Denver professor scales university-wide debate program to counter student silence

Darrin Hicks, a professor of communication studies at the University of Denver, leads the university's Debate Across Curriculum program. The initiative operates on the premise that academic debate should function as a collective search for truth rather than a competitive exercise in defeating an opponent. Hicks has expanded this approach from his own classrooms to a campus-wide effort that includes business, physics, and Russian literature students.

The program addresses a specific behavioral shift observed on campus. About five years ago, university leaders reviewed climate surveys that indicated 70% of students were limiting how often they spoke in class and what they were willing to share. Hicks attributed this hesitation to a fear of negative peer judgment and online exposure. He described the situation as a mutually reinforcing spiral of silence, where students and professors alike avoided controversial topics to prevent conflict.

Hicks argues that contemporary public discourse has been perverted by intense verbal aggression. He noted that in modern debates, participants often win by making the other person look foolish. The program seeks to reverse this trend by teaching students to defend their ideas and listen to opposing views. The curriculum covers diverse academic subjects, from the observer effect in physics to ethical obligations in international business law.

The structural design of the debates aims to lower the stakes for individual students. Instructors randomly assign specific questions and sides to participants. This randomization helps separate a student's identity from their assigned argument. By ensuring that every student has equal time and the same opportunities to ask questions, the program creates a safer environment for participation. Emilio Horner, the associate director of the program, stated that this format makes it difficult for one student to judge others because everyone must contribute.

Hicks meets with faculty members to align on learning objectives before integrating debate into their courses. Typically, he and the professor select a general topic and three specific issues for students to address. The process includes a day for research and preparation, a day for live debates, and a final deliberation session. Students are taught that all knowledge is the product of debate and that the ability to argue constructively is essential for engaged citizenship.

In a recent session at the Daniels College of Business, students debated whether U.S.-based international corporations should follow the least restrictive environmental laws. The session lasted nearly two hours. Students presented arguments, asked questions of the opposing team, and responded to inquiries from instructors. The format required teams to present, defend, and critique in a structured sequence.

Anja Schmidt-Voils, a 19-year-old marketing junior, participated in the business law debate as part of a team arguing for compliance with local laws as a sufficient ethical condition. In her second experience with the program, she said the training helped her understand that the goal is not to change the other person's perspective. She noted that gaining new ways of thinking is valuable even if no one's stance changes. Schmidt-Voils said the program has given her more confidence to enter discussions with people who hold different views.

Hicks frames the practice of debate as a moral obligation. He tells students that a pluralistic society requires an active effort to represent, care about, and acknowledge people with opposing beliefs. He contrasts this collaborative approach with the alternative of domination and eradication. The program continues to expand as a tool for helping students navigate complex political and academic disagreements.