ACADEMIC INFLUENCE
Why Are Our Best Advocates Not Fully Advocating For Us? by J. Scott Baker, Ph.D.
A
s a former coach, I am aware of the skills, life lessons, and concepts taught in speech and debate, which provide a framework for my students to be successful
in life post-high school. Furthermore, I knew those same skills were essential for student success while still in high school, too. As educators, we know it when we see it: a new argument about a current event, an understanding of a theory, or an appreciation of character development in literature—the moment a student transfers knowledge into action. We can almost tangibly see learning occurring within our students. We nod our heads and feel good about what we have accomplished. We know our students are going to take what they have learned and apply it to their other high school classes and beyond. But, are students aware of this learning process?
Last fall, 782 alumni from 41 states gave us insights into speech and debate’s impact on their academics. This article analyzes their responses and offers some suggestions for catalyzing this key group of stakeholders in our activity.
“A way to focus my academics” In the fall of 2015, alumni representing 41 states completed an
As one participant explains, “many of the skills gained in
online survey regarding experiences in speech and debate as
debate are applicable to the classroom, and I found a significant
well as perceived influence participation in forensic activities
amount of overlap between the types of skills I gained through
had on their lives. As part of the survey, respondents were asked
debate and the types of skills I needed to be successful in
to provide a narrative response “about how your experiences
school. This made school easier and more enjoyable overall.”
in speech and debate activities impacted your academics,
Another participant offers:
attendance, and behavior in high school.” This article addresses
Debate absolutely made me a better learner. I don’t know
the 782 alumni who responded to the question regarding speech
if I’d say it made me a better student. Debate sharpened
and debate’s impact on their academics.
my already pretty stellar writing skills, research abilities, and critical thinking; I was able to absorb information much more
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“I had an advantage”
quickly, synthesize new ideas, reach conclusions, and come up
Throughout narrative responses to the above question, alumni
with arguments much more quickly, precisely, and articulately
discussed a variety of skills attained through their speech
than ever before. Often, I was already familiar with subject
and debate experience, including: “communicate a message
matter before we got to it in class, because I’d researched it
effectively,” “taking notes and writing papers,” “analytical
for debate. History, economics, English, statistics, even some
abilities,” “research capacity,” “argue cogently and persuasively,”
science classes were a breeze, because I’d already learned
as well as “sharpened my thinking,” “taught me to research,
them in bits and pieces for the sake of a case. Nothing made
write, and think,” “good study habits,” “juggle my schedule and
me really learn and absorb information like a time crunch and
prioritize a task list,” and “logic and reasoning skills.”
competition.
Rostrum | FALL 2016