2024 November/December Rostrum

National Institute in Forensics University of Texas

On behalf of Texas Speech Director Dr. Eva Margarita and Texas Debate Director Dr. Brendon Bankey, thank you to all of the students and coaches who joined us this past summer for the 31st Annual UT National Institute in Forensics. The UTNIF continues to be one of the largest and most accomplished summer forensic programs in the country. Just a few reasons why our students keep coming back year after year: incomparable education, superior resources, unmatched faculty, reasonable rates, tremendous alumni, and the background of the University of Texas at Austin.

Success in any academic activity is a product of excellent and immensely talented students, incredibly hard working coaches, supportive parents and schools, and an investment in time that may include summer opportunities. It is that understanding that makes UTNIF one of the largest comprehensive institutes in the country year after year, and why we have assembled some of the brightest forensic minds in the nation for our program. It is also that educational philosophy that has enabled alumni of our summer programs to succeed at every level, from high school and well into collegiate forensic competition. UTNIF is one of the best places to get your head start on the season.

We offer our most sincere congratulations to all of the students who qualified for and attended the 2024 NSDA National Speech & Debate Tournament. And to all of the students who were recognized with awards, congratulations on a task well-done. To all of our alumni and to our incoming Longhorns, Hook 'Em!

Author Simon Sinek writes in his book, Find Your Why: “We are all entitled to wake up in the morning inspired to go to work... and return home fulfilled at the end of the day. Achieving that fulfillment starts with understanding exactly WHY we do what we do.” For many of us, the students we teach, coach, and lead—their voices, their passions, their development, their safety—are the why in our everyday lives.

In this issue, we shine a light on a few of the remarkable students who have thrived in our organization. We chat with 2024 NSDA National Student of the Year Beneyam Hassen as he tells us of moving to America as a young boy, being inspired to join the speech and debate team in high school, and quickly finding his purpose in recruiting other students of color to the activity. We also catch up with Esther Oyetunji as she reflects on her struggles and triumphs in becoming a three-time Original Oratory national champion. In addition, several members of the NSDA Student Leadership Council offer insights on their favorite speech and debate online resources and explore unique leadership opportunities within their own teams that can serve as models for other programs.

Also inside, alum Mark Lemley discusses how speech and debate helped prepare him for his career as a professor of law at Stanford Law School. Recent graduate Solomon GoluboffSchragger makes the pitch to administrators for starting and maintaining speech and debate programs at their school. And Demond Wilson offers his reflections from 25 years as an educator in the latest edition of “Words from the Hall.”

As we approach 2025 and our centennial year, I want to thank you personally for your tireless efforts in supporting speech and debate across the country and around the globe. We appreciate everything you do to make this such a transformational activity for all students.

Sincerely,

J. Scott Wunn

Executive Director

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Rostrum (ISSN 1073-5526), Copyright © 2024 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Business and Editorial Offices: NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Accounting and Circulation Offices: 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Call (920) 748-6206 to subscribe. Periodicals postage is paid at Des Moines, IA 50318, and additional mailing offices. POSTMASTER: Please send address changes to Rostrum, c/o NSDA, 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266. Rostrum provides a forum for the speech and debate community. The opinions expressed by contributors are their own and not necessarily the opinions of the NSDA, its officers, or its members. The National Speech & Debate Association does not guarantee advertised products and services unless sold directly by the NSDA.

Board of Directors

Byron R. Arthur

President

Louisiana

David Huston

Vice President

Texas

Jamelle M. Brown

Missouri

Dr. Alan H. Coverstone

Virginia

Sara Gibson Washington, D.C.

Adam J. Jacobi

Wisconsin

Erez Kalir California

Anoop Mishra

Treasurer Alabama

Renee C. Motter

Colorado

Wendy Orthman California

James W. Rye III Alabama

Holly Williams

Secretary, Administrative Rep Arizona

To learn more about the Board, visit www.speechanddebate.org/ meet-the-team. You may also contact the Board by emailing board@speechanddebate.org.

I’m so glad I went to ISD. It is truly one of the best decisions I could have made for my speech career.

ISD: CAROLINA - SESSION ONE

JUNE 28 - JULY 11

ISD: COACHES CLINIC JUNE 28 - JULY 11

ISD: CAROLINA - SESSION TWO

ISD: ONLINE

JULY 13 - JULY 26

JULY 14 - JULY 25

In this Issue

Access this issue online! www.speechanddebate.org/rostrum

Like us on Facebook www.facebook.com/ speechanddebate

Share with us on Instagram @speechanddebate

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“A

CONSTITUTIONAL SPEECH CONTEST”

Over $203,000 in National American Legion Scholarships SCAN TO LEARN MORE

Topics

Member students and one chapter advisor per school are eligible to vote!

Topic Creation Hub

We’ve created a central hub to answer your frequently asked questions about how topics are generated throughout the school year—along with ways you can get involved in the process! Learn more at www.speechanddebate.org/topic-creation-hub

Share Your Topic Suggestions

We invite you and your students to send us your debate topic ideas for Lincoln-Douglas and Public Forum as well as potential motions for World Schools Debate. Find the online submission forms at www.speechanddebate.org/topic-creation-hub.

Join a Wording Committee

Member coaches and alums are encouraged to apply to serve on one of our topic wording committees. Committees will either work on topics for the 2025 National Tournament or write potential resolutions for the 2025-2026 season. The work of these groups generally will be completed between March 1 and May 1, 2025. PF and LD committees may continue working into June. Visit www.speechanddebate.org/topic-creation-hub to access the online application form.

Congress Legislation: Seeking Student Voices

Any high school or middle school NSDA member student, regardless of their national qualification status, may submit legislation to be considered for the 2025 National Tournament Docket. Encourage your students to debate the topics they are passionate about—if they wrote it, they can submit it! Students may submit multiple pieces of legislation for consideration. If their legislation is selected to be part of the Nationals Docket, they will be recognized in Rostrum, receive a trophy after the tournament, and be awarded a $100 scholarship. This is a great way to boost students’ resumes and be recognized for their research and writing skills! The online form closes February 5, 2025. Get started at www.speechanddebate.org/congress-submission

Equity Topic Rubric

The NSDA conducts an intentional and ongoing evaluation of the topics we encourage students to explore. Download a copy of the Topic Rubric Questions at www.speechanddebate.org/ equity-topic-rubric

NOVEMBER/DECEMBER 2024

Public Forum Debate

Resolved: The United States should substantially reduce its military support of Taiwan.

NOVEMBER/DECEMBER 2024

Lincoln-Douglas Debate

Resolved: The United States ought to adopt a wealth tax.

NOVICE LINCOLN-DOUGLAS TOPIC

The NSDA also offers an optional resolution that may be used during the first two months of a novice LD season— Resolved: In the United States, national service ought to be mandatory. Coaches are encouraged to check with tournament hosts in their area before exclusively prepping for one topic over another.

2024–2025

Policy Debate

Resolved: The United States federal government should significantly strengthen its protection of domestic intellectual property rights in copyrights, patents, and/or trademarks.

2024–2025

Big Questions Debate

Resolved: Creativity is a more powerful force than intelligence.

