Active Learning: Academic Debate and Student-Led Peer Debate Workshop in Social Welfare Policy Classroom

This article describes the use of structured classroom debates over four consecutive spring semesters and a student-led debate workshop in the context of an undergraduate social welfare policy course. In all, 29 students from diverse backgrounds participated in these experiential activities. An inductive thematic analysis of student feedback about participation in the debate workshop indicated (a) enjoyment of learning experience, (b) recognition of importance of organization and preparation, (c) appreciation for alternative viewpoints, (d) understanding of social welfare policy, (e) value of teamwork, (f) development of debate and leadership skills, and (g) motivation to apply skills. Course evaluations yielded similar themes: (a) increased appreciation for alternative viewpoints and (b) improved understanding of concepts and their application. Student responses indicated that the use of debate is promising as an active learning tool for BSW students to engage in policy practice and to learn about social welfare policy.