Igniting Minds, Amplifying Voices: East Side Union High School Teachers Reimagine Learning through Debate

Earlier this month, thirty-five teachers from across the East Side Union High School District gathered at Yerba Buena High School for two days that turned professional development into lively, engaging learning. Hosted by the Silicon Valley Urban Debate League (SVUDL), the two-day workshop — Igniting Minds, Amplifying Voices — immersed participants in Debate Centered Instruction (DCI), an approach that transforms ordinary lessons into spaces for argumentation, reasoning, and authentic student voice.

Many teachers arrived unsure what debate might look like outside a traditional speech class, but they left with a renewed sense of possibility. One participant captured the mood succinctly: debate, they said, “brings opportunities for critical thinking and further engagement in the classroom.”

Day One: Arguing Grammar and Greatness

The first day plunged teachers straight into the experience of being students again. In a spirited Language Arts activity titled What Part of Speech is the Best?, groups championed nouns, verbs, prepositions, and other grammatical forms. Using a debate created by SVUDL’s sister league, the Boston Debate League teachers crafted claims, marshaled evidence, and delivered closing arguments while other attendees acted as judges. A DCI Fellow from Independence High School, Gretchen Larese, led the session in front of fellow teachers, and this had a deep impact on attendees.

Several teachers remarked that completing the debate themselves “showed me a formulated way of talking about a subject and combined fact-based arguments, logical progressions, and a competitive spirit.” Another appreciated “the focus on using evidence to support arguments instead of allowing outside evidence to overflow the main argument,” noting how clearly the exercise modeled the Claim-Evidence-Reasoning (CER) framework central to Common Core standards.

For some, the design of the lesson was as enlightening as its content. “Role assignments definitely pushed everyone to be involved and engaged,” one teacher wrote, while another pointed out that “the entire structure of the full-class debate can be adapted in my class — the clear group roles ensure individual accountability.”

The afternoon brought a dramatic change in tone and subject. The Math GOAT Debate asked, Who is the greatest baseball player of all time? Teachers drew on batting averages and fielding percentages to argue for legends such as Babe Ruth and Willie Mays. The exercise made data come alive; as one teacher wrote, it demonstrated “ways to support a claim with statistically relevant evidence.”

By day’s end, participants agreed that seeing debate modeled was invaluable. “I really enjoyed seeing a debate simulation to see how I can model this for my own students,” one teacher reflected. Another noted it clarified “how to make debate work for everyone and ensure that all groups have experts in the content area.”The consensus: structure and play can coexist — and when they do, student engagement follows.

Day Two: Scaffolding the Skills of Argument

If the first day captured the energy of a full-class debate, the second day turned to the scaffolds that make such engagement possible. Teachers rotated through shorter activities that build specific skills: questioning, reasoning, and collaborative evidence use.

In Pass the Paper, each participant contributed one element — a claim, a piece of evidence, reasoning, or revision — to a circulating argument on a question often encountered in a Social Sciences class: Was the United States justified in dropping nuclear bombs on Hiroshima and Nagasaki? The process, one teacher observed, focused on “keeping students engaged and participating at all times.”

The morning also featured a Class Challenge activity titled: What Is the Best Question?, a humanities-based exercise that trains students to move from factual to interpretive questioning. Teachers analyzed historical cartoons and worked together to write “thick” questions about perspective, bias, and context.

STEM teachers found particular value in the Four Corners and Carousel strategies examined in the afternoon, which merge movement, visuals, and technical vocabulary. One participant highlighted “how many different ways you can incorporate DCI strategies into engaging activities that also include STEM/Art characteristics,” while another appreciated that “the four-corner activity is less threatening for students and increases collaboration.”

Inclusivity emerged as a defining theme. Teachers discussed differentiating for diverse learners, remarking that DCI provided “learning techniques that allow all students with IEPs to interact with each other.”

From Practice to Reflection

After two days of hands-on learning, the exit reflections painted a consistent picture: teachers saw DCI as rigorous, adaptable, and immediately applicable.

The biggest takeaway? “That debate can be implemented in all subjects and in many different manners,” and, in particular, that “debate can be used in Math class!!!!” For many, the workshop reignited a passion for engagement. Teachers described finding “new ways and activities that would make my students more engaged.”

One extended reflection stitched these threads together as a participant asked themselves:

“How many more opportunities for pushing students to provide evidence and reasoning for their claims can I work into my class? I can see places where this would naturally support students with argumentative writing, push them towards critical thinking, and add a little extra to some of the things I’ve tried before where students didn’t seem as engaged.”

That sentiment — the realization that debate deepens thinking rather than distracts from it — captured the workshop’s purpose.

A Culture of Voice

By Friday afternoon, the Student Union was buzzing again — not with competition, but with conversation. Teachers compared notes on how they might adapt DCI for English Language Learners, lab-based science, or social studies simulations. Many were already planning to try the Parts of Speech debate or Four Corners activity in the coming weeks.

The PD ended with an invitation to join the 2025–2026 DCI Fellowship, which will provide deeper DCI coaching and classroom visits. Yet for many, the most valuable takeaway had already happened: they had experienced learning as their students should — through curiosity, evidence, and voice.

SVUDL Advisory Committee: Exploring A Wider Range of Career Paths

Michael Caulkins's own career journey demonstrates how Speech and Debate skills translate across disciplines. Starting as a mechanical engineer, he went on to earn his law degree from Santa Clara University School of Law, where he served as Senior Production Editor of the Santa Clara High Tech Law Journal. Today, he represents leading technology companies in complex patent litigation involving everything from wearable devices and smart home technology to telecommunications and semiconductor chips.

"What resonates most about SVUDL's mission is its focus on giving young people a real chance to be heard and to succeed, no matter their background," said Michael. "When I was growing up, I spent ten years working with Bridges to Community, helping build homes for earthquake victims in Nicaragua. That experience showed me how much it means for someone to have support and to know that others believe in their potential. SVUDL's work feels like a natural extension of those values."

"My personal connection to Speech and Debate comes from my journey through law school and my career in IP litigation," Michael explained. "I've seen firsthand how crafting arguments, thinking on your feet, and advocating for clients can open doors and build confidence. I appreciate how transformative it can be for young people to start building these skills early."

"I use the skills developed in Speech and Debate every day in my practice," he continued. "Whether I'm working with my team to solve a complex legal issue or preparing for a hearing, critical thinking and clear communication are essential. I see these skills in action all around me—colleagues using them to analyze complex technical issues, present clear arguments in court, and work closely with experts and clients to build strong cases."

Annie Matheu’s life story began with her parents immigrating to the United States from China. She learned English when she started school, and leveraged skills learned mainly in debate to ultimately land jobs on Wall Street, Google, and now Waymo. Speech and Debate played a major role in that trajectory.

“There are so many skills that debate hones, but I think the most universal ones are skills like these: public speaking, active listening, rapid analysis, argument construction, critical thinking, clear communication, technical research, and intellectual strategy. Debate taught me to think on my feet. I learned how to recover from loss and disappointment. I went from ‘fake it until you make it’ to developing true confidence through repetition and continued practice. I gained all these universal skills from debate!” she emphasized.

Annie remembers aspects of being a high school debater that stay with her to this day. One memory in particular is a piece of incredible advice from a debate coach: Don’t visualize success - what’s the point? Visualize failure - then solve all the ways it can go wrong.

