Dr. Jed Watters

Dr. Jed Watters begins one History course by running into the class and drawing a line around the room. Surprised students wait for a plausible explanation. ÒI tell students that I began this line at the Washington Monument and I have brought it to them in Worcester. I explain that if we are talking about human history, we are talking about the last five feet of this line. If weÕre focusing on the content matter of this particular course, we are talking about the last two inches of the line!Ó This device is not the only method Dr. Watters employs to catch the attention of his students. ÒWe hold classroom discussions where the students act like lawyers, passing judgement on the material they are studying.

This is actually excellent training for those students who will go on to law school. WeÕve had incredible discussions in this manner about John Locke. We extended LockeÕs basic theory to the studentÕs freedoms today, such as the right to own property and the freedom of expression. ÒIt is important to relate to the studentsÕ own problems. We talked extensively about Eli‡n Gonz‡lez and examined how Locke or James Madison would have viewed this situation. ItÕs important for the students to understand that what happens in history, happens to them.Ó Dr. Watters is also involved in outside scholarly pursuits that enhance his teaching in the classroom and that challenge students to critically analyze the realities of their world. ÒThe school has a two million dollar grant to establish a university transportation center. My task is to put together a lecture series that aims at inspiring secondary school teachers to talk about transportation and environmental issues with their students. ÒThis is historic because we are attempting to mix the wilderness experience with industrial realities.

I have a personal passion for the railroad. We brought the president of the Providence and Worcester Railroad here to speak. We also brought in the director of the Massachusetts Rails to Trails Conservancy to speak on turning old railroad beds into bike paths. ÒWe consider not only why the railroads were built, but what impact they had on the environment, for example, on the buffalo. This discussion may then extend into a math class on the secondary level, where students work on ways to convince people to utilize train transportation to cut down on use of the automobile.Ó

While many Assumption students are high academic achievers, there are others who need more support. Dr. Watters spends some of his time assisting those who can use a bit more guidance. ÒI have served in a mentor capacity for students who need some extra help. In addition, students are also chosen to serve as mentors to underclassmen. These students are selected based on their GPA, maturity, and ability to lead, as well as their understanding of the subject matter.Ó Dr. WattersÕ mission as a professor, and his love for his work, are quite apparent. ÒMy goal is to inspire critical thought. The one failing of most students is that they want the answers handed to them. One way I have achieved this with some success involved holding a mock Consti-tutional Convention. The students debated the issues and the realization was clear that these were not easy issues. The students became aware on a very deep level that an incredible job had been done by those individuals who attended the actual Consti- tutional Convention. At this point, the students actually began living the history. ÒI am very fortunate. I wake up every morning and look forward to talking with my students. I get to do what I love.Ó