Office of Graduate Studies

Michael Liskow
Law

When I learned that I would be given the opportunity to serve as a T.A. for Professor Rogers Smith’s Civil Rights/Civil Liberties class, I was quite nervous. I had actively pursued the position, mainly due to my interest in Civil Rights law and a desire to teach in some capacity, but I did not know if I was in any way qualified. The undergraduates at the University of Pennsylvania have a very strong reputation, and I wondered if I could hold my own in a class of what was sure to be exceptionally bright students. I hoped to make the experience one that was valuable for them, so after learning that many of the students were considering attending law school at some point, I decided to conduct the recitation like a law school class, in order to give a preview of the rigors of the Socratic method and case law.

I found that my teaching “style” evolved considerably as the semester flew by. I became more comfortable with the students, and they began to express themselves outside the boundaries of the list of questions I used to spark discussion. Slowly, as I eased away from a simple case-by-case discussion in class, the students became more at ease in discussing their views on controversial issues that arose from our readings. I have been amazed at their ability to quickly hone in on the crucial components of each case, and cut to the heart of the issues. The students would make dynamic arguments, debating each other in a strong but respectful manner, and would usually come upon ways of viewing an issue that I had never considered. Not to be clichéd, but I am positive that the students have taught me far more than I could ever teach them.

My goal for the class was simple, to expose and challenge the foundations of each students’ beliefs in order for those beliefs to be truly scrutinized. This is a method used often in the first year of law school, and it is sometimes criticized as leaving students demoralized and disoriented, with their “moral compass” ending up completely out of whack. I firmly disagree. These students are at a time in their life when they are solidifying their ability to think in highly abstract ways, and they are also making determinations as to how they choose to see their world, country, society, etc. I believe that when students have their foundations strongly challenged, and are able to overcome this challenge, they are then left much more secure in their beliefs, and are far better able to defend them.

The goal of being able to defend one’s beliefs leads to what I think is the ultimate goal of classes such as Civil Liberties/Civil Rights law, which is to give young people the tools to maintain this country’s essential debate about the proper scope of our rights. I hope that following this class the students will be eager to continue these discussions with anyone they can find, because debating the issues which shape our society, whether in the U.S. Senate or over lunch at Houston Hall, is what makes our democracy thrive. Without young people being interested in these topics, and possibly going on to deal with them professionally, we may loose all that we have worked so hard for.

I am also grateful to have had the opportunity to act as a mentor to some students, and they have frequently taken me up on my offer to discuss pretty much anything at all. The talks we have had outside of class have been invigorating, and have ranged from the constitutionality of school vouchers to the benefits of living in Bermuda. I have been kept up to date on many of their accomplishments, and I am immensely proud of them when they reach their goals. This is the aspect of the job I will miss the most, and I hope to keep up on their future successes.

I am honored to have been able to teach these brilliant students, and will never forget this experience. Thank you very much.

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