“I loved the diligence and research in pre-round prep. I also enjoyed trying to think of all the arguments and counter-arguments and then investing the time and energy into designing rebuttals and strategies. It was the first time I had engaged in intellectual competition. It was thrilling to learn that just as you can train your muscles to get stronger to compete with opponents in a sports environment, you can also train your brain to get stronger to compete with opponents in a debate environment,” she recalled.

Annie recognizes that the skills of Speech and Debate are essential for anyone in any field whether navigating a career or everyday interactions. “I think conflict in any environment – whether academic, work, or interpersonal – is unavoidable. The skills you learn in debate such as thinking before speaking, communicating clearly and succinctly, and seeing another side's point of view really gives you a step-change in being able to handle and resolve conflict,” she reflected.

We're honored to have Michael and Annie leading this evolution—helping SVUDL students explore new career possibilities that their Speech and Debate skills can help them uncover.

A Parent's Perspective

When parents think about their child's extracurricular activities, they often focus on the immediate benefits—keeping kids busy, building friendships, and adding something to a college application. But some experiences go deeper, fundamentally shaping not just the student, but impacting the entire family. For Amit, whose son Ojas joined SVUDL in 10th grade, Speech and Debate became exactly that kind of transformative journey.

"From that year on, he became more confident in his communication skills and started becoming more articulate in his speaking," Amit reflected. "I noticed him taking on more leadership roles at school and becoming genuinely excited about the topics that debate explored."

What surprised Amit most wasn't just the improvement in his son's speaking abilities, but the sophistication that emerged. "From the rounds I watched, I remember him being poised when speaking with others, and using advanced articulation in the words he chose to describe his arguments.”

The benefits extended far beyond tournament performance. SVUDL helped Ojas develop crucial life skills that enhanced his overall academic experience. "Participating in SVUDL helped him manage his time more effectively and productively," Amit explains. "The research and problem-solving skills he developed proved invaluable for his high school coursework and college essay preparation."

Initially unfamiliar with competitive debate, Amit gradually recognized why this activity was uniquely valuable. "Through gaining insight from Ojas, I was able to identify several compelling aspects," he says. "First, there's the development of critical thinking and communication skills. Second, the logic-building component was incredibly attractive. Most importantly, debate builds confidence through conviction in one's voice. And finally, the exposure to diverse perspectives—learning to argue both sides of complex issues—fosters empathy, open-mindedness, and a deeper understanding of complex topics."

SVUDL proved to be more than just an academic activity; it became a genuine community. "SVUDL is a tight-knit environment where students feel truly seen and heard," Amit observes. "My son was given multiple unique opportunities to connect with different schools, engage with lawyers and law-oriented activities, and build memorable experiences."

The program's impact on peer relationships was particularly meaningful. "SVUDL fostered engagement among participants, encouraging discussion about the world and investigation of topics that truly matter," he explains. "It created a sense of community and belonging where high school students and staff who care deeply about Speech and Debate could discuss their opinions openly without fear of judgment. My son connected with remarkable individuals from diverse backgrounds and surrounding schools, forming valuable friendships. He also met coaches, judges, and staff members who encouraged him throughout his debate journey."

Supporting a debate student requires significant family involvement, something Amit embraced wholeheartedly. "I helped mainly with transportation—driving my son along with his friends and partners to tournaments. But I also regularly questioned him about debate topics and offered assistance on subjects requiring insight about technology or climate change, which I would research myself. I found it fascinating to proofread his cases occasionally and listen to his post-tournament debriefs."

Maintaining balance was crucial. "We treated Speech and Debate like a serious commitment – which it was - similar to a sport or academic club," Amit explains. "We shared calendars to track practices, tournaments, and deadlines, planning ahead for busy weekends. At the same time, knowing how late my son and his debate friends stayed up researching, I encouraged healthy sleeping habits. For traveling, we often carpooled to maximize efficiency and allow debaters to prepare during the drive. After tournaments, we celebrated wins and encouraged growth after losses."

Drawing from his experience, Amit offers practical guidance for parents whose children are beginning their debate journey:

Be patient initially and understand that debate is time-intensive—but recognize this as a positive attribute overall.

Focus on the process rather than immediate results. Building the skills that lead to consistent success will take time.

Help with organization. Debaters manage extensive research documents and need systematic approaches to stay on top of everything.

Listen and be available. Offer help when you have knowledge about topics or when they have questions.

Get involved when possible. Attend tournaments, volunteer, or assist with travel logistics. Debate becomes a family commitment where student support and motivation are essential.

Amit believes SVUDL prepared his son for future challenges in ways traditional classroom learning alone could not. "While classroom learning builds foundational knowledge, Speech and Debate pushes students to think critically under pressure, communicate persuasively, and respond thoughtfully to opposing viewpoints while respecting the arguments themselves," he reflects. "I see tremendous value in these skills that SVUDL promotes. I learned these skills much later in my career, so it's remarkable that students can develop them at this early age."

Amit's own worldview expanded through his son's debate experience. "Debate topics cover controversial and complex issues—immigration, climate policy, criminal justice, artificial intelligence, healthcare, and more. Watching my son research and argue both sides challenged our family's assumptions, particularly on political topics, and inspired us to approach political conversations with greater openness and curiosity."

The learning continues beyond high school. "My son brought up fascinating facts and insights about the American political landscape that helped our family better navigate news and media while understanding biases in different sources. Even today, Ojas regularly introduces topics of interest in daily conversations, inspired by the critical thinking skills he acquired through Speech and Debate."

For Amit, SVUDL represents more than an extracurricular activity—it's been a catalyst for growth that touched every aspect of his family's life. From watching his son develop confidence and articulation skills to expanding his own perspective on complex issues, the debate experience created ripple effects that continue to benefit the entire family.

"It truly makes a big difference to have engaged parents championing their child's journey," Amit concludes, embodying the very support and dedication that helps students thrive in the SVUDL community and beyond.

SVUDL Visits Gap Inc. in San Francisco

Last month, SVUDL students and alumni had the opportunity to visit Gap Inc. headquarters in San Francisco: home to renowned brands such as Gap, Old Navy, Banana Republic, and Athleta. The experience was an immersive dive into the world of leadership, fashion, personal and career growth.

The visit began with students being welcomed by Matthew Irwin, Gap Inc. (Vice President, Deputy General Counsel) and part of SVUDL’s Legal Advisory Committee, and Ana Branscombe (Senior Manager - Real Estate Law). The group engaged in a tour with thoughtful conversation and questions to learn more about their careers, and understanding the work of the legal team behind it all.

As students explored the stores of Gap, Old Navy, Banana Republic, and Athleta located in the corporate headquarters building, they were introduced to the history and cultural impact of each brand by sales representatives. They also toured the headquarters office space, where Matthew and Ana gave an inside look at how the company has evolved over time, and the careers and opportunities Gap has created. During a lunch break, students and alumni asked questions ranging from “How do you become the next CEO?” to “How do you balance having a personal life with work?”

The group was then invited to a panel discussion featuring five remarkable GAP HQ professionals:

Matthew Irwin - Vice President, Deputy General Counsel

Ana Branscombe - Senior Manager, Real Estate Law

Karla Franklin - Vice President, Deputy General Counsel

Vanessa Henlon - Senior Counsel, Real Estate Law

Will Riffelmacher - Vice President, Deputy General Counsel

Each panelist offered a candid look into their personal journeys: how they entered the industry, the unexpected pivots along the way, and the challenges they overcame. Their stories underscored a powerful message: there is no single path to success. Many described moments of uncertainty where they had to go back to the drawing board, take risks, and trust their instincts.

