DAC Outcomes

The DAC program uses evidence-based practices to assess its impact, with a strong focus on outcomes. Based on student and faculty feedback, the DAC-facilitated debates has led to meaningful gains in student engagement, understanding, and civic development—demonstrating the value of debate as a powerful educational tool.

Faculty Outcomes

Faculty Responded Positively to Debate as Pedagogy

The most notable faculty-side results demonstrate that while there exists a degree of trepidation with using debate as a pedagogy, such concerns are alleviated once the faculty member experiences the significant benefits of the DAC approach.Ìý

Bar chart titled "Q1-prior to debate, I had trepidations about using debate in my class(es)", with data for "strongly agree", "agree", "neutral", "disagree" and "strongly disagree". Among them, "Disagree" has the highest number and is much more than the others
Bar chart shows responses to question "I would recommend using this form of debate to my colleagues for their classes", in which "Strongly Agree" gets much significantly higher numbers

Student Outcomes

Students Responded Positively to DAC

Outcomes for students are similarly encouraging. ÌýOn both the metrics of civic disposition and academic engagement, students reported that participating in DAC debates produced significant positive outcomes. Ìý

Bar chart showing responses to two items "Debate is useful" and "Topic knowledge". Both items get more affirmative answers after the debate

Students report that they find debates to be of significant pedagogical value, indicating a greater appreciation for debate in general and greater comprehension of course material as a result of participating in a DAC debate.

Bar chart showing students feeling more comfortable sharing with peers and instructors after debate

Students also felt more comfortable sharing what they believed to be potentially controversial opinions with both their peers and instructors after taking part in a DAC debate.

Bar chart shows students feel less affective polarization after the debate

Perhaps most importantly, DAC debates have a measurable effect on students’ feelings of affective polarization. ÌýStudents note a statistically significant decrease in their feelings of affective polarization as a consequence of their experience with a DAC debate.

Contacts

Darrin Hicks

Director, Debate Across Curriculum
darrin.hicks@du.edu

Contact Darrin

Steve Johnson

Associate Director, Debate Across Curriculum
sljohnson@du.edu

Contact Steve

Rob Margesson

Director, Competitive Debate
robert.margesson@du.edu

Contact Rob