BYRON ARTHUR

NEWS + NOTES

Native American Heritage Month

This November, we invite you to commemorate Native American Heritage Month with our classroom posters and competition resources, including a literature collection featuring works by and about Native American and Indigenous Peoples. To learn more, visit our website at www.speechanddebate.org/native-american-heritagemonth.

International Day of Persons with Disabilities

In honor of the International Day of Persons with Disabilities on December 3, we have created a poster series featuring speech and debate coaches and alumni! In addition, you’ll find a literature collection featuring stories by and about persons with disabilities. Access the materials online at www.speechanddebate.org/ international-day-of-persons-with-disabilities

Recent Minutes

Stay up to date on recent rules changes and other decisions impacting your NSDA membership. Find minutes from past Board of Directors’ and Competition and Rules Leadership Committee meetings online at www.speechanddebate.org/minutes-archive.

Hall of Fame Nominations

Individuals with 25 years of NSDA coach membership prior to the start of the National Tournament, or who are retired from coaching and teaching, are eligible for this prestigious award. Member coaches may access the nomination form at www.speechanddebate.org/ hall-of-fame-nomination-form. The deadline is February 1, 2025.

Policy Debate Topic Selection

Member students and one chapter advisor per active school are invited to rank the final two final Policy Debate resolutions offered for 2025-2026. Find a synopsis of the topic areas online at www.speechanddebate.org/ topics. Voting ends December 15, 2024.

Rostrum Correction

In the 2024 September/October issue of Rostrum, the Activating Equity Award semifinalist, Louisville Speech and Debate, was mistakenly listed from the state of Kentucky rather than Ohio. The digital edition of the magazine has been updated to reflect this correction. The Rostrum editorial team regrets the error.

Postage Report

The NSDA submits an annual postage report for Rostrum as required by the U.S. Postal Service. Visit www.speechanddebate.org/ 2024-postage-report for details.

BARKLEY FORUM FOR HIGH SCHOOLS

January 24-26, 2025

CONGRATULATIONS TO THESE EDUCATORS, STUDENTS, AND SCHOOLS FROM 2024!

Inductees into the Gold Key Society: Christy Bradley (Honorary – Emory University)

Kate Hamm (Ransom Everglades) Christopher Vincent (Isidore Newman)

New Member Schools: CR North - Pennsylvania Jordan - Texas Plano West - Texas

Melissa Maxcy Wade Social Justice Award Recipient: Melinda “Michi” Synn – Canyon Crest Academy (California)

Since 2015, our coaches’ caucuses have created space for coaches to gather and share concerns specific to their respective identities in meetings throughout the season, including the National Tournament. The caucuses have encouraged candid dialogue, provided interpersonal support, and advocated for positive change in speech and debate.

The increasing diversity of identities and ideologies in speech and debate moved us to evolve our focus. We recognize the challenges our coaches encounter and remain committed to creating supportive communities where they can seek mentorship and professional growth. The Coaches’ Network integrates our existing coaches’ caucuses with three new coaches’ interest groups.

Engagement + Community + Support = Recruitment, Retention, and Advancement

The relationships forged between new and veteran coaches can pave the way for mentorship and guidance while eliminating feelings of isolation. Offering professional development helps coaches learn the skills necessary to create teams and build sustainable programs successfully.

Guided by the pillars of community, mentorship, and professional development, the Coaches’ Network engages and supports coaches with the goal of successful

Networking

Fostering relationships/building networks with other coaches helps establish a culture of community, provides help in the form of experienced coaches, and eases coach anxiety.

recruitment and retention, as well as situating coaches to pursue leadership at the local, state, and national levels. It is our vision that all ten individual groups serve as:

• A vehicle to welcome new coaches and help them address barriers they may or may not anticipate.

• A support system that encourages existing coaches to stay in the activity and seek advancement through leadership opportunities, professional development, etc.

• A space for coaches to find community, support, and inspiration (e.g., empathy, advice, affirmation, sharing of resources and ideas).

Meetings and Leadership

Each group hosts a minimum of three meetings throughout the year—two general meetings held virtually (via Zoom) during the school year and one in-person meeting at the National Tournament. Meeting attendance is fluid and not required for participation; thus, coaches should always feel welcome to attend meetings whenever they can.

Groups are facilitated by co-chairs who serve as leaders of their respective groups and liaisons between their group and NSDA leadership. Co-chairs are responsible for working with the NSDA Director of DEI to schedule, develop, and facilitate general meeting agendas and lead the development of any group programming and/or activities. The co-chair position is a three-year commitment.

For more information about the Coaches’ Network and to access meeting schedules and agendas, please visit www.speechanddebate.org/ coaches-network

Mentoring

Focusing on mentorship helps retain coaches, encourage program growth, and advance the activity’s health and success.

compiled by Dr. Paul Porter, Director of Diversity, Equity, and Inclusion at the NSDA

Professional Development

Providing coaches options for enhancing their skills, staying current on trends, and learning valuable lessons leads to stronger coaching and increased quality of teams.

COACHES’ CAUCUS LEADERS

Abilities United Caucus

American

Asian/Pacific Islander Caucus

Indigenous Persons

COACHES’ INTEREST GROUP LEADERS

Jesse Meyer IOWA

Jan Pizzo OREGON

Kris Igawa OREGON

David Long PENNSYLVANIA

Scott Caron MASSACHUSETTS

Small School Coaches’ Interest Group

Katy Russell OHIO

Rural Coaches’ Interest Group

Justin Cartwright KANSAS

Christine Hubbard IDAHO

Gail Nicholas SOUTH CAROLINA Independent (Non-Public)

Michael Yeakey INDIANA

Women’s Caucus

Jamelle Brown KANSAS

Kim Lenger MISSOURI

WK Kay NEW YORK

Heath Martin TEXAS LGBTQIA+ Caucus

Victoria Beard TEXAS

Tony Ugalde CALIFORNIA

Hispanic/Latine Caucus

Jonathan Alston NEW JERSEY

Black/African

Caucus

Renea L. Moss FLORIDA

John Samqua KANSAS

John Russell NEW MEXICO

Caucus

FAN

FAVORITES

NSDA membership includes access to hundreds of resources. Members of the Student Leadership Council’s Resource Committee share their favorites to help other teams maximize their membership benefits!

compiled by Annie Reisener

Final Round Videos

www.speechanddebate.org/ final-round-videos

The NSDA archive of final round videos goes back decades in older events. New coaches and students can learn about new events by logging in and watching the videos, or rounds can be used in classrooms or practice for more advanced students to analyze particular elements or strategies at play. All final rounds except the most current year are available to all members. A survey of member students confirms this is the most popular resource among students!

The final round videos are probably my favorite.” — Theo Williams, Clear Creek High School, TX

I compete in Public Forum and I also find the final videos to be the most helpful resource. I like how they show winning examples for students to try and emulate.” — Suhas Nallam, North Carolina School of Science and Mathematics, NC

National Tournament final round videos were first recorded in 1983.

