Student Debates in Policy Courses

Abstract

This article examines the use of student debates to promote substantive knowledge and policy practice skills. The authors present a pedagogical rationale for student debates, describe the incorporation of debates into a child welfare policy course, and report the results of an evaluation. Students demonstrated significantly greater increases in self-reported knowledge of course topics when they participated in debates than when they observed debates or learned through standard forms of instruction. The majority of students reported satisfaction with the debates, reported that participation improved their policy skills and knowledge, and rated the educational value of debates higher than traditional assignments.

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