SVUDL’s Summer Internship: Meet Teague Clark!

Summer for Teague Clark, a rising junior at Skidmore College, means a chance to explore and grow as SVUDL’s summer intern. Teague will be collaborating with Jenet (Net) Manuel, SVUDL’s Administrative and Operations Manager.

Teague will be learning all about the procedures in the Administrative and Operations department at SVUDL from early June through July 31st. 

Teague comes to SVUDL well suited for the role.  He’s a qualified K-12 substitute for his local city school district, and has worked at numerous summer camps as a counselor and mentor.  Teague joins SVUDL with experience in the fields of Psychology, Music, and Education. 

In addition, he volunteered with Gawad Kalinga in the Philippines where he helped impoverished people in less fortunate neighborhoods, assisted teaching young children English and Music, and supported local events hosted by the organization. 

Skidmore College has graciously funded Teague's internship. Since Teague resides in New York, the internship will be conducted remotely. 

He looks forward to collaborating and helping others in order to support the success of the team.

Welcome, Teague!  We’re glad to have you on the team!

SVUDL Summer Fellow Sofia Funk: A Chance To Focus On Exploration

SVUDL alum Sofia Funk is a SVUDL Fellow this summer, working remotely in Providence, Rhode Island as she continues to take classes at Brown University. She has a fair amount of autonomy to decide her path as she tackles tasks and projects for the SVUDL team.  Her main projects involve debate curriculum development for Teacher Coaches, researching and compiling topic and teaching resources, and compiling the SVUDL tournament calendar for next year.

She meets with Dr. Burns once a week to share her progress on her projects and get feedback for the past week, as well as collaborate on specific tasks. Together, they set goals for what she should work on the following week.  Dr. Burns was Sofia’s first high school debate coach and highly influential in her decision to keep debating, as well as her interest in critical debate, so it is a special match to team up together in this way.

Sofia is having a rich experience as a Fellow.  “Summer is full of possibilities! There is so much that I want to get done during the school year that I put off for the summer because of exhaustion from a full course load, part-time work, and my other responsibilities during the fall and spring. I love that I can make my own schedule over the summer. This freedom and self-direction do a lot to motivate me to get things done,” shared Sofia.

Sofia also enjoys having time to set intentions for what she might like to do now and in the years to come.  “Summer is also a chance to focus on exploration. I do not know what my plans after undergrad are and this is my last undergrad summer — meaning that this is my last summer to take advantage of all of the opportunities available to me as a student at Brown in the Providence area. My work with SVUDL, besides offering me the opportunity to support a community-oriented mission that I have a lot of faith in, allows me to explore the different aspects of nonprofit work that I might be interested in doing after graduation. I am highly motivated to take full advantage of this valuable experience, even though the allure of a lazy summer does occasionally call,” reflected Sofia.

Sofia also recognizes the balance necessary regardless of the season of the year.  “But simultaneously, I want to maintain a good balance between work, courses, and the rest of my life over the summer. I’m pretty motivated to avoid the stress of procrastination so that I can fully relax in the time that I am not working or in class,” said Sofia.

Sofia finds that each day brings its own challenges, rewards and joy.  She has found her way to a rhythm that carries her through the day, week and term as a Fellow.

“On an average day, I usually sit with my laptop in my apartment’s kitchen and work in blocks of time. I’ll take a break every two or so hours, but since all of my housemates are out of town at the moment, there aren’t too many distractions and I find it pretty easy to stay focused. I might have a meeting or two that day, which I will plan around. Usually, it’s pretty easy to motivate myself to get started if I have an upcoming meeting that day – it works like a deadline. I challenge myself to get as much as I can done before I have to take a break and log on,” shared Sofia.

Sofia notes that although she loves the autonomy of remote work and independence of self-motivation for projects, there is also the simultaneous challenge of staying on course.  “I love the flexibility that self-directed remote work offers! But lately, I’ve been keeping very odd hours. That’s going to change, as my summer courses have started for the week. I’m taking a Studio Painting class and a remote Philosophy of Mind course. To ensure I can prioritize my work with SVUDL, put my all into my two courses, and maintain a healthy work-life balance, I’m going to need to start waking up and going to sleep earlier on a consistent schedule. Also, once my housemates are back in town, I will probably start “commuting” with my remote work setup to the university library, which is fortunately open over the summer,” said Sofia.

She is looking forward to working on many things as a Fellow.  She is responsible for adjusting next year’s debate curriculum, for example. “I have had a lot of fun so far because I love debate! I think debate offers a unique opportunity for students to gain a critical perspective on the world around them. I think that this critical perspective, combined with all of the other benefits of debate (confidence, public speaking skills, and improved reasoning and argumentation, to name a few) helps students access a new sense of agency and power in their lives that they carry with them long after their time as debaters is over. Debate propelled me to university, and while I’m unsure of my path after graduation, I am confident in the values that guide me and confident in my vision for a better world — both highly influenced by my time with SVUDL and my exposure to critical debate,” shared Sofia.

She loves debate, and introducing new people to it. Being in charge of curriculum development is an opportunity to do that on a massive scale. “I’ve had a lot of fun collaborating with Dr. Burns to brainstorm ways to introduce critical debate alongside standard policy debate basics in the curriculum in the hopes that at least some students are inspired to explore further,” said Sofia.

Coming Full Circle: Najma Ali Joins the SVUDL Team

Najma Ali, as SVUDL alum, and now coach for students at Andrew Hill and Latino College Preparatory Academy, and Roberto Cruz Leadership Academy for the 2022-23 school year, remembers well her own time as a SVUDL student.  Some of these memories are fun and joyful.  

“Some of my best memories at SVUDL were going to the Santa Clara University tournament and competing outside of the league for the first time. I vividly remember leaving my first debate round that day and rushing back to our team meeting area to debrief about how our first rounds went while everyone was eating a McDonald's breakfast. It was a wholesome, communal experience as our whole team was getting used to competing with non-Urban Debate League teams,” recalls Najma.

Others are more painful but bore fruit.  “My most challenging memory was the first time reading complete novels about critical theory. Today that wouldn't be a difficult thing to do, but, back then as a 16-year-old, who recently got introduced to debate - it was a bit of an overwhelming, but fruitful experience. I learned so much and was able to use a lot of what I researched for my debate evidence,” reflected Najma.

