Feared Editting Prof Wheres Alot of Hats
Doug Fisher teaches one of the most dreaded courses in the University of South Carolin

If students laugh at your joke, it is not because it's clever . . . it's because they are.
Doug Fisher teaches one of the most dreaded courses in the University of South Carolin
I’m a big fan of starting class with a joke. It gets the students settled in and on the same mental page. It can lower anxiety levels early in the semester or when you are giving or handing back tests. It can also add a little espresso to an early morning or late afternoon class. Also, if the students get used to laughing at the start of class (Tip: avoid wondering whether the students are laughing with you or at you), they will have extra motivation to come to class on time.
Example: For a Mass Communications and Society class, I borrowed and modified a joke from a comedian I saw on David Letterman the night before. “My girlfriend’s never happy. She said the other day that her grandfather used to tell her grandmother every day that she was the most beautiful woman in the world. I said, “What could he know about beautiful women? Back then, they didn’t even have cable.” If you are adventurous, you can riff off of this theme. “Back then, they didn’t even have Baywatch, Spanish game shows, Desperate Housewives, (PAUSE), the Golden Girls…” You can tailor the joke, as I did, to fit your needs and situation.
Analysis (Warning: If you analyze a joke too much, it’ll stop being funny to you):
If you’ve ever had a student see you at the movies or at the mall and look at you incredulously, asking, “What are you doing here?” you know that a joke beginning with the professor talking about his or her relationship works to get the students attention because they are curious about their professors' lives outside of the classroom and probably unaware that the professors have lives off campus (if you are untenured, you probably don’t).
Series or lists of items can be funny when one of the items (often the last one) is different (like Golden Girls). The first three items are funny in their own right, they produce images of mass-produced hyper-Hollywood sex appeal, but the fourth is even funnier because of its incongruity with the previous three. Huh??? The Golden Girls??? Tip: Though I used four items in this series, there is a comedic principle that states that three is the funniest number of items in a series (see item 1A below for why I broke this “rule”).
This joke requires
In this article I will elaborate on the value of comedy as a teaching tool for philosophers and professors. I will provide a number of examples, showing how comedy can provide fertile examples of ethical theory at work, and I will show how comedy can be used to clarify cultural norms and values. Finally, I will discuss the political activism and student empowerment involved in teaching Philosophy, Comedy and Film in southern Georgia.
Humor is a valuable teaching tool for establishing a classroom climate conducive to learning. This article identifies opportunities for incorporating humor in the college classroom, reviews the impact of humor on learning outcomes, and suggests guidelines for the appropriate use of humor. Of particular interest is humor in "dread courses" which students may avoid due to a lack of self-confidence, perceived difficulty of the material or a previous negative experience in a content area. Appropriate and timely humor in the college classroom can foster mutual openness and respect and contribute to overall teaching effectiveness.
Created by Paul E. McGhee, Ph.D., The Laughter Remedy was created to provide1) information (based on the latest research) about how humor contributes to health, stress reduction, and effective job performance, and2) the tools needed by individuals, corporations, health care organizations, and support groups to obtain these benefits. This is achieved in three ways:
Larry Mintz, the director of the Art Gliner Center for Humor Studies at the university thinks the concept of an after-school comedy club is a great way for kids to dig deep into themselves. "Its unique ability to let young teens express themselves about issues important to them-bullying, dating, teachers, parents-is what makes this special," he says.
This comprehensive classsification and analysis of humor was written by Warren Shibles, a philosophy professor at the University of Wisconsin-Whitewater.
Jason Rutter's "Laughingly Referred To: An Interdisciplinary Bibliography of Published Work in the Field of Humour Studies and Research" is a unique resource for the humour researcher. Originally developed for distribution on the HUMOUR-RESEARCH mailing list this bibliography now contains over 4000 individual references.
Jim Lyttle wrote his dissertation on the effectiveness of a business ethics training program that used Dilbert cartoons. His thesis also explored uses of humor. His site has a number of links to a more theoretical side of humor, focusing on the nature of humor, theories of humor, and the essence of humor. Lyttle recommends two introductory books on the humor: Humor: Its Origin and Development and The Philosophy of Laughter and Humor.