SVUDL attendees were inspired and gained insights into everything from a day in the life of a legal professional to the academic and personal journeys it took to get here. These stories resonated with them, many expressed aspirations to pursue careers in law, business, and entrepreneurship.

A huge thank you to Matthew and the team for welcoming and giving us the opportunity to explore and learn about the world of Gap Inc.!

Agency Through Voice

Belle Borovik brings a unique perspective to intellectual property law as a trained neuroscientist turned attorney. As a key member of the Robins Kaplan Intellectual Property and Technology Group, Belle represents clients in a broad range of intellectual property matters, focusing on the unique challenges at the intersection of frontier technologies and intellectual property law. 

As an immigrant who arrived in the U.S. at thirteen, she learned right away that language could be both a barrier and a tool. In the process of learning English, she had a lasting revelation: there’s a difference between speaking and communicating. 

But Belle's most profound expertise comes from a different kind of study—the meticulous process of learning to communicate across cultures and languages.

"Speaking is about words. Communicating is about clarity, nuance, timing, and connection," Belle reflects. "English is filled with subtle cues, layered meanings, and cultural rhythms that aren't written in any textbook. I realized that if I wanted to be heard—truly heard—I couldn't just speak. I had to learn to communicate."

This realization set Belle on a deliberate path of skill development. She practiced unfamiliar sounds, training new muscle movements. She studied cadence, pacing, and inflection—not merely to be understood, but to make meaning resonate. Most importantly, she learned to speak in ways that commanded attention and held it.

"It wasn't about assimilation or losing where I came from," she emphasizes. "It was about gaining access. It was about developing the kind of voice that could shape conversations, shift rooms, and open doors.”

Though Belle never participated in high school Speech and Debate, the need to advocate was always present, shaping her development in quieter ways. 

“That’s what SVUDL gives students: power through language. Agency through voice. When I look at the mission of SVUDL, I see the path I had to carve out for myself and I think how much more direct that path could have been if I had had access to the kind of resources and mentorship SVUDL provides,” she emphasized.

Law school transformed that foundation into strategic advocacy. Belle joined Moot Court and discovered her passion for structured, strategic argument.

At the University of San Francisco School of Law, the Advocate of the Year competition is a major milestone. She approached it with total focus. She rewrote her brief until every sentence held up under pressure. She ran arguments out loud alone, with classmates, and with her family.

Belle won the competition, opening doors that led to her first legal position, where she met the mentor who shaped her current path at Robins Kaplan.

For the early rounds, she focused all her energy on the side she felt most aligned with. “But in the final round, I lost the coin toss and got the side I hadn’t prepared for, and didn’t agree with. So, I started over. I rebuilt the argument from a different angle, and learned a powerful lesson: strong advocacy isn’t just about defending what you believe. It’s about understanding what others believe and making space for logic, even where instinct resists,” she remembered.

Belle sees Speech and Debate skills as lifetime tools that extend far beyond competition or courtroom. "These skills teach you how to listen thoughtfully, think critically, and speak purposefully—valuable in every part of life."

The impact goes deeper than winning arguments. "It's about learning how to build them. Learning how to be understood. And perhaps most importantly, learning how to advocate for others, not just yourself." 

"Potential doesn't flourish on its own—it needs opportunity, structure, and guidance to take root," Belle explains. "SVUDL provides exactly that, equipping students with the skills, support, and space they need to grow into confident thinkers, speakers, and change-making leaders."

The partnership represents shared values. "At Robins Kaplan, we believe advocacy is both skill and responsibility. SVUDL's work mirrors our commitment to developing strategic thinkers who use their voices to drive progress."

Thank you Robins Kaplan for your generous support of Words to the Wise 2025!

Exploring the World of AI and Self Driving Cars

Recently, SVUDL students had an incredible opportunity to step into the future of transportation during a special visit to Google’s campus. Director of Programming Kwodwo Moore and Program Specialist Mariam Ahmed accompanied the group to Waymo HQ, where they were welcomed by longtime SVUDL volunteer (and former debater) Annie Matheu for a tech talk and behind-the-scenes look at the company pioneering autonomous driving.

The professional access event, one of several that SVUDL coordinates each year in partnership with its Advisory Committee members and other SVUDL supporters, began with Annie’s warm welcome; she then toured the group through Waymo’s offices and facilitated a hands-on experience with their autonomous vehicles. Students were thrilled to pose for pictures and sit inside the self-driving Jaguar I-PACE and Firefly vehicles. This experience sparked curious and thoughtful questions about the models, self-driving functionality, and the broader future of transportation.

After the tour, the group watched a self-driving Waymo drive up to campus (with no other humans in the car) and then grabbed some coffee, snacks and ice cream to keep the energy high. Annie then led an engaging and informative presentation about the history of Waymo, how the company’s self-driving technology works, and its path in technological innovation. Through this presentation, students gained a deeper understanding of the engineering and social nuances of autonomous technology.

After a break for lunch, students engaged in more Q&A, asking insightful questions about laser-technology, the practical challenges of implementing autonomous driving, and career pathways within the tech industry. 

When students reflected on their experiences and shared experiences of the visit, Hannah (Silver Creek High School) shared that her favorite part of the visit was “all the cool food and features in the office, and seeing the Waymo car in action in the videos. Now I’m super interested in riding in an actual Waymo car!” Another student, Lily (Silver Creek High School), remarked, “I liked getting to try all the delicious food that Waymo had to offer. The presentation was also really interesting, and I enjoyed the slides that showed the evolution of Waymo’s vehicles.”

The visit offered students an inspiring look into the future of mobility and innovation. A huge thanks to Annie Matheu for leading such a thoughtful and informative experience, and making the visit possible.

Summer Speech & Debate Workshops at SVUDL!

This summer, students from across the Silicon Valley Urban Debate League gathered for two exciting Speech & Debate workshops. Designed to build skills and foster community, and led by experienced coaches, competitors, and even some recent SVUDL alumni, each workshop gave students a chance to learn, practice, and connect with teammates and mentors ahead of the new season.

On Saturday, June 14th, an enthusiastic group of students gathered for a combined Impromptu Speech and Public Forum workshop. Co-led by Thomas Harrick, former International Impromptu champion, and Diya Chadha, former Public Forum debater, the workshop offered attendees an engaging mix of structured instruction, interactive activities, and ample opportunities to boost their Impromptu Speaking and Public Forum knowledge.

The workshop kicked off with Impromptu Speech. Thomas came prepared with a well-organized and entertaining slideshow that helped demystify the format and share his own experience as a successful Impromptu speaker. Students got a chance to stretch their creativity through a storytelling game: first telling a story about themselves in one sentence, then expanding it into a full one-minute speech. The activity helped students build confidence while learning how to think quickly and communicate clearly (while staying engaging) under pressure.

In the second half of the workshop, the focus shifted to Public Forum. Diya walked students through the structure of a typical Public Forum round, then introduced them to the CWDAI method—Claim, Warrant, Data, Analysis, Impact—for building and breaking down arguments. Students worked together to create their own arguments with this model before practicing key refutation strategies for responding to (and winning) arguments in a Public Forum round.