Involved in debate since her sophomore year in high school, Najma earned her Bachelors of Science in Human Biology and Society from UCLA last year.  She recognizes the importance of the skills she honed during SVUDL as critical to her college experience.

“I used the critical thinking, communication, and research skills I learned through debate throughout my time as an undergraduate. It helped me excel in class discussions, have the confidence to approach my professors and ask questions, and improve my writing because of my depth and understanding of how arguments should be made,” shared Najma.

She found that her Bachelors of Science in Human Biology and Society transfers quite well to her current role as Speech and Debate coach for students at Andrew Hill High School and Latino College Preparatory Academy.  Her degree allows her to take an interdisciplinary approach and look at biological issues with a more social lens. For example, a lot of her students were novices and the case that they were working with this past school year was about gene editing. She was able to use her background to explain how gene editing functions, talk about its limitations, and create a discussion on the ethical issues that arise with such innovation.

She firmly believes that debate is the segue where students are able to foster necessary conversations on issues that affect them. “For me personally, debate is one of the first spaces in that I had very clear discussions on race, class, gender, and other hierarchies that actually equipped me with the literature and context to understand a lot of these issues' origins and how they manifest in today's society,” said Najma.

As a Program Specialist, she wants to be able to develop different avenues for accessing these bright and untapped minds. She recognizes that a lot of students of urban debate leagues come from disadvantaged backgrounds where they don't have the resources or haven’t found an outlet for their academic curiosity. She feels that debate can be a space to foster the growth of young students who have such high potential, but need a helping hand to begin that critical engagement.

She recognizes that SVUDL has many roles in students’ lives – academic, social-emotional development, leadership, and mentoring. “In high school, I viewed SVUDL as a community and extended family. I made friends with a lot of other debaters in different high schools within our league, as well as finding mentorship within the women who were running the organization at the time,” she reflected.

During college, SVUDL was the catalyst of her professional network. The people within the organization, the lawyers that she met, and the peers that she debated with and against were the start of her network.

And now?  “As an employee, I have a greater appreciation for the organization because I see how intentional every step is for planning events, providing resources for students, and the prioritization of making sure that our actions are constantly meeting the mission and vision of SVUDL,” said Najma.

She knows that SVUDL skills carry through from their origins in debate to her current day responsibilities. “Organization of thoughts and the ability to dissect an argument are important skills that I've carried from my initial participation in SVUDL through to this day. I credit debate for my ability to break down an argument and be able to question its premise, identify underlying biases, and quickly form counterarguments,” described Najma.

She appreciates how she is now the person imparting them to others. “I find it very beautiful and rewarding at the same time. It is a privilege to assist young students to find their personal voice, learn how to publicly speak, and understand that there's nothing wrong with arguing. Argumentation is a verbal art form that can be used in every space and every career. I have so much love for debate and it makes me very excited to be able to teach other people about this exciting activity,” said Najma.

Igniting Minds and Amplifying Voices - Bringing Debate Centered Instruction to the East Side Union High School District

Debate Centered Instruction engages students and teaches them to craft claims, evaluate evidence, and reflect on reasoning with greater rigor. On June 6-8, Dr. Burns and the Program team led a 3-day professional development (PD) seminar with 26 East Side Union High School District teachers from 14 different schools. The seminar, entitled Igniting Minds, Amplifying Voices: Harnessing the Power of Debate Centered Instruction, focused on integrating debate-inspired activities into every subject area and classroom. 

Each day included: 

A Pedagogy Workshop: Participants reflected during this workshop on the relationship between theory and practice in instructional methods. Taking pragmatist philosopher John Dewey’s reflection, "Democracy has to be born anew every generation, and education is its midwife," as its springboard, teachers discussed topics such as Education and Agency and Education and Argumentation in a Democratic Society.

A Classroom Simulation: Participants engaged as active learners in six Debate Centered Activities they could use in their own classroom and reflected as active learners on takeaways for their educational practice. 

A Key Skill Workshop: Participants learned about the foundational academic skills introduced to students through Debate Centered Instruction, focusing on Public Speaking, Logic, and Argumentation.

Time to Lesson Plan: Teachers had generous time at the end of each day for individual debriefs and lesson planning support with SVUDL staff.  

After three intensive days together, the teachers were excited about the new toolbox they developed, as well as the ways of framing how they taught. One teacher noted that their main takeaway was “the adaptability of Debate-Style Instruction to any high school subject area classroom,” and another noted, “The toolbox and samples…translate directly to my curriculum.”

Teachers' reviews were glowing:

I feel my brain has expanded because of this training. The ideas shared by the group were wonderful and I liked that the presentations made me think deeply. Some of my opinions also switched as topics were discussed so it showed me how effective debate can be to shape and shift people's perspectives. Another participant teacher shared, “This has been the most useful PD I have ever had. I really appreciated the examples, the application, and the collaboration with colleagues.” Teachers left the professional development series feeling appreciated, inspired, and empowered to put the strategies they learned into practice in their respective classrooms. The SVUDL Program team will be working with a new cohort of teachers at the start of the 2023-2024 school year, and both cohorts will then combine for monthly Community of Practice offerings to ensure the work continues to live and thrive in their classrooms.

Dr. Burns and the SVUDL Program team are excited at the success of their first district-wide professional development series and are looking forward to a second opportunity to work with more ESUHS teachers in September!  Special thanks to ESUHSD for their continued partnership, as well as the Boston Urban Debate League for their support in our efforts to bring this work to the West Coast!

SVUDL Senior Program Specialist Kwodwo Moore Awarded Cal State East Bay 40 Under 40 Award!

SVUDL extends a hearty congratulations to Kwodwo Moore, Senior Program Specialist, on his award from Cal State East Bay and the Alumni Association as the recipient of the 40 Under 40 Award, Class of 2023.

​​The 40 Under 40 awards program identifies alumni aged 40 or younger who have demonstrated dedication, excellence, and development in their professional, philanthropic, and/or personal endeavors, with an eye to the significant contributions they have made to improving and uplifting their communities.

SVUDL applauds the recognition of this special award.  Kwodwo was a pioneer volunteer for the organization from the very beginning.  He recruited students, ran workshops, talked to future community partners about how impactful debate had been in his own life, and judged rounds at tournaments since 2014.

In 2017, he became a full time employee, coaching students directly and helping to build relationships with community partners in San Mateo and Santa Clara County high schools. He has been working extensively in East Palo Alto schools, helping teachers empower students to use their voices for advocacy, professional growth, and organizing through Speech and Debate.

