Tournament-Style Debate as a Natural Resources Education Technique

Abstract

Curricula in the natural resource professions are placing increased emphasis on course work dealing with the larger philosophical and value-related questions surrounding resource management. This development presents a challenge to instruco tors, particularly in terms of encouraging active student involvement in such courses. The use of tournament debate format provides one useful means for fostering such involvement while also aiding in the development of oral communication skills. The authors' experience with the use of debate suggests that certain modifications to traditional debate format aid in its successful classroom use.

Using Small Group Debates to Actively Engage Students in an Introductory Microbiology Course

“…The use of debate provides students with an opportunity to develop critical thinking skills (3,4,5,6). The thinking starts with the preparation students must do before the debate.…”

“…To convince the audience, they must rely on a well-planned analysis of the arguments that support and refute their point of view. Carroll and colleagues (3) have documented that students developed oral communication and argumentation skills using small group debates in an undergraduate natural resources policy class. Radford University developed and implemented a multidisciplinary oral communication program using a debate format that demonstrated significant improvement in students' oral communication skills (4).…”

“…A small group format for debates gives each debater an active role (2,3). Students were randomly placed into groups of only two or three students on each team, resulting in four to six student debaters for each topic.…”

“…A small group debate activity is an effective teaching pedagogy with many desirable outcomes. Debates help students develop discussion and listening skills, (7,10) promote active learning (3,12), and improve critical thinking skills (5,10). Small group debates are simple to implement, well received and enjoyed by students (2,4), and are of benefit to both debating students and listeners (7,10).…”