Throughout the day, students stayed engaged and energized, picking up useful skills while also building community with one another. One rising junior from Mt. Pleasant High School said, "I learned a lot from what Thomas taught us. It really showed [me] new ways to grab the judge’s attention in my speeches, and make them more inclined to rate my speech higher." A student from Silver Creek shared that she was “really interested in trying out Public Forum now, having the knowledge from this workshop. It was totally new to me at first so I was kind of worried going into the workshop, but Diya helped to walk us through each part of the round and the parts of an argument.”

Later in the summer, on Thursday, July 24th, SVUDL hosted an engaging Policy Topic Workshop that brought together current students and alumni for a day of learning and collaboration. The focus of the workshop was the Policy topic for the upcoming school year: the Arctic! The 2025-26 high school Policy resolution is as follows: “The United States federal government should significantly increase its exploration and/or development of the Arctic.” 

During the workshop, students explored the novice case files put together by SVUDL and practiced constructing and delivering speeches. A highlight of the event was a demonstration debate round led by SVUDL alumni Vu Quang and Ryan Nguyen, who modeled what a competitive debate on the new topic could look like. Vu and Ryan’s insight and experience offered attendees a valuable example and sparked thoughtful discussion. 

As SVUDL Program Specialist and workshop organizer Addis Arciniega puts it, “Policy debate has been extremely beneficial for students. The workshop helped students realize their full potential as speakers.” And certainly, the workshop set a strong foundation for the season ahead!

Both workshops demonstrate SVUDL’s commitment to offering a variety of different activities for students to choose from. Whether they were new to Speech & Debate, looking to boost their skills in one format, or exploring a completely new event, the student attendees at this summer’s workshops proved that anyone can develop the skills to succeed in the event (or events) of their choosing.

We’re grateful to our incredible workshop leaders and to all the students who showed up ready to learn, participate, and have fun. Special thank you to Diya and Thomas for taking the time to work with our students at the Impromptu and Public Forum workshop, as well as Program Specialist Addis Arciniega for organizing and facilitating the Policy Topic Workshop!

HP: Championing the Next Generation of Leaders

Irene Chang, Trademark, Copyright and Marketing Counsel at HP, explained how her personal journey connects to HP and its support of SVUDL.   

Her transformative experience on the Moot Court team in Taiwan as a college student opened her eyes to the power of respectful discourse.

"I came from a homogeneous culture in Taiwan," Irene reflects. "Being on the Moot Court team in college was the first time I really thought about how there are fundamentally different views as well as ways to look at and address issues.  I learned how to voice opinions with respect, and to hear other views while also finding common ground. I'm grateful that SVUDL is supporting the ability of students to grow as communicators."

Building Skills That Last a Lifetime

During her undergraduate years in Taiwan, where law school begins at the undergraduate level, Irene competed in the prestigious Jessup International Moot Court Competition. This experience proved foundational in shaping her communication philosophy.

"It really helped me understand how the common law system works and how to present arguments so my voice could be better heard," she explains. "It also taught me to actively listen and to organize and formulate my thoughts proactively. I realized that becoming a truly effective communicator requires extensive preparation and practice."

This revelation has stayed with Irene throughout her career. She firmly believes that Speech and Debate skills create ripple effects that extend far beyond the classroom or courtroom.

"These skills enhance our ability to communicate in ways that build trust, even when we fundamentally disagree with each other," she emphasizes. "Whether in professional settings or personal relationships, strong communication is the foundation of everything we do."

Irene sees HP's support of SVUDL as a natural extension of the company's core values and mission. The partnership represents more than financial support—it's an investment in the kind of future HP envisions.

"HP champions a culture of inclusion," she notes. "I believe that building Speech and Debate skills fosters appreciation for different perspectives and teaches civility in communicating those differences. This directly contributes to creating the inclusive culture we strive for at HP."

The partnership also represents an accessible way for HP to make a meaningful impact. As Irene points out, "Supporting SVUDL doesn't require an enormous time investment, but it creates significant opportunities to get involved in something that truly matters."

Through this sponsorship, HP demonstrates its commitment to nurturing the next generation of leaders who can navigate complex conversations with empathy, respect, and skill—qualities that will serve them throughout their lives and help build a better tomorrow.

The Magic of Debate Centered Instruction

"We use a social justice lens when examining legal issues," Damien explains. "Students don't just learn about contract law or intellectual property—they visit with actual legal panels and ask the questions that matter to them: What's your day really like? How do you handle difficult cases? How do you know when you've made the right decision?"

What makes Damien's approach truly special is his integration of Debate Centered Instruction (DCI) into his classroom, courtesy of his partnership with SVUDL’s Director of Programs, Dr. Robert Burns. This partnership has transformed how students engage with complex legal thinking.

"It's all about the arguments and learning to persuade," Damien says. "DCI gives students a platform to be more thoughtful about their reasoning while tackling real issues like First Amendment rights and voting access."

The results speak for themselves. Students who rarely participate suddenly become classroom leaders. One memorable moment stands out: a student who hadn't turned in work all semester delivered what Damien calls a "literal mic drop" performance during a debate.

The journey to DCI wasn't planned. During the height of the COVID-19 pandemic, when Damien found himself teaching to "black boxes"on Zoom instead of engaged faces in person, Dr. Burns suggested trying a debate format. The connection was instant.

"Once I saw what it was like, I didn't let him leave," Damien laughs. "Now he's permanently in my sphere, and we've been working closely together ever since."

Recently, Damien's class tackled First Amendment issues through a case study that hit close to home: a high school student suspended and removed from the cheer team for a Snapchat post. The engagement was immediate and intense.

"When you give students content they care about, they respond quickly," he notes. "This directly relates to their daily school life—when can administration step in regarding social media behavior?"

For Damien, the benefits of DCI extend far beyond academic achievement. "I'm always trying to persuade people," he reflects. "The skill set of making successful arguments is needed everywhere."

While he acknowledges the challenges—student anxiety, fear of looking foolish, general nervousness about public speaking—Damien has developed creative solutions. Some students contribute through research, others through writing, and some take the necessary time to develop the courage to try to speak in a debate setting.

Damien's advice to fellow educators is simple but powerful: "Everyone should try DCI at least once, regardless of subject matter. By centering kids' interests, it's a win for everyone."

His transformation from someone who "always hated" debate to a passionate advocate shows the power of seeing these skills through an educator's lens. As he puts it, "I'm constantly rethinking what I'm doing and asking myself: is there a better way?"

Meet Mariam: SVUDL’s New Program Specialist!

Mariam Ahmed’s relationship with SVUDL spans nearly a decade. As one of the league’s earlier student participants, SVUDL was where she first discovered her voice and the power of civic discourse. Over the years, her connection to the organization has deepened—first as a student, then as an intern, mentor, and alumni. Now, Mariam joins the team as a Program Specialist, bringing both firsthand experience and a commitment to the students SVUDL serves.

“Coming back to SVUDL as a team member feels full-circle. Speech and debate shaped who I am and now being on the other side, I have the opportunity to contribute to the mission that once empowered me. Every debate round, every practice, every moment with community I experienced as a student comes back to me now—but with a new lens for the behind-the-scenes work it takes to make it happen for our students.”

SVUDL gave Mariam more than just debate skills—it gave her confidence, purpose, and community. “Debate taught me how to think and analyze critically, speak with conviction, and navigate spaces where my voice wasn't always expected. SVUDL believed in me when I was still figuring out who I was,” she shares.

