Debatifying Biology
Every subject matter has the potential to be “debatified” – the process of infusing debate into a classroom by utilizing Debate Centered Instruction (DCI). One particularly compelling example can be found in SVUDL DCI Fellow Roberto Solis’s biology classroom. One lesson he implemented was a debate on the most important organelle in a cell. Students were assigned different organelles and had to argue why theirs was the most essential for life. They researched, wrote claims, and defended their positions while challenging others. This debate led to deep discussions about cell functions and interdependence, reinforcing their understanding of the topic in a way that traditional lectures do not. Read on to learn more about the intersection of biology and DCI.
Department Chair and Biology Teacher Roberto Solis is currently serving as a SVUDL DCI Fellow at Mt. Pleasant High School in the East Side Union High School District. He has been teaching for five years, with over eight years of experience in the classroom.
Roberto Solis shared that the teaching and learning environment at Mt. Pleasant High School is a particularly well-suited place to implement Debate Centered Instruction (DCI). The school has a diverse student body and a strong sense of community with a culture that emphasizes collaboration and critical thinking, preparing students for real world challenges.
DCI is particularly exciting because it can add value in any subject area. “In biology, debate allows students to explore scientific concepts critically. Whether discussing the ethics of genetic engineering, climate change policies, or the impact of human activities on ecosystems, students use evidence-based arguments to support their claims. This approach deepens their understanding and improves their ability to analyze complex information,” reflected Roberto. “I was drawn to debate because it gives students a voice, encourages tolerance for different perspectives, and provides them with tools to form, express, and defend their opinions in an era of information overload.”
Although Roberto did not formally participate in Speech and Debate himself, he has always valued discussion and critical thinking. Engaging in structured debates later in his career made him appreciate how powerful this tool can be for student growth. “I decided to participate in SVUDL’s DCI Fellowship program because I wanted to refine my ability to use debate as an instructional strategy and connect with other educators who are implementing debate in their classrooms. The opportunity to learn new techniques and bring them to my students was a major motivation,” he shared.
Roberto has definitely seen an impact in his classroom. “It has made my teaching more student-centered. Instead of just delivering content, I guide students as they explore, question, and debate scientific concepts. It has also made my classroom more dynamic and engaging,” he said.
He has seen positive outcomes in his students from DCI in the classroom. “Students are more confident in presenting their ideas. Their ability to analyze information, construct arguments, and ask critical questions has noticeably improved. Many students who were initially quiet now actively participate in discussions,” he emphasized.
He offered as an example a lesson plan and how it played out in the classroom. “One lesson I implemented was a debate on the most important organelle in a cell. Students were assigned different organelles and had to argue why theirs was the most essential for life. They researched, wrote claims, and defended their positions while challenging others. This debate led to deep discussions about cell functions and interdependence, reinforcing their understanding of the topic in a way that traditional lectures couldn’t,” he noted.
As with any new undertaking, Roberto has had to address a few implementation challenges. “Some students struggle with speaking in front of their peers or forming structured arguments. I address this by scaffolding the debate process, providing sentence starters, and modeling how to construct claims and rebuttals. Time constraints can also be a challenge, as debates require preparation and discussion,” he said.
One of the many exciting aspects of DCI is hearing directly from the students about their own experiences. “Many students say they enjoy debates because they feel heard and challenged. Some mention that debating has helped them in other subjects, improving their ability to organize thoughts and present ideas clearly,” he shared.
Roberto recommends bringing DCI to other teachers who are considering bringing it to their classrooms. “Give it a try! Debate transforms passive learning into active engagement. It helps students develop essential life skills like critical thinking, communication, and adaptability. Start small with structured discussions and build from there,” he advised.
He also has some guidance for principals or district administrators considering bringing DCI to their schools. “Debate fosters deeper learning and civic engagement. It equips students with analytical skills that prepare them for college, careers, and informed citizenship. Investing in debate programs can elevate student achievement and create a more intellectually vibrant school culture,” he noted.
Ultimately, Roberto feels that bringing debate into his classroom has been one of the most rewarding changes in his teaching. “It has empowered students to take ownership of their learning, develop confidence, and engage more deeply with the content. I’m excited to continue expanding debate opportunities in my curriculum,” he said.
The Alchemist, Lord of the Flies and La La Land
What do The Alchemist, Lord of the Flies, and La La Land have to do with Debate Centered Instruction (DCI)? Each of these components were strategically woven into Evergreen Valley High School SVUDL DCI Fellow Kevin Tran’s classroom. Keep reading to learn the nexus between these elements and DCI and how the classroom transformed as a result.
Kevin Tran is in his second year of teaching English at Evergreen Valley High School in San Jose. With a Master’s degree from San Jose State University, he has successfully incorporated Debate-Centered Instruction (DCI) into his high school curriculum after just one year of teaching.
“I’ll never forget how inspiring my own sophomore year teacher was when I was in high school. Everyday in chemistry, he’d offer life advice alongside motivational speeches. His ability to connect chemistry to real-world applications made a lasting impression on me. While I didn’t always fully grasp the concepts in chemistry, I truly appreciated his demeanor, attitude, and personality,” Kevin reflected. “It was through teachers like him that I realized I wanted to teach. They genuinely cared about us and made a real impact on our lives.”
Initially considering a career in psychology, Kevin ultimately chose teaching as a way to help others. “That’s when I realized I wanted to pursue a career that could truly make a difference,” he said.
In college, Kevin found his passion for literature, especially analyzing texts. Recently, he assigned his students a project on The Alchemist, focusing on the themes of dreams and reality. The class watched La La Land and analyzed the connections between the two works. Students wrote essays exploring the question, "What does it mean to be a teen in 2025?"
“One student shared an essay with me that was so well-written, it profoundly resonated with me. I asked her about her process, and she walked me through it. I told her it was one of the best things I had ever read, and she thanked me,” he recalled. “But the next day, she came back to share how much my words meant to her. She wanted to make sure I knew how much she appreciated the opportunity the project gave her, and how it made her think more deeply.”
When Kevin first introduced Debate-Centered Instruction (DCI) into his classroom, he began with a small-scale debate. “I was nervous because I had seen how difficult debate could be to manage without proper structure. Without clear instructions, debates can easily become disorganized, with some students doing all the work while others contribute little,” he admitted.
“But with DCI, everything changed. Every student had a role, and they stayed engaged. The activity was challenging, but they found it rewarding. They appreciated the opportunity to build arguments. The time constraints were challenging, but they still enjoyed the challenge,” Kevin said.
For Kevin, DCI aligns naturally with his teaching style. “I believe in student-centered learning, where students take on the work. It's important to shift the cognitive load from the teacher to the students. This approach was ingrained in me during my graduate studies, and it feels very natural in the classroom.”
Despite its overall success, Kevin has faced some challenges in fully integrating DCI into his classroom. “The difficulty sometimes lies in determining how to fit DCI into the curriculum. I constantly ask myself: How can I make this activity feel organic? How can I integrate it seamlessly into what we’re already studying so it doesn’t feel disconnected?”
The academic rigor of his school also poses a challenge. “Maintaining rigor is crucial. It’s a balancing act—figuring out how much scaffolding is needed for students to succeed,” Kevin explained.
Kevin teaches three novels each year. This past year, he taught Lord of the Flies and created a DCI consensus activity with four different claims. The students discussed the nature of savagery and examined whether Jack’s influence or the boys' inherent evil was to blame for their descent into chaos. They also analyzed Ralph’s failure to lead and the complete lack of civilization.
While students expressed a desire for more time to cross-examine each other’s arguments, they also relished the challenge that the time constraints provided. One unexpected benefit was the increased engagement of a student who had previously been much less enthusiastic about the learning process. In the mock trial, every student participated—whether presenting opening or closing arguments, cross-examining, or delivering rebuttals.
In today’s political climate, teaching DCI feels particularly relevant. “Teaching is inherently political. It’s an act of protest. When we teach students to be critical thinkers and analyze current events, we’re empowering them to engage with the world thoughtfully. Avoiding those discussions would undermine the very purpose of education,” Kevin stated. “SVUDL has been an invaluable resource. It has helped me become a better teacher.”
SVUDL Teams Shine at the 2025 Urban Debate National Championship!
From April 3rd-6th, students from Independence High School, Yerba Buena High School, Downtown College Prep El Primero, and Andrew Hill High School represented our league at the 2025 Urban Debate National Championship at Emory University in Atlanta, Georgia. With nine students competing across two divisions, our teams demonstrated incredible skill, teamwork, and resilience. The experience was not only competitive but also a celebration of growth and community—capped off with a fun visit to the World of Coca-Cola Museum! Read more about their experience here!
