Abstract:
Debate style learning shifts the focus from the instructor as sole deliverer of course content to students contributing ideas, knowledge and differing perspectives revealed through active engagement with class material. Students shift from being passive receptors to active learners. In this paper, we examined the different approaches taken in debate style learning in two undergraduate and one graduate agricultural policy class and one graduate animal science course at Sam Houston State University. The organization, the set-up and the grading of class assignments are discussed based on their use in the fall and spring semesters 2011-2012. Overall, student feedback on the debate experience was positive, suggesting that debate style learning is an effective method for getting students engaged in the course material. Student engagement has been shown to enhance content learning and strengthen student professional skills.
 7 Roucan-Kane Dec2013.pdf | [ ] | 470 kB |