As a Program Specialist, Mariam is excited to help students see debate as more than just a competition. “I’m most excited to help students see debate not just as a competition, but as a platform for self-expression and social change. I’m excited to contribute to our incredible programming and help make sure that it reflects the brilliance and lived experiences of the students we serve.”

Her advice to current SVUDL students is to never underestimate the power of their story. “Don’t underestimate the power of your story. Your voice, your background, your perspective—they matter. Debate isn’t about sounding like everyone else; it’s about learning to speak like yourself, with clarity and purpose. And remember: you belong in every room you walk into, even if you get the occasional imposter syndrome.”

Mariam is passionate about being a role model, especially for students who come from similar backgrounds. “Being a role model means showing what's possible when someone like you gets the chance to grow, to lead, and to truly thrive. It’s not about being perfect—it’s about doing your best and setting an example for students who’ve never seen someone with their story in positions of leadership.”

She hopes to help students find their voice the way she found hers. “I want students to feel what I felt like in my first debate round: that realization that their words could move people. That they could ask the hard questions, challenge systems, and spark change. Meeting students where they are, helping them sharpen their tools, and reminding them that their voice already matters—it’s just about learning how to use it.”

For Mariam, debate has been a lifelong lesson that extends beyond the classroom. “Debate taught me how to lose with grace, and keep moving forward. It set the stage for real-world experiences and advocating for equity in tough spaces. Whether in life or work, the skills gained through debate are lifelong and indispensable. Especially in a world where AI and technology are rapidly advancing, the ability to communicate effectively, think critically, and research is more crucial than ever.”

And when she’s not working to empower students, Mariam enjoys chess and learning about coffee. “I’m a huge fan of chess. I love the way it mirrors debate: thinking several steps ahead and staying calm under pressure. I also enjoy learning about coffee, and making incredible espresso.”

SVUDL Welcome Gaganpreet Kaur to the Team!

Gaganpreet Kaur has been a part of the SVUDL family for 8 years now, starting off as a debater at Silver Creek High School. She stayed with SVUDL as an alum judge and later, assistant coach but now joins the team as its new Administrative and Program Coordinator. 

For Gagan, this is an amazing opportunity where she gets to work with the same people she once looked up to. She elaborates on her experience by stating, “To me, it was a little surreal to be on the other side of things, where I'm the one giving pep talks, making sure everyone is okay, and coaching the students during practice. It's not everyday that you get to return to an organization that's served you and helped you succeed.” 

Looking back, Gagan has been with SVUDL for quite some time and that has clearly impacted her during her formative years. “I used to be so soft spoken and never advocated for myself or others, but that quickly changed after I discovered debate. Being a debater really emphasizes the ability to articulate your ideas clearly, which has shaped the way I operate in any setting. I always tell people that I can't imagine going back to being the person I was before I joined SVUDL, since I don't know who that person is anymore,” she states. 

SVUDL is more than just a nonprofit organization for Gagan. It's home to many of the folks she once considered to be her role models, but now she’s in the position of being the role model for the current students. She states, “I genuinely enjoy watching the students grow and become more comfortable when speaking out. I love when students come back to me and tell me that they had a great time or that their rounds went well. The joy that they get from Speech and Debate makes being their role model so rewarding.”

Gagan is now even more excited to be in this new role where she can support students from an administrative point of view. The one thing she is the most excited about is helping host her first tournament. She further explains that, “I know my first tournament in this role is going to be really special to me. That's when we get to see the students come out and compete. The post-round discussions show you how passionate the students are about what they're doing here. Not only that, it's a demonstration of work that everyone is willing to put in considering the judges, staff, and even students are taking time out of their weekend to participate in Speech and Debate.” 

As a former debater, who debated with not only SVUDL, but at San Jose State University as well, Gagan has been in the debate space for a very long time. Her advice to current SVUDL students is “that any losses aren’t a reflection of who you are as a person. As someone who spent an entire year debating and lost every round that year, it made me think I was a failure and that I wasn’t doing good enough. However, I had to remind myself that I wasn’t debating to win rounds, I was debating to have fun and learn new things.” 

Congratulations to Gaganpreet Kaur on joining SVUDL as their Administrative and Program Coordinator! She is excited to support students in this new capacity.

From Silence to Spark: How East Side Union High School District Teachers Are Using Debate to Ignite Student Voice

Earlier this June, more than 30 dedicated educators from the East Side Union High School District came together for a dynamic two-day professional development seminar hosted by the Silicon Valley Urban Debate League (SVUDL). The workshop, “Igniting Minds, Amplifying Voices,” showcased how Debate-Centered Instruction (DCI) can transform any classroom into a lively space where students don’t just learn content — they learn to think, speak, and lead.

Over the course of eight hands-on sessions, teachers stepped into their students’ shoes, experiencing activities that blend debate, argumentation, and collaborative inquiry into daily lessons across disciplines. In a math session, teachers tackled the age-old sports argument: Who is the greatest NBA player of all time? by analyzing player stats and constructing data-driven claims.

In English, participants turned Edgar Allan Poe’s The Tell-Tale Heart into a mock trial, weighing evidence and testimony to decide if the narrator was guilty of murder or insane. Science teachers got creative with the Bond Superhero Debate, designing superheroes from ionic, covalent, metallic, or network bonds to compare material properties in a fun, competitive format. In Social Science, a Four Corners discussion on “Fugitive Pedagogy” invited teachers to examine historical documents and grapple with the legacy of education as resistance in Black history.

These activities are more than clever hooks — they’re proven methods to deepen student engagement and promote the habits of mind essential for democracy: making claims, analyzing evidence, asking questions, and defending ideas in civil discourse. As one teacher wrote, “Debate-centered planning can be used in all subject areas to support students at every level.”

Teachers were overwhelmingly enthusiastic about the experience. Ragiah El Shantaly, a science teacher at Evergreen High School, called it “one of the best PDs I have ever attended.” Allison Liang from Silver Creek High School appreciated that the training was “engaging with examples and modeling.” Joe Lovato, a veteran English teacher at Mount Pleasant High School, noted, “I’m very satisfied with this experience and appreciate the scope of the workshop.” And Jan Gliozzo from Evergreen Valley High School summed it up simply: “Debate is engaging and a great way to have students dive deep and analyze content.”

By the end of the two days, teachers left not just with new lesson ideas, but with a renewed commitment to helping students find and use their voices — a mission at the heart of SVUDL’s work. As classrooms reopen in the fall, these educators will carry forward strategies to ensure students do more than memorize facts: they will challenge ideas, listen to different viewpoints, and build the confidence to advocate for themselves and their communities.

SVUDL is proud to stand alongside the East Side Union High School District’s teachers as they light the spark of debate and inquiry in thousands of young minds — because when students speak up, democracy grows stronger.

English Language Learners and Debate Centered Instruction

Emily La has taught English, English for Multilingual Learners, and AP Seminar at Yerba Buena High School for ten years. English Language Learners make up almost 25% of her school’s population.

“Practically all aspects of Debate Centered Instruction (DCI) intersect with the subjects and courses that I teach. When it comes to studying English Language and Literature in the classroom, people often picture students reading and writing. While these forms of communication are crucial to students’ development of the English subject, equally as important are listening and speaking,” she said.

