Oxford IV Rd 2

The last round of the night! Here’s a view from the old union library where I was judging. The other photo is not a student riot, but everyone going to round one with guides. Tomorrow there will be three prelims and a break to quarters, so quite the ambitious schedule. It will be a long day but hopefully some good competition!

144 teams in the tab. I stand corrected. An info slide has appeared! It is about combat drones. The theme from Terminator is playing. This House would ban the use of armed combat drones.

Oxford IV Round 1

The briefing announced a move to 7 minute speeches to bring the tournament in line with the other major large IVs. Also there was in depth discussion about place setting debates – judges were instructed to penalize teams who place set without sufficient depth to allow others to participate in the debate. Care was taken to ensure that the judges realize rounds are not to be limited to the British political context. There are no automatic 4ths, judges should let the teams decide that via their argumentation. Feedback will be examined by someone whose only duty is to examine and compile them. Round 1: This House believes that Adoption Agencies that receive state funding should give priority to same sex couples and infertile couples.

Oxford IV kicks off

Here in the chamber at Oxford the briefing is set to begin. Thanks to Jesse from Claremont for making a cameo in my photo. Looks like 140 teams in the tab. I will be posting the motions as I hear them along with whatever other interesting stuff I want to share.

Using Debate in University Courses

<p>Using Debate in University Courses from Steve Llano on Vimeo.</p>
Here's a lecture I gave a month ago to some faculty members about using debate in regular coursework. The session was sponsored by our Center for Teaching and Learning on campus. My goal was to encourage these professors to see debate as another valuable tool to use in their pedagogy. I tried to convey that debate is both useful as a learning process instrument in the classroom, as well as an assessment instrument in courses. 
I really dislike taking an instrumentalist view of debating. But in this case it seemed to be a good way to get faculty to think of it as something useful instead of a time-waster, or worse, the introduction of anarchic conversation into the classroom. By portraying debate as the equivalent of a class discussion, essay, or examination, I hope to get a more positive view on it across campus. 
I think eventually they will figure out that debate is a bit more powerful than just another learning tool. But that might be for a different talk.