Student Experts Series

www.speechanddebate.org/ student-experts

In this series, champions or event finalists break down their final round to explain the strategies behind their performance. Current breakdowns include:

• Jacqueline Wei, two-time Extemp national champion

• McKinley Paltzik, two-time Extemp national champion

• Anneteke Adoga, two-time Informative Speaking national champion

• Isabella Royer, Program Oral Interp national champion

• Ethan Gambriel and Tyler Simpon, Duo Interp national champions

• Isobel Maksoudian, Big Questions national champion

• And more!

It can be difficult for novice and intermediate students to see the gears turning behind the polished presentation in a national final round. These videos take students behind the curtain and help them understand what’s working well in the performance and why.

My favorite resource would definitely have to either be the finalist breakdown videos for events or the final round videos— both as a self-resource but also as our team recruits and begins coaching novice competitors.” — Dariel Herrera, Plymouth High School, IN

I also enjoy the student expert series, where successful students break down why they did specific things in their pieces. I like that those students explore specific aspects of their events, such as how to incorporate narratives into Oratory speeches, coming from a student perspective!”

— Brianna Zhang, Portage Central High School, MI

As an interper, the breakdown videos (particularly for Program Oral Interp, or POI) have been super helpful, as were the final round performance videos. Especially with our ambitious novices, we like to use those videos to do a deep dive into what a national-stage performance includes. We also like to use the videos as a way to prompt conversation regarding strategies/techniques that we can work to integrate into our own pieces, going into Nationals season.” — Adele Fuzaylov, Shrewsbury High School, MA

Topic Resources

www.speechanddebate.org/ self-guided-student-learning

During the school year, students can take advantage of monthly resource releases to help them prep for topics or practice with sample subject matter. Regular releases include:

• Extemp Questions

• Congress Legislation

• World Schools Motions

• Public Forum Topic Analyses

• Lincoln-Douglas Topic Analyses

My favorite NSDA resource is the monthly sample World Schools motions. My team uses them for drills and practices. It’s helpful that the NSDA gives examples of prepared and impromptu topics; new Worlds competitors need to be exposed to both! There is a page of analysis with the main arguments and context for each motion. This is very helpful because Worlds is always focused on finding the ‘heart of the motion,’ and so after completing a practice, a team can look back at the document with the sample motions and determine if they were on the right track and understanding the

motion and debate properly. I used this resource very frequently when I was trying to learn Worlds without much exposure to the event, and I’m using it now to coach younger members.” — Taite Kirkpatrick, Mount Vernon High School, WA

I have always enjoyed NSDA’s topic analyses. They are a great starting point when topics are released for not only novice debaters but experienced ones as well. The resource spans from relevant definitions and background information to affirmative and negative arguments. When I am stuck, I use this resource to gain a basic understanding of the topic, brainstorm arguments, and use the references to kick start my own research!” — Taylor Luna, Mountain View High School, CA

The NSDA maintains an archive of past debate topics, with Policy Debate resolutions dating back to 1927.

Independent Skill Building

www.speechanddebate.org/learn

NSDA Learn is our online learning platform that features courses for students and coaches to expand their knowledge of specific events. Popular courses for students include:

• Intro to Philosophy in Debate

• Intro to Kritiks

• Intro to Framework

• Crafting a Duo Interp

Annie Reisener is the Director of Membership at the NSDA.

When my team was new to Public Forum, we really relied on the topic analyses and final videos for getting a sense of the event. As we grew more experienced, NSDA Learn was quite useful for developing the more advanced skills. I checked out Intro to Kritiks and Intro to Framework last year.” — Nir Pechuk, Davidson Academy Online, NV

WORLD SCHOOLS DEBATE EVENT INSIGHT

by Cindi Timmons

World Schools

Debate (WS) is the most common format used by the international high school debate community. The format was created in August 1988 for the Australian bicentenary celebration. Six nations were present at the first event: Australia, Canada, England, Hong Kong, New Zealand, and the United States. Originally designed as a compromise format for the attending nations, it is now widely embraced around the globe. The NSDA added the WS format as a district hybrid event to the National Tournament in 2015, and it has since become one of the largest events.

Hundreds of students are now participating in WS, and teachers are feeling more confident about their ability to coach debate. Students are learning vital debate and communication skills without the traditional entry barriers to the activity.

While WS is easy to access, it also presents appropriate challenges for advanced students as they grow and improve—continuing to incentivize them to work and develop new skills.

About the Format

Teams are composed of three to five members, with three competing in a round at one time. The other two members may participate in preparation, and different combinations of three team members may compete in any given round.

The topics (motions) change from round to round. These include both prepared motions (announced before the tournament with preparation including research and coach involvement) and impromptu motions (announced one hour before the debate with research; coach/online access is prohibited). Topics can be on virtually anything and frequently include global issues, international references, and universal subject matter.

The two teams are designated as side proposition (the side proposing the motion) and side opposition (the side opposing the motion). Sides alternate, giving six constructive speeches (sometimes called substantives), each eight minutes in length, and two

reply speeches, each four minutes in length.

In a typical round, speaker duties are divided as follows: in the first half of the debate (the “front bench” using parliamentary language), the first proposition presents an intro, framework, and two constructive arguments; the first opposition refutes the proposition arguments and presents two of their own; the second proposition speaker refutes the opposition arguments, rebuilds their first two arguments, and presents a third; and the second opposition speaker defends, rebuilds, attacks, and presents a third argument.

All constructive arguments are presented in the front half of the debate. New warrants (examples and extensions) may be delivered in the latter speeches, but there should not be new arguments made.

During the second half of the debate (the “back bench”), the third speakers distill the arguments presented by their teammates to a few key issues and compare the worlds of the prop and the opp by weighing them against each other. The third speakers make strategic choices about which arguments are the most important in the round and continue to extend and develop those items. The two reply speakers offer “biased summaries” of the

round, in effect “writing the ballot for the judge” as to why their particular team has won the round.

Unlike other American debate formats, there is no preparation time for teams between speeches and there is no formal crossexamination period. Instead, points of information (POIs) are offered during the other team’s speech time. POIs may be offered as a single question or statement, are short in length (five to 15 seconds), and must be acknowledged by the speaker in order to be delivered.

Judges determine the outcome of a round by evaluating content (40% of the judge marking), style (40%), and strategy (20%). The weight given to style means that debate delivery is conversational in nature and accessible to everyone. There is little debate jargon in this format, and the changing nature of the motions means that there is greater student ownership of arguments as opposed to reliance on prepared debate briefs or coach-driven material.

Evidence standards are also different; there are no “cards” read in the round, and traditional appeals to authority are supplanted by other types of proof such as logic, reasoning, analytical links, and international examples. There is no exchange of material in round, no calling for

Interested in learning more?

Check out the free NSDA Learn course, Intro to Coaching: World Schools.

www.speechanddebate.org/learn/courses/ intro-to-coaching-world-schools

evidence after the round, and no challenging of evidence apart from challenging whether assertions are warranted or not. Judges rely on listening to the oral delivery in order to make their decisions.

Why World Schools Debate?

World Schools Debate is an easily accessible format for both students and coaches, can be utilized by any age group, and is an entertaining format for audiences in both the classroom and in public debates. It is also a format that school administrators, key district stakeholders, and community members can easily appreciate.

Students at any level can be quickly introduced to the format and begin participating in rounds. Third graders have learned the format and they were instantly engaged. (Sample topic: “This House prefers puppies to kittens.”)

