ing for deployment to the Middle East, he signed up for Louis’ class not expecting to learn much more than he already knew. “I had a lot more background than the other students because of being in the Marines — terrorism and counter-terrorism training, John Wayne kind of stuff like what groups existed, how many members, who was on the military’s watch list and tactics for counter-terrorism.” What Pickett didn’t expect, however, was to gain an understanding of why terrorist groups act out and why so many turn to fundamentalism and violence. “Going into a situation like the one I might be headed for, I’ll really think about why people are like this, what led them to do what they’re doing and why they respond the way they do,” he said. “Not to justify their actions, but to understand why people felt like [terrorism] was their last resort.” And to personally involve students like Black and Pickett in his lectures and classes is Louis’ top priority. He knows that each class has its own distinctive personality, and he is constantly revising his teaching strategies to reach his students. “I am interested in the classroom experience,” Louis said. “My primary role is to connect with students, whether inside the classroom or out. For me, it all goes back to the idea that teaching is about telling a story and painting a picture.” Telling stories captivates students, as Louis learned early on in his teaching career. “I started pacing back and forth, lecturing, and turned to look at the class as I finished up my prepared notes,” he said of his first classroom experience. “The class just stared at me. I looked at my watch and only fifteen
minutes had gone by! I was sure that I’d prepared enough material for at least two days of class. So I started telling stories, a story about a terrorist group in South America, why members joined it, how it affected them. I talked until 15 minutes after class ended. And nobody moved [because] they were so interested.” Storytelling works well for Louis because it allows him to interact with his students in a very personal way. His stories often spark emotional responses and intellectual interest in students that a textbook chapter would not. Louis asks students to examine their reactions and include their own perspective in writing assignments. “I want them to write with their own voice,” he said. In short, he wants them to tell their own stories. Sadly, though, making classes personal through storytelling may come a little too easily now that students have experienced terrorism on home soil. The events of Sept. 11 “changed the
complexion of everything,” said Louis, who spent much of that day analyzing the attacks on Austin television. “Everything happening now is in my class materials. Except now students have more experiences to draw on. They’ve felt it personally.” And Marine John Pickett may feel Louis’ lessons most personally of all. “I’m supposed to graduate [from St. Edward’s] in May if I’m not deployed,” said Pickett. “Then I was going to go to Officer Candidates School for the Marines over the summer. I asked Paul to come and pin my rank on me when I finished. My dad will put one bar on my collar, and Paul the other.” Whether or not Pickett graduates in time to attend OCS, the impact of Louis’ guidance both in and out of the classroom makes a powerful statement about the kind of learning going on inside the walls of St. Edward’s. Perhaps Louis himself puts it most eloquently: “When I think about my job, I think about my students.” — S.P. ■
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