Top debaters from across the nation come together for the annual Urban Debate National Championship (UDNC), which is organized by the National Association for Urban Debate Leagues (NAUDL). This year, the tournament was held from April 3rd to April 6th at Emory University in Atlanta, Georgia with two divisions: Policy Debate and Debate en Español. SVUDL sent four teams to the 2024 UDNC this year: one Debate en Español team from Andrew Hill High School and three Policy debate teams from Independence High School, Yerba Buena High School, and Downtown College Prep El Primero.
Pre-matched rounds of the competition began on Friday, April 4. Students adopted a strong feeling of community from the start. Vu Quang from Yerba Buena High School shared his thoughts, saying, “UDNC was an amazing experience! Having such a big squad at the tournament, I enjoyed the sense of community that we had at UDNC.”
In total, we had nine students representing our schools, including Isaias Plascencia from Yerba Buena, who also proudly qualified for the UDNC. Throughout the tournament, students supported one another, debriefing after rounds and collaborating to prepare for upcoming debates. Angelina Le reflected, “Being able to learn from my fellow debaters was a highlight of the UDNC for me. I learned more in-depth about how the competition works and which strategies were the most helpful.”
Vu Quang and Ryan Nguyen's Yerba Buena team went to the octofinals, competing against the Barack Obama Male Leadership Academy's Dallas Urban Debate League team. The team was happy with their efforts and the support they received from their peers, even if they lost a hard-fought round.
Vu Quang achieved a great feat by placing third overall as one of the top Speakers in the Policy debate division for his amazing performance. At the awards presentation, Chloe Truong was recognized as NAUDL's Debater of the Year, and we were overjoyed to congratulate her.
Our students had the opportunity to tour Georgia and the World of Coca-Cola Museum following the tournament. In addition to learning about the history of the renowned brand, which was established in Georgia, they delighted in trying out various Coca-Cola varieties from around the globe.
The UDNC this year was a celebration of student development, resiliency, and community in addition to being a competition. We are immensely proud of all our students for representing their schools and our league with such passion and dedication. Congratulations to all the teams that participated and NAUDL for hosting such an amazing tournament.
Debate Centered Instruction Helps Students Find Common Ground
Latino College Prep’s SVUDL Fellow Andrew Garcia Chavez teaches social studies and uses Debate Centered Instruction (DCI) as a tool to engage his students. Learn how he is equipping students with new ways to find common ground - whether a classroom debate on if the American Revolution was virtuous or a Socratic seminar on Just Mercy, this teacher is bringing new excitement to his classroom through DCI.
Andrew Garcia Chavez is a Social Studies teacher at Latino College Preparatory Academy in San Jose. Initially drawn to a career in economics, Andrew’s passion for teaching ignited during a summer program in Japan where he saw firsthand the profound impact he could have on his students.
“I fell in love with teaching as I witnessed the powerful voices of young people. We had intense conversations about the challenges facing society, from immigration and an aging population to the decline in childbirth,” he recalled. “It was incredible to craft speeches with these students and hear their perspectives.”
After returning to college, Andrew decided to pursue a minor in education and set his sights on becoming a teacher. He earned his master’s degree and began teaching at KIPP in 2021. By 2022, he was teaching history, AP World History, and Ethnic Studies at Latino College Prep. Then in 2023, he took on the role of Speech and Debate coach, leading his team to the prestigious Tournament of Champions in Kentucky.
This year, Andrew has been particularly focused on Debate Centered Instruction (DCI). “Some students have a tendency to become a bit combative, and I wanted to channel that energy into something more collaborative,” he explained. “The DCI Coming to Consensus exercise challenges students to find common ground. One student, initially disengaged with the work, found his voice and stepped into a leadership role. It was incredible to watch him transform.”
In one memorable class discussion, the students debated whether the American Revolution was virtuous. It became one of the most powerful classroom conversations of the year, with one student in particular evolving from shy and passive to confident and engaged, sparking enthusiasm in his peers.
“Students have so much to say. As a society, we often fail to fully appreciate the knowledge and perspectives young people bring to the table. The focus shouldn’t just be on who's right and who's wrong—it should be about finding common ground,” Andrew reflected. “With DCI, students learn how to engage in those kinds of conversations, especially about controversial topics.”
DCI has proven to be an effective tool for students who are so absorbed in their own arguments that they struggle to consider multiple viewpoints. “Helping students see the gray areas can be challenging, but DCI helps students learn how to construct speeches. Many students worry about saying things the ‘right’ way, so the structure of speeches, along with background knowledge and sentence starters, is invaluable,” Andrew explained. “They start by learning to create a clear beginning, middle, and end. Once they grasp that framework, they begin to experiment and build from there.”
Recently, Andrew led a Socratic seminar focused on Just Mercy, discussing the prison system. The conversation was particularly emotional due to a recent local news story involving a 13-year-old boy suspected of murder, who, due to his age, could serve as little as eight months in an unlocked ranch facility. This real-world example sparked a passionate classroom debate on juvenile justice in America, with students grappling with difficult questions about punishment, reform, and justice.
“DCI equipped students with the tools to engage in meaningful dialogue during the Socratic seminar. They felt more confident speaking up and contributing to the discussion,” said Andrew. “SVUDL has been a great support to me by offering resources that have been especially valuable.”
Through his work, Andrew has created an environment where students can not only learn but also develop the skills to engage in thoughtful, respectful conversations—skills that will serve them well beyond the classroom.
SVUDL Brought Out My Courage
What Summit Everest High School senior Cristel De La Cruz Bonilla values most about SVUDL is the access to opportunities she might not have otherwise encountered. "SVUDL brought out my courage. I had fooled myself into believing I never had any," she shares. "Though I was always interested in advocating for social justice, I didn't know where to start.” Click here to learn more about Cristel’s journey.
Summit High School senior Cristel De La Cruz Bonilla's introduction to SVUDL began with an encouraging push from her coach, Senior Program Specialist Kwodwo Moore. He recognized her potential and invited her to explore public speaking through Moot Court during the summers of her freshman and sophomore years. By junior year, Cristel had begun participating in SVUDL tournaments.
This is where Cristel discovered her powerful voice. "SVUDL provided a space to develop my skills during the tournaments. As a result, I've become more comfortable presenting in front of judges," she reflects. "I always made an effort to improve by using critiques to further develop my voice for the future."
What Cristel values most about SVUDL is the access to opportunities she might not have otherwise encountered. "SVUDL brought out my courage. I had fooled myself into believing I never had any," she shares. "Though I was always interested in advocating for social justice, I didn't know where to start. SVUDL offered me the chance to participate in I RESOLVE, which became my entry point."
During I RESOLVE, Cristel advocated for compensation for minorities who have faced historical oppression. "Getting to research historical topics that address how the current system of welfare and inequities came to be is crucial for someone seeking to make change," she explains. "Although the setting where I presented initially intimidated me, I took a leap of faith based on my ambition so I could grow even more."
For Cristel, the most memorable aspect of IRESOLVE was connecting with fellow students during a trip to Chicago. "We bonded beyond debate, which made me recognize the wonderful community within SVUDL," she recalls. "These new experiences helped me reflect on the type of person I want to become and broadened my vision of potential career pathways for making an impact."
Now a high school senior preparing for college, Cristel acknowledges the challenges of the application process. "The biggest challenge was choosing which schools to apply to, and the applications are so expensive," she admits. "I'm thankful that NAUDLprovided a scholarship to help with that." Cristel has been accepted to her top choice, UC San Diego, where she hopes to study international relations this fall, pursuing her goal of a career in diplomacy.
Cristel's experiences with SVUDL have shaped her career aspirations. "Participating in SVUDL tournaments helped me realize that I wanted to pursue a career utilizing similar skills," she explains. "I plan to apply the public speaking abilities I've developed through SVUDL. I now enjoy speaking out about crucial issues that are particularly important to me." Looking ahead, she aims to become a diplomat who can create broader change while representing her Hispanic community.
In addition to practicing public speaking, Cristel has developed valuable social skills. "Talking with people from different career paths and stations in life was encouraged," she notes. "This skill has and will continue to support me in having meaningful conversations and forging deeper connections."
What stands out to Cristel about SVUDL is its supportive community, particularly the coaches who create such a positive environment. The organization has impacted her greatly as a person. "I was extremely timid when it came to expressing myself. I never liked to stand out or take the first step by myself," she reflects. "While being in the spotlight still makes me feel awkward, I push myself if it means speaking about things important to me. I'm grateful to have found a community in SVUDL that made me feel welcome while I stayed true to myself."