“When considering students who are English Language Learners and multilingual learners, it is imperative that they have opportunities to actively practice speaking and listening in English as often as possible. I see DCI as a vehicle to provide such opportunities,” she explained.  “I started working with SVUDL as a Teacher Coach a few years ago and saw the impact of Speech and Debate on students’ lives. I found it unfortunate, though, that the number of students participating on our Speech and Debate team was so small. I decided to participate in SVUDL’s DCI Fellowship to learn about how I could bring Speech and Debate into the classroom.”

She recognized that most students probably knew very little about this sport, so introducing it in the classroom would allow for interested students to join the team after their exposure. Four students have joined the team as a result of participating in a DCI activity in her classroom.

Emily has seen a variety of positive outcomes. She believes that DCI helps students work with others, such as when they help a teammate construct an argument for a speech.  She sees how it helps students think critically like questioning or rebutting another classmate’s argument.  In addition, she knows it helps students communicate effectively while delivering a speech. DCI often activities require on-the-spot thinking, and as a result, students practice multiple skills in front of their peers in real time.

“When it comes to a DCI debate, it brings me great joy when students clap their hands or smile in awe after hearing a speech or argument from their classmate. Not only does this build a sense of community in the classroom, but it also builds confidence in students, particularly the ones who might not be aware of the skills that they possess,” she shared.

Overall, students seem to genuinely like DCI in the classroom.  “While I might hear words of resistance from students, they are quite rare. On the contrary, students are often inclined to try out an activity that deviates from what typically happens in a classroom. I have had students ask me at the conclusion of an activity, ‘Can we do this again?’ or ‘When are we going to do this again?’” she emphasized.

DCI benefits reach far and wide into many aspects of learning.  “I had a student who shared with me that he had had trouble understanding claim, evidence, and reasoning when it was first introduced to him in his history class, but after we went over the same concept in my class and he participated in our class debate, it made way more sense to him.”

Emily hopes other teachers will consider bringing DCI to their classrooms.  “While a DCI activity may require a fair amount of preparation and there may be feelings of anxiety or uncertainty around implementation – which is certainly how I have felt – the outcome outweighs in the end. I have yet to regret trying a DCI activity in my classroom. I get to witness students stepping out of their comfort zone, smiling as they come up with a good argument, or cheering and encouraging their classmates to share their ideas,” she recalled.

SVUDL Welcomes Jennifer Min to the Board of Directors

Jennifer Min's enthusiasm for SVUDL stems from witnessing firsthand the transformative power of education. She began in the business world as a financial analyst at Morgan Stanley and strategy consultant at Bain & Company. Driven by a deep interest in education, she transitioned to become a classroom teacher and school leader.

For over 20 years, Jennifer taught high school mathematics and economics. As a founding member of the Upper School of The Nueva School in San Mateo and Hillsborough, she helped establish the school's foundation by recruiting and mentoring new teachers, designing academic programs and policies, and supporting advisory and co-curricular programs.

As an educator, Jennifer has observed students in Speech and Debate classes and tournaments year after year, witnessing their remarkable growth as debaters, students, and community members. "I am very excited about DCI (Debate Centered Instruction) —both for students and teachers," she explains. "There is great potential to reach many more students and to energize teachers in new and creative ways."

Jennifer brings a strategic perspective and operational business background as well as grounded experience as a classroom teacher and school administrator.

She brings a wealth of community experience, having served in a variety of roles across multiple organizations: Silicon Valley Venture Fund (SV2), StreetCode Academy, Eastside College Prep, Children’s Health Council, SMART (Schools, Mentoring and Resource Team), and Keys School.

Jennifer is honored to join SVUDL’s Board of Directors, and support SVUDL’s mission to help students achieve their fullest potential by finding their voices, thinking critically, and leading with purpose and empathy. Jennifer holds a B.S. from Cornell University and an M.B.A. from Harvard Business School.

Please join us in welcoming Jennifer Min to the SVUDL Board of Directors.

Senator Cortese Honors SVUDL Student Chloe Truong as 2025 NAUDL Debater of the Year

Chloe's path to success wasn't without challenges. She candidly shared how cultural expectations initially discouraged self-expression, creating barriers she had to navigate. Rather than being deterred, Chloe transformed these obstacles into opportunities for growth. Embracing discomfort became her unexpected superpower – enabling her to overcome imposter syndrome and develop the confidence to express her opinions boldly.

Through consistent dedication and remarkable resilience, Chloe has won numerous debate competitions while inspiring others with her authentic voice and civic engagement.

Senator Dave Cortese, who represents State Senate District 15 covering much of Santa Clara County, has dedicated nearly three decades to public service. Senator Cortese has championed causes from addressing homelessness and climate change to expanding public transit and fighting for immigrant rights. His commitment to recognizing young leaders like Chloe reflects his ongoing investment in the next generation.

When Chloe met Senator Cortese in person to receive her commendation, the experience proved transformative. "It was a really insightful experience visiting State Senator Cortese," she reflected. "I learned a lot about his personal experience getting involved with politics, and how fulfilling it can be."

The meeting sparked new possibilities for Chloe's future. "Speaking with him inspires me to perhaps one day strive for a career in public service," she shared.

Senator Cortese offered valuable mentorship advice about the importance of community and guidance, reinforcing lessons Chloe has already begun to learn through Speech and Debate. "Debate changed my life in ways I couldn't begin to imagine—it gave me a voice, a sense of community, and a home," she noted.

For Chloe, this honor represents more than personal success. "This recognition is not only about my debate achievements, but the result and accumulation of support from my coaches, parents, and the SVUDL staff," she emphasized, highlighting the collaborative nature of her journey.

Her story exemplifies how Speech and Debate can serve as powerful tools for personal transformation, community building, and preparing young people for civic leadership—values that both she and Senator Cortese champion in their respective roles.

Congratulations to Chloe Truong on this well-deserved recognition, and thank you to Senator Cortese for supporting our young leaders!

“O Romeo, Romeo, Wherefore Art Thou Romeo?”

Christina Dobbins, a SVUDL Debate Centered Instruction (DCI) Fellow and English teacher at East Palo Alto Academy, has discovered the powerful impact of DCI in her classroom. With six years of teaching experience—three at East Palo Alto Academy, a small school of approximately 300 students— she has integrated DCI methodologies into her everyday teaching to enhance her students' core English skills.

"What I have appreciated most about DCI activities is that they naturally help students develop critical thinking skills," Christina explains. "Additionally, these activities help students see the value of collaboration, learn how to assess various points of view, and gain confidence in speaking."

Christina was initially introduced to DCI through a colleague who had been implementing the approach in his own classroom and enthusiastically shared its benefits. Though she had no previous experience with Speech or Debate in her personal and professional background, she was particularly drawn to DCI's potential to build students' speaking confidence.

Her journey with DCI began when SVUDL Senior Program Specialist Kwodwo Moore helped her refine a presentation activity. Kwodwo and SVUDL Director of Programming Dr. Robert Burns visited her classroom to help facilitate the activity.

"This was such a positive experience that I decided to sign up for the cohort so that I could incorporate more DCI activities into my classroom," she recalls. "Integrating DCI has challenged me to reflect on how to create learning experiences that give students the ability to engage in the learning process in a meaningful and authentic way. Problem-solving, articulating ideas, and collaboration provide valuable skill sets that apply to life beyond high school. DCI activities naturally foster these skills."

