Professor Marc Silverstein lets nothing keep him down, even a vision impairment that inhibits his ability to read the books he teaches.
"I don't think it really impaired him at all," said Kimberly Roberts, junior in animal science. "I think it would be essentially the same."
Silverstein said his passion for his work overrides the difficulties that come with it.
"There are certain corners I have to cut for myself," Silverstein said, "but I don't feel I ever shortchange my students because I feel a high degree of responsibility to them."
Silverstein said he has learned to accept certain concessions that make his work easier.
For example, he listens to many of the books and plays he assigns on CDs, rather than straining to read them.
Silverstein said his favorite part about teaching is its immediacy.
"I like to see students engaging with the material," he said. "I like to see their responses."
Silverstein said the first thing he does when planning a course is develop a theme for his students to follow throughout the semester.
"I don't use an anthology," he said. "I don't want this to seem like an anthology course. So I usually pick a theme for the course and ask a question."
The question, which focuses the theme for the course, differs from one semester to the next. This semester's theme is what it means to be human.
Throughout the semester, students are assigned to read a number of works that are consistent with the course's theme.
They will be required to write two papers as well as complete a midterm and a final.
Stephanie Perkins, sophomore in animal science, said the class also emphasized the historical context of the literature.
"He talked about the Holocaust a lot," she said. "He talked about the French Revolution a lot in connection with 'Tartuffe' (a play by Moliere)."
Roberts said she found the course challenging.
"I guess the works that he picked weren't really things that you would usually think of. They're kind of obscure, out there," she said.
Silverstein said he tries to focus on literature that doesn't provide too many answers.
"The important thing about literature, about the best literature, is that it raises questions," Silverstein said. "It doesn't answer them. I don't want to read a book that provides answers for the reader."
Although Silverstein's effectiveness of teaching remains untouched by his disability, he says there are challenges he does face.
"I think the biggest challenge for me is learning to ask for accommodations," he said. "I was very loath to ask for help because, like a lot of people with disabilities, I didn't like to think of myself that way."'
Silverstein said it is sometimes difficult for professors with disabilities to secure the accommodations they need, even if they ask for them.
"If you're able to function in the classroom, if you're able to do research, then people don't think you may need accommodations," he said.
Despite these difficulties, Silverstein said there are upsides to the situation.
"It's opened up a level of intellectual inquiry for me," Silverstein said.
For example, Silverstein is working on a book that discusses the emphasis placed on vision in plays.
"There are certain playwrights who question the way we give sight priority over the other senses," he said. "Why is it that we have to base so many of our categories on sight, even our metaphors?"
Silverstein's impaired vision allows him an insight into this topic of research that most people do not have.
"Some people say there's a certain autobiographical element in that," he said. "I think there is."
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