But, that’s not all.  He’s encouraged students to host question and answer sessions with prospective Sequoia Union High School District school board members at EPAA, represented SVUDL as one of the first members of the Superior Court of San Mateo County’s Community Outreach Committee, and encouraged collaboration between Oxford Day Academy and East Palo Alto Academy with regards to making space within debate for Spanish speakers.

One of the most important examples of the many contributions of note is how Kwodwo has helped students to harness the power of their lived experiences to be respected and acknowledged as valid and valuable contributors to societal conversations.  

“I respect and acknowledge their lived experiences as valid and valuable to me, personally. I take them seriously when they say things, and I respond to them in ways that they understand. When I don’t agree with something that they say, I gently but directly state why I don’t agree with them and justify my perspective in the same way I would expect them to do so. I give them the respect that I want them to give to others, and themselves, before they are capable of doing so. I model the behavior and expectations I have for them,” reflected Kwodwo.

His role modeling of how to respectfully handle difficult societal conversations is powerful.  This is particularly poignant as this chapter in our country’s history continues to be volatile and emotional.  It is rare to find civil discourse happening in real life and online when parties disagree.

“I also make it clear to them that there are going to be people who will not see what they have to say as valid and valuable, and that they cannot waste their time trying to justify themselves to those who have no interest in hearing them out. Sometimes the most persuasive thing you can do is go and find someone who is willing to listen to you. Maybe they will be able to convince those who will not listen,” he added.

It is well known that debate is an elitist sport and there are tremendous issues related to access for many students. This is a microcosm and reflection of broader society, and until the inequities in broader society are addressed, debate will always be a space that reflects those inequities. Through the rigor and thrill of the academic sport of debate, SVUDL helps low-income youth tap the power of their voices to compete, excel, and change the world.

“Competitive debate is an elitist activity. It was created to be elitist, for elitists and it will continue to be elitist because the activity (like almost all activities) rewards those who can invest time, money, and willpower. This is how society operates as a whole, so we shouldn’t be surprised when the activities that our children participate in  reflect broader trends,” shared Kwodwo.

How does Kwodwo tackle this issue?  “I’m not interested in trying to change the debate community.  I want my students to understand how to survive and navigate through that community to the best of their abilities. I want them to understand how to take what they’ve learned there, and create new spaces for themselves and their communities that contain the best parts of what debate can offer so that those who would normally be unable to participate can benefit as well,” emphasized Kwodwo. “My students have to live in the world as it is, not as I want it to be. While I advocate for and support change, they need to know how to safely be authentic in spaces where they don’t feel comfortable.”

Kwodwo truly values how impactful and important it can be to teach a student how to be an effective speaker.  He recognizes that this is a lifelong gift to these students.

“The ability to speak persuasively is one of the few things no one can take away from you. In a world where everyone craves understanding and comprehension, when people have thoughts and feelings they don’t know how to fully convey, the ability to use language as a bridge between the world of your heart and mind and the outside world is powerful. Communication is one of the first things we learn how to do when we are born into this world, and when we learn it well we are bold and fearless. Somewhere during childhood, we learn that our voices maybe shouldn’t be shared as much as we thought. We learn to hide our inner thoughts, to censor ourselves in the moments when we ought to be exuberant and confident,” stated Kwodwo.

Kwodwo’s career pathway has helped so many students see the power of speaking.  “Our minds create wonderful things, and they are powerful tools that help us make sense of the world around us. If we aren’t effective speakers, we aren’t effective communicators. We aren’t effective listeners. We owe it to our loved ones, our families, our communities, our coworkers, and our fellow citizens to be good speakers. We have a duty to be willing and able to clearly and articulately share the gift of our mind with our children, so that they can take the next step forward,” said Kwodwo.

Kwodwo has said that people trust other people who can speak well.  He knows that competency and relatability are key factors. “Speaking is one of the few ways we have to understand what is going on in someone else's mind.  It's how we gauge each other and decide who we like and don't like. Being able to speak well is not the same as speaking eloquently and flawlessly. It is understanding how to appeal to your audience, how to make comments and jokes they will appreciate, how to recover from an awkward silence or mispronounced word, and how to laugh at yourself when you make a mistake. Even being able to admit or acknowledge that you were wrong about something plays a part in this, and those who know how to speak well understand how to express those thoughts and feelings to others,” said Kwodwo. “People trust those who are genuine, and speaking well affords you the privilege of being able to speak genuinely while simultaneously being cool, calm, and collected.”

He once said that students have ‘the moment’ which is when the pressure of the activity reaches a crescendo. They reach their breaking point, and the activity demands more of them than they were able to give.

“There is a moment in everyone's life, probably multiple moments, when something is abundantly clear and they have to make a choice. They will either continue on down the path they were taking, or they’ll take another route. Speech and Debate is no exception,” said Kwodwo.

He describes what this inflection point in time feels like. “This activity is nerve wracking and scary. There is always a moment, whether it happens before I meet them or after, where a student realizes that they just have no idea what to say and that realization turns into anxiety and stress. Everyone reacts differently to this situation. I’ve watched students literally shed tears and shake, completely terrified of the experience. Others have stood boldly and kept going, saying things that they weren’t quite sure of until they reached a point where what they were saying made no sense and they knew it… before becoming absolutely quiet,” described Kwodwo.

Kwodwo has witnessed so many of these moments play out.  No two are alike.  “There’s no way to predict what they’re going to do next. I’ve seen students who broke down completely, in tears and with their face betraying a feeling of absolute terror, decide that they were going to do it again and again. Some of the bravest and most stalwart students, who managed to fake it until they made it before going silent, have quietly come and told me that Speech and Debate isn’t for them. Others have said nothing, slowly drifting away,” continued Kwodwo.

“The moment comes when the student decides they’re going to keep going, and keep trying. When they decide that the goal they’re pursuing is more important than the negative feelings they're experiencing, that’s a powerful decision,” emphasized Kwodwo.

Kwodwo came to SVUDL knowing this was his place and his purpose. Because of the work he’s doing, his commitment to enacting change in the world is even stronger.

He comes to this place with such passion.  “I have always struggled with understanding my place in the world, and the work I do with my students helps me feel at peace with myself. I want those who come after me to be more assertive, more compassionate, more intuitive, more thoughtful, more curious, more intuitive, and more committed than I am. The mark I leave behind is going to be in the hearts and minds of the children I work with, and that’s how I plan on changing the world. If you want to change the world, you have to figure out how to change someone else… and get them to want to change others. I think I can do that here,” urged Kwodwo.