She has successfully implemented specific DCI strategies in her curriculum, particularly around self-growth and Shakespeare studies. "I have run two debates in my class: one examining the value of conflict in self-growth and another for Romeo & Juliet arguing who was most responsible for the tragedy," she shares. "Both lessons were extremely positive experiences because students collaborated, used concrete evidence to develop arguments, and engaged in critical thinking throughout the debates."

Her debate structure involves an individual planning phase where students organize their ideas and evidence, followed by the group debate itself. For these activities, Dr. Burns and Kwodwo Moore provided organizing templates, advice, and facilitation support. "In both debates, students were highly engaged and collaborated effectively to prepare and argue their cases," she notes.

The impact of DCI in her classroom has been substantial. "I have seen a deeper understanding of content, more confidence in public speaking, and authentic collaboration among students," she reports. "Practicing how to develop a stance with supporting evidence and assessing other perspectives is such a valuable life skill. This work gives students the opportunity to develop these abilities."

She has also observed positive emotional responses from her students: "When we ran the debates, students were initially nervous but proud of themselves by the end. As a teacher, I loved seeing how engaged they were and how effectively they worked together both in preparation and during the debates."

Christina acknowledges that implementing DCI comes with challenges. "Running new activities in class can be difficult because I don't know what to expect, and developing new lessons takes time," she admits. "However, SVUDL is an excellent resource, providing planning assistance and support for both developing and running new activities."

For teachers considering DCI, she offers encouragement: "I highly recommend trying DCI. It's amazing to see how students engage with each other and with ideas through this work. SVUDL is very supportive and will help you prepare and lead new activities. Also, you don't need to implement everything at once—I've found it helpful to start with small changes and related activities and build from there."

She also advocates for DCI adoption at all levels of school and district administrative leadership: "DCI provides access to developing many important skills that will benefit students throughout their lives, including critical thinking, understanding different perspectives, presenting arguments effectively, collaboration, and public speaking."

For Christina, the alignment between DCI and English education standards is clear. "The standards in English are reading, writing, speaking, and listening. DCI activities help students develop their skills in all these areas," she concludes.

My Voice is a Platform

This year's John Dawson Leadership Award recipient is Ryan Nguyen, a Yerba Buena High School senior whose journey exemplifies the transformative power of Speech and Debate. The prestigious award honors students who embody leadership in the spirit of SVUDL Co-Founder John Dawson's vision of this organization serving as a training ground for future leaders.

Ryan's relationship with SVUDL began almost by chance during his freshman year. "I heard there would be snacks, and debate club was the first club that I ever tried at school," he recalled. What started as a casual interest quickly evolved into a passionate pursuit, with Ryan attending his first tournament—the SVUDL Sojourner Truth Invitational in 2021.

For Ryan, SVUDL provided more than just debate skills; it offered a platform where he could discover and amplify his authentic voice. "The most important tool that enabled me to leverage my voice was the community of receptive coaches, staff members, volunteers, and fellow debaters who fostered a space where I can speak without fear of being discriminated against or silenced," he explains. "This access to freely voice my opinions allowed me to explore and understand my own perspectives and subjectivities."

Ryan appreciates the support SVUDL has offered during his journey: "SVUDL has continually invested in my growth through constant coaching from seasoned debaters, funding national tournament entry fees, travel costs, and debate camp."

One of Ryan's most cherished memories comes from his participation in his first national debate championship - the Urban Debate National Championship in 2023.  “I bonded with teachers, coaches, and teammates while exploring Dallas and trying barbecue for the first time! These experiences connected me with prominent figures in the debate world which is a more connected and tightly knit community than I realized."

As he approaches graduation, Ryan has been navigating the college application process, which he candidly admits has been one of the most stressful times in his entire life. He applied to multiple universities, received many acceptances and has recently decided to attend UC Berkeley this fall.

SVUDL has played a crucial role in Ryan's college application journey: "No matter where I was in my application process, I always found that debate and SVUDL were topics I could rely on and talk comfortably about in a variety of ways." He incorporated his debate experiences into all his essays, dedicating one entirely to his experience with SVUDL. 

SVUDL has significantly shaped Ryan's career aspirations. Through the organization, he discovered the diverse professional paths connected to Speech and Debate—from law and politics to academia and business. This exposure, along with networking events, have inspired Ryan to pursue a career in education.

"I've seen the role that education has in shaping subjectivities and inspiring people to be well-researched, educated, and confident," he shares, reflecting on how his experiences have clarified his professional goals.

Perhaps most significantly, SVUDL has transformed Ryan as a person. "If there is one core tenet of my life I attribute to SVUDL, it is empathy," he states. His involvement with debate and the SVUDL community has made him "a more loving and compassionate person," continuously exposing him to diverse perspectives that shape how he interacts with the world.

Ryan specifically mentions being inspired by Dr. Burns, SVUDL's Director of Programming, whose compassion, joy, and "inhuman level of patience" have become qualities Ryan strives to emulate in his own life.

As Ryan prepares for the next chapter of his journey, he carries with him the gifts of voice, opportunity, and empathy—all part of the legacy of John Dawson's vision for developing future leaders.

“Leadership, to me, is not about being the most knowledgeable instructor, commanding the most respect from the greatest number of people, or developing the best curriculum; it is about fighting right alongside those I serve as peers and comrades,” reflected Ryan.

The Power of Policy Debate

When Vu Quang joined the Yerba Buena High School Speech and Debate team as a freshman, he was drawn to something that seemed perfectly suited for his intellectual curiosity—a competition centered on research and argumentation.

"Not being athletic, I gravitated toward Speech and Debate," Vu recalls. "At first, I didn't know what to expect, but I soon discovered that SVUDL opened countless doors and connections for me. As a freshman navigating a new environment, it was incredibly reassuring to find a tight-knit community where upperclassmen welcomed me with open arms. The inclusivity that both the debate team and SVUDL foster translates to a space where I feel empowered to be authentically myself while pursuing my passion."

Through four years of Policy Debate with SVUDL, Vu developed what he considers his most valuable skill: the ability to articulate complex ideas effectively. "The communication skills I've gained have transformed every aspect of my life," he explains. "Whether I'm competing in formal debates, advising friends on personal issues, or advocating for my novice debaters, I can express myself with clarity and precision while remaining thoughtful and empathetic. This ability has been invaluable as a student coach mediating team disputes and as an individual standing up for myself and others."

When asked about his strongest memory, Vu doesn't hesitate. "Preparing for elimination rounds at the 2025 Marist Invitational stands out vividly," he shares. "I can still picture us sitting on the floor of the SVUDL office at 7 AM, frantically writing while Dr. Burns coached us through our opponent's affirmative case. The atmosphere was tense—almost suffocating—but simultaneously exhilarating. My coaches have consistently empowered me to compete at the highest level. Through every speech and every round, they've been my unwavering support system."

The college application process proved both exhausting and fulfilling for Vu. "I take great pride in the narratives I crafted for my applications," he reflects. "In the fall, I will be attending Stanford University, where I plan to study Asian American Studies. The writing skills I developed through debate proved invaluable throughout the entire application process."

For Vu, the competitive and communal aspects of debate are inseparable. “For me, it is hard to separate community and competition when it comes to SVUDL. Debate is a very competitive community and I love it. Community is what makes the competition fun for me. While winning trophies and awards is rewarding, the process is often grueling. Having a sense of community in SVUDL, within my teams, and with my coaches made debate a lot more enjoyable. Being competitive on the national circuit is an uphill battle, but it is the community that makes this battle bearable,” he underscored.

