[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599163-105":59,"doc-detail-599163-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","debate-across-the-curriculum-a-case-study","Debate Across the Curriculum - A Case Study","","Debate Across the Curriculum examines how intercollegiate debate can be expanded beyond traditional communication studies and integrated across disciplines. Over the 2018-2019 academic year, the author supported faculty through staged collaboration at James Madison University’s Communication Center, first by facilitating workshops on debate basics and the Toulmin Model, then by guiding students in locating scholarly sources and organizing arguments for audience persuasiveness, and finally by providing feedback based on observed presentations. The case highlights disciplinary classroom adaptations and common student challenges in argument delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/debate-across-the-curriculum-a-case-study/599163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/debate-across-the-curriculum-a-case-study/599163.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the Communication Center support faculty across different disciplines?","Question",{"text":112,"@type":113},"The author worked with faculty in stages to help them tailor a debate structure for their specific disciplines, providing support even when not all faculty requested assistance at every stage.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was included in the first stage of the project workshop?",{"text":117,"@type":113},"The workshop introduced the basics of debate and argumentation, included an introduction to the Toulmin Model of Argumentation, and helped students practice structured debate delivery and argument formation.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenge did students struggle with most during the project?",{"text":121,"@type":113},"Across classes, the biggest challenge was delivering arguments in a persuasive and compelling way for the audience, even when students had strong ideas and well-developed points.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599163,1793090309,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Debate Across the Curriculum: A Case Study  \nMiranda R. Tonkins James Madison University  \nFlourishing conversations between professionals in the public sphere are creating new opportunities for intercollegiate debate. This desire to expand debate outside of the Communication Studies community pushes the idea of debate beyond its traditional boundaries. Those of us who have witnessed these attempts to bring more disciplines into the world of debate have found that incorporating debate into the classroom, enhances the learning experience of the students while simultaneously aiding them to become better advocates for themselves and others. Over the course of the 2018- 2019 academic school year, I helped professors from multiple disciplines with the challenge of incorporating debate into their classrooms through the James Madison University Communication Center. In this essay, my goal is to promote the intersection of debate and communication centers as away to enhance the development of oral communication competency skills for students in the classroom.  \nThroughout the course of the semester, faculty members from multiple disciplines such as health, Spanish, nursing, and global studies, invited me into their classrooms to assist them and their students in tailoring a debate structure that works best for their individual disciplines. For many faculty, this was the first time they had considered rearranging their curriculum to something they had not done before. Our communication center provided support for faculty members in stages to aid them in this challenging, but rewarding process. Not all faculty members requested the communication center’s assistance at each  \nstage, but many felt as if having the communication center as a supportive resource helped their students gain valuable insight into the debate experience.  \nFor the first stage of this project, I facilitated a workshop that was designed to introduce the basics of debate and argumentation in the classroom. One of the classes I attended was a global nutrition class. All students in the health and science major are required to take this class once they are accepted into the major. In a quick debrief before the workshop, the professor expressed that she had taught this class many times, and each time she found difficulty in getting 40-45 students to step out of their comfort zones and explore wicked problems, or issues that exist within the nutrition field. This information was important because it allowed me to adjust the workshop to incorporate examples that were relatable specifically to nutrition and the topics they could consider exploring in their debates. This workshop also included an introduction to the Toulmin Model of Argumentation. This specific model was chosen because of its adaptability for the classroom; it can be applied to multiple contexts. In the case of this project, it is important that students were able to manage a model that can gauge the soundness of an argument while simultaneously catering to their specific field of experience (Andrews, 2005) . The workshop also included basic delivery competencies for giving a structured debate and allowed students to practice forming and presenting an argument while also stepping outside of those aforementioned comfort zones.  \nAfter letting the groups spend sometime brainstorming, faculty later invited me back into their classrooms to assist their students in the next stage of finding scholarly sources to back up their arguments and structure those arguments in a persuasive manner. This was the stage I noticed many students seemed to struggle with the most. They had favorable ideas and great topics, but many of them had no idea how to find scholarly sources or properly layer their arguments. Collaboratively, faculty and I decided that it would be most effective for students to schedule time with me outside of regular class hours in the communication center to provide them with one-on-one advice in an envi","cbCaigEBDNOQ2Akq","https://ap.wps.com/l/cbCaigEBDNOQ2Akq","pdf",26932,"English","# Introduction\n# Multi-Disciplinary Classroom Support\n# Stage 1: Debate Basics and Argumentation Models\n# Stage 2: Scholarly Sources and Persuasive Sequencing\n# Stage 3: Debate Presentations and Feedback","[{\"question\":\"How did the Communication Center support faculty across different disciplines?\",\"answer\":\"The author worked with faculty in stages to help them tailor a debate structure for their specific disciplines, providing support even when not all faculty requested assistance at every stage.\"},{\"question\":\"What was included in the first stage of the project workshop?\",\"answer\":\"The workshop introduced the basics of debate and argumentation, included an introduction to the Toulmin Model of Argumentation, and helped students practice structured debate delivery and argument formation.\"},{\"question\":\"What challenge did students struggle with most during the project?\",\"answer\":\"Across classes, the biggest challenge was delivering arguments in a persuasive and compelling way for the audience, even when students had strong ideas and well-developed points.\"}]","Debate Across the Curriculum - A Case Study | PDF",1792088270]