1. Empowering Discussion is Vital (Doyle,2011) Nine ways to empower discussion by Walter Scott
Hello I am Walter Scott an IDOL Certificate student in on-line instructional design at Wright State University.
In the process of enhancing the students interest in learner centered teaching, Terry Doyle (Doyle,2011), gives students nine specific reason why learning discussion techniques will help them in their future avocation. Most students will leave academia for the business world. In both the business and academic worlds students will need new skills that can be learned through applying discussion skills.

2. Introduction Learning the skills of discussion is empowering Nine reason will follow
I will discuss the nine reasons why learning discussion is empowering as expressed by Terry Doyle (Doyle,2011) in order to help students accept the discussion aspect of student centered learning. The hope is that these nine skills will give them power and foster their acceptance of a new type of learning.

3. 1-Students will need to use discussion in the workplace
As educators were are becoming responsible to our students, to their future bosses and to society in general for their abilities to function in the work place. We need to arm our students with practical skills as well as knowledge. Their ability to communicate with their co-worker thru discuss is one of those practical skills.

4. 2-Discussion makes you part of the solution and not the problem
As in all human interactions, you can either be part of the solution or part of the problem. Learning to present your ideas and listen to others so that a compromise may evolve makes you part of the solution and not part of the problem.

5. 3 - You learn best when both your ears and mouth are working
It is important to learn many skills of discussion. The skill that is the most powerful is the ability to listen before you make up your mind. It does sound too simple to be true, but listening is the first and the most powerful skill.

6. 4- College and workplace learning is about communicating your ideas
There are not two universes, one college and one workplace. There is one universe. The college experience should prepare you for the smooth transition into the workplace. Learning to identify your ideas and communicate these ideas to others is the test both of college and the workplace. It is shown by many researchers that discussion enhances both learning and memory (Chickering & Gamble, 1991; Collier, 1980; Cooper & Associates, 1990) and empowers your discussion ability.

7. 5 – To listen , to talk , and to listen again is part of the workplace
Discussion is a pure form of bi-lateral communication. The concept of mutuality and interaction in the decision process makes discussion a vital part of communication. When you become part of the mutuality your esteem is increased, your desirability is enhanced and you are empowered.

8. 6 – Even the lone eagle (Charles Lindberg) had a team working behind him.
In most workplaces, communication and discussions are carried on by small or large groups. The skills to participate in group interaction and discussion are important for our students. They become part of the group team for the lone eagle project. Being an accepted part of the team, facilitated by discussion, empowers your ability to mold important decisions. Even Lindberg needed a team behind him.

9. 7 – To analyze, to synthesize, and to evaluate are skills learned through discussion
The workplace is not a safe place. A misstep in discussion, a poor presentation, an inadvertent comment can all effect you promotion or employment. College is the safe place to learn the skills you will need later in life. The skills of analysis, synthesis and evaluation are difficult at first. The first place to learn these skill is in college discussion. When you master these skills in college, you will have power in the work place.

10. 8 – Politeness and politics are learned thru discussion
As Terry Doyle relates in his book (Doyle 2011) college discussion is the place to practice confrontation, disagreement and affirmation. Power may seem to arise out of force, in fact power arises out of gentility. We need to teach our students how to accomplish these goals with politics and politeness in mind.

11. 9 – Open discussion is the great battle-field of truth.
Groups discussions are the battlefield where our students can pull their word-swords and test there metal against the opinions of others. It sounds cruel, but the word-swords in college are rubber and harmless. The word- swords of business are metal and can be ruthless. We need to teach our students how to test their metal in a safe place, so they may be empowered for their future.

12. Go from passivity to power in student centered learning and discussion.
In conclusion. Being taught had always been view a passive-receptive activity. Terry Doyle in his book (Doyle, 2011) on student centered learning elicits 9 ways to put power into the student’s hands. His assumption is that once students taste and experience the power of discussion they will accept this method and want more. Thru the new reliance on social media and social interaction I think students will enjoy the possibility of being empowered by taking on discussion in the class room. For faculty, I think the jury is still out. Will tenured faculty see this new empowerment of student discussion as helpful or deleterious to their student’s education? This is still an open question.

13. References
Chickering, A.W., & Gamson, Z.F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 47, Collier, K.G. (1980). Peer-group learning in higher education: The development of higher-order skills. Studies in Higher Education, 3(1), Cooper,J., & Associates. (1990). Cooperative learning and college instruction. Long Beach: Institute for teaching and learning, California State University.

14. References
Doyle, T. (2011). Learner- centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus.
Grasha, A. (1996). Teaching with style. Pittsburg, PA: Alliance.
Lowman, J. (1995). Mastering the techniques of teaching (2nd ed. ), San Francisco, CA: Jossey-Bass.
McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers ( 9th ed.). Lexington MA: DC Heath.
Nilson L. (1996). Teaching at its best. Nashville, TN: Vanderbilt University.