“Arctic” Selected As 2025-2026 National High School Policy Debate
The National Federation of State High School Associations (NFHS) has announced the selection of “Arctic” as the National High School Policy Debate Topic for the 2025-2026 academic year. Keep reading to learn about the process of selecting this topic and discover which topics were not selected for the upcoming debate year.
The National Federation of State High School Associations (NFHS) has announced the selection of “Arctic” as the National High School Policy Debate Topic for the 2025-26 academic year. The debate resolution will be as follows: “The United States federal government should significantly increase its exploration and/or development of the Arctic.”
“Arctic” was chosen over “Military Presence” by a 21-13 vote in the final balloting process, which saw participation from 30 state associations, including the National Speech and Debate Association, the National Catholic Forensic League, the National Association for Urban Debate Leagues, and the National Debate Coaches Association.
The process that the NFHS uses to determine the year long topic for Policy Debate is a thorough and intensive process. Professionals from across the country come together each summer to figure out how to select a topic that will be both educational and relevant, while remaining appropriate enough for high schools across the country to share.
“This work is crucial to making sure everyone has equal access, and even though I wasn't a voting member, I felt that my questions and concerns were taken seriously and fairly considered. I plan on going again if I am given the opportunity, because I think it is important that the membership of these committees are made up of people who represent youth from our communities,” said Kwodo Moore, SVUDL Senior Program Specialist, after attending the topic meeting last summer.
Three stages of voting were used to determine the winning topic. The first was held during the NFHS Policy Debate Topic Selection Meeting August 1-4, 2024, where 61 attending delegates from 21 states and multiple national organizations compiled five potential choices. In addition to Arctic and Military Presence, other options included “India,” “Nation State Recognition” and “South Asia.”
HOW THEY VOTED FOR 2025-2026:
National Policy Debate Topic Area Balloting:
21 ARCTIC
Resolved: The United States federal government should significantly increase its exploration and/or development of the Arctic.
13 MILITARY PRESENCE
Resolved: The United States federal government should significantly reduce its military presence in one or more of the following: Bahrain, Japan, Kuwait, South Korea.
The topic of the Arctic offers a unique opportunity for students to delve into geopolitical, environmental and economic discussions that shape our world.
Do you work in this area? Calling all SVUDL supporters to share their knowledge, expertise, anecdotes and insights for SVUDL students! Your experience will be invaluable as our students navigate this powerful and fascinating area of the law. We’re going to be scheduling topic lectures for our students over the summer and early fall - reach out to us today if you would like to help out!
A Lifelong Passion for Teaching Leads to Debate Centered Instruction
Dr. Ali has always had a passion for teaching. Even as a young student, he often helped classmates with mathematics and other subjects. “Teaching my friends helped me learn even more myself,” he says. Keep reading to learn about his lifelong love of teaching which led him to his current role as SVUDL’s Debate-Centered Instruction (DCI) Fellow at Andrew P. Hill High School in San Jose.
Chemistry and Forensic Science teacher Dr. Mohammed Ali, PhD, serves as a SVUDL Debate Centered Instruction (DCI) Fellow at Andrew P. Hill High School in San Jose. DCI is an innovative approach to teaching that integrates the energy and dynamic nature of debate into the classroom. This methodology equips educators across all subject areas with tools to boost student engagement and develop essential skills in research, argumentation, communication, and collaboration by enhancing the existing curriculum through Speech and Debate techniques.
Dr. Ali teaches approximately 180 students across six sections, helping them master the art of critical thinking.
“It’s vital to teach my students the importance of civic responsibility,” Dr. Ali explains. “Part of that is helping them develop the ability to analyze and think critically. As they research and engage in rational discourse, they begin to use common sense, listen attentively, and support their ideas with strong, credible evidence.”
Having been a debater himself, Dr. Ali understands firsthand how valuable debate skills can be. A district initiative led him to SVUDL, where he was excited to bring the skills he had developed as a student into his own classroom.
“In a Debate Centered classroom, students become more engaged and collaborate more effectively,” he says. “They ‘listen to learn’ – meaning they’re actively listening to one another to learn about a topic. When other students present arguments, they need to absorb what’s being said, critically analyze the content, and build on it. The process is collaborative, requiring extensive research and the exploration of new sources.”
Dr. Ali highlighted how this approach helps students who are shy and may be reluctant to speak up in class. Debate-centric teaching fosters connections between students and offers opportunities for newcomers to find their voice and establish themselves in the school community.
“Students begin to use common sense and think on their feet,” he reflects. “When one student poses a question, this challenges another student to draw upon everything they’ve learned. Politicians make split-second decisions all the time, and so do teachers. Every day brings new challenges, and as a teacher, I’m often tasked with solving problems I’ve never encountered before that moment.”
DCI provides excellent training for rapid yet thoughtful decision-making, and its benefits extend far beyond the classroom. “The skills learned in debate are incredibly valuable, no matter where students ultimately land,” he says. “Whether they teach in a classroom or serve in public office, these skills will be indispensable.”
Dr. Ali has always had a passion for teaching. As a young student, he often helped classmates with mathematics and other subjects. “Teaching my friends helped me learn even more myself,” he says.
Originally from Bangladesh, Dr. Ali was raised in a culture where teachers are revered. “Teachers were highly respected in my country,” he recalls. “It’s seen as a crucial role, and I am proud to be part of that tradition. I greatly enjoy the art of research, and I want everyone to learn how to take advantage of the wealth of knowledge available to explore current topics. One example would be that before buying an item, people might benefit from doing some research about prices, brands, and maintenance issues before purchasing a cellphone, computer or car.”
Dr. Ali’s dedication to both his students and the power of debate has undoubtedly created a lasting impact, teaching critical thinking and problem solving skills that extend far beyond the classroom.
Embracing The Power of Sitting with Discomfort
Discomfort is something many of us strive to avoid, but for Independence High School Senior Chloe Truong, it became a catalyst for growth. Through her involvement with SVUDL, Chloe learned to embrace discomfort in ways she never imagined possible. In this story, Chloe explains how “sitting with discomfort," paired with a newfound sense of audacity, helped her navigate imposter syndrome and the unique challenges she faced as a female debater. It was this audacity that allowed her to grow, thrive, and become the confident speaker she is today. In fact, Chloe was just named NAUDL’s 2025 Debater of the Year. Keep reading to learn more!
"During quarantine, I started to reflect on finding my voice," Chloe began. "I come from a big family with three brothers, and it was often hard to speak up and be heard. I wanted to develop conversational skills and build a sense of confidence. I was focused on discovering who I was becoming, and when I asked about starting a Speech and Debate club at my school, I was told I couldn't because I was only a freshman. But then a few seniors started the team, and once they connected with SVUDL, I began participating in tournaments and events during my sophomore year."
Chloe shared that the greatest gift SVUDL offered her was the chance to learn how to sit with discomfort. "In order to debate, you have to be willing to be uncomfortable. At first, discomfort feels like something to avoid. But SVUDL showed me that discomfort is an opportunity for growth. Over time, I've learned to balance authenticity with excellence, and how to deal with conflict. It’s a constant journey of being tested and growing stronger through it."
SVUDL's tough love approach was something Chloe came to appreciate. "They didn't make things easy, and I actually appreciate that now. Looking back, I don't regret any of my experiences, no matter how uncomfortable they felt in the moment."
One pivotal moment came during her sophomore year. Chloe was paired with the team captain for a moot court event. "I was the newbie being carried by others," she recalled. "But at that event, something changed. I was terrified, unsure if I’d even make it to the finals. But we did, and when I found out I would be presenting to 300 people, I had to make a choice: either back out or take the leap. I chose the latter, knowing it was a once-in-a-lifetime opportunity. What I didn’t realize was how powerful that moment would be until I stood in front of everyone."
As Chloe faced the three prestigious judges, something clicked within her. "It felt like time slowed down. I was nervous, yes, but I was also comfortable with who I was and how I sounded. I was my own speaker, my own person. That moment was a breakthrough."
Through her participation in SVUDL, Chloe gained more than just speaking skills. "I began to find confidence in my values and my beliefs. In the past, I used to change the way I acted or spoke based on who I was with. But now, I’m grounded in my beliefs and confident enough to voice them with conviction. SVUDL helped me become more articulate, and that’s something I will carry with me forever."