Kwodwo, your passion for SVUDL’s mission is palpable and inspiring. We celebrate you and this award and look forward to what the future will bring next.

SVUDL Staff Inspire Silver Creek High School Teachers with Tools for Debate-Centered Instruction

Over the course of the past three months, SVUDL staff presented a series of three 80-minute professional development sessions to twenty Silver Creek teachers from every subject area - Math, Science, English, History, and even Physical Education! Topics covered included, “Increasing Student Engagement and Voice: A Debate-Centered Approach,” “Building Student Reasoning: A Debate-Centered Approach,” and “Speech and Debate-Centered Activities in STEM Classrooms.”

But what exactly is a “Debate Centered” Approach to Instruction?

In competitive Speech and Debate, students offer claims backed by evidence in respectful and intellectually rigorous conversation. They learn to use reasoning to demonstrate how the evidence supports claims. Further, students are introduced to the habits of academic discourse as these claims are tested: they are taught to listen, communicate, and collaborate with peers in order to seek truth in the marketplace of ideas.

Debate Centered Instruction (DCI) takes the energy of a public debate into the classroom setting. Students learn to use observation and analysis to craft claims, find evidence, and offer reasons why the evidence supports their claims. They develop writing, communication, and listening skills that are crucial to college readiness.

DCI is not a curriculum. Rather, it is an instructional approach that provides tools for teachers in every subject area. It aims to help students develop proficiency in building, evaluating, questioning, and responding to arguments. Skill progression can be measured using the objectives which mirror the Common Core focus on argumentation across subject areas. As student voice and agency are centered in the learning process, student interest and engagement correspondingly increase.

Teachers were intrigued and excited by this introduction to a new pedagogical approach.   Erica King, who oversees teacher professional development (PD) at Silver Creek High School, shared "It was some of the most thoughtful, intellectually interesting, and engaging PD I've seen." Veteran English teacher David Brodsky noted the PD was “career-changing.” He noted, “Dr. Burns, Rachel, Kwodwo--you all have provided a PD experience that [surpasses] every other PD I have ever participated in. Thank you. It wasn't just the material, but also your enthusiasm, intellect, and passion that has inspired me to learn more about debate.”

SVUDL will have the opportunity to build on its Professional Development work with teachers by leading two cohorts of East Side Union High School District educators through three days of Debate-Centered Instruction PDs in June and September.

The Flow State of Surfing & Debate

Bryson Santaguida grew up in El Paso, Texas, where he competed in Policy debate and Extemporaneous speaking at Irvin High School. “I also played sports, but was better at debate,” recalls Bryson.

Bryson studied philosophy and government at the University of Texas, and graduated from the University of Chicago Law School. “When I moved to Chicago from Texas, I felt that Chicago was very fast paced. When I moved to Silicon Valley for work, it felt even faster paced! I like to think that I still know how to slow down and take it easy now and again,” said Bryson.

Surfing is part of that intentional slowing down. Debating and surfing have something very profound in common for Bryson. They require an immersive flow state, a feeling of intensely focused clarity.

“The ocean is never giving the same waves to a surfer, and I don't think about anything else when I'm surfing. If I get distracted, I feel much less satisfied. For debate, I'm really competitive. I love having to mentally overcome the other side. When I debated on a team, the best moments were against teams that were just a little bit better than us, and our grit and creativity carried us to a win,” remembered Bryson.

Bryson recognizes the links between debate and his college studies in philosophy. Both taught him critical thinking and the importance of being able to look at a situation creatively from multiple angles.

“The public speaking aspect of debate taught me to go for it, and not worry too much about mistakes which are inevitable. If you hold back from fear, you're actually less persuasive and less effective. Both critical thinking and public speaking skills have been monumental in my life and career,” emphasized Bryson. “There is no such thing as perfect -- no perfect argument, and no perfect preparation. I learned to strive for perfection, and accept that my best is good enough. I spend most of my working hours speaking or writing persuasively to audiences ranging from one to hundreds, and sometimes even thousands of people! In my role at Google, I need to analyze problems quickly, exercise judgment, and be persuasive in offering solutions. So I'm basically debating all day long!”

Bryson, Senior Counsel at Google, serves as a lead advisor on platform and mobile services. He previously worked as a law clerk in the Northern District of California, and as a litigator on a wide range of topics.

The parallels in Bryson’s career and life are many. “The skills that are critical are marshaling evidence and theories to advocate for particular outcomes; analyzing the past to make judgments about what will happen in the future; and thinking fast on my feet. This includes being diligent in my preparation so that advocacy comes easily when the moment arrives to share my views. The confidence that I can analyze almost any problem and figure out a reasonable solution is something I learned from many debate rounds,” recalled Bryson.

A lover of surfing and California’s incredible diversity and beauty, both in geography and cultures, makes the Golden State a wonderful place for Bryson to call home.

Thank you for your years of dedicated service and support of SVUDL, Bryson. We’re honored to have you join the board of SVUDL!

JJ’s 15 Minutes of Fame

SVUDL student and Summit Everest High School senior Julian “JJ” Christensen recently had his 15 minutes of fame. KRON’s Live! In the Bay is the Bay Area's newest lifestyle show, and features local news, people, and places. The show is designed for conversations about community impact and content as diverse as the Bay Area itself. KRON covers an area that spans 12 counties with a diverse population. This totals 1,000,000 Greater Bay Area households a week!

This didn’t phase JJ one bit. A SVUDL veteran as a senior, he was ready to utilize his voice -- literally and figuratively – and most notably, the voice he’d honed through Speech and Debate. Our organizational mission is to unlock the power of the voices of youth to become advocates for themselves, their futures, and their communities.

How did JJ feel about the experience? “The interview was very fun. The host, Olivia Morton, was incredibly helpful in making me feel comfortable and at home on camera. She also asked very insightful questions about what I did and why I was there,” recalled JJ.

Was he nervous? “Thanks to SVUDL I am comfortable speaking in public. Even though I was nervous, I had no doubt I would do fine. I thought I would be solidly okay on TV,” said JJ.“That said, right before going on, I was incredibly nervous. Coach Kwodwo can attest, my nerves were rattling and I had a lot of adrenaline,” remembered JJ.

