HIGH SCHOOL OUTREACH REPORT

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1 HIGH SCHOOL OUTREACH REPORT The John R. Park Debate Society is housed in the Department of Communication and has been a campus organization since We are a member of the National Parliamentary Debate Association and the American Forensics Association (AFA). This broad range of competitive affiliations positions us as a unique forensics program in the PAC-12. In addition to our competitive activities, the team s signature contribution is our public outreach efforts. In addition to public debates each semester, our team pursues outreach by providing support to local high schools. This outreach service is aimed at expanding and supporting opportunities to participate in forensics in Utah high schools. The students and teachers with whom we work and the contact hours we provide (over 2500 hours since 2010) help support local high schools (both directly and indirectly) where students opportunities to participate in forensics are limited or unavailable. 1. Why Outreach? Utah Forensics has situated high school outreach as a key element of our program because we are committed to the transformational educational outcomes created through forensics participation. According to a recent study by the National Association of Urban Debate Leagues (urbandebate.org), a leading high school debate outreach organization, training in forensics supports a range of benefits for students. Among their findings, they conclude that students who debate in high school: Are 70% more likely to graduate than their non-debating peers Are 3 times less likely to drop out than their non-debating peers Are 70% more likely to reach the ACT CollegeReady reading benchmark Score 25% higher on college-level literacy tests Are likely to attend a four year college or university (75% of debate participants attend a four-year institution of higher education) Similarly, other research by Dr. Gordon Mitchell, Director of Forensics at the University of Pittsburgh, concludes that debate provides a pivotal means through which students: gain confidence in their ability to participate as active, civic-minded citizens; learn the principles of open and fair debate that are critical to a healthy democracy; and, develop the abilities to evaluate political discourse encountered in everyday life. And, the National Forensics League confirms the role of debate in training effective political leaders, noting that a majority of members of U.S. Congress are former participants in forensics.

2 2. High School Outreach Program Overview Our high school outreach program includes several components aimed at providing a comprehensive set of supports for the Utah high school speech and debate community. Among the services we offer are: A. Volunteer Judging Utah Forensics students are required to complete (at least)15 hours of volunteer service each semester. The majority of our students fulfill their hours by judging at local high school tournaments. This service is valuable to many individual schools and to the larger high school forensics community. Schools with newer forensics programs do not have forensics alumni from which to recruit judges. Schools with limited financial resources do not have the funds to pay judges. And, there are many schools that do not have coaches or judges with experience in all of the events that interest their students. Judging shortages often leave schools unable to attend tournaments or unable to allow their students to compete in a broader range of events. We are able to help address this problem in the high school forensics community by providing free, experienced, and independent judges. B. Workshops In October 2013, the John R. Park Debate Society added to its outreach program and efforts by implementing and hosting bi-annual forensics workshops for high school students on the University of Utah s main campus. These workshops were designed to offer access to forensics coaching, evidence and materials, and a supportive environment for underserved students in the local high school forensics community. Undergraduate members of the John R. Park Debate Society engage with service learning in the workshops by coaching, teaching and interacting with the high school students in group and one-onone contexts. C. Beehive Bonanza Utah Forensics supports the high school forensics community by hosting an annual high school tournament, the Beehive Bonanza, every October. In October 2013, over 20 schools and more than 400 high school students from Utah and four other states attended the tournament. In addition to hosting the tournament, Utah Forensics awards scholarships to the tournament s top competitors who choose to attend the U and join our program. D. The Beehive Forensics Institute Another element of our high school outreach efforts is the Beehive Forensics Institute. In July 2014, Utah Forensics hosted over 80 high school students and coaches from around the country at the fourth annual BFI. The institute offers an intensive two-week program in which award-winning college and high school coaches provide individualized training for high school debate students. The BFI boasts: a nationally-recognized staff, a low student:faculty ratio (approx. 4:1), University of Utah college credit, a curriculum designed

