The National Debate Forum (NDF) is the premier institute for Lincoln-Douglas Debate and Public Forum Debate. Founded in 1995, we have over two decades of experience in providing quality instruction to students motivated to excel in debate competitions locally, regionally, and nationally. NDF has a diverse staff to assist students of all backgrounds to be competitively successful, regardless of the region a debater is from, or the style of debate they employ. What’s more, the staff is balanced with recent graduates who were nationally successful and seasoned coaches who have a proven track record of competitive and educational excellence. Central to the NDF experience is individualized instruction, which is possible because of limited enrollment and a low faculty-to-student ratio.

 

The #ReachForTheSummit Experience

 
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EXPERIENCE OUR INSTRUCTORS

NDF hires some of the best and brightest recent graduates to assist in providing support in lectures and lab so that students are aware of what the most recent trends are in competition. However, the curriculum is designed by senior faculty who have experiences in the field of education as teachers and administrators! The confluence of recent graduates, education professionals, and coaches of various experiences and backgrounds ensures that students get exposed to a range of instructors.

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EXPERIENCE OUR OFFICE HOURS

NDF creates opportunities for students to target the skills or concepts that they would like additional one-on-one support with from our faculty. In twenty to thirty minute office hours, students get to select the instructor to assist them with their needs. This creates a personalized environment where the students gets to dictate the learning outcomes. Students who need support determining what to work on can utilize their lab leaders for guidance.

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EXPERIENCE OUR TIERED LECTURE SERIES 

Unlike other camps where “one size fits all” is the mantra for their lecture series, at NDF we create a tiered approach to maximize learning. Students come to camp with different backgrounds and exposures. Lumping them all together for the same content delivery is not pedagogically sound. We focus on ensuring lectures build off of one another and are interactive. Lab leaders exchange information with lecturers so they are aware of areas to properly emphasize. This would not be possible in a setting where every attendee gets the same lecture.