But if you happen to run into Layton at Lamont, he is most likely not looking up a reserve reading. Rather, he is probably brushing up on Robert Frost or Walt Whitman in preparation for tomorrow's class. Or, he is grading the homework assignments and quizzes that he designs for his students.

Although stress is a constant in our lives, student teaching UTEP-ers deal with a different type of time constraint. Imagine combining high school hours (7 a.m. until 3 p.m.) with college responsibilities. The greatest challenge to UTEP-ers is making time for their friends, who follow drastically different schedules.

But after only an hour sitting transfixed in Mr. Arribas' English class this week, his talent for teaching becomes evident. And, while all of us might stress over the run-of-the-mill response paper, Layton's efforts actually affect the lives of 20 other people.

We all cry, whine and moan about the state of American public education. Why, then, do so few students choose to do something about it? To many of us, who have found our niche in the classroom, teaching seems like the obvious and easiest way to give back.

Some students shy away from even the minimal UTEP requirements (I thought it would conflict with my thesis). Most, though, have barely heard about the program. UTEP is only briefly publicized during our first year and then often never heard about again.

This reflects a sly institutional culture that emphasizes some programs, ambitions, goals and dreams over others. This culture often trickles down, affecting what programs, classes and even careers are in vogue. It also reveals Harvard's bias against professional preparation.

This year, only 69 undergraduates are enrolled in UTEP. The dedicated men and women come from concentrations as varied as government, math and religion.