If my teaching career
was an 80s sitcom…
It all started when…
…I was talking to a friend about sitcoms from the 1980s and having them be part of growing up, part of our youth and adolescence. Then I got this idea…
Sitcoms were my friends, my babysitters, and most definitely - my comfort. I loved everything about them: from the theme songs to all the characters. There were funny episode and we can’t forget the special episodes that taught us life lessons. Sitcoms in the 80s were reliable. They were there for us every week. We knew what to expect. 1980s sitcoms spoke to us; they took care of us, they held our hand along the way and told us, “Everything is going to be ok.” Everything was fixed in that 22-minute timeframe. These sitcoms allowed us to escape and pretend to be in someone else’s family or friend group. These sitcoms were entertaining and sometimes educational.
When I decided to piece together this 56-second video, I wanted to pay my respects for 1980s sitcoms because they helped form me into the person I am today. They were foundational in my entertainment world and also there to educate me. I learned a lot about group dynamics, problem solving, and communication skills (and sometimes miscommunication, Ex:, Three’s Company).
When I teach, of course I think about education and what my students will learn but I also think about how I can entertain them at the same time. The young adults that enter college grew up with screens in front of them early on, whether it was movies, television, iPads, tablets, computer screens, or YouTube videos. This was part of their upbringing just like my upbringing but now they have more options.
What if we allow students to see that there is learning beyond books, papers, and reading?
What if we utilize screen time to not only entertain but to educate?
What if we educate AND entertain?
Think about how their minds will expand. Think about how they might enjoy the learning process even more. Think about how they might connect to the material in a deeper way.
When people ask me what kind of professor I am, my reply is, “No textbooks, no exams, no papers, no quizzes, and homework is at a minimum.” Immediately they are intrigued. For some, they are confused because they come with an archaic mentality that learning only comes from reading and writing. And that is valid. Reading essays and writing papers have its time and place and that’s amazing; for my classes, I want to take them on a different type of learning journey.
With the classes I teach, I find that reading and writing aren’t necessary. I teach my students…
…how to give presentations
…how to give speeches
…how to make films and short videos
…how to speak up
…how to be creative
…how to be critical thinkers
…how to listen to one another (we have TWO ears and ONE mouth)
…how to pay attention
…how to not just be a confident speaker/presenter but also to be a good listener
…how to give feedback
…how to understand that we are all in this world together
…to understand that everyone's voice is valid
…everyone has something to say
…everyone has a talent
…how to work in a team
…how to not be the person in the group that tags along for the ride
…how to go all in
…how to bring their A-game
…how to be extra
…how to stand out
…how to understand everyone is going through something
…and of course, that they are not alone.
My goal is to teach my students critical thinking and applicable skills to use in the world outside the classroom. My classes are not "in theory" classes. My classroom is collaborative, full of discussions, and lots of activities.
I teach my students that life is very much, “FIGURE IT OUT!” There isn’t always a handbook or guidebook or someone there to tell you want to do. You need to “FIGURE IT OUT!” Yes, that is in ALL CAPS for a reason. I want them to find their confidence in their communication, in their speaking abilities, in their problem solving abilities, and maybe even have a better understanding of sympathy and empathy along the way. It’s amazing what can happen when we work together instead of tearing each other apart.