As Chloe navigated the college application process, she realized just how much debate had shaped her. "When I was filling out my applications, I noticed that 13 out of the 20 activities I listed were from debate! It helped me reflect on how much I've grown. College applications are tough, but it was also a chance to recognize how far I've come, especially through SVUDL."
Chloe plans to major in political science, a bold decision in her family. "My parents had their heart set on me going into medicine or computer science because they have resources in those areas. It was through SVUDL that I found my voice and the confidence to pursue it. SVUDL gave me the tools to speak up and say, ‘I’m going to become a lawyer and go into politics.’"
"The most powerful tool I gained from SVUDL is a sense of audacity," Chloe explained. "In tournaments, especially at the national level, I often felt small. Sometimes I felt judged for how I looked, and I began to see the parallels between the debate world and the outside world—women face the same kind of scrutiny everywhere. Imposter syndrome is real for many women, and it’s disproportionately felt compared with our male counterparts."
Chloe reflected on how SVUDL helped her confront these feelings of discomfort. "I used to try to change who I was to make myself more 'digestible.' But through those experiences, I learned that I would never compromise my values or my identity for success. Now, I understand the importance of staying true to myself, even when it's uncomfortable."
Chloe’s perspective on authenticity and excellence has also shifted. "Before SVUDL, I thought authenticity and excellence were mutually exclusive. But now I realize that I deserve success, and I don’t have to compromise my authenticity to achieve it. SVUDL has taught me that these things can coexist, and I want to share that message with the debate community and beyond."
Speaking of deserving success, Chloe was recently named NAUDL’s 2025 Debater of the Year. “I’m very grateful to be this year's Debater of the Year award. None of this would be possible without the mentorship SVUDL provides. I think that overall my debate career has been fulfilling, and I can’t wait to see where these skills will take me in the future,” she said.
SVUDL’s influence has taught Chloe to question assumptions and change her inner dialogue. "Before SVUDL, there was a voice inside me that said, 'Stay small; stay comfortable.' Now, that voice is drowned out by a louder voice asking, 'Why not you?' This shift has changed how I view opportunities and my own potential. I still struggle with imposter syndrome and sometimes question if my achievements are due to luck. But SVUDL has helped me find my voice and accept who I am today."
Through her journey with SVUDL, Chloe learned to embrace discomfort as a stepping stone to growth and self-discovery. She now stands confident in her ability to speak up, face challenges head-on, and stay true to herself—no matter how uncomfortable it might feel.
A Month Full of National Tournaments!
February brought with it a flurry of national tournaments! Last month, thirty-nine SVUDL students competed in at least one national competition, with almost half of those students competing at two or more tournaments over the course of the month. Click here to learn more about how SVUDL students navigated a month full of national tournaments.
February brought with it a flurry of national tournaments! Last month, thirty-nine SVUDL students competed in at least one national competition, with almost half of those students competing at two or more tournaments over the course of the month.
Kicking off the month was the 39th Annual Stanford Invitational, held online from Saturday, February 8th through Monday, February 10th. Varsity entries at this national circuit tournament vied for coveted bids to the 2025 Tournament of Champions.
This year’s Stanford Invitational saw nineteen SVUDL students entered, including two Public Forum Debate teams from Independence High School and three World Schools Debate teams from Independence High School, Latino College Preparatory Academy, and Silver Creek High School.
Over six preliminary rounds, Public Forum debaters considered whether or not the United States should become a party to the International Criminal Court, weighing advantages and disadvantages in areas such as global human rights, conflict hotspots, and even domestic agricultural production. Meanwhile, World Schools debaters argued six different motions over the course of the weekend, with topics including the effect of visitor caps on major tourist destinations, the impact of industrialized agriculture, and the perceived dichotomy between the “natural” and the “artificial”.
Students shared that the Stanford Invitational was an excellent opportunity to test out the skills they had honed over the earlier part of the school year and identify areas of growth as they geared up for the peak of the tournament season.
Competition on the national circuit didn’t stop at Stanford. The very next weekend, over twenty-five SVUDL students woke up bright and early, ready to compete at the 2025 Cal Invitational. A classic national circuit competition and the largest high school Speech and Debate tournament in the country, the Cal Invitational was held almost entirely in-person on UC Berkeley’s campus from Saturday, February 15th to Monday, February 16th. (Only the World Schools division, a relatively new addition to Cal’s event schedule, was held online.)
At Cal, SVUDL entries were represented across eight different Speech and Debate divisions, including Lincoln-Douglas Debate, Policy Debate, Public Forum Debate, and World Schools Debate, as well as Extemporaneous Speaking, Impromptu Speaking, Informative Speaking, and Original Oratory. Thirteen in-person competitors from Independence High School, Mt. Pleasant High School, and Silver Creek High School made their way to and from UC Berkeley on Saturday and Sunday, while fourteen virtual World Schools competitors from Independence High School and Latino College Preparatory Academy gathered off-campus in San José for their rounds.
The days were long, and the competition appropriately fierce, at the biggest tournament of the season. But despite the grueling wake-up times and packed schedule, the in-person SVUDL cohort supported one another throughout the weekend at their home base in Dwinelle Hall, sharing wins and losses and prepping for upcoming rounds next to the fully-stocked SVUDL snack cart.
Interestingly, the February topics for Lincoln-Douglas and Public Forum both featured a focus on the International Criminal Court (ICC), which offered a unique opportunity for collaboration between SVUDL entries in both events. Ria Tyagi, a senior at Mt. Pleasant High School and previous Policy and World Schools debater, competed in Lincoln-Douglas Debate for the first time at the Cal Invitational in the Junior Varsity Division. Before her final Lincoln-Douglas round on Saturday night, Independence High School students and Public Forum debaters Ojas Gandhi and Frank Shau shared argument advice and evidence cards with Tyagi as she prepared to argue on the Negative against an ICC Affirmative. This was just one of many instances of cross-school collaboration and encouragement among the SVUDL cohort at Berkeley that enhanced the competitive experience for all.
SVUDL’s virtual World Schools cohort also came together within their teams to prepare themselves for diverse motions throughout the weekend. Among the topics debated included the Supreme Court’s decision to ban affirmative action in college admissions and the desirability of a world without nuclear capabilities.
The final tournament of the month was the 3rd Annual TOC Digital Speech and Debate Series 2, a virtual tournament held by the University of Kentucky (which also hosts the famed Tournament of Champions every spring). From Friday, February 22nd through Sunday, February 24th, twenty-four students represented our league across the Policy Debate, Public Forum Debate, World Schools Debate, and Informative Speaking divisions. Familiar names from Independence High School, Latino College Preparatory Academy, and Silver Creek High School competed at the online national tournament, joined by peers from Yerba Buena High School in the Policy division.
We are impressed by the dedication and skill demonstrated by SVUDL students at last month’s competitions. A special shout out goes to all of our judges, especially our alumni judges, at all three tournaments! Our students could not compete without your time and energy as hired and volunteer judges, and we are grateful to have you as part of our community.
Exploring Business Careers After Debate
During the recent Larry Itliong SVUDL Tournament, Senior Program Specialist Kwodwo Moore and longtime supporter and volunteer Annie Matheu held a fireside chat in front of nearly 100 SVUDL students. A former high school debater, Annie currently works at Google, after starting her career on Wall Street. Click here to learn more about their discussion, which included a conversation about different career options for Speech and Debate participants, including options beyond the legal field.
During the recent Larry Itliong SVUDL Tournament, Senior Program Specialist Kwodwo Moore and longtime supporter and volunteer Annie Matheu held a fireside chat in front of nearly 100 SVUDL students. A former high school debater, Annie currently works at Google, after starting her career on Wall Street. They spent their time together discussing different career options for Speech and Debate participants, including options beyond the legal field.
Annie’s story began with her parents, who immigrated from China with little more than a few suitcases. Starting school without speaking English, Annie recounted challenges not uncommon to the children of immigrants, but noted she found her voice -- literally -- through debate; debate was a life-changing experience that materially shaped her future and opened many doors.
Annie shared why debate was the training ground for her career: it gave her an unparalleled opportunity to develop her confidence and practice invaluable skills like public speaking, critical thinking, argument construction, research, and active listening. Annie noted that while many might think that debate only “exits” into a law career, the skills that debate teaches are essential for anyone in any field, regardless if they’re navigating a corporate career or just trying to improve everyday interactions.
Annie’s story is a reminder that success isn’t just about where you start or who you know -- it’s about the skills you build, the relationships you nurture, and your determination to keep going (even if the path is uncertain). She noted that, on any path, the skills one learns in debate (how to eloquently express ideas; how to use data, critical thinking, and strategy to influence others to your point of view) will help in every aspect of life (from personal relationships to industry careers). Debate teaches so many invaluable, transferable skills, so no matter what situation you find yourself in (if you’re trying to convince a friend of your point of view… trying to solve a relationship conflict… trying to explain the situation if you get pulled over by police…), debate skills will only help.