The team configuration allows for collaboration, and even the shyest student can still participate on a team of five in the preparation process if they aren’t quite ready to stand up in front of a group.

The changing topics, with some being impromptu,

means it’s easy to craft topics that will engage student or community interest. Motions can be fun, and even tough topics can be framed in an entertaining manner—for example, “This House, as Wakanda, would share vibranium with the rest of the world.” On the surface it seems to be a pop culture motion, but a deeper dive reveals that it’s really about the natural lottery of resource distribution and an obligation to others.

Motions can be crafted in the traditional debate areas of domestic public policy-making but can also be about sports and entertainment, family issues, the environment, foreign policy, international relations, local issues, school policies—anything students want to talk about.

A full debate round fits within a class period and can involve eight students (a fourth team member can do the reply speech for a class debate), so an entire class can participate within one week. A modified format is perfect for younger students or for fitting in a 30-minute impromptu prep period before a 30-minute round.

Since there is no debate jargon to master or highlytechnical debate expertise required, the format is accessible for the teacher who has been put in charge of a debate program or even a parent volunteer/sponsor. Older students can quickly support younger team members or mentor younger debaters since the focus is on persuasive delivery rather than on mastering debate technique. The focus on logic and reasoning as opposed to appeals to authority means there are no resource barriers to creating a team or program. The different types of WS motions access the same benefits offered by other debate formats. All motions use the phrase “This House” to either begin the motion or to define what the actor is (e.g., This House, as the United Nations). Different verb stems create different obligations for teams. For

example, verbs like should, would, and supports encourage debaters to offer policy proposals through “models” that illustrate what the world of the proposition would look like, similar to the advocacy found in Policy or Public Forum Debate. Motions using verbs like believes or prefers create value discussions similar to those found in Lincoln-Douglas Debate. Retrospective motions, using the verb regrets, require debaters to consider what alternatives existed to a course of action and to compare the full range of consequences of competing actions.

Where Do I Go From Here?

If you’d like to learn more about this fun debate format, I encourage you to explore the resources available online. Numerous videos exist, but below are a few highlights.

World Schools Judging Guide

www.speechanddebate.org/world-schools-judging-guide

World Schools Scoring Guide

www.speechanddebate.org/world-schools-scoring-guide

Online Videos

• USA (prop) vs. Canada (opp) – tinyurl.com/mrxaatk4

• England (prop) vs. USA (opp) – tinyurl.com/mrye4wbh

• New Zealand (prop) vs. USA (opp) – tinyurl.com/mpm4s8ac

Cindi Timmons is the Executive Director of the Dallas Urban Debate Alliance; former Co-Head Coach and Team Manager of the world champion USA Debate team (2013-2023); and the coach of the NSDA WS national champions in 2021, the Texas WS state champions in 2022, and three state champion WS top speakers.

NEW! TABROOM INBOX AND WEB NOTIFICATIONS TABROOM.COM

by Shunta Jordan -

As we enter another competitive year, there have been a couple new rollouts on Tabroom.com.

The most recent feature is the Tabroom inbox. On every logged-in user’s page, there is now a mailbox icon (figure 1), housed to the left of your username.

Here, you can find every message sent to you by Tabroom.com, be it a general tournament email to coaches or a round assignment blast. Once you select the mailbox, you will get the full view of the inbox (figure 2). New or unread messages will show in bold with red envelopes, while old or previously read messages will show in non-bolded text with clear envelopes.

Once in the inbox, select a message to read it. You can also use the envelope icon in the upper right corner of the inbox to mark all your messages as read. You can also select the refresh icon to see any new messages you have received.

The web notifications feature was rolled out this past spring to replace text blasts. While the rollout was imperfect, user data has allowed improvements to this feature.

How to Subscribe Your Device

When you log in to Tabroom.com, select the red bell in the upper right corner. Select “Subscribe This Device” (figure 3)

The bell icon in the upper right corner will turn green when you have been subscribed. Select the green bell and “Unsubscribe This Device” if you wish to no longer receive notifications (figure 4)

Web Notifications

You can change your browser settings to determine how notifications appear and whether they include sound. You can also turn on browser notifications on your phone by navigating to Tabroom.com from your mobile browser.

Now, web notifications are working better with most ad blockers. They also now work on Apple iOS devices (iPhones and iPads). Those two platforms do require a second step required by Apple, which is explained when you select the notification bell icon.

You also have the option of testing your receipt of web notifications. To do so, select the silhouette icon to enter your Tabroom.com profile. Once there, you can find the test notifications option under the “Account Functions” sidebar (figure 5)

When you run a test, you will receive an email and a message in your Tabroom inbox that will confirm that you are or are not receiving web notifications (figure 6)

We hope that you will check out these features and use them to stay abreast of tournament updates!

figure 6

Shunta Jordan serves as Tournament Services Manager at the NSDA.

SPARKING CHANGE, ONE BALLOT AT A TIME

Acentury of voices. One hundred years of bold, thoughtful, and sometimes provocative stories that have shaped lives and challenged perspectives.

The National Speech & Debate Association has been a powerhouse of expression for generations, and as we celebrate this incredible milestone, we are not just looking back.

At Nationals 2024, we took a significant step forward by forming the Ballot Review Committee, which stands as a collective response to the community’s long-standing call for better support. Our small team, including Brandon Batham from California, Rich Kawolics from Ohio, Jan Friedman-Pizzo from Oregon, and Lynn Pizzo from Oregon, set out to tackle the kind of feedback that can be truly damaging to students—the kind of comments that, in the past, coaches would discreetly “lose” to shield their competitors from unnecessary hurt.

The mission was simple but essential: to build a system that safeguards students by minimizing harmful, biased, and non-educational feedback. This initiative not only helps students—it fosters better judges throughout the community, raising the standard of feedback and creating a stronger, more supportive culture that benefits tournaments of all sizes and at all levels.

by Angelique Ronald

Empowering Voices Through Uplifting Feedback

Speech and debate is a launchpad for students to change the world, with judges as copilots on this journey. Ballot comments should inspire growth, not discourage it. While uplifting students is a crucial part of the equation, it is just as important to empower judges to provide feedback that is clear, constructive, and free from bias. By guiding judges to provide thoughtful, impactful feedback, we can set a higher standard—one that fosters meaningful evaluation and supports the growth of every community member.

Reclaiming the Power of Feedback

There was a time when every ballot went on an extraordinary journey before it ever reached a student. First, the ballot collectors would review it, then it passed through tab staff who meticulously transferred the results onto cards, scanning for any questionable language along the way. Many times, another set of eyes would double-check the results, and finally, the coach would carefully review each ballot before, at long last, handing them over to the eager competitors after the tournament.

Today, technology has made the process faster and more convenient, with comments instantly entered and

available online. But in this shift, something vital has been lost. With fewer eyes reviewing the feedback, many coaches have noticed a rise in comments that are not just unhelpful, but which often reflect harmful bias.

A Scalable, CommunityDriven Process

Our primary goal was to create a ballot review system that could work at all levels. At Nationals 2024, we piloted a process where tab staff reviewed ballots after each round, quickly scanning for problematic language. We designed this task to be collaborative and manageable, making it easy to adapt for smaller tournaments with limited resources.