3 to offer a signature college experience, competitive pricing compared to other universitysupported camps, a safe, urban environment, and Olympic amenities. E. Scholarships Utah Forensics is also proud to support high school students in continuing their education at the University of Utah by coordinating and offering debate scholarships to qualified high school students. Since fall 2010, Utah Forensics has awarded a combined total of over $70,000 in scholarships and financial support to Utah high school students. This support for local high school students is made possible by the generosity of the University of Utah, the College of Humanities, and the Department of Communication, as well as through support from Utah Forensics. 3. Summary of the 2014 Beehive Forensics Institute The 2014 Beehive Forensics Institute hosted 88 participants from July The intensive research experience was led by Dr. Michael Middleton from the University of Utah, Professor Nicholas Russell from California State University-Long Beach, Kyle Cheesewright, Director of Forensics from the College of Idaho, and Mario Herrera, coach of the 2011 National Forensics League Student of the Year. Participants produced over 2,500 pages of research during the camp for the upcoming school year. Students also received University of Utah college credit and $7000 in competitive scholarships were awarded to top performing students. In 2014, participants from 7 states attended, including Idaho, Kansas, Nevada, New Mexico, Texas, Utah, and Wyoming. A. BFI 2014 Student Feedback 1. Quantitative Feedback: At the end of the workshop, we asked the students and teachers that participated in the institute to provide feedback for us in the form of an anonymous survey. The responses utilized the following scale: unsatisfactory (1) below average (2) average (3) above average (4) exceptional (5) Average Overall Experience 4.44 Overall Instructor Rating 4.62 Amount of Individual Instruction 4.30 Instructor Knowledge 4.79 Organization of Classes 4.21 Instructor Preparation 4.26 Instructor Enthusiasm 4.59

4 2.Qualitative Feedback: The end of the survey was left open for anonymous feedback: All of the instructors were fantastic. They all were more than willing to help, and had excellent personalized feedback to give. With all the different strong suits between every one of them. I learned more than I could have ever thought in just two weeks. The options for elective classes were great, they allowed you to choose what you thought you could most benefit from, as well as what is most needed in your event. Each instructor taught class a little bit differently, but it was great, it kept my attention, and allowed me to expand my way of thinking. Not only did it help build my grounds in debate, but it allowed me to greatly improve my critical thinking skills. I feel like it was the best thing I could have done this summer. I feel like a stronger debater and I feel like it was good for me in the sense that I feel more capable of handling my class load this next year, about writing cases under a timed deadline, and I feel like the whole camp atmosphere was good for me. BFI made me want to keep on pursuing debate through high school and college, which I hadn't even considered before. The instructors that I had the opportunity to work with at BFI were wonderful. They were so knowledgeable, and so willing to help and answer any questions I had. I learned so from each one of them and they really are what made the experience so special. A. BFI 2014 Parent Feedback 1. Quantitative Feedback: At the end of the workshop, we asked the students and teachers that participated in the institute to provide feedback for us in the form of an anonymous survey. The responses utilized the following scale: unsatisfactory (1) below average (2) average (3) above average (4) exceptional (5) Average Overall Experience 4.7 Interaction with Staff 5 Communication Before Camp 4.4 Registration Process 4.6

5 2.Qualitative Feedback: The end of the survey was left open for anonymous feedback: What a terrific experience My daughter thought the camp was rigorous and VERY worthwhile academically. In addition, she thought it was extremely wellorganized, that the facilities and set-up (including food--very important) were EXCELLENT, and that the instructors and assistants were the ABSOLUTE BEST. She plans to go back, to recruit many students from her home school and Clark County to go next year, and would like to herself be an assistant some day. There were a lot of camps to choose from, some of which are way too pricey for many people, and she thinks none of them could surpass this one. An OUTSTANDING value, and the college credits just an added incredible bonus. We're now big U of Utah fans Excellent job. Kudos to organizers and staff. BFI is a great camp. My child learned the skills to do future debate. He really enjoyed the camp and decided to extend it from one week to two weeks. The directors and teachers are so nice. They not only taught my child debate knowledge, but also taking care of the routine and maintaining a good communication link between parents. Our son had an excellent experience. He has stated he learned a lot and had fun He was very impressed with the staff's level of expertise and knowledge. Kudos to Robyn for being so easy to work with in regards to travel plans and registration. I felt completely secure in sending my son a plane to camp. Thank you BFI for a great camp [My son] had a wonderful time attending camp. He felt it was well worth the money he was required to earn to attend. He found the staff to be knowledgable and helpful. He came back excited about the upcoming year. He also came back with what we in the debate family call "the debate hangover". That showed me you worked his brain hard. Excellent experience 4. Summary of the Volunteer Judging Program Utah Forensics students volunteered 559 hours over the school year. We provided judging at 9 high school tournaments. A. Fall Semester 2012 During fall 2012, 18 forensics students volunteered a total of 299 hours. We assisted 6 local high school tournaments with judging: Hunter Haunting at Hunter High School Silver and Black at Alta High School