An Evening of Contract Negotiation, Skill Development—and Cake Pops
Recently, students from numerous SVUDL high schools convened with attorneys at the Perkins Coie Palo Alto office for an evening of contract negotiation, skill development—and some very good cake pops. Click here to learn more about this event, offered thanks to SVUDL’s amazing partners at Perkins Coie and Meta.
On Wednesday, January 29th, SVUDL students convened with attorneys at the Perkins Coie Palo Alto office for an evening of contract negotiation, skill development—and some very good cake pops.
The professional access event—one of several that SVUDL coordinates each year in partnership with the Legal Advisory Committee members and other SVUDL champions—brought 18 SVUDL students together with a cohort of lawyers from Perkins Coie LLP. A major international law firm, Perkins Coie represents businesses across various industries at 21 offices in the U.S. and abroad. The Palo Alto office, which opened its doors to SVUDL students for the event, counts top Silicon Valley companies like Meta as their clients. At last Wednesday’s event, the firm’s cohort was composed of experienced commercial litigators and legal experts in various areas, including privacy & data security, emerging companies, and technology transactions.
As students arrived at the Palo Alto office, they were greeted with dinner and a generous sweep of desserts—a welcoming reception after a long day of classes. With nametags and dinner boxes in tow, students found their seats for the opening presentation. Among the crowd was also the cohort of attendees from Perkins, who would soon pair up with SVUDL attendees for the evening’s main event: the negotiating skills simulation.
Megan Gritsch, counsel for Meta, and Alison Watkins, Partner for Perkins Cole, began the activities for the evening with a presentation on negotiating skills and strategies. The presenters kept the slideshow brief, giving students a quick overview of the main goals of contract negotiation and noting some key takeaways before introducing the simulation. With the help of lawyers from Perkins, the presenters explained, SVUDL students would be trying their hand at contract negotiation. The scenario? Negotiating a price between a celebrity power couple and a tabloid for highly exclusive, never-before-seen photos of the couple’s new baby!
As the activity began, pairs and trios of students were joined by at least one lawyer for the first stage of the simulation: the preparation period. Each student-lawyer team was given a one-pager, briefing them on the scenario as well as confidential details about the client they were representing. Together, they analyzed the information they were given and identified the needs, desires, and goals of their party. Then, each group brainstormed strategies to secure favorable terms for their client in the upcoming negotiation, thinking through various scenarios and devising a flexible plan of action.
After talking through the scenario, it was time for the first round. Leaving their prep bases, teams paired together and commenced the negotiations, with the students taking the lead in proposing terms and discussing offers with one another and the Perkins attendees observing. After the first round, the student-lawyer teams regrouped and discussed the initial conversation, then strategized together for the next round.
Pairing together with the same opposing team once (or twice) more, students proposed and rejected various terms on behalf of their clients. By the end of the evening, each group had negotiated a mutually agreed-upon contract for the sale of the baby photos to the magazine.
Regardless of the final shape of each group’s contract, students agreed—the event was a resounding success! Besides widespread praise for the refreshments, students found the simulation engaging and exciting. Elijah Valerio, a senior at Andrew P. Hill High School, shared that he enjoyed the negotiation process, and that “in the end, our client was very happy.” His takeaway? “You can always win more than you expect,” he shared. His negotiating partner, Eduardo, learned that “royalties exist and they are very good.” Expanding on his opinion of the event, Eduardo shared that he also “really enjoyed” the negotiation rounds and that the evening “very much exceeded” his expectations.
Adrian Aguilar, a sophomore at Andrew P. Hill High School, shared that she enjoyed meeting and working together with students from other schools “on something both sides had no prior knowledge of.” The diversity within her team “helped a lot when [diving] into the topic and analyzing it from all different perspectives”. She also noted that their group’s lawyer gave insight into “how to set up a negotiation” and strategies such as “not showing your cards all at once.”
Many students also noted the differences between negotiating and debating, and the different strategies and skills required by each. Aguilar shared that it was “a real shock” shifting into a negotiation mindset from a debate background, but that she learned a lot and had an “amazing” time.
Ansor Abdulhamidov, a sophomore at Mt. Pleasant High School, also took away some lessons in negotiation from the event. In his words, “I learned that, for everyone to be happy, sometimes sacrifices have to be made. For example, during the negotiation, I didn’t realize the limit of how much money the other party was willing to pay. Compared to [my price offer], I realized that I might have to lower my price, which may make me less satisfied, but in turn everyone will be happier in the end.”
Overall, SVUDL attendees appreciated the opportunity to dive into the world of negotiation and connect with lawyers, learning new skills alongside their peers in a fun and supportive environment. SVUDL is grateful to our community partners at Meta and Perkins Coie for facilitating this professional access event for our students. Special thanks to Megan and Alison for hosting us!
Questioning Assumptions and Uncovering Deeper Truths with SVUDL Student Daniel Garcia
Daniel Garcia’s first language may be Spanish, but the experience of SVUDL has shaped his ability to communicate in profoundly powerful ways in multiple languages. Read about his SVUDL journey from the first day of signing up in high school right through to his appreciation of how Speech & Debate has shaped him as a human being, forging new opportunities and pathways for the future.
Daniel Garcia, senior at Roberto Cruz Leadership Academy in San Jose, had no idea that a debate team existed until his sophomore year during club sign-ups. In fact, he had thought about starting one himself before that fateful day.
“On a whim, I signed up, hoping for the best. It turned out to be one of the best decisions I’ve made, and I quickly fell in love with the challenge and thrill of debating,” said Daniel. “SVUDL has played a huge role in helping me uncover and hone the power of my voice. Before joining, I had plenty of ideas but didn't always know how to defend or communicate them effectively. My first language is Spanish and I would feel embarrassed if I couldn’t pronounce a word. Through debate, I've learned not just how to form and present my arguments, but also how to do so with clarity, conviction, and purpose. It's taught me how to speak intentionally, consider every word I say, and anticipate opposing views so I can respond confidently. This process has made me more self-assured, both in and out of the debate room, and has given me the tools to stand firm in my beliefs and express them with precision even when some syllables fall short.”
SVUDL has given Daniel access to countless new opportunities and connected him with so many inspiring people. He has enjoyed having the chance to meet like-minded students from different schools. He also had the incredible opportunity to network with Chief Justice Patricia Guerrero at SVUDL’s Words To The Wise event, and to attend the Tournament of Champions in Kentucky.
“These opportunities have opened doors and expanded my horizons in ways I never expected. They allowed me to taste the real world outside of debate rounds, and outside of the classroom,” he reflected.
One of his favorite memories from Speech and Debate was losing his first round at the SVUDL Championships in 2023. “While I wasn’t thrilled about losing, I wasn’t upset either. Somehow, I felt motivated. Even though I didn’t win, that experience was liberating—it made me realize that debate was truly my passion. I went home excited to tell my parents about the rounds I lost, and more importantly, I was excited to study harder for the next tournament and track my growth,” he recalled.
“I also remember my first online tournament and my team lost badly. I remember venting to my coach feeling discouraged that we weren’t as good as the ‘professional’ debaters and wondering how we’d ever compete with the best in Kentucky. But my Coach Rachel Zubrin reminded me that the real opponent in every round isn’t the other team—it’s the voice of doubt within us. That night, I went home with a new perspective: I realized that I had what it takes, that I deserved to be there, and that I had a seat at the table,” he remembered.
The college application process has been tough for Daniel. “I sometimes struggle with imposter syndrome. At my small Latino charter school, we don’t have the same resources as bigger schools, so the process has been challenging. But despite all that, I’m grateful for the opportunity to even try. I hope to attend UCLA or USC—I'd love to be near a city and experience the busy, vibrant energy. If the stars align, Columbia University has been my dream school for years. It’s hard to say if I’ll get in, but I’m prepared for whatever comes,” he shared.
Daniel wants to major in political science. His goal is to become an attorney and handle high-stakes cases in corporate law. “I also want to be a source of inspiration for my community back home. SVUDL has helped me with this process. SVUDL Coach Rachel Zubrin has shared so many words of wisdom as I’ve navigated the challenges and SVUDL CEO Rolland Janairo’s generosity and understanding have meant a lot, and Director of Programming Dr. Burns has connected me with amazing opportunities like IRESOLVE. All these people from SVUDL have shaped me in ways that I’ll carry with me as I apply to college and start this next chapter,” he said.