Vu believes passionately in the power of diverse perspectives to create a more equitable world. “Amidst rising tension between racial, ethnic, gendered, and political groups, the most pressing issue is how we can ensure that all voices and perspectives are heard. Far too often have the voices of the marginalized been pushed to the peripheries. As someone who has read cases about using debate to platform the voices of the oppressed—from reading first hand accounts of survivors of violent NATO imperial interventions to performing poetry about Vietnamese experiences with refugeehood—I found out first-hand how powerful these voices can be. So often our understanding of history and the world has been shaped by a dominant narrative that excludes and erases alternative stories. For too long we have looked past these counter narratives and lived experiences,” he stated.

SVUDL has fundamentally altered Vu's worldview and self-perception. This revelation sparked a passion that continues to guide his academic path. “Learning about people’s lived experiences has always been crucial to how I understand myself. Having immigrated to the U.S. at nine, I never felt like experiences like mine were part of the history and curriculum taught in schools. This changed when I discovered critical literature in Policy Debate. Authors like Malcolm X, Paulo Friere, Daryl J. Maeda, and Viet Thanh Nguyen uncovered for me a counter narrative and history that reflects my struggles and aspirations as a Vietnamese immigrant. Since then, I have been inspired to delve deeper into the works of other activists and scholars to better understand the lived experience of myself and those around me. Studying Asian American Studies in college would not only allow me to further my interest and passion but also contribute to the growing body of counternarratives that were so empowering to me,” he reflected.

A Voice of Her Own: Katelynn Nguyen’s Historic Journey to the CHSSA State Championship

In a state as vast and competitive as California, where over 300 high schools participate in Speech and Debate through the California High School Speech Association (CHSSA), qualifying for the State Championship is no small feat. For Katelynn Nguyen, a junior at Silver Creek High School in San Jose, the journey to this elite tournament was more than just an individual milestone—it was a historic moment for her school and for the Silicon Valley Urban Debate League (SVUDL).

Katelynn is the first student in SVUDL’s ten-year history to qualify for the CHSSA State Championships, held this year in Culver City. As the league’s inaugural state representative, her achievement speaks volumes—not only about her personal dedication, but also about the growing reach and impact of Speech and Debate.

“Preparing for CHSSA was exciting but definitely stressful!” Katelynn shared. “This year, CHSSA was hosted a weekend before AP exams. At the tournament, I met a lot of competitors who shared the same sense of impending doom about heading back to school the next day for exams.”

Despite the pressure, Katelynn approached her event—Informative Speaking—with the meticulousness of a seasoned speaker. She had been crafting her speech and visual aids since November and had just come off another national qualifier the week before. Still, what lingered most wasn’t the exhaustion, but the sense of purpose. “I think it was stressful due to internal pressure and personal goals! But of course, I was extremely excited at the same time.”

Her transition from local to state-level competition was grounded in a deep sense of gratitude and responsibility. “It’s an honor, and it feels awesome! SVUDL has given me so many resources and opportunities over the past two years—and yes, believe it or not... I’m saying this on my own accord!” she laughed. “I feel a personal obligation to represent SVUDL well.”

Indeed, Katelynn’s presence at CHSSA was more than symbolic. She competed not only to perform, but to advocate for broader participation in prepared Speech events. “A common occurrence in many Speech and Debate Clubs is the difficulty to diversify beyond Impromptu Speaking,” she explained. “I hope I can use this experience to attract more students to the art of prepared speeches. It’s incredible to be able to perform a piece personal to you, across the span of a year.”

Despite being the sole competitor from Silver Creek High School, Katelynn did not feel alone. “It forced me to go outside my personal bubble and talk to so many new people from all over the state,” she said. “CHSSA, by far, has been the most competitive tournament I’ve attended since freshman year… Everyone was truly so impressive and inspiring.”

There was even a bit of Hollywood sparkle: “John Stamos appeared as a special guest to announce the release of breaks!” she recalled with a smile. Although she did not make the final round, Katelynn reached the semifinals and considered that a major win. “Even breaking into the semis—I was ecstatic.”

But her sights are set even higher.

“To CHSSA: I’m not done yet! I will be back my senior year to get that State Champion title!” she declared. After competing primarily in Impromptu Speaking for her first two years, switching to Informative Speech opened new creative and intellectual doors. “It was a completely different, rewarding experience. Unlike Impromptu, which tests your ability to craft a speech on the spot, Informative is a prepared event designed to—yes—inform, especially on topics with meaningful societal implications.”

Mitchy Rene (Teacher, Silver Creek High School) and Katelynn Nguyen

Katelynn’s speech focused on the world of reality television, starting with its early history and expanding into its lasting cultural footprint. “I started with the origins of reality TV, but what I really wanted to highlight were the implications it has today,” she shared. “From how we consume media to how we engage online or even view politics, the genre has shaped our idea of what’s ‘real.’ It’s a lens into how curated content influences our everyday behavior and attention.”

Katelynn’s competitive ambition extends beyond the state level. This year, she narrowly missed qualifying for several prestigious national tournaments, including the UK Tournament of Champions and NSDA Nationals. At the NSDA Last Chance Qualifier, she placed 24th out of 188 competitors in Informative Speaking. “To say the least, I was distraught,” she admitted.

But in classic Katelynn fashion, that disappointment has only fueled her.

“This isn’t the end of my Speech journey. In fact, it’s only fueled my motivation heading into senior year,” she said. “Next year, I will be aiming to be in the final rounds of CHSSA State Championships and NSDA Nationals. It will take a lot of work, but I’m excited to see what the future holds!”

In a field where thousands compete and only a few rise to the top, Katelynn Nguyen’s story is a testament to resilience, vision, and the power of student voice. For SVUDL and for California Speech and Debate, she has already made history—and she’s just getting started.

SVUDL Welcomes Rak Garg to the Board of Directors

Our newest member of the Board of Directors is Bain Capital Ventures Partner Rak Garg. When he was in high school, he was on a team for three years of competitive Lincoln-Douglas debate. Now he serves as a volunteer Speech and Debate judge for Milpitas High School.

“Debate changed the trajectory of my life. I learned critical thinking, persuasion, advocacy, and the ability to see both sides of every issue. This skillset is invaluable for the world we live in today, given rampant misinformation and lack of understanding in online communities. Learning these skills early gave me the ability to handle heavy workloads, create unique perspectives based on first-party research, and have carried me through my career,” he recalled.

Rak looks forward to serving on the Board and contributing to the SVUDL community. “I want to give back and replicate what I learned as best I can for students who lack institutional support. As a venture capitalist, much of my work and network are in the entrepreneurship ecosystem. I’m committed to establishing entrepreneurship as a viable career path for SVUDL students. I’m interested in organizing visits to Silicon Valley venture capital firms, and helping students develop their ideas from concept to launch. Much of the thinking and reasoning involved in crafting a debate case applies to crafting business cases, and most entrepreneurs face a lot of rejection before achieving success. This is similar to how many debaters face a lot of losses before winning,” he reflected.

Rak Garg is a Partner at Bain Capital Ventures, where he invests in entrepreneurs building the future of AI, cyber-security, and enterprise. Before investing, Rak was a product leader at Atlassian, where he led multiple teams towards creating new businesses within security and productivity. Rak is originally from New Delhi, India, and grew up in Milpitas, CA.

Please join us in welcoming Rak Garg to the SVUDL Board of Directors!