Argues that university courses in argumentation often fail to prepare students for the demands they face outside the classroom. Examines current trends in communication scholarship which suggest that cooperative or collaborative modes of argumentation should be more explicitly included in argument pedagogy. (NH)

Claims the argumentation or argumentation and debate course in American colleges and universities would be bolstered by a dual focus on possibilities for argumentation. Suggests a unit on negotiation would provide students with instruction and activities of clear potential benefit for public-sphere deliberation and professional development. (NH)

Argues role-play simulation (1) delivers valuable opportunities for learning about the dynamics of public argument; (2) provides substantial opportunities for graded assessment; and (3) frees students to conceive of important alternative modes of deliberation. (NH)

Argues the global challenges of an ever-shrinking world are the result of the complicated intertwined practices of both corporations and nation-states. Suggests advanced undergraduate seminars in argumentation use case studies to explore the intersections among legal, business and other social forums. (NH)