Daniel recognizes that the skills he’s developed through SVUDL are ones that will stay with him throughout college and into his career. He’ll carry forward the ability to speak intentionally and with conviction. He’ll also stand out In a world where so many voices are competing for attention as he has learned how to use his own voice and to speak with clarity and purpose. Whether in class, in meetings, or in personal conversations, he knows the power of owning his words and standing firm in what he believes.
SVUDL has also taught him the importance of research and self-reflection. He has practiced how to dive deep into the facts, and to understand the nuances that shape his opinions.
“SVUDL skills of critical thinking and self-examination will be crucial, especially in college, where I’ll be challenged to think outside the box and engage with complex issues. But perhaps one of the most important skills I’ll take with me is the ability to connect with people on a deeper level. Debate has shown me that communication is about more than just exchanging words; it’s about truly listening, empathizing, and finding common ground. I’ll carry this ability to build relationships that go beyond the surface, whether with professors, peers, or future colleagues. In the workforce, where collaboration and networking are key, I know that being able to connect with others authentically will set me apart,” shared Daniel.
What Daniel enjoys most about SVUDL is not solely the competition or the community, but the transformative process it has sparked within him. “Debate has taught me to question my assumptions, uncover deeper truths, and approach every conversation with intellectual humility. It’s not just about winning rounds; it’s about refining my perspective, learning to communicate with intention, and engaging with others in a meaningful way. The connections I’ve made here are rooted in mutual respect and a shared commitment to growth, and SVUDL has shown me that the real power of debate lies not in convincing others, but in using my voice to inspire, challenge, and connect with people on a deeper level. It’s shaped the way I think, speak, and interact with the world—less focused on persuasion, and more on understanding,” he emphasized.
“Diversity of voices builds a more equitable and brighter world by creating a constant dance of friction and harmony, where ideas are tested, refined, and reshaped in the heat of difference. When multiple perspectives come together, they don’t simply coexist—they force each other to evolve. This is where true progress happens. The world isn’t made better by a uniform echo of the same opinions; it’s made better when voices from varied backgrounds challenge each other, confront their biases, and collaborate in ways that push boundaries and spark innovation,” he underscored. “Diversity disrupts the status quo, rebels and makes space for stories and solutions that have long been overlooked or silenced. It forces us to redefine what we consider ‘truth’ not as a singular, rigid concept, but as a spectrum of experiences and insights. In this way, diversity doesn’t just create fairness—it fuels creativity, empathy, and a deeper sense of shared humanity – all of which SVUDL has proved to me time and time again.”
I RESOLVE Debate Questions Election Reform and the Use of AI
Students from the Bay Area Urban Debate League (BAUDL) and SVUDL debated at Laney College in Oakland at this year’s I RESOLVE event on the topic of AI’s impact on democracy and elections. Guest panelists Ryan Beiermeister, VP of Product Policy at OpenAI and Shannon Bond, a Correspondent at NPR, asked questions and framed a deep conversation on the benefits and risks of AI to society. Click here to learn more about the event.
Katie Hion (Independence High School)
Daniel Isaiah Bernal Garcia (Roberto Cruz Leadership Academy)
I RESOLVE highlights the partnership between the National Association for Urban Debate Leagues (NAUDL) and both the Bay Area Urban Debate League (BAUDL) and Silicon Valley Urban Debate League (SVUDL) to amplify youth voices and develop confidence for future success.
The event featured high school students Emily Ng (Oakland Technical High School), Christsean Bardell (Oakland Technical High School), Katie Hion (Independence High School), and Daniel Isaiah Bernal Garcia (Roberto Cruz Leadership Academy) in conversation with guest panelists, Ryan Beiermeister, VP of Product Policy at OpenAI and Shannon Bond, a Correspondent at NPR. The event was composed of a 90-minute program of student proposed solutions, expert feedback and discussion, and a Q&A segment.
Daniel Isaiah Bernal Garcia (Roberto Cruz Leadership Academy) opened the debate with the proposition that AI is not a threat to society but will make elections more transparent. He stated that there is a need for regulation, but not an outright ban. He urged that society should harvest the potential of AI while also using it responsibly, and that the future of democracy requires harnessing its power for good.
Emily Ng (Oakland Technical High School) began the opposing argument with the plea that AI undermines democracy and must be banned. She said that democracy relies upon transparency and that AI jeopardizes this while also exacerbating the digital divide. She countered that any benefits of AI are well outweighed by its dangers, and pointed to the spread of misinformation during elections as detrimental to democracy.
Katie Hion (Independence High School) argued that regulation is key and AI is a tool to engage people in democracy so that marginalized communities can reap the benefits.
Christsean Bardell (Oakland Technical High School) responded that AI undermines democracy and doesn’t only amplify existing inequalities, but also institutionalizes exclusion. He underscored that technology is a barrier, not a bridge, and that marginalized communities face exclusion because AI inherently favors those with privilege and access. He pointed out the vulnerability of social media to reinforce bias and reduce exposure to diverse viewpoints. He also stated that the sheer complexity and scale of AI makes it impossible to regulate.
Next in the program was the opportunity for the guest panelists to share their feedback. The panelists offered insights about the timing of this debate and the election. Discussion ensued about whether people vote according to what they see on the internet. Do they research or do they rely upon social media as truth? How does AI play a role in this? Further conversation centered on how we use AI responsibly while also mitigating harm. Can we walk that balance as a society? It will require thoughtful strategies.
Both panelists praised the students for zeroing in on the real issues behind AI, bias, and privacy. They highlighted that these are the issues they grapple with every day in their respective roles in journalism and technology. They talked about where guardrails are needed and the caution required while this technology is developed. Who is responsible for AI and how can companies play a role? Is the onus solely on the user? How do we become nuanced thinkers and continue to examine trade offs across multiple dimensions?
The panelists concluded the event by highlighting the tremendous effort and research the students put into their robust arguments. They suggested that students explore what could happen if AI were to be banned in terms of economic competitiveness or disruption. They pointed out that sectors involving vaccine development, science, and public health initiatives are using AI to make things more efficient. They also touched on how AI can monitor for bad actors. Also, they asked the students to consider AI from a global perspective, as opposed to solely domestic, while also taking a deeper dive into precisely what is meant by the term AI like specific products such as ChatGPT or the algorithms powering social media. Finally, they pushed students to think about the role of reinforcement model training as well as the potential for AI to act unpredictably, and the risk of AI being used in areas like critical infrastructure.
SVUDL participants shared their perspectives on the event: “One of the biggest takeaways was learning how to handle unexpected challenges under pressure. Having the expert panelist ask direct questions really tested my ability to think on my feet, which I think is essential in every part of our lives,” said Isaiah.
Katie shared this insight from her I RESOLVE experience: “I enjoyed a productive discussion on two topics I care about deeply: AI and democracy. Although debate is where one team usually wins, it felt like everyone won that night. My highlight was having the opportunity to talk to the panelists and hearing from experts about their opinions on this evolving topic.”
Thank you to our partners at NAUDL, BAUDL and the panelists. We also appreciate the hard work of the students and are grateful to Liz and Randal Sandler for their generosity as the I RESOLVE Presenting Sponsor.
Empowering Futures: Eric Lin Shares His Career Expertise with Students
Recently, SVUDL students had the opportunity during the Sojourner Truth Tournament to learn about the professional pathways they are being equipped to pursue by developing a variety of skills through Speech and Debate. Eric Lin, a former high school Speech and Debate competitor, graciously offered to join students during lunch and share how his experience at tournaments connected to his college journey and career in law. As Senior Patent Counsel at Genentech, he works at the intersection of AI and biotechnology, and was well-suited to share his personal journey while also offering insights into the 2024-2025 Policy Debate topic, Intellectual Property.
Eric started the conversation by noting how nervous he was at his first debate tournament, and how that shifted over time. He talked about the valuable skills he gained in Speech and Debate and how it prepared him for college at UC Berkeley. He shared about the parts of the job he loved most, including getting to learn from experts about new topics and fields. He emphasized the importance of knowing your goals and purpose before pursuing a law career.
After hearing about Eric’s professional path, students and teachers had an opportunity to ask questions:.
Q. For high school students considering a career in law, what steps would you recommend they take to prepare?
A. Eric noted that the best practice students can develop – besides joining a Speech and Debate team – is to read, read, and read some more! This is the main task for students in law school, and becoming proficient at reading and analyzing literature is crucial.