6 Knights Joust at Lone Peak High School Leopard Invitational at East High School B. Spring Semester 2013 Young Lawyers at East High School Woods Cross Select at Woods Cross High School During Spring Semester 2014, 15 Utah Forensics students volunteered a total of 260 hours. We provided judging for 3 local high school tournaments: 5. Summary of the High School Workshops The October 2013 workshop had 83 high school participants and the February 2014 workshop had 114 high school participants. Workshop attendance was capped at 100 (although a slight exception was made for the February group) due to limited availability of space on campus and number of workshop staff. The high school students represented at the workshops came from a range of local schools (see below). The workshops were divided into three sections: Cross Examination, Lincoln-Douglas, and Public Forum. Two undergraduate students were assigned to each section along with a member or the John R. Park Debate Society s coaching staff for support and supervision. The workshops were held after high school hours from 4:00-7:00 pm and each section followed a similar order of events that included a lecture, drills for high school students, a short break for dinner (pizza and drinks were provided free of charge to all workshop participants), and finally a demonstration debate. American Fork High School Bountiful High School Cottonwood High School Copper Hills High School Hillcrest High School Juab High School Juan Diego Catholic High School Judge Memorial Catholic High School Rowland Hall Roy High School Salem Hills High School Summit Academy Syracuse High School Taylorsville High School Viewmont High School Woods Cross High School Park City High School A Workshop Feedback 1. Quantitative Feedback:

7 At the end of the workshop, we asked the students and teachers that participated in the institute to provide feedback for us in the form of an anonymous survey. The responses utilized the following scale: very poor (1) poor (2) average (3) above average (4) excellent (5) The following table includes the average score for each item surveyed: Average Quality of Instruction 4.3 Quality of Free Materials Qualitative Feedback: Overall Experience 4.24 The end of the survey was left open for anonymous feedback: I was very pleased with the experience, I felt I received excellent instruction in a small time frame. The clinic was very professional and so helpful. It gave me ideas for my cases and just opened my eyes to a lot more possibilities. It was helpful and insightful, I wish it had been longer. It was very helpful as to explaining what to include in which speeches and providing ideas on the March topic. 6. Plan for High School Outreach The academic year will mark the 5th year of our high school outreach program. Thus far, our program has focused most of its efforts on providing judging and coaching support for local high school debate programs. As a result of the success of our high school workshops, next year our goal is to continue to offer this support through a fall and spring workshop and to expand the workshops in size and offerings. These workshops will take place each semester on campus and will focus on offering coaching and support to local high school debate students. Teams

8 of our college students will be assigned to conduct various portions of the workshops under the supervision of the High School Outreach Coordinator. These teams will implement curriculum and work with teachers and students to develop debate skills. In addition, the workshops will provide an on-campus experience for high school students and will incorporate the Office of Recruiting to answer questions and assist students aspiring to continue their education at the University of Utah. 6. Utah Forensics Contact Information Dr. Michael Middleton Assistant Professor of Argumentation and Public Discourse & Director of Forensics Dept. of Communication 255 S. Central Campus Dr. LNCO 2400 Salt Lake City, UT Robyn Moreno Assistant Director of Forensics & High School Outreach Coordinator Dept. of Communication *Prepared by Robyn Moreno, Utah Forensics High School Outreach Coordinator