Debates as a Pedagogical Tool in Agribusiness and Animal Science Courses: Various Perspectives at the Undergraduate and Graduate Levels

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, w...

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Bibliographic Details
Published in:NACTA journal 2013-12, Vol.57 (4), p.18-23
Main Authors: Roucan-Kane, Maud, Wolfskill, L.A., Beverly, Marcy M.
Format: Article
Language:English
Subjects:
Active learning
Agribusiness
Agricultural education
Agricultural policy
Animal science
Animal sciences
Classroom management
Course Content
Curricula
Debate
Debates
Debates and debating
Educational aspects
Forensics (Public speaking)
Graduate students
Learner Engagement
Learning styles
Science Curriculum
Teachers
Teaching methods
Thinking Skills
Undergraduate students
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Summary: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.
ISSN:0149-4910