What did it feel like while being on live TV knowing so many were watching and there is no way to have a redo? “During the interview I settled into a very comfortable rhythm. It was the same rhythm I feel during tournaments,” emphasized JJ.

How did he feel after? Did he watch himself on the recording? “According to everyone around me, I did great, and honestly looking back at my own footage I did better than I anticipated. Afterwards, I was very tired. There was a big crash when the adrenaline wore off. I think the questions were all very good. She asked insightful questions that let me talk about what I thought. I am surprised about how well I feel about my answers,” reflected JJ. “The set was really nice, much bigger than I actually thought it was going to be. The host Olivia was super sweet and helpful, and the crew behind the scenes were all very nice.”

JJ’s career goal is to become a journalist. “I think I could do all three journalist roles – print, radio and TV. They're equally important and I respect them all. I think it would be a dream to try all three types at some point,” said JJ.

SVUDL applauds JJ’s bravery and success in tackling live TV. We are proud of his grace and composure under such pressure.

We look forward to seeing where his journalism career takes him. First stop – Portland State University this fall for his freshman year.

Staying Curious when Offered a Different Perspective

Before joining SVUDL, the issues that East Palo Alto’s Eastside College Preparatory School senior and SVUDL student Stephany Urbina-Diaz were curious about were limited to those that existed around her personal bubble of reality.

“After SVUDL, I was able to learn about the global issues that affect us now, even when they are not staring at us directly in the face. I have been pushed to research about topics related to this year’s national Policy debate topic of emerging technologies, and have since learned about how different relations across countries influences our lives and our health. I was reminded that global issues are real, relevant and are happening, and that there are real people tackling the issues we debate about in our rounds of competition,” reflected Stephany. “In a way, I have learned how to problem-solve with debate. You set up a plan and advocate for it, but are willing to learn your opponents’ questions and concerns, in order to create a workable solution related to the topic.”

Every time she participates in SVUDL events, she is amazed by the competence of her peers. “When I see that students love the SVUDL community so much that they come back to judge rounds, I can see the direct impact SVUDL has on students and alumni. SVUDL is able to educate students on real issues, and prepare them to resolve those issues as the generation of the future,” said Stephany.

She joined debate last year, as a junior in high school. She was drawn to Policy debate because it was similar to mock trial, a club that was previously offered at Eastside. “Reading the topic itself is what captivated me most, and I found myself becoming more and more curious as I read about the topic. For example, before joining SVUDL, I was not aware of what fracking was, its negative influence on minority communities, and what could be done to limit its harms,” said Stephany.

This year, she has been able to expand her knowledge on NATO. “This is the most challenging and interesting topic I have learned about, because NATO is a complex organization, with many different rules, regulations and alliances. To be pushed to question why organizations in our world matter, their purpose, and their impact on our lives is a privilege,” shared Stephany.

Looking ahead to the college process, she knows she will meet peers with views that oppose her own. Thanks to SVUDL, she feels prepared to be open minded when discussing the issues in the world, and to continue questioning and staying curious when someone offers a different perspective. “ “It matters when we are able to talk about why our views oppose one another - different perspectives allow for a change of understanding. To embrace different perspectives is a good thing, and SVUDL has equipped me to do that, by allowing me to argue for multiple sides of a debate,” said Stephany.

“This is the Best Part of My Job!”

Eight SVUDL Students from 5 different schools had the opportunity to work with professionals from the Berkeley Law School’s Alumni Association in preparation for their mock Pre Trial motions in San Mateo and Santa Clara counties! The students worked in small groups with the Berkeley alums, including both lawyers and a judge, sharing their opening statements and fielding practice questions meant to help them focus their arguments and get into the mindset necessary to be at their best.

Freshmen student Jimena Resendiz-Carrillo from Eastside College Preparatory Academy noted that they began the session feeling nervous about answering questions from their assigned alumni “judge.” “By the end of the session, I was confident that I knew the material,” they said, beaming. While it was Jimena’s first time giving a closing argument to a live audience, they walked away having the confidence to do it again.

Afterwards, the Berkeley alum took questions from the students about their daily life in the legal profession. Justin Nguyen, a student from Yerba Buena, had one of the most memorable questions of the afternoon, “Why do you love the law?” Judge Cynthia Lie was eloquent in her response, noting that the rule of law is the basis for mutual respect and shared responsibility in a democratic society.” David G. Smith spoke on behalf of the Alumni Association, noting they were “very proud with how the day evolved and of the positivity shared by alumni and students alike,” and concluding, “This is the best part of my job!”

Thank you to all the volunteers from the Berkeley Law School Alumni Association for supporting our students in preparation for their upcoming Moot Court competitions!

The Three C’s

Jessica Lew-Munoz is in her fourth year as a high school math teacher at Downtown College Prep (DCP) El Primero High School in San Jose.

This school predominantly serves a Latinx student population. Founded in 1999 as the first charter school in Santa Clara County, DCP El Primero High School opened its doors in Fall 2000 with a single mission: to prepare first-generation college students for college success. She teaches Integrated Math I, which is predominantly for 9th graders, and also serves as the Head of the Math Department.

Jessica never participated in Speech and Debate in high school. She was an introvert in high school, and couldn’t envision herself participating in such a club because she did not believe that she possessed the academic and social skills or confidence to be successful in that arena. It also felt intimidating because that club was known to be full of high-achieving students and she could not see herself in that group at that time in her life.

“However, years later, as a teacher, when I saw the job posting in our staff’s weekly newsletter, I finally possessed the confidence and belief that I did possess the academic and social skills to lead this club. Although I had no direct experience with Speech & Debate, I believe that my analytical training in mathematics with writing logical proofs and my speaking abilities that have been developed through my experience with teaching and serving as the captain of my college’s women’s rugby team prepared me well enough to be a coach of the Speech & Debate team,” reflected Jessica. “What also helped with making that decision was that I was not going to be leading this team alone. Two other teachers at DCP would also be serving as co-coaches and we would be splitting the responsibilities with each other. Also, I knew that we had strong support from our veteran debate students who could help the novice debaters.”

Since then, Jessica has been a coach for the team for the past 3 years. During her first two years as coach, she supported the students who competed in Impromptu Speech by playing games to get students used to speaking for a long period of time about a random given topic. She also taught students how to structure their speeches so that they flowed and transitioned smoothly, and provided individualized feedback to help students grow their writing and speaking abilities. Over the past two years, both co-teachers and veteran students departed DCP. During her third year, it was her first time having the responsibility of supporting the entire team, including the debate side. That third year was a big learning year because she really needed to develop a thorough understanding of the basics of policy debate and the year’s resolution.

