at the campus Of
level. He tmtst be able to aid them in other cultures, visit museums in major each morning, I do so with great excite- wi
the universal human struggle for a metropolitan areas, and handle the ment and genuinejoy for the privilege
sense of their own individual identity. artifacts Beck has collected from all that is mine in sharing in the education- HT
"Today`s student is faced with a over the world. And, they use library al life of each of my students. When I C0
world undergoing change which has research facilities extensively. leave the campus each night, it is with an UV
becotne accelerated to an almost unbe- "Fundamental to my teaching strate- indescribable sense of satisfaction that Z
lievahle pace in the last decade. The gy is to get the student to see the world those experiences of the dayjust past
student nntst find ways to cope and to as a classroom," says Beck. “The most will make a difference in the lives of my _
adapt to his world. The teacher is, of exciting aspect of tny profession is the students and the community as awhole. W
course, involved in this same adaptive, realization that what I am doing is mak- “Teaching is hard work. It is unend- _
luttnan process, and so nutst also con- ing a difference in the lives of those ing. It is challenging and exhausting.  
tinue to be in touch with his own sense who have entrusted me with the Teaching is sometimes notimmediately _
of identity and beeomingness. responsibility of helping them learn. rewardingjust when we think we have ¤
"l believe there exists a cooperative I believe that my passionate commit- it right, circumstances change and we _
process between teacher and student. If ment to broadening the perspectives of have to start fine-tuning again. It bf!
l am able to give something ofmyselfto my students to include other cultures demands that those responsible for the th
them, so do they reciprocate, conscious- and lifeways is making a real difference teaching be capable of starting fires for
ly or unconsciously. in the never-ending in their lives and the collective life of learning that have often been extin- ist
phenomenon which we call ‘learningZ I t this community. That is one ofthe real guished by earlier experiences that th
. . . . . v . . l
hope and believe that tlns exctttng joys of community college teaching. have left some students hardened and cl:
reciprocity will continue as long as l "Many ofour students decide to stay unconvinced that what can occur is 0[
remain in the field ofteaching." in this community, and that allows a worth the effort. iflf
\\'cddle has taught 22 years and teacher to see the results of his/her “It is often emotionally draining. It th.
shares with the other honorees an teaching in a very powerful way. Know- often goes unrewarded within conven- lir
extensive list of stttdent support. pro- ing that I have played a part in the edu- tional reward systems. It often involves so OT
lesstonal and ctvtc acttvtttes. I cattonal process of these students, much [11116 and energy that there ts little [0
N lventuckt C\|umnt1~ Summer 199] Su