Breaking Through Student Bias with Creative Debate Assignments

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Daniel M. Settlage


This Quick Hit article outlines a method used to successfully breakthrough student bias surrounding controversial issues in the classroom. The method uses a debate with randomized position assignments to encourage students to consider all sides of the topic. Student feedback is overwhelmingly positive and students appear to develop a newfound respect and deeper understanding of the assigned subject.


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How to Cite
Settlage, D. M. (2020). Breaking Through Student Bias with Creative Debate Assignments. Journal of the Scholarship of Teaching and Learning, 20(1).
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Author Biography

Daniel M. Settlage, University of Arkansas-Fort Smith

Professor of Economics, College of Business