How It Worked at Nationals 2024

Between rounds, some tab rooms reviewed ballot comments for “red flag words” or anything concerning, sending any issues to the Ballot Review Committee via email. Our team also independently reviewed three events ourselves: Public Forum, Duo Interpretation, and World Schools Debate. We discussed each concern on Slack, assigned a lead reviewer, and tracked everything on a shared control sheet. When a case required a face-to-face conversation, we escalated it to Dr. Paul Porter and the Belonging and Inclusion Advocates. For other issues, our team reached out to judges directly via email, text, or phone.

We paid special attention to terms that we called “red flag words,” like “aggressive” or “emotional.” Words like “emotional” can be tricky—they may accurately describe a performance, but they can also sometimes be a subtle

sign of bias. This focus is crucial, as data reveals that female-presenting competitors are 10 times more likely to be labeled “emotional” than their male-presenting counterparts. This imbalance is not a minor issue; it is a clear indicator of implicit bias, often unconscious, that can significantly affect a student’s experience and shape their expectations of how they will be received when they go out into the world to use their voice. By recognizing and addressing these patterns, we aim to make feedback not just educational, but also fair and empowering for every competitor. Although only some tab rooms participated this year, the process still helped us identify 60 comments at Nationals—53% of which required direct action, including educational conversations with judges.

Scaling the Process for Local Tournaments

This same approach can be adapted for local tournaments in a way that remains efficient and effective.

• Quick Scanning: Rotate tab staff to quickly scan ballots for inappropriate language after each round. You are not reading for full comprehension—just scanning for red flag words, profanity, or things

like comments about appearance that stand out as problematic.

• Flagging: Use a group chat or shared Google document to categorize concerns. When staff spot an issue, they log it and notify the reviewer or tournament director.

• Addressing: This is the perfect opportunity to apply Belonging and Inclusion Station training when handling these conversations. Start by giving judges the benefit of the doubt—approach them with positivity, encouragement, and the belief that they want to improve (unless proven otherwise). Most judges are receptive to feedback and open to adjusting their comments, especially when you offer examples of more constructive wording.

• Follow-Up: After the event, review flagged comments to identify recurring issues. These patterns can reveal areas where future training should focus. For instance, at Nationals 2024, we uncovered an unexpected

number of ableist comments, leading us to recommend that the NSDA’s future Belonging and Inclusion Station training emphasize recognizing and addressing implicit ableism within the activity.

• Keep It Simple: A group chat and a shared document are enough. The focus is on a positive experience for students without overloading staff.

The Road Ahead: Nationals 2025 and Beyond

As we move toward Nationals 2025, our shared vision for the future of speech and debate is coming to life. In the months leading up to our grand Centennial Celebration, tournaments across the country will test and refine this ballot review system, helping us discover what works best (and what does not). At Nationals 2025, this system will be fully rolled out across the entire tournament, in the hopes of helping our community transform how feedback is delivered long term.

We ask you to join us in reclaiming what speech and debate has always aspired to be: a transformative force for our world. Together with this commitment, we are shaping the future—one ballot, one conversation, one word of encouragement at a time. Here’s to the next century of sparking change, inspiring greatness, and, above all, believing in the power of our voices.

Angelique Ronald is the Chair of the National Speech & Debate Association Ballot Review Committee, the California High School Speech Association State Tournament Director, Co-Chair of the NCFL Equity Advocates, and the Curriculum Director of Diversity, Equity, Inclusion, and Justice at the Institute for Speech and Debate.

UNLOCKING POTENTIAL

How DebaterHub Empowers Speech and Debate Education with Artificial intelligence

by John Hines and Dr. Alan Coverstone

students to excel in debate competitions and beyond, enhance their ability to critically engage with real-world problems and societal issues, and develop their own voices and agency skills to collaboratively shape their future communities.

In today’s fast-paced, digitally interconnected world, critical thinking and effective communication have become essential skills for academic success and active participation in civic life. DebaterHub, a cutting-edge platform designed to enhance learning through debate, aims to equip students with these skills using the power of artificial intelligence (AI). Because debating is communication across differences to solve problems and make community and personal decisions, ensuring students graduate from high school with these skills is a central goal for educators preparing students to navigate a world where artificial intelligence is ubiquitous.

What is DebaterHub?

DebaterHub is an innovative AI-driven platform tailored for middle and high school students to develop and sharpen their debate and communication skills. Designed with the modern student in mind, the platform is powered by AI agents capable of assisting students in topic research, argument construction, and understanding complex issues from multiple perspectives. The goal is simple: empower

The long-term vision of DebaterHub includes expanding its capabilities into classrooms across the United States. Because of the deep debt of personal gratitude that the creators feel for the competitive speech and debate community, DebaterHub is available for free to all National Speech & Debate Association (NSDA) and National Urban Debate League (NAUDL) participants. DebaterHub provides a platform that not only assists in debate training but also enhances student learning in various subject areas. It encourages the development of durable skills such as critical thinking, collaborative learning, and persuasive communication.

AI as a Debate Coach: How It Works

At the core of DebaterHub’s value is its AI technology, which mimics the role of a human debate coach. Using natural language processing (NLP) and machine learning models, DebaterHub can engage students in Socratic dialogue, helping them refine their arguments, identify logical fallacies, and consider counter-arguments. This AI-driven approach allows students to receive real-time feedback that is typically only available through one-on-one coaching.

DebaterHub also provides a vast repository of research materials, automatically sourcing verified textual evidence and presenting students with tailored information based on their debate topics. The platform’s AI can curate evidence, helping students navigate through complex issues such as economic policies, environmental challenges, or social justice topics.

The Power of Feedback: Evolving DebaterHub Through User Experience

What truly sets DebaterHub apart is its user-centered approach. As students and coaches across the NSDA and NAUDL networks begin to use the platform, their experiences and feedback will be crucial in shaping its evolution. Whether it’s tweaking the AI’s responsiveness, expanding the range of debate topics, or refining its research

capabilities, the platform is designed to grow alongside its users.

DebaterHub enriches learning by actively promoting student thinking. Countless emerging AI applications may automate tasks, but DebaterHub offers an interactive, thought-provoking environment where students engage with complex topics, refine their arguments, and enhance their problemsolving abilities. This approach aligns with our vision that AI, particularly in educational contexts, should be about improving opportunities for deeper thought and learning developing skills that keep human teachers and learners in the loop, with their interactions augmented through interaction with AI.

Part of this growth is funded by a Small Business Innovation Research (SBIR) grant from the National Science Foundation (NSF). With this grant, DebaterHub is partnering with The Delores Taylor Arthur School for Young Men in New Orleans, Louisiana, the Minnesota Urban Debate League in Minneapolis, Minnesota, and the Silicon Valley Urban Debate League in San Jose, California, to refine its platform through rigorous testing and real-world application. This collaboration ensures that DebaterHub is responsive to the needs of diverse student populations and educational contexts, enhancing its utility and impact.

