Welcome to the online resources of the
Committee on Teaching at Oberlin College, known as "COT."
COT is a College and Conservatory faculty committee
created in 1998 to provide teaching information for faculty at Oberlin
College. We seek to assist both new and veteran faculty maintain Oberlin's
tradition of a high-level of teaching effectiveness by encouraging campus
discussion of our unique liberal arts educational environment. Beginning
with the Fall 2007 semester, COT will work closely with Oberlin's new
Center for Teaching Innovation and Excellence (CTIE), which will be
providing a number of resources for and consultations with the Oberlin
COT has held regular "Brown Bag Pedagogy"
sessions since its formation with the intention of allowing faculty
members to discuss those aspects of teaching and pedagogy which have
proven to be most complex and challenging. We are particularly concerned
with providing a forum for beginning teachers to raise issues about
teaching and classroom practices with their colleagues.
Faculty members are encouraged to raise possible
"Brown Bag Pedagogy" issues with COT via its chair or other
members of the committee (see "About COT"). COT members for
Steve Volk, Chair, History
Lynne Bianchi, Associate Dean and Neuroscience
Albert Borroni, OCTET
Maureen Peters, Biology
Deborah Roose, Graduate Teacher Education Program
Janice Thorton, Neuroscience
Fall 2007 Semester Brown Bag Pedagogy Meetings
Mark your calendars: Here is the line-up for the COT/CTIE (Center for Teaching Innovation and Excellence) Brown Bags for the
Friday, September 21: Providing Effective Feedback on Written Assignments
2006]: Looking for ideas about building a "promising syllabus"?
James Lang, a regular contributor on teaching issues in the Chronicle
of Higher Education, has an article on "The
Promising Syllabus" in the September 1, 2006 issue of the CHE.
As Oberlin has a site license for the CHE,
you should all be able to access its articles. Lang cites another
article, by Suzanne Hudd, entitled: "Syllabus
Under Construction: Involving Students in the Creation of Class Assignments,"
which was published in 2003 in Teaching Sociology. That article
can be found in JSTOR, as is linked above.
Rice Faculty Lounge, 12:10-1:15 [Please see CTIE-Resources]
Thursday, October 18: Mid-course Corrections: How to best use mid-semester evaluations:
CTIE (Mudd 052): 12:20-1:15
Friday, November 16: Writing Letters of Recommendation for Students: What works best?
CTIE (Mudd 052): 12:10-1:15
Thursday, December 6: Student collaborative work: They hate it; it's good for learning: What to do?:
CTIE (Mudd 052): 12:20-1:15
Some Publications of Interest:
last updated 5 September 2007
[July 27, 2006]: The Chronicle of
Higher Education began a new column on teaching with its July 14,
2006 issue. The first article, by James M. Lang, is called "An
Education in Education," and it contains a list of recommended
summer reading on teaching including:
Greg Light, Learning and Teaching
in Higher Education: The Reflective Professional (Sage Publications,
R. Barr and J. Tagg, "A New Paradigm
for Undergraduate Education," Change (November/December
Benjamin S. Bloom, Taxonomy of Educational
Objectives, 2 vols. (New York: Longman Green), 1956. (Yes, 1956).
[Main Library: 370.1 T197]
Richard J. Light, Making the Most
of College: Students Speak Their Minds (Cambridge: Harvard University
Press, 2001). [Main Library: LD2160 .L54 2001]
Ken Bain, What the Best College
Teachers Do (Cambridge: Harvard University Press, 2004). [Main
Library: LB2331 .B34 2004]
For the Lang article in pdf format: An
Education in Education