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AbstractThe author syntheses scholarship from the fields of competitive forensics, communication pedagogy, and educational psychology into a research-based justification for "debate across the curriculum" (DAC) programs in college and universities. Although relatively little specific research has been conducted concerning DAC, the author finds ample evidence in the existing literature that DAC represents an effective way to expand the number of undergraduates who benefit from debate training.
Joe Bellon (Sat,) studied this question.