Get Involved with DebaterHub

For students, coaches, and schools involved in the NSDA or NAUDL, getting started with DebaterHub is easy. Simply visit the platform’s website at www.debaterhub.com to create an account and explore the range of AI-powered tools and resources available. The platform is free to use for NSDA and NAUDL members, and users are encouraged to dive in and experiment with its features to enhance their debate preparation.

As DebaterHub continues to evolve, we need your help to make it the best possible resource for young debaters. We

invite you to use the platform, provide feedback, and share your experiences. Whether you’re a seasoned debate coach or a novice student just starting in competitive debate, your insights will help shape the future of this innovative platform.

In the coming years, DebaterHub has the potential to revolutionize not only how we prepare for debates but also how we integrate debate into broader educational curricula. Join us in this exciting journey to bring AI-powered debate tools to students across the country—and the world.

Debate education has always been about more than just learning how to win competitions. It’s about developing critical thinkers, effective communicators, and engaged citizens, ready to tackle the challenges of tomorrow. Let’s continue to build this future together.

John Hines, a two-diamond coach with over two decades of experience, has led teams to national championships and pioneered innovative debate curricula. Having witnessed debate’s transformative impact on critical thinking, communication, and ethical reasoning, he founded DebaterHub, revolutionizing education by integrating debate, AI, and learning science.

Dr. Alan Coverstone, an NSDA national champion coach and NSDA Board member, believes K-12 education should empower students to use their voices for collaborative decision-making and community involvement. In response to the AI revolution, he founded Covariant Education Consulting to promote policies and practices that elevate youth voice and expand access to debate as both an instructional strategy and assessment approach.

DebaterHub’s AI-powered tools and resources are available for free to all NSDA and NAUDL members.

WHAT IS BIG QUESTIONS?

Big Questions is a debate format designed to open students’ minds and encourage them to engage in life discussion that may not align with their previously held beliefs. Whether or not students change their opinion, the rich experience of this debate event will advance their knowledge, comfort, and interest in learning more about the subject matter based on the intersection of science and philosophy.

RESOURCES

f Big Questions Final Rounds Archive

f Big Questions Judge Training

f Big Questions Round Introduction

f Topic Resources

f Community-Provided Resources

Big Questions debate is a structured format for debating philosophical questions or issues of ethical significance. It encourages participants to engage in critical thinking, articulate arguments clearly, and defend their positions using evidence and reasoning. Overall, it fosters intellectual exploration and helps develop communication and analytical skills.

2024 CHAMPION TALIA ASKENAZI and 2024 FINALIST AHMED AL NUAIMI

BENEYAM HASSEN

Beneyam is the 2024 NSDA

National Student of

the

Year from Jefferson High School in South Dakota.

by Annie Reisener

Had everything gone according to plan, Beneyam Hassen would have grown up in Australia. Born in a refugee camp outside of Ethiopia, his parents had entered a lottery for immigration long before he was born. They were randomly selected after nearly 25 years on the list when he was five and assigned to Australia.

As the family prepared for the move, Beneyam was thrilled to spend his first night in a hotel before their departure. He jumped on the bed in his excitement when a twist of fate sent

him sprawling to the floor where he slipped and cracked his head open, his medical emergency putting an end to the move to Australia.

Adapting to America

As luck would have it, the Hassen family was selected again for the lottery and given the opportunity to move to America. Beneyam was about to turn seven. They originally settled in Massachusetts, and it was a profound change for them all—none

of the Hassens spoke English, and they were isolated in a city without an Ethiopian community or the church that was central to their daily lives.

After several months, they had the option to resettle in South Dakota, where they could build community with others with a shared culture.

Beneyam remembers learning English by mimicking other kids at school. “I could sometimes get into trouble because they’d be saying something bad but I didn’t know it,” he remembers.

At seven, he was the most malleable member of the family and adapted easiest to a new language and environment. That meant from early on, he filled a critical role in his family. “It fell on me to go to doctors’ appointments,

do the paperwork, translate for my parents,” he remembers. “Every email password we had was mine!”

That experience influenced the person Beneyam has become. “I’m so used to being there for others to help that it’s hard to turn that off,” he explains. “I was always the go-to person at home and was there to help my parents. It sometimes means I’m not feeling my feelings, I’m just trying to act or solve a problem.”

The support he offered to his parents was not something he questioned. “My parents sacrificed so much for me to be here in America. They invested 25 years in the hopes of raising children in a better place, and I am so grateful.”

Beneyam poses with his family during high school graduation.

Another Fresh Start

Beneyam was attending high school when one of his teachers showed them the film The Great Debaters. He was instantly inspired to get involved with speech and debate, but his school wouldn’t give permission to start a program.

Beneyam heard that a new high school was opening in a different school district and decided to transfer there in order to start a speech and debate team. “I could drive; it was only 20 minutes away,” he says casually. “I figured over there, I would have the opportunity to start a team.”

Maybe adapting to a new school is less intimidating when you’ve already adapted to an entirely new country, or maybe there’s just something about Beneyam. He open-enrolled and got straight to work helping build the team alongside coach Travis Dahle.

On Recruitment

Beneyam is known by many as an ambassador for speech and debate. He got out and relentlessly recruited students for the team, focusing specifically on recruiting students of color.

“Jefferson is one of the most diverse schools in South Dakota, but that’s not saying much. I wanted to bring in students from other countries.”

Everywhere was recruiting ground for Beneyam: he played basketball and tennis and was on the power lifting team. He was a council member for the Black Student Union. He used community centers and churches to spread the word to immigrant parents who would push their kids to join. He went around to different classes.

Beneyam says the message coming from him helped sell the pitch. “I am not who people think of when they picture the stereotype for speech and debate. The Great Debaters helped me reframe that. It’s for kids who look like me. Kids who are athletic. Kids who think they aren’t good enough or don’t fit stereotypes. I wanted to model the opportunity to see themselves fitting in, too. There’s no mold— anyone can do speech and debate.”

Beneyam knows the success he had with reaching all different types of students is recreatable. It just takes a willingness to get out there and the ability to build trust.

Along with visual representation, Beneyam also tried to reframe the purpose for a team. “I really tried to push that speech and debate was something we do to have fun. That’s really important to have in the team culture; to not focus so much on the competition and winning that we forget what it’s supposed to be. Success is not our goal; it is a byproduct of our enjoyment in the activity.”

Giving Back

Beneyam has been through the immigration system,

The National Student of the Year award was established in 2008.

and his future goals would allow him to help others navigate it more easily than his family did. “All that time helping my parents with translation and filling out forms has been my biggest influence. I was a kid who experienced a lot of culture shocks: learning what it meant to be Black in America, adapting to a new country. I want to practice immigration and criminal law.”

Beneyam is already on his way. Alongside several friends, he created a nonprofit to help families fill out paperwork or tackle minor legal questions. Beneyam is currently on the prelaw track at Williams College, just 90 minutes from where he originally settled in America.

Annie Reisener is the Director of Membership at the NSDA.

Beneyam and his teammates at the 2024 National Speech & Debate Tournament in Des Moines, Iowa, this past June.

Open to making

big things happen.

Esther is a three-time national champion in Original Oratory from American Heritage School in Florida. She explains the strategies and techniques behind her 2022 Original Oratory, Patriot Pride, in this video breakdown: www.speechanddebate.org/2022oratory-breakdown-oyetunji.

