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What's So Funny? Moving Students Toward Complex Thinking in a Course on Comedy and Laughter

The Carnegie Foundation for the Advancement of Teaching, USA, ciccone{at}carnegiefoundation.org

Renee A. Meyers

University of Wisconsin-Milwaukee, USA, meyers{at}uwm.edu

Stephanie Waldmann

University of Wisconsin-Milwaukee, USA, suwtranslation{at}mac.com

This case study involves investigation of freshman students' abilities to engage in the pursuit and appreciation of complex thinking through their study of comedy and laughter in a Freshman Seminar at the University of Wisconsin-Milwaukee. We offer an analysis of students' reflections on their confrontation with complexity as they attempt to formulate theories of these phenomena, and describe how this confrontation changes the students' understanding of both the subject matter and their learning process. In investigating these changes systematically, we demonstrate the value of a methodology of close reading supported by theories of learning (e.g. John Dewey's) for course design and evaluation, and seek to add to our growing understanding of the place of theory in the scholarship of teaching and learning.

Key Words: comedy • freshman seminar • reflection • scholarship of teaching and learning

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