The Use of Humor as a Teaching Tool in the College Classroom
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The Department of Economic Science was founded in 1898 to teach economic theory as a truth of industrial life, and was very much concerned with applying economics to business and industry, particularly agriculture. Between 1910 and 1967 it showed the growing influence of other social studies, such as sociology, history, and political science. Today it encompasses the majors of Agricultural Business (preparing for agricultural finance and management), Business Economics, and Economics (for advanced studies in business or economics or for careers in financing, management, insurance, etc).
History
The Department of Economic Science was founded in 1898 under the Division of Industrial Science (later College of Liberal Arts and Sciences); it became co-directed by the Division of Agriculture in 1919. In 1910 it became the Department of Economics and Political Science. In 1913 it became the Department of Applied Economics and Social Science; in 1924 it became the Department of Economics, History, and Sociology; in 1931 it became the Department of Economics and Sociology. In 1967 it became the Department of Economics, and in 2007 it became co-directed by the Colleges of Agriculture and Life Sciences, Liberal Arts and Sciences, and Business.
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1898–present
Historical Names
- Department of Economic Science (1898–1910)
- Department of Economics and Political Science (1910-1913)
- Department of Applied Economics and Social Science (1913–1924)
- Department of Economics, History and Sociology (1924–1931)
- Department of Economics and Sociology (1931–1967)
Related Units
- College of Agricultural and Life Sciences (parent college)
- College of Liberal Arts and Sciences (parent college)
- College of Business (parent college)
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Abstract
Previous research reports a strong positive correlation between class attendance and student performance. Consequently, college educators, often explore innovative ways of encouraging class attendance. While no substitute for substance, humor is a teaching tool that can create a more positive, fun, interesting environment that promotes class attendance and student learning.
Despite recent widespread attention on the use of humor in our society, this paper identifies some professorial "myths" or misunderstandings about the use of humor in the classroom that continue to exist. These include I ) humor is telli ng jokes or physical comedy, 2) instructors should not try to use humor because they don' lhave anything humorous to present or they lack traini ng on the use of humor, and 3) humor wastes precious classroom Lime and is demeaning to the profession. This paper will also reveal some very real benefits of using humor in the college classroom. Some of the do's and don'ts, advantages and disadvantages of developing/using a humor philosophy or strategy i n teaching will be discussed. Different sources and/or types of humor that can be used in college teaching will be identified via some actual, specific examples. In addition, results of student surveys on the use of humor in the classroom will be presented.
Comments
This article is from NACTA Journal 44 (2000): 20. Posted with permission.