Esther Oyetunji

A THREE-PEAT PERSPECTIVE

by Annie Reisener

Esther Oyetunji’s speech skills are what thousands of her peers aspire to master. Her performances are shown in classrooms around the world as coaches point out, “See how she pauses here?” “Notice how relaxed her hand was on that gesture?”

“Don’t be afraid to get loud like this!”

But Esther had a speech idol of her own: she was drawn to speech and debate in part by 2019 Informative Speaking champion Jordyn Allen, who she saw speak at her brother’s graduation. “It was the first time I saw someone who looked like me who people wanted to listen to,” Esther says. When she learned Jordyn was a member of the speech and debate team at American Heritage School, Esther decided to give it a try herself.

Saying Something Important

At AHS, Esther primarily worked with Ryan Levesque, who was the Director of

Forensics and the Public Address coach. Ryan’s strategy was to let the topic decide the event, and in her sophomore year, Esther was interested in exploring how we blindly follow America and call it patriotism. The subject leaned persuasive, so she switched from Informative to Oratory. “It felt more natural being persuasive. I have a lot of things to say,” Esther laughs.

When Esther was in sixth grade, her community was shaken by a shooting at nearby Marjory Stoneman Douglas High School. Students rallied in response and began organizing the March for Our Lives. It was the first time Esther saw students using their voices for change and people applauding them for it.

“Watching them turn that pain into something powerful was really incredible,” Esther remembers. As she explored blind patriotism, Esther followed in their footsteps, incorporating school shootings into her first Oratory, Patriot Pride.

Esther moved through the writing process, tackling

each part of the speech in small bites using a speech progress chart. At the end of the year, Esther reached the summit: she won the 2022 Oratory national championship. She was a sophomore.

Return to the Mountaintop

Esther worked on the writing process over the summer to lay the foundation for her junior year Oratory. Her new piece would explore how society has undervalued and degraded educators.

Esther took on more ownership of her process as she developed the piece that would ultimately be titled The Tragic School Bus.

“There was a lot of handholding sophomore year with hand gestures, or how to do things especially since it was my first time doing Oratory,” she says. “Junior year, I came into my own as a speaker because Mr. Levesque gave me the space to use the skills I had learned.” She had also learned how to best compose her speech: “I’m a

visual learner, so watching videos and documentaries help me in the research process.”

While her confidence in her skills was growing, Esther had an intense fear of not measuring up to her success the year before. “It was the most stressed I’ve been,” Esther remembers.

While Esther was spiraling, secretly so was Ryan. “I was like a duck swimming in the pond,” he says of coaching Esther her junior year. “Everything looks calm, but underneath I’m pedaling for my life, wondering what we are going to do from here when she’s won in her sophomore year. The odds were against her.”

The scrutiny was even higher, as Esther was attending tournaments with a camera crew in tow. She was selected as one of several subjects for a documentary on Original Oratory that is yet to be released. If it wasn’t already impossible for Esther to fly under the radar, it certainly became so. All eyes were on her as she entered every round.

To combat the pressure, the pair focused on Esther’s why. Her goal was to share a message that would open the audience’s eyes to a new way of thinking about an issue.

As she pursued her goal, her constant refrain was to focus on the actionable. At every team circle pretournament, Esther would remind every student, but also herself, to worry only about what they can control. She could share her strongest message with her best delivery. The rest was out of her hands.

To ensure she nailed her part, Esther put in the work. She honed her delivery with the AHS Interp coach Joele Denis. Her after-school schedule was busy with other activities, so she often practiced at lunch or during a shared free period with Ryan, and she was constantly practicing on her own.

After a tournament, she and Ryan would go through her ballots and look for opportunities to improve. “When the speech is still under construction in

the first part of the year, I would get judge ballots with suggestions for things to consider,” Esther recalls. “For example, one ballot mentioned that a lot of my examples were pointed toward Republicans, but there are some examples on the Democrat side as well. I ended up working that into the piece. Knowing your audience is a big part, so striking a balance adds to the speech.”

As the season went on and she revised and edited the piece, the ballots were less focused on content and more about delivery, like physical humor bits, or lowering volume.

Esther ultimately claimed a second championship at the 2023 Nationals in Phoenix, but the process wasn’t perfect and the red carpet wasn’t rolled out for her to strut back to the podium to claim first place. “I had a lot of success, but I also struggled,” Esther says. “There were times when I didn’t break, or I got a bad ballot. There were times when I wanted to quit.”

I want them to see the struggle, not just the success.” — Esther Oyetunji

It may be surprising to hear the winningest NSDA orator of all time facing the same obstacles that most competitors go through, but Esther believes that makes it even more important.

“If you have a bad moment, it doesn’t make you less of a speaker or a person. People have an idealized version of me. There were times I cried, or I wanted to give up because college applications were taking so much out of me. I dropped tournaments. I was burned out because I triple entered. I want people to know I took breaks. I want them to see the struggle, not just the success.”

The Final Stage

Sophomore year, Esther had mastered the basics. In her junior year, she had taken more ownership of her process and her delivery. In her final year, Esther brought more of her personal identity into her piece. Her final message would explore how children are being used as a trojan horse to protect those in power in her piece called The King’s Gambit.

The process functioned similarly to her other pieces: she tackled the body of the

speech first, then went back in to add metaphors, allusions, and other elements. It was then that she began incorporating pieces of herself. Her

strong religious faith was weaved throughout the piece, through the story of King Solomon used in her attention getting device, and with a transition referencing David and Goliath. She worked in a mention of her parents, and her namesake, Queen Esther.

“I was relaxed because every part of who I was showed up in that speech,” Esther says as she considers why she felt less pressure in her final year. The piece was also a culmination of her prior two in a way: touching briefly on both the treatment of educators and school shootings.

Esther put all of herself into that final piece, and at the 2024 National Tournament, she left everything on the stage. When she was named champion, Esther became the first student in the history of the NSDA to win three consecutive national championships.

When asked to reflect on her favorite win, she

takes an unexpected approach to the question. “Sophomore year, my speech was inherently political. I remember a judge writing on their ballot that they didn’t agree with me at first, but in the end I won them over. That’s the whole purpose of Original Oratory—to show a different perspective.”

This is not to say that Esther is not a competitive person, but to highlight her central belief that the goal was never just to win: the point was to make an impact. “Being a threepeat and making history is crazy. I hope I could be even a tenth for someone else of what Jordyn was to me. I hope that a little Black girl, or really any student, can see me and realize what is possible for them to achieve.”

Tools for Any Challenge

Esther’s time as a competitor has ended, but she’ll take what she learned in speech and debate with her for what’s next. “Because of speech and debate, I have the confidence to know that I do belong in spaces that I don’t always see myself reflected in. The power of my voice can carry me through even if someone hasn’t paved the path for me. Looking ahead to a career I know there are a lot of spaces that aren’t catered to me, but I have the confidence to know I have what it takes to succeed.” Esther hopes that her future career will allow her to combine her interests in law and medicine. Her future is still being paved, but her legacy as a speaker is already cemented in the hall of fame.

Annie Reisener is the Director of Membership at the NSDA.

