Tag Archives: college students

Career Counseling in the BizCom Classroom

By Janet Mizrahi

I recently read an article about how all faculty, independent of discipline, are being encouraged to integrate career counseling into their curricula. It reminded me about the importance of helping our business communication students connect the dots between their educations and their futures. This is especially important now because students increasingly evaluate the choice of earning a college degree as value proposition that measures the cost compared to the long-term worth of that investment.

As bizcom instructors we may not be able to include career assessment and occupation selection into our curriculum; however, we are in the unique position to include many facets of career guidance that link students’ education to their careers by integrating the strategies below into our teaching practice.

First and foremost is consistently connecting course content and real-life work. Of course, we teach work-related written and oral communication, using case studies and examples from textbooks and perhaps, personal experience. Many of us also teach professionalism across the board—workplace etiquette, meeting behavior, and teamwork. All of this helps cement skills and behaviors that add value to students’ educations and careers as employees and merits conscious repetition throughout the semester.

We should also maintain a regular dialogue about work experiences. While not all students work, many do, and all members of the class benefit from hearing how the learning in the classroom plays out in the workplace. By using class discussions or small group sessions with guided questions that probe students’ work experiences, we can further bring home course learning objectives in a meaningful way.

This leads to the next point: talking about careers often. Doing so demystifies the process and helps students segue from academia to the workforce. In today’s climate, students are especially anxious to learn how the pandemic has affected the world of work, specifically what kinds of work they will be able to find and which industries are hot (and which are not). This situation makes discussions about the opportunities for employment in local industries especially pertinent.

Obviously, bizcom teachers design course activities around the job search as a matter of course. But we must rethink how we do that. The pandemic has changed the face of work, from where employees do their jobs to the creation or demise of entire industries. To nudge our students forward, why not require them to apply for an actual internship or job they find online (they need not send it in, but they should have the experience of responding to an actual job spec) and prepare them with a series of assignments on résumé writing and interviewing skills?

Finally, we can drive home the importance of productive behavior that may start in our classroom but that crosses over to the workplace.

Bizcom instructors hold a unique position to guide students toward rewarding careers. It bears reminding that while no student is forced to visit the career center, all must attend class—where we can be preparing them for their future careers.

The Nutty Professor: Pedagogy of Classroom Humor

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by Janet Mizrahi, The Guffey Team

The longer I teach, the more I am thankful for my sense of humor. Not only do I need it to get through teaching ten courses each year—I have found my students need a laugh sometimes, too. I’m no Amy Schumer or Joan Rivers, but I do crack wise in my classroom upon occasion, and I have come to believe that doing so is a crucial aspect of my pedagogy.

I’m not alone in that assessment. Much research has reported the benefits of using humor in the classroom. It is well documented, for example, that humans like to laugh—doing so alleviates boredom, surprises us, and creates an enjoyable experience, all of which can help engender a positive learning atmosphere. Perhaps even more important is that humor disables the threat response. The student/professor relationship can be intimidating, as can new subject matter. By being funny at times, a professor can be seen as less of a threat, allowing students to connect with both the subject matter and the deliverer of that information.

In addition, humor can enhance boring or dreaded subjects. None of us wants to admit that our subject inspires snoozing or fear, but learning can be daunting, and humor can help defuse that sentiment. Likewise, humor helps capture student interest; a funny story may encourage students to connect with subject matter. Finally, humor increases students’ attention. A witty remark mid-lecture can reignite most students’ wandering attention and even make them want to retell a joke. Such retelling is the key to remembering, a goal we all want to achieve with our students.

Integrating humor into your classroom

Most of us who teach college students realize that much of what we do in the classroom is a performance, and that the manner in which we deliver information is just as important as that information itself. Humor can be part of that performance. However, experts advise starting early in the semester; you need to prime your students to expect humor so they know it’s okay to laugh. In fact, tell them so!

While you want to always be genuine, use any trick you think will work. Can you do a great English or Australian accent? Use it! Try exaggerating where appropriate (“I will give the first person to answer the next question an A in the class… kidding! Or am I?”) If a prepared or spontaneous joke doesn’t elicit a reaction, recover with a quick reaction: “Hey, that was supposed to be funny—you guys are a tough audience!” I’ve heard of professors using props such as balloons with content written on them, referring to iconic music or actors known to the younger generation, and deliberately flubbing up technical devices, all to get a laugh.

If none of those suggestions appeal to you, below are some alternate ways to include humor in your teaching style.

Develop funny stories for specific topics. Just like no standup comic would perform cold, prepare your bits ahead of time. Alter them after you learn what works and what doesn’t.
Employ self-deprecating humor in small doses. Many comedians are the brunt of their own jokes. Personally, I find this style of humor quite useful. For example, when I teach résumé writing, I use my own [somewhat ancient] college history as an example. When I write the dates I received my degrees, I cover my mouth and mumble, “Nineteen blah-blah-blah.” The students always laugh.
Make your mistakes funny. Acknowledging your own errors can help humanize you and therefore create a bond between you and the class.
Use humor in bits and pieces. You don’t want to appear to be clownish or unprofessional, so be judicious with the timing and frequency of your humor.

Of course, there are some taboos to be aware of when you use humor.

Never, never, never make a student the butt of a joke. Once the students have heard a classmate ridiculed, every one of them will all be wary of becoming the next victim, activating the threat response and reducing your ability to connect with your audience.
Avoid “insult comedy” for the same reason. Offensive remarks that refer to age, ethnicity, physical appearance, religion, sexual orientation, or violence should be off the table.
Steer clear of alcohol and drugs as a topic. They both are landmines that can lead to unintended consequences.

One final piece of advice: Realize that your humor will not work every time. Not every funny comment will garner a laugh, and not every class can be won over. However, if you’re at all like me, you’ll have more fun if you are enjoying yourself on the stage that is our classroom… and hopefully, so will your students!

Do you use humor in your classroom? Tell us about it!