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This study attempted to investigate the educational/competitive values in co-curricular forensics programs. The study made two major assumptions (1) that individual events programs should be linked to the curriculum and (2) that the identification and development of educational values would contribute to the improvement of forensic instruction.

It was the purpose of this study to offer an examination of five current studies in higher education suggesting curricular reform. These studies included; (a) Involvement in Learning: Realizing the Potential of American Higher Education (1984), (b) Project on Redefining the Meaning and Purpose of Baccalaureate Degrees (1985), (c) The report entitled "To Reclaim a Legacy," (1984), (d) College: The Undergraduate Experience (1987), and (e) 50 Hours: A Core Curriculum for College Students (1989). In addition the study's purpose was to design a perspective for the identification and development of specific values in co-curricular forensic instruction. Finally, the study provided an analysis of value-orientated teaching strategies and their implications for the forensic community. The study found that the traditional forensic tournament as an instructional model was affirmed, and that three clusters of values in the non-academic aspect of the forensic program were deemed important. These clusters included (1) a sense of trust, acceptance and belonging, (2) a sense of responsibility and self respect, and (3) a sense of accomplishment.

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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