Students used the teaching in different ways
Aronson says Marcuse helped him connect his developing socialism with philosophy. He accepted much of the critique in One-Dimensional Man, but felt its bleak view of society left students needing to create an alternative themselves. His reception involved both adoption and disagreement. (pp.189–191) [2]
Davis took another route. She continued her study with Marcuse after Frankfurt and later used his arguments about critical thought, political language and possible futures in her own work. Her prison abolition ideas grew through that teaching and through other experiences, especially her engagement with George Jackson. (pp.xi–xiv) [4] (“Politics and Prisons” and opening of “Resistance, Language, and Law”) [6]
These accounts show teaching reaching particular readers and organizers. A fuller study of Brandeis's role would compare more course records and student work, including students who resisted or rejected Marcuse's arguments.