“I strongly believe that I have developed into the coach I am today with the support of my colleagues and peers,” shared Jessica. “Our school’s mission is to prepare first-generation college students for college success. SVUDL supports this mission by providing the resources we need to be able to run a successful program that gives students the opportunity to build college-ready skills, such as being able to analyze and solve complex problems, research information and evaluate evidence, and speak in public settings.”

Jessica identifies SVUDL Program Specialist Rachel Zubrin as one of the most valuable resources on her team. Rachel joins in-person practices and helps coach the debaters. Together, they have supported students in developing their own core files, as well as critical thinking and problem solving skills. They also help them to hone their collaboration and communication abilities.

“Every year I am excited to see how our club will continue to grow in terms of numbers, strength, and opportunities. When I first started coaching, we started off with 2 policy debaters and 2 speakers. Then, over the years, we have slowly grown in size, and we now have 10 club members. All are competing in Policy debate. I am also excited to see how our Policy debaters, particularly our novices, will grow next year after having a year of debate under their belts. I am also hoping to see that our veteran debaters continue our tradition of mentoring the novices as this cycle of sharing knowledge develops relationships amongst club members and increases club retention rates. Next year, I hope we can branch out into other forms of debate and explore public form, Lincoln Douglas, or parliamentary debate as well as get students involved again in Speech,” said Jessica.

Jessica knows that maintaining a strong team is challenging as it requires students to devote a lot of work outside of school hours. They have to learn new material, jargon, and structure. “It’s scary to join a club where you don’t know anyone. I am trying my best to implement strategies to remove these barriers by having a mentorship program among veteran and novice debaters to encourage socialization. I try to provide scaffolding as needed to support students in creating core files and understanding the research, particularly for our neuro-diverse students who may have difficulties with reading. Therefore, I look forward to continuing to create a more inclusive and accessible space so all students can have the opportunity to participate and enjoy their experience in speech and debate,” said Jessica.

Jessica recognizes that the skills students are learning in Speech and Debate are invaluable and will set them up for success in college and beyond. Not only are they learning practical skills such as being able to conduct research and evaluate the reliability and validity of a source, as well as to create and analyze an argument, but they are also putting these skills into use to analyze issues that are prevalent in today’s society.

“My Policy debaters are practically conducting a year-long inquiry project each season as they draft a core file, put it to the test in tournaments, and constantly revise their file until they achieve success. I hope that by practicing this process of research, analysis, and revision now through the space of speech and debate, my students can be better prepared to tackle any obstacle and make the best decision possible whether in college or in the workforce as an adult,” said Jessica.

Jessica hopes that based on her teachings from Santa Clara University, through Speech and Debate, students can take the skills and experiences they have gained to become competent, conscious, and compassionate citizens within their community.

“I believe students can achieve the three C’s through Speech and Debate as they learn how to conduct research to build their competence on an issue; analyze the validity, reliability, and ethicality of an argument to build their conscience related to the issue; and listen and understand how particular issues can affect a community, hence building their compassion, empathy, and concern for others. By competent, conscious, and compassionate citizens, I hope they can take these skills and values to educate others, to make informed decisions, and advocate for change,” shared Jessica.

Speaking of change, the world feels particularly uncertain right now. What began as a palpable uptick in anxiety and stress during the pandemic has continued and even accelerated. Tolerating that constant uncertainty is a skill set students and adults are constantly working on refining.

“Uncertainty arises when you feel helpless surrounded by so many unknowns. Speech and Debate helps students build resilience and the opportunity to learn strategies to uncover these unknowns by conducting their own research, evaluating an argument, and creating their own opinion. Speech and Debate provides students with tools to combat this sense of helplessness, and hopefully encourage them to take action in the end,” said Jessica.

During the pandemic, it was difficult to recruit students to join the club due to low student attendance during distance learning; lack of access to a distraction-free work environment at home; demanding responsibilities like taking care of other siblings; and overall low morale and motivation.

“Even the small group of club members that we were able to recruit during the pandemic experienced similar situations making their performance and productivity inconsistent throughout the season. As coaches, we tried to support their social-emotional well-being by offering them a space to come together and talk about anything ranging from YouTube videos to playing a game to forget about what was happening in the world. Sometimes we needed to pretend life was back to normal. Other times, we couldn't escape reality, and we shared our thoughts about current events, like Black Lives Matter, COVID, and January 6th,” remembered Jessica.

“This all goes back to what I love about Speech and Debate: the community. I love being able to have conversations with students and hear their perspective on what’s happening in the world. Their profound insights and thoughtful analysis of current events gives me hope that our world will be in good hands in the future with strong minds like these,” said Jessica.

Jessica is working to increase accessibility to SVUDL by providing resources to support English Language Learners with their Speech and Debate skills, and the opportunity to compete in tournaments.

“This year was the first where I had the privilege of judging a few Impromptu Speech rounds that included Spanish-speaking students. I felt honored to be a part of this experience because it was beautiful to listen to these students weave their life experiences from their home countries into speeches in their native language. As a daughter of a Mexican immigrant and a first-generation college student, it made me feel proud that students coming from a similar background as my mother were given the opportunity and platform to share their stories and perspectives on current issues similar to native English-speaking students. I am excited and hopeful that more students from diverse backgrounds will join Speech and Debate and share their stories, because that’s the beauty of Speech and Debate: it’s a platform to share your voice and perspective. And, in order to be a component, conscious, and compassionate society, we need to be able to hear everyone’s perspective so that we can make informed decisions,” reflected Jessica.

Jessica’s passion for her students and for the broader community served by SVUDL was recently recognized on a national stage! She was named as a Finalist for the National Association of Urban Debate Leagues (NAUDL) 2023 Coach of the Year. NAUDL is made up of 22 urban debate leagues and over 11,000 students nationwide. We are honored that Jessica was selected from among the broader network to represent our league. Congratulate Jessica on this momentous accomplishment, reflecting years of commitment to both her school and our league!

"We Learn More from Our Failures than Wins!"

The North American Debate Circuit (NADC) is an online tournament circuit dedicated to creating a prestigious online community while removing financial and transportation barriers to accessibility. The NADC offers standardized, monthly tournaments to grow skills quickly and visibly and allows all entries to compete: school-affiliated, club-affiliated, and hybrid. Each tournament features a cash prize pool, as well as virtual badges for debaters’ profiles.

