The primary obstacle that can derail the effectiveness of a debate is one in which few students are involved and all of the energy and learning is limited to a few students. This leaves the majority of students passively absorbing information and does not encourage participation among those students that typically do not talk in class. This quick…

A commonly used teaching method to promote student engagement is the classroom debate. This study evaluates how affective characteristics, as defined in Bloom's taxonomy, were stimulated during debates that took place on a professional ethics module for first year computing undergraduates. The debates led to lively interactive group discussions…

Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students'…

Reviews the history of the National Debate Tournament (NDT) and discusses its positions regarding fundamental issues confronting intercollegiate debate. Suggests that participation in the NDT may not be appropriate for all schools. (PA)

Presents 4 personal essays about the National Debate Tournament (NDT), written by individuals who have been connected with it over the years: "The NDT and Me" (Frank Cross); "Reflections on the NDT at 50" (David Zarefsky); "The NDT and Intercollegiate Debate" (Bill Balthrop); and "Fifty Years of the National…

This study seeks to determine the level of acceptance of the Constructive Engagement Method (CEM) as a teaching, learning, and leadership skills development model. Employing a modified debate format, constructive engagement requires active student participation, even among the most introverted of students, and it fosters a learning environment…