Document Type
Forensic Leadership Issues
Abstract
Intercollegiate forensics is, at its core, a form of teaching. Like other pedagogical elements within higher education, the practice is now, and will increasingly be, subject to institutional assessment requirements in higher education. The conventional argument that the evaluation processes inherent in intercollegiate forensics competition will demonstrate the effectiveness of teaching and learning in forensics pedagogy is false. The assessment practices within the frame-work of competitions are part of the teaching processes. Forensics pedagogy, therefore, must align itself with institutional assessment components. This essay argues for the roots of that alignment to be tied to an academic learning compact that seeks to meet the requirements of institutional assessment and clarify the focus of the collection of scholars, educators and students that comprise the intercollegiate forensics community.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Rights Statement
In Copyright https://rightsstatements.org/page/InC/1.0/?language=en
Recommended Citation
Kelly, Brendan B.
(2010)
"Founding Practice: Examining Intercollegiate Competition as Assessment,"
Proceedings of the National Developmental Conference on Individual Events: Vol. 5:
Iss.
1, Article 29.
Available at:
https://cornerstone.lib.mnsu.edu/ndcieproceedings/vol5/iss1/29