The Diamond Cup is a national online tournament hosted by the NADC on April 20th-21st. Divisions include Public Forum and Lincoln Douglas debate, as well as impromptu speech. The competition was open to middle school and high school teams across the country. Prizes included up to $1250 cash, as well as the opportunity to win an invitation to the NADC’s championship tournament in June.

Frank Shau and Srey Truong represented Independence High School at the Diamond Cup’s Public Forum Novice Division, while Chloe Truong and Ojas Ghandi (also from Independence High School) tackled the Public Forum Varsity Division. Rachel Zubrin hosted the IHS crew at the SVUDL officel.

Novice debater Chloe Truong was excited about the opportunity for learning afforded by the Diamond Cup. They noted, “Honestly this tournament was an amazing opportunity to fix and improve our team's flaws. Ojas and I not only gained the chance to scrutinize and perfect our weaknesses, but we also had the chance to train new members on our team. I am incredibly grateful to have such an amazing team that strives for progression. We used this tournament as an opportunity to experiment on different styles and ways to debate, and I am extremely happy about the results. I was able to work on certain weaknesses and improve them during this tournament. I especially appreciated the judges who all gave thorough feedback every round. Through this tournament our team learned that we learn more from our failures than wins. This topic was definitely a fun challenge, and I can't wait to start debating again in the upcoming season!”

Varsity debater Ojas Ghandi also appreciated the opportunity to dust off his skills and jump back into debate! They noted, “This tournament was an amazing opportunity for me to learn about competing at the varsity level, especially as I had not competed for almost half a year. Obviously, I was coming into it with a clear mind, and not expecting much, but I thoroughly enjoyed the challenges this tournament presented. I especially appreciated the feedback the judges provided, which helped me build new skills on-the-spot and gain new insight into debating better.”

On behalf of SVUDL, we would like to thank the NADC for waiving all entry fees and providing this opportunity for our students to grow in their debate skills from the comfort of their laptops!

SVUDL at the Tournament of Champions: The Future is Growing Bright

From April 15th-17th, top debaters across the country traveled to Lexington, Kentucky to compete to become the national victors of the annual Tournament of Champions (TOC). The TOC is the premier invitational debate championship in the United States .

The TOC was founded in 1972 by Dr. J.W. Patterson, Professor of Speech and Communications and Director of Debate at the University of Kentucky. Dr. Patterson envisioned the competition as a place where finalists from national circuit tournaments around the country would have an opportunity to go head-to-head in a single championship event. The rigorous qualifying process for the TOC distinguishes it from the other tournaments, and it is regarded by many as the gold standard of national circuit competition.

To be eligible to compete, debaters must “earn a bid” by making it to elimination rounds at qualifying national level tournaments. This year, Shadab Gazi Ali and Abhinav Reddy Bellapu from Silver Creek High School were awarded the honor to compete amongst the best and brightest in the TOC Public Forum Silver division. They are the first SVUDL students to attend the TOC in the history of our league. This is a particularly noteworthy accomplishment for students from a public high school: TOC qualifying schools are often well-resourced private institutions with extensive budgets and coaching staff.

After qualifying at the University of Kentucky Season Opener tournament, Shadab and Abhi prepared for the TOC with dedication and commitment throughout their debate season. On this trip, they were joined by their principal, Kelly Daugherty, and SVUDL Program Specialist Rachel Zubrin! Principal Daugherty was impressed by the students' focus and determination and thoroughly enjoyed her first experience at a national debate tournament. She reflected, “As principal of Silver Creek High School, I was impressed with the dedication and commitment our students have to Speech and Debate through the Silicon Valley Urban Debate League. The experience of attending the TOC in Kentucky was invaluable and life-changing to our students and me. The competition was intense, and our students rose to the occasion.”

The team was able to secure two wins amongst their seven rounds of competition. While it wasn’t the record they were hoping for, Shadab and Abhinav persevered and emerged stronger from the experience. Shadab shared this reflection:

Participating in the Tournament of Champions was undoubtedly one of the highlights of my year. The experience of debating against some of the greatest teams in the country, as well as watching my fellow peers from many different regions brought an excitement that I have not experienced before; it thrills me to know that many future SVUDL debaters will one day follow my footsteps and participate in the highest level possible while making new friends and bringing success to our well-deserving team for years to come. Many elements of the trip will remain deeply precious to me in the future, as I am sure that they will influence me to become as dedicated as a person as I can be in whatever field I go to. From the hot and humid rooms of the Funkhouser Building to the nervous tensions of the Finals at the Carriage Hall, these experiences of joy, wonder, and curiosity are ones I truly wish every debater can experience at least once. I aim to be back again next year, with the friends I’ve made this year following suit and joining me.

In order to make this dream come true, I want to extend my deepest gratitude to the Silicon Valley Urban Debate League, Rachel, and Principal Daugherty of Silver Creek. This trip was more than just debating, it was about making friends. I could not have dreamed of a more uplifting and motivating team behind me, and I am truly at a loss for words for my happiness and admiration for the incredible individuals who have made this event possible. Amid the wins and losses of competing, I hope I have inspired my fellow peers to push themselves to the best version of themselves. The future is growing bright, and I can see all of our names start to show up on ‘the map’.

FROM LEFT: PRINCIPAL KELLY DAUGHERTY, SHADAB ALI AND ABHINAV BELLAPU.

Abhinav shared his own reflections, noting, “The TOC was quite the experience and one I won't forget for a lifetime. Having all of the best debaters competing under one roof provided us with the unique opportunity to learn from the very peers we watched and admired throughout the season. Although we were not able to qualify for elimination rounds, all of our rounds were intense nail-biters and great lessons for the future. Aside from debating, the in-person environment made it a pleasure and we were delighted to see our friends in the community. Shadab and I can't wait to travel to Lexington again for round 2 next year!”

We are so proud of Abhi and Shadab for representing SVUDL and Silver Creek at this wonderful tournament! Their performance and dedication serve to honor us all!

Welcoming Diverse Views and Voices to the Search for Common Ground

(LEFT) FABIOLA DIAZ LOPEZ, JUNIOR AT DOWNTOWN COLLEGE PREP EL PRIMERO AND (RIGHT) ERICK ZARAGOZA, SENIOR AT ANDREW HILL HIGH SCHOOL.

