About the President Marvin Krislov became the 14th President of Oberlin College in summer 2007. He came to Oberlin from the University of Michigan, where he had been vice president and general counsel since 1998. Mr. Krislov led the University of Michigan's legal defense of its admission policies, resulting in the 2003 Supreme Court decision recognizing the importance of student body diversity. A Rhodes Scholar, he earned a doctor of laws degree from Yale Law School, a master's degree in modern history from Oxford University's Magdalen College, and a bachelor's degree from Yale University. MORE ABOUT THE PRESIDENT >

Why I Teach
October 14, 2009

Teaching has been very much on my mind of late. The college and conservatory have had a string of impressive alumni visitors in recent weeks, including political consultant Jim Margolis ’78, soprano Denyce Graves ’85, hon. ’98, director Jim Burrows ’62, and actor Ed Helms ’96. During their visits, each of them spoke repeatedly of how important the teaching of an Oberlin professor or professors had been in shaping their thinking, careers, and lives.

I have heard similar comments from Oberlin alumni all over the world. Great teaching, teaching that transforms students’ lives, has been an Oberlin hallmark since the College was founded. Our faculty is composed of faculty who are also outstanding teacher-scholars and who truly enjoy working with students. At a ceremony this evening, we will honor the most recent recipients of Oberlin’s Excellence in Teaching Awards. They are Mary Garvin, associate professor of biology; Erik Inglis, associate professor of art history; Wendy Kozol, professor of comparative American studies; Warren Darcy, professor of music theory; Bobby Ferrazza, associate professor of jazz guitar; and Peter Slowik, professor of viola.

Especially in these challenging times, the duties of a college or university president increasingly focus on fundraising and budget management. That holds true for me. But in nearly a decade as a college and university administrator, I have chosen to teach at least one course a semester, primarily to undergraduates. I find that teaching undergraduates, especially the top-quality students we have at Oberlin, has been as rewarding as anything I have ever done.

Teaching is the central mission of a liberal arts institution. By engaging with students, I better understand what they and their professors do most of the time. I experience the pressure of taking (and grading) midterms, finals, and research projects; the joys and sorrows of the bookstore not ordering enough copies or even the right text; the disappointment of having the only copy of a text disappear from closed reserve; the research librarian coming down with the flu as an assignment due-date draws near. To teach allows me to feel the pulse of campus life, even as I devote most of my attention to matters such as endowment returns and capital campaign preparations.

Teaching forces me to stay current with my subjects, which include the evolving areas of campaigns and elections, and public education, through a public policy and law slant. I encourage students to draw upon current events and their own experiences in our discussions. From them, I often learn new things or how to approach issues differently. Has Bush vs. Gore become relevant again? Have social media changed the nature of campaigns?

Being in the classroom and meeting with students on academic topics also broadens the range of students I get to know. Too often administrators know only the student government leaders, the star athletes or performers, the campus activists, and those students with personal issues or challenges that require an institutional response. The majority of students on most campuses do not fall in these categories, and may remain a mystery to most.

By connecting with a broader range of students, I come to know their stories, which can be compelling. In a discussion of public schools and the busing controversy of the 1970s, one student revealed that his grandfather had been a key plaintiff in a famous lawsuit to integrate housing in the state of Michigan. Another student revealed a painful experience with prayer rituals in her high school.

Through group projects and discussions, my students can glimpse the social interactions so critical to the residential learning community. I remember when a frustrated student walked out on his group project, picked up a huge trashcan and slammed it to the ground, scattering papers and debris everywhere. I also recall when a student revealed that his project partner had plagiarized, jeopardizing his own grade. I try to use these moments to teach about ethics and community values, and I hope I strike the right balance.

Outside the classroom, teachers also can learn about students’ families and each student’s journey. Some might be first-generation students going to school and working at multiple jobs to support their families. Or their families want them to go straight to professional school even though they have the opportunity of a lifetime to do something else for a time, perhaps to work for a Congressional committee. There can be sad moments, too,when, for instance, a student tells you that he is going to drop your course because he cannot fathom getting a “C” that will ruin his chances of getting into a good graduate program. There are also moments of memorable joy—such as when a struggling student stays with a class and tells you her “B” represents her proudest academic accomplishment. In some instances, these moments of sorrow and joy emanate from the same student.

At times, the teacher may become a surrogate parent or mentor. Although I am wary of these relationships, I know that I have played this role for some students. Teaching then represents an enormous responsibility, and a wonderful opportunity to make a difference in a talented person’s life. What greater gift can there be?

I continue teaching because I know that I will walk out of a classroom after two hours feeling inspired. Inspired that these students will bring their idealism and their talents to address the challenges we face. Inspired to tackle the College’s budget concerns and capital campaign. That inspiration renews my belief that teaching in higher education is a fulfilling and vitally important calling.

One final note: The 2009 Social Justice Institute (SJI) will take place during Fall Break, on Sunday and Monday, October 18 and 19. The institute is provided by the Oberlin College Dialogue Center and offers participants the chance to explore such multicultural issues at Oberlin and the society at large as oppression, privilege, racism, and gender bias. Participants will be engaged in role-play, small group discussions, and other interactive activities. The program helps participants become more involved in college life and social issues. The SJI is sponsored by the Office of the Ombudsperson and the Office of Communications, the Office of the President, the Student Union, Campus Dining, the Multicultural Resource Center, and the Office of the Dean of Students. Kudos to our students for taking time over break to participate, and to Ombudsperson Yeworkwha Belachew for her work on this event.

I wish everyone a great fall break.