Q. How does working for a company like Genentech differ from working at a law firm?
A. Eric shared that he majored in STEM at UC Berkeley and that his understanding of biology has been crucial for his work at Genentech. He reflected that no one field in undergrad is ideal preparation for the law, and that, in fact, any field a student is passionate about can be integrated into a law career.
Q. How do you defend a company or person if you are not sure if they are innocent?
A. Eric commented that as a professional he is bound to defend his client to the best of his ability no matter his personal beliefs about any given issue. Debate is useful to prepare for this professional requirement because it teaches students to advocate for positions they don’t always agree with and those situations can arise.
Ultimately, Eric’s time with SVUDL students helped them to understand the significance of the skills they are learning and to see firsthand how they will have application outside of the Speech and Debate world. His words also encouraged them to see that a future career in law is within reach!
SVUDL extends heartfelt appreciation for Eric Lin in being so generous with his time and thoughtful engagement with students.
SVUDL Welcomes Iris Chen to the Board of Directors
Our Board of Directors plays a major role in helping students uncover the power of their voices. Iris Chen, the newest member of SVUDL’s Board, brings a wealth of experience from her time at Airbnb and Google. Iris has been a champion for diversity and inclusion initiatives at both Google and Airbnb and believes SVUDL’s mission and work can bring more diversity to the legal profession and give students lifelong communication and critical thinking skills needed to thrive in any profession. Learn more about Iris Chen’s career path and passion for our mission here.
Our newest member of the Board of Directors is Iris Chen who soon will be joining Moloco Inc., as its General Counsel & Corporate Secretary. Moloco is a private company that provides a machine learning-based performance marketing platform and services.
Iris spent four years at Airbnb Inc. as its Vice President and Deputy General Counsel, where she led a team of 50+ attorneys and legal professionals that support Airbnb’s product, commercial and marketing functions, as well as managing the company’s trademark and copyright matters.
Iris recently shared, “As a parent of high schoolers whose teachers integrate debate in their classes, I'm a big believer that Speech and Debate programs can teach critical thinking, improve confidence, and sharpen listening skills. So I couldn’t be more excited to be part of the SVUDL community and to support the important work of this organization and its life-changing impact on young people’s lives.”
Prior to joining Airbnb, Iris spent over 14 years with Google as a Vice President in the Legal Department where she led a team of 145+ legal team members responsible for supporting global product development and all commercial transactions in North America, Europe, the Middle East, and Africa, for Google’s advertising, commerce, payments, search, research, health, geo and supporting infrastructure services.
Before joining Google, Iris was a corporate associate at Simpson Thacher & Bartlett and Ropes & Gray. Iris is a graduate of Yale College and Columbia Law School.
Iris serves on the Board of the Children’s Discovery Museum of San Jose. She is an advisory committee member of PracticePro and also serves on Columbia Law School’s Alumni of Color Committee. She is an avid runner and baker and lives in the Bay area with her husband, three daughters, and three cats.
Please join us in welcoming Iris Chen to the SVUDL Board of Directors!
Diversity Has Always Been In HP’s Source Code
From its earliest days, HP has championed diversity. Today, as HP continues to innovate, it also continues to partner with SVUDL keeping that mission top of mind.
Keep reading to discover how.
Diversity has always been in HP’s source code. From its earliest days, HP has recognized that capturing and drawing from diverse points of view improves products and services — and the company as a whole. The partnership with SVUDL is part of a company wide effort to grow the pipeline.
SVUDL helps students uncover and hone the power of their voices, so they can confidently step into their full potential as professional and community leaders to ensure a future where broader perspectives are reflected and represented at the highest levels of government and industry.
With this natural alignment of purpose, HP has been a tremendous supporter of SVUDL in a significant variety of ways, including financial sponsorship of Words To The Wise and the John Lewis Invitational, as well as serving on committees and volunteering as mentors.
Senior Counsel of North America Sales in the Commercial Division at HP Legal Richard L. Yun participated in a SVUDL volunteer event this past year and attended Words to the Wise in 2023. His personal connection to Speech and Debate stems from his moot court experience in law school.
He believes Speech and Debate can positively impact someone over the course of a lifetime. “Speech and Debate is part and parcel of learning to be able to effectively express oneself. To be able to listen with an open mind and communicate differing viewpoints allow people to be our authentic selves in the workplace, in family life and in community participation.” reflected Richard Yun.
He appreciates the deep values inherent within the Speech and Debate skill sets advanced by students at SVUDL. He recognizes that the ability to research and analyze as well as find and utilize one’s voice is transferable to an individual’s many future pathways.
“To collaborate effectively and to be an adversary when necessary or appropriate in order to solve complex as well as simple problems are important and beneficial fundamental skills,” shared Richard Yun. “At HP, we trust that employees and the organization are most productive, effective and sustainable when employees feel free to be their authentic selves. The abilities to clearly articulate one’s thoughts and beliefs, to truly listen with an open mind, and to constructively discuss diverse points of view are paramount to our sustainable growth mindset. .”
HP and SVUDL can harness that same spirit of innovation that began with the origins of HP, and together we can work to create a brighter and more diverse future.
Thank you HP for your tremendous past and current support of Words To The Wise 2024.
Watch SVUDL Student Chloe Truong On KRON’s Live In The Bay!
Even the most seasoned media spokesperson is unnerved by being on live television, but one of the best ways to prepare must be by participating in Speech and Debate. Take a moment to see SVUDL student Chloe Truong’s appearance on KRON-TV’s Live In The Bay. You would never know it was her first time on television- let alone live TV!
History was made when Chloe Truong of Independence High School in San Jose participated in the Cal National Debate Institute debate camp and tournament. Being invited to compete in the Varsity league would be an honor for any new Policy debater. For Chloe, however, this would only be the beginning of her achievements. Chloe and her partner were named co-champions of the Varsity Policy division, and Chloe was awarded “First Speaker” and “MVP” of her lab. Before this historic event, no first-year Policy student had ever even qualified for elimination rounds, let alone been crowned co-champion!
The producers of KRON-TV’s Live In The Bay got wind of these fantastic achievements and invited Chloe to come on the show and share her news with their viewers. Click the play button below to watch the interview!
Congrats to Chloe, and here’s to a competitive Speech and Debate year!
The Parallels Between Law and Teaching
Alessandra Cain made the shift from the legal field to teaching and now directs the Law Pathway program at Yerba Buena High School. Read about her life story from working in her mother’s law office while in middle school to how she was inspired to obtain a law degree herself. Her career reveals the many interesting parallels between the legal and teaching professions.
“Attending and graduating from law school in 2017 was one of the most life-changing experiences for me. Receiving a legal education allowed me to continue to learn the art of critical and logical thinking, and to be open to all points of view,” Alessandra Cain reflected.
She has always been interested in the legal profession. This began when she worked in her mother’s law office in middle school, “I learned the value of hard work and of taking care of others during periods of great stress. I had always thought about becoming a teacher, but I wanted to also accomplish my goal of graduating from law school. I knew that I would decide after graduation which path I wanted to pursue,” she remembered.
She learned that there were many similarities between the legal and teaching professions. Both use very similar skill sets, and both are care-taking professions. Teachers take care to make sure that students are learning and that they have the right environment and resources to be able to live up to their potential. Lawyers guide clients through difficult life stressors and make sure that clients have enough information and resources to make informed decisions.
She is pleased she chose a profession that allowed her to combine her love of teaching and the law. “It has been an honor to have the opportunity to share my own knowledge, experience, and to pay it forward with our students,” she recalled.
She is able to use what she learned in law to expose students to many different educational and career paths and make a valuable contribution to the East Side Union High School District mission of making students “college and career ready.”
The Law Pathways program at Yerba Buena High School exposes students to the law profession through academic classes and field trips. A primary goal and focus of Career and Technical Education is experiential learning. In addition to field study and learning, students regularly engage in experiential and kinesthetic learning through debates, simulations, mock trials, and moot courts.
“I often tell my students to be open to opportunities even if it is not what you expected. I did not expect to be able to teach and continue to be involved in law. I thought it was one or the other. This opportunity came along very unexpectedly and I embraced it. I am trying to use that experience to teach students to keep an open mind with respect to the opportunities which come along in life,” she shared.
Alessandra believes that debate-centered instruction is directly aligned with the values, goals, and purpose of Career and Technical Education. When students are leading and actively engaging with their education, it not only increases student and class engagement, but it can provide an invaluable opportunity for students to experience and see themselves in that career.