Newsweek, “a premier news magazine and website that has delivered high-quality journalism to readers around the globe for more than 90 years” grounds its work in a simple mission statement: “We believe good-faith debate is in the public interest, and we welcome diverse views and voices to the search for common ground.” It’s natural to see how their mission aligns so well with the work of SVUDL and the National Association for Urban Debate Leagues (NAUDL). This past week, SVUDL was part of a kickoff event in NYC with Newsweek and NAUDL celebrating the power of high school debate and continuing the I RESOLVE public debate series.

Following the success of the I RESOLVE public debate this past fall, Newsweek and the NAUDL entered conversations about elevating the voices and perspectives of high school debaters – particularly those individuals that 22 urban debate leagues have the honor of working with every day. To that end, Newsweek will be launching a media hub in the coming weeks that will highlight the stories and voices of high school debaters across the country – and SVUDL is honored to be among those featured.

SVUDL students Erick Zaragoza (senior, Andrew Hill High School) and Fabiola Diaz Lopez (junior, Downtown College Prep El Primero) participated in a new I RESOLVE public debate in New York City, this time discussing the impact of growing innovations in artificial intelligence on the American workforce. Here is a full recap of that event, courtesy of Newsweek. Reflecting on the event, Erick shared, “The night of the debate could not have gone any better. I joke about having landed an impromptu joke mid-speech, but that only attests to the preparation that went into crafting this debate. Fabiola and I worked well together to put on display the skills that go into debating and showcasing why it is important to have these types of conversations in the first place. I remember she told me she felt nervous prior to taking the stage, but after I assured her there was nothing to worry about, there was no doubt in my mind that this was going to be a stellar experience.” Rolland concurred, sharing, “I’ve had the privilege of seeing both Erick and Fabiola grow as debaters for the past 3 years, in particular how they’ve developed their confidence in exploring complex topics in nuanced ways – and sharing those perspectives in such public forums! They truly knocked it out of the park in NYC, and represented their schools and SVUDL so well.”

Rachel Carruth, Andrew Hill High School English teacher and SVUDL Teacher Coach, was able to join Rolland Janairo on the trip to NYC, and reflected, “It's been an incredible experience to see our students participate in conversations about pressing topics that are relevant and important to them and their generation. I am so appreciative of Newsweek and NAUDL for giving these students a platform to share their voices and inspire more civil discourse in our culture."

Erick further shared his thoughts, noting, “I was able to appreciate New York City and the sport of debate through a new lens. By collaborating with Newsweek, I was delighted to emphasize the importance of civil discourse in our society. I have seen the rewards of participating in an activity like debate firsthand and have recognized the incomparable utility of these newfound skills in all facets of my life.”

FROM LEFT: ERICK ZARAGOZA, FABIOLA DIAZ, RACHEL CARRUTH AND ROLLAND JANAIRO.

In terms of exploring New York City itself, the team were able to squeeze in visits to the Museum of Modern Art, Central Park, Katz Deli, the Statue of Liberty, and the 9/11 Memorial Pools. Rolland was honored to be able to tour the team around his hometown in between the debate activities. Fabiola shared that she was “blown away by the diversity and energy of NYC and loved exploring the city's food and iconic landmarks. But the real standout of my trip was attending the debate event at Newsweek. Seeing the power of high school debate in action was inspiring, and I'm optimistic that NAUDL's partnership with Newsweek will help spread this experience to even more people.” Erick shared further, “New York City is just as buzzing and active as I imagined it would be—it truly is the city that never sleeps. I couldn’t help but feel inspired by the sights and sounds of the city, and the jaw-dropping skyline. The view from the 72nd floor of the One World Trade Center is rivaled only by the view on the 73rd. It is these types of experiences that are defining in my career as a young professional, and I now definitely want to work in the city at some point in my career.”

We are so grateful to NAUDL for continuing the I RESOLVE public debate tradition and expanding it further through this partnership with Newsweek. We look forward to sharing more collaborations with Newsweek in the near future, including but not limited to written pieces by Erick and Fabiola, as well their participation in an upcoming podcast episode of Newseek’s The Debate. Please stay tuned!

SVUDL Taught Me That Failure Is An Opening For Growth

East Palo Alto’s Eastside College Preparatory School senior Jocelyn Guzman credits her experience in Speech and Debate with learning the importance of hearing both sides of a story and how to think critically about current issues that connect to our communities.

“My experience with SVUDL has been like no other. I have always felt supported by SVUDL to get involved and stay curious. I’ve had the opportunity to interact with professionals in specific fields, which helped me gain insight into whether law was a path I wanted to pursue and whether I wanted to continue debating in college. What surprised me most about SVUDL is that events are going on almost all the time, which take place at Stanford, UC-Berkeley, law firms, and more. SVUDL has allowed me to gain networking skills that can carry me through college and my professional life,” shared Jocelyn.

SVUDL has shown Jocelyn that it is okay to not always win all the time. “It has shown me that failure is an opening for growth and improvement. There is always something to be learned whether you win or lose. SVUDL has challenged my ways of thinking by encouraging me to think deeply about my responses to questions and the topic in general,” said Jocelyn.

She first got involved with SVUDL through a friend on the debate team during her junior year. “My friend encouraged me to join, and I wanted to improve my public speaking and gain confidence in academics and social skills, so participating in Speech and Debate was the perfect way to make that happen. Since joining SVUDL, some of my favorite memories have been participating in Moot Court as my teammates, and I collaborated to construct speeches and learn about legal cases that I had little to no knowledge about before debate. Another favorite moment that I had was when my teammates and I went to the Palo Alto Hills Golf and Country Club and had the chance to learn about the 2022 - 2023 resolution for the year. We made new friends at that event and networked with many professionals,” said Jocelyn.

(JOCELYN GUZMAN ON THE RIGHT) IS PICTURED AT THE SUPERIOR COURT OF SANTA CLARA DURING THE SEMIFINALS OF THE MOOT COURT COMPETITION.

“The college process was quite stressful for me. I constantly over-thought my answers to specific prompts and did a lot of reflection on events that happened in my life that shaped the person I have become,” said Jocelyn.

She recognizes that the skills gleaned from SVUDL will come in handy once in college. “ I plan to apply the skills I gained from SVUDL like keeping an open mind on different perspectives, speaking confidently, and thinking critically. I can do this in college by providing nuance in my papers, vocalizing my opinion during seminars, and networking with my professors and others,” said Jocelyn.