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ERIC Number: EJ1092182
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1935-7869
Fostering Student Engagement: Examining the Roles of Self, History and Cultural Identity
Comeaux, Patricia
Journal of Effective Teaching, v10 n2 p62-73 2010
This paper describes and analyzes a Debate-Discussion Learning Project designed to foster student engagement with the subject matter and each other in reflective and analytical dialogues. This project is a significant component of a course, The Rhetoric of the Civil Rights Movement, which has a major goal of understanding how the legacy of racial discrimination in the past impacts self and cultural identity. In this essay, I argue that the design of the course and in particular the debate-discussion component, purposely created with a collaborative learning approach, successfully engaged students in substantive discussions of the events of the Civil Rights era and its present-day impact. This paper provides a brief review of literature on collaborative learning; a description of the course and the "Debate-Discussion Learning Project"; an analysis of why the project worked; and, best practices for using debate-discussion across disciplines.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina