" To enhance undergraduate learning in the liberal arts by promoting use of library special collections"

Participating Institutions

Events > Oral History Workshop

Creating and Using Oral History in the Classroom
Yale University
October 22, 2005

Workshop Evaluation

Your replies to this brief questionnaire will help us to assess the workshop's utility for you and to plan future events.

1. How did you hear about the workshop?

• Suzy Taraba, Wesleyan
• Suzy Taraba, Wesleyan
• Ann’s presentation to Special Collections Committee
• First Teagle workshop and e-mail list
• Through a colleague
• By invitation at Quinnipiac
• Steering Committee
• E-mail
• Previous connection to Teagle grant
• Steering Committee
• Friend at Wesleyan

2. How would you evaluate the day's sessions (please check the appropriate categories):

Additional comments are welcomed:

• I really have a hard time staying awake through power point presentations, though the material itself was fine and the presenter was obvious and very thoughtful
• Bruce and Andy’s were superb. Right on the mark. The student Emily was great. The analysis of excerpts seemed less successful. Richard’s talk seemed a bit like it was a repackaged general MS&A talk; not bad but less oral history specific
• I wish it were longer!
• Simply superb! The workshop offered a wealth of practical information I can use the classroom at present and in the future.

3. Please tell us what particular needs you have that the workshop fulfills (for example, courses you are teaching or planning, projects you have):

• Oral history has a place in the teaching and writing of fiction and non-fiction-both obtaining oral histories and reading collected histories.
• I am tentatively planning a course that combines the study of composed memoir w/oral memoir.
• Possible oral histories regarding origins of Library -- Mr. Lewis, the Walpole Factory; experiences of grad students working there.
• I have been peripherally involved with collecting oral history so hearing from experts in the area was broadening. I also plan to try to include an oral history option in my writing course.
• I am teaching Front Porch: architectural and social significance. I want to expand it to encompass oral history--transmission of values through orality and performance.
• Initiating student and faculty oral histories
• I hope to use this information in U.S. history survey courses. I am teaching but it’s most significant use might be in a course I am trying to develop about the history of Fairfield County, which I now would like to model on some of the work of the New Haven Oral History Project.
• The workshop fulfills a personal interest and nurturing the idea of using the context of this workshop in the classroom.
• Courses planning, development of oral history project
• Local oral history project needs to get under way
• Giving me a real idea about how to conduct an oral history that I can use as part of a writing class.

4. What would you have liked to change about the workshop (for example, scheduling, speakers, subject matter, location, and anything else important to you):

• Archivist perspective of limited use to my purpose. A bit too detailed yet certainly useful-everything I needed to know I learned in 10-20 minutes
• It started earlier than was ideal for people who had to drive here from other towns. Given that it did start early I would have appreciated coffee and nibble on arrival rather than at break. And warmer room! But the gift certificates were so nice and unexpected.
• Warmer room! I understand from the members of the Special Collections Committee that Saturday was a problem and not all realized it wasn’t a ‘by invitation’ event.
• Fridays work better for me.
• More student experiences, more sound clips, maybe a small group activity for energy, interest, feedback.
• Excellent arrangements.
• I thought the workshop was close to perfect although I would have preferred an earlier start and shorter breaks in order to add program or to end earlier.
• Nothing. It was all interesting and enjoyable. I appreciate the packet of information and the contact sheet. I appreciated hearing from Emily and receiving a student’s perspective. Thank you for breakfast and lunch!
• Nothing.
• Overall, very good
• Maybe start at 10:00AM

5. The Teagle Foundation seeks to enhance liberal arts education. This Teagle grant is specifically aimed at "Enhancing undergraduate liberal arts learning through the use of library special collections." What other workshop topics would help you to accomplish this goal on your campus?

• Archival Art in the teaching of history, literature fiction, languages.
• Team teaching especially across disciplines—models/exemplary programs.
• I’d like to see some focus on teaching from early primary sources but that may not meet the needs of the larger group.
• Perhaps another workshop similar to the first, showcasing specific examples of student projects done in this area.
• Is there a tour that includes a “hands on” component to interest teenagers? High schoolers? Make this Yale experience part of their reality?
• Scholarly use of oral histories by faculty and students
• May I think about this?
• I’m open. Keep the e-mails coming for future seminars.

Interesting points

• 3 people heard about this workshop through Wesleyan (2 from Suzy).
• All 11 thought Andy’s first talk was very useful and effective.
• 9 thought Andy’s talk involving a student’s perspective was superb;
• 2 specifically mentioned Emily
• 2 people requested a warmer room.