A primary goal is to provide experiential learning opportunities for students with the ultimate goal of contributing to the diversification of the legal profession. Even if a student ultimately decides on a different career path, the skills and knowledge gained from the Law Pathway are wide-ranging and transferable to any educational and career path.
“My educational and personal upbringing gave me a great sense of the importance of giving back to others. I was extremely blessed and fortunate to be raised in a family of strong, highly educated, and intelligent women. One of my role models and one of the most impactful and influential figures in my life, my paternal grandmother, was a teacher. She earned physics and math degrees during a time when it was uncommon for women to even think about receiving a higher education, let alone earn a degree and ultimately teach. My other role model and personal hero, my mother, consistently told me that an education is the one thing in life that cannot be taken away from you. Importantly, my mother also raised me with the belief that an education would give me the knowledge, awareness, and ability to look for ways to do good in the world,” she stated.
“Deciding to enter the teaching profession has been one of the best decisions I have made in my life, and I have found my passion and calling. Having the opportunity to contribute to the start of the Yerba Buena High School Law Pathway and make a meaningful contribution to a young person’s life is a true honor,” she said.
The Novice Who Would Be Queen- History Made at the CNDI
SVUDL students Vu Quang (Yerba Buena High) and Chloe Truong (Independence High) made history at this year's CNDI (Cal National Debate Institute) in Berkeley. Chloe, a novice in Policy debate, advanced to co-champion in the Varsity division and earned “First Speaker” and “MVP,” a first for a new Policy debater. Vu also shined as a semi-finalist in Varsity. Their achievements highlight the power of hard work and passion in debate.
The CNDI (Cal National Debate Institute) debate camp and tournament are held annually at the Berkeley campus. The CNDI brings together some of the brightest and hardest-working high school coaches, college coaches, and current college debaters to provide students with a variety of educational perspectives. The Cal National Debate Institute is one of the premier debate camps in the country, with a level of vigor and competition akin to a major national tournament.
This year, the CNDI tournament took place from July 7th – July 27th, 2024, and had 64 students in the Novice and Varsity divisions combined. The Silicon Valley Urban Debate League had the privilege of sending Vu Quang (Yerba Buena High School) and Chloe Truong (Independence High School) to attend the CNDI Policy debate camp. Not only were our students able to thrive at the CNDI, but they were also able to make history.
Chloe Truong began her experience at camp in the Novice league, having focused her previous debate career on Public Forum. Beginning a new format as a senior was a daunting task, to say the least. “I remember what it was like starting Public Forum for the first time and eventually reaching a point where I felt some form of clarity and understanding. To be back at square one with a new format was disheartening but also exciting. I was struggling a lot the first week in learning all these new concepts, and I remember being frustrated with myself, but the one thing I am grateful for is learning how to adapt to new environments,” Chloe recounted.
As the days at the CNDI turned into weeks, Chloe turned from a Novice into a true competitor. “During labs, every time I developed a new argument and asked my lab leaders for criticism, I remember getting brutally taken apart. This became routine for that week. (…) I am grateful for the time they spent helping me rework it because the work I put into my case showed. After the practice round, our lab leaders pulled my partner and me to the side and gave us the option to either stay in the Novice division during the camp tournament and potentially win, or move up to Varsity and face greater challenges,” Chloe stated.
Being invited to compete in the Varsity league is an honor for any new Policy debater. For Chloe, however, this would only be the beginning of her achievements. Chloe and her partner were named co-champions of the Varsity Policy division, and Chloe was awarded “First Speaker” and “MVP” of the camp. Before this historic event, no first-year Policy student had ever even qualified for elimination rounds, let alone been crowned co-champion.
When reflecting on what she learned from this experience, Chloe said, “We started Policy debate three weeks ago together, and I never would have imagined any of this. Throughout this entire experience, I learned that it didn’t matter how behind I was, or how much I did not know because I can learn, and I can work hard. It doesn’t matter what format I’m doing, whether it’s Policy or Public Forum, because as long as I have passion and love for this activity, I will succeed.”
Vu Quang of Yerba Buena High School also excelled in his time at the CNDI, leaving the tournament as a proud semi-finalist of the Varsity Policy division. “Overall, it went great! I ended up as the semi-finalist of the camp tourney, and I learned a lot about the topic. I'm very excited to share with the team what I learned about camp, and I've already started to research my AFF.”
Thank you, Chloe Truong, Vu Quang, and the CNDI for your dedication to education and personal excellence! We hope that your stories will inspire others to believe in themselves and face life’s challenges head-on, in debate and beyond!
Intellectual Property in the Real World
What does it mean for an individual or corporation to “own” an idea? What is the difference between a copyright, a trademark, and a patent? And what are the real-world implications of intellectual property for debaters—aside from the fact that the national 2024-25 high school Policy debate topic is “Intellectual Property Rights”? SVUDL students had an opportunity to explore these questions and more during a recent trip to Cisco, alongside lawyers and staff from Desmarais LLP. Click here to learn more about the day.
What does it mean for an individual or corporation to “own” an idea? What is the difference between a copyright, a trademark, and a patent? And what are the real-world implications of intellectual property for debaters—aside from the fact that the national 2024-25 high school Policy debate topic is “Intellectual Property Rights”? As SVUDL debaters contemplate these questions in preparation for the upcoming season, they might take into account Silicon Valley’s unique relationship to intellectual property—or IP—concerns. That setting also shapes SVUDL’s diverse network of experience and expertise, which remains readily available to connect with students and alumni as they explore IP in debate and in their careers.
At “IP in the Real World”, attendees saw this network in action. On Wednesday, July 17th, SVUDL students, alumni, and staff joined a diverse group of IP experts at the campus of tech company Cisco in northern San José. A result of SVUDL’s partnership with Cisco and the intellectual property law firm Desmarais LLP, “IP in the Real World” brought the SVUDL community together for academic and professional development with a variety of professionals involved in the IP realm.
The event opened with a presentation by Keith Griffin, Cisco Fellow and Site Leader for Cisco Galway. Griffin focused especially on the advent of artificial intelligence, explaining how generative AI models create novel content and providing examples of recently patented AI technology. In the process, attendees gained a deeper understanding of the unique issues that AI raises for IP rights, government regulation, and society at large.
After a question-and-answer period, members of Desmarais and Cisco Legal led an interactive presentation on identifying and describing intellectual property. Leslie Spencer, Partner at Desmarais and SVUDL Board member, opened with a hands-on group exercise, showing how patents, copyrights, and trademarks are connected to objects as varied as Cisco routers, ski goggles, computer servers, and MP3 players. Members of the Cisco Legal team followed with more examples while also discussing their varied journeys to IP law. Afterwards, Sarita Venkat, the Vice President and Deputy General Counsel of Global Litigation and Competition at Cisco, shared more about her team’s work. In the process, Venkat described not only the foundational goals of her team’s antitrust litigation at Cisco, but also the myriad entry points to and roles within IP. All presenters called attention to the diversity—potential and actual—of IP and IP law, a topic which stayed in the forefront throughout the day.
Attendees particularly enjoyed the overview of the careers within IP that presenters shared. After the event, May Gomez of Mount Pleasant shared that she “really enjoyed” not just “the experience of being at CISCO”, but also “learning more about what IP lawyers do!”
SVUDL Board member, Partner at Desmarais, and event presenter Leslie Spencer was similarly enthusiastic. Spencer highlighted that the morning provided students and alumni with “a range of backgrounds, perspectives, and experiences that enriched their understanding of technology, its role in their lives and the careers that it offers”, sharing further that she “could not have been more pleased to participate in such a rich learning experience for our students.”
In what was another highlight of the event for many attendees, “IP in the Real World” closed with a networking lunch with Cisco’s legal department. Participants had the opportunity to chat not only with attorneys and legal interns at Cisco and Desmarais, but also other professionals in the IP world, including engineers and data analysts. These professionals were eager to meet with students and alumni, getting to know their interests and goals while offering encouragement, support, and guidance. Students had the chance to learn more about the different pathways to the IP world while networking and forming professional connections with supportive adults. Mia Carate, a Summer Bridge student at James Lick High School, shared that at the lunch, students "talked about what we wanted to do in the future and college.” Of one of her interlocutors, Carate said, “I felt like she was trying to prepare me." Adilene Mendoza, a Social Studies teacher at James Lick High School, said of the lunch that it “was an excellent opportunity to mingle with people who weren't teachers, who are doing different jobs in the professional world and can offer advice."
“IP in the Real World” would not have been possible without the commitment of attendees from Cisco and Desmarais to connect with students, learn about their interests, and prepare them for the upcoming debate season—and their professional lives.