TIPS FROM A

Champion Coach

RYAN LEVESQUE has coached seven students to final rounds as underclassmen. Here, he shares resources and advice for coaches.

Topic Selection

“We approach Oratory by igniting passion,” Ryan says. “That’s my job, to ignite passion, and we have to do that before they begin the search for subject matter. If they approach with a competitive outlook, the ceiling is lower, the goals might be more superficial, and they are destined to be disappointed.”

Ryan is a big fan of teaching with metaphors, as orators need to be able to understand them to use them effectively in their speeches. He introduces the writing process through a metaphor of a doctor’s visit. Doctors take vital signs and ask questions, then follow the symptoms to the source. Similarly, students review material, follow the symptoms, read more, and identify a concern they can explain and pose a solution for, like doctors would develop a treatment plan.

Writing and Revision

Ryan likes to initiate the writing process with a lesson called “Say Something Important,” which challenges students to write something that they will be proud of standing for in 50 years. The American Heritage School (AHS) coaches track the progress of each student’s speech through a standard progress chart. By breaking down an event into smaller bites, the process becomes less intimidating for students. They only focus on the task at hand, rather than becoming overwhelmed by writing, blocking, and memorizing an entire speech.

Ballot Review

Ryan encourages students to be open to constructive feedback. He downloads student ballots and marks them up using different colors to signify things to consider or unhelpful comments students can ignore. Every student on the team keeps a Google Doc for the year divided by tournament that all of their constructive comments go into. Collecting the feedback into one place that is regularly reviewed in collaboration with coaches can help students pick up on areas with consistent confusion or repeated criticism.

Helping Students Handle High Pressure

Ryan helped Esther remember what was within her control. “I asked her simple questions, like, ‘Is there anything you regret? Are you proud?’ We don’t need any more validation than that. I was always telling her I’m proud of her. She has nothing to prove. If you win, it’s icing on the cake, but we’ve completed your goal—share an important message with thousands of people.” He also helped her focus on competing against herself, by being the best speaker she could be.

Building Relationships

“Every student has to know I respect them before any progress can be made,” Ryan says. “That means I have to show up for them, listen, make them see I am a person in their corner. We do this for the relationships, first and foremost. That means I get to be proud of Esther and every other kid for their whole lives.”

Peer Coaching and Mentorship

With a large team and many highly successful students, AHS implemented both a formal and informal leadership program to help encourage students to work together to improve and offload some of the administratie work associated with running a team. This allows interested students to free up time for coaches to work with individual students and take time out to prevent burnout.

Learn more about student leadership programs in the Team Profile segment on the next page.

STUDENT LEADERSHIP OPPORTUNITIES

Teams with student leadership opportunities foster responsibility and connection, drive peer coaching and mentorship, and positively shape team culture. Here, three programs share their leadership programs.

St. Andrew’s Episcopal School, Mississippi

Coached by Darin Maier

Roles and Responsibilities

• Extemp Chair: Responsible for organizing Extemp files and coordinating Extemp practice sessions for class credit.

• Social Media Chair: Maintains our St. Andrew’s speech and debate Instagram account and creates a brief write-up to be presented at schoolwide assemblies describing what our team has been up to lately.

• Tournament Captain: Takes charge of our annual tournament “Saints Classic” by ensuring the judges’ lounge runs smoothly, Tabroom.com is in order, and awards are set up properly.

• Novice Captain: Serves as the first person who we encourage our novices to speak to, as well as works with our interpretation and debate captains to plan practices, help outline public address events, help our novices find scripts, and plan mock debates.

It is important to build a team that knows how to support each other and themselves. Offering multiple leadership positions creates a team that is student focused and oriented. We are able to divide responsibilities based on the skill sets of each student and recognize their strengths by giving them an opportunity to grow with the event they love. The grade our students are in does not matter for a board position in comparison to their passion and dedication to the activity.

Members of the Mountain View-Los Altos speech and debate team

• Team Captain: Responsible for ensuring that all members maintain responsibility for their position, show respect at all times, and create a space where students can turn to any team member for help at any point.

— profiled by Pegah Vasighi-Ansarifar, NSDA Student Leadership Council member

Mountain View-Los Altos, California

Coached by

Julie Herman

The Mountain View-Los Altos Speech and Debate (MVLASD) team was founded in 1989 by one parent and five members. Decades later, it has flourished into over 200 members supported by a robust group of parents and volunteers. At the heart of MVLASD is the leadership team, a group of 50 students dedicated to maintaining and growing our amazing community.

The leadership team’s structure begins with Executive Leadership at the top along with various committees including Diversity, Equity, and Inclusion, Finance, Mentorship, Public Relations, Socials, Curriculum, and Youth Forensic League. The Diversity, Equity, and Inclusion, Finance, and Mentorship committees focus on the team’s long-term sustainability, while Public Relations and Socials enhance team visibility. The Curriculum and Youth Forensic League committees provide educational support, with the Curriculum committee generating curriculum for novices, Youth Forensic League students, and our annual summer camp. The Youth Forensic League committee runs our team service project, teaching speech and debate at local middle schools. Each committee is led by a chair, an average of five committee members, and overseen by an executive contact, a member of Executive Leadership.

Leadership also includes event captains, which Head Coach Julie Herman explains “are expected to collaborate with event coaches to plan practices and make sure novices are receiving the appropriate support they need.”

While specific roles vary by position, Herman emphasizes broad expectations for all student leaders. “We want them to be showing up to practice and being good role models for others, showing what it looks like to be a strong presence in the community.” Herman, who has served as Head Coach since 2015, recalls the team’s early days. “The team actually did not have any student involvement with leadership whatsoever other than the election of the president.” She notes that the leadership team has grown over time, driven by students wanting to be involved. “Almost every single committee was spearheaded by a student who saw a problem on the team and was really passionate about solving that problem.”

To join leadership, interested students will fill out a Google Form application, which is evaluated in the spring by Herman, event coaches, and a committee of senior students who have participated in leadership. The president is the only elected position.

Uplifting student voices is crucial within speech and debate teams. Herman believes this “allows students to undergo a transformation from somebody who says ‘I need help’ to somebody who can see a problem and know how to fix it.” From humble beginnings, the MVLASD showcases the power of student leadership and community engagement.

— profiled by Taylor Luna, NSDA Student Leadership Council member

Kamehameha Schools, Hawaii

Coached by Kapua Reeves

Our team consists of 30-40 members, so the Executive Board (E-Board) is about 40% of the team, some of whom are elected via student vote and some of whom are area captains chosen by coaches. The E-Board is responsible for planning an overnight camp at the start of our season,

workshops and socials throughout, a showcase fundraiser at the end of our competition season, and an end of the year banquet. They also serve as role models to the rest of our team. The E-Board meets weekly at the beginning of every week and hosts a general team meeting on Thursdays. Each week, the president creates an agenda, students discuss upcoming tournaments, events, and recruitment, and the group creates work timelines and committees as necessary. We have so many leaders because we value participating in other activities in addition to speech and debate.

I find it extremely rewarding to cultivate a sense of responsibility and stewardship of the team. And the leaders typically are extremely passionate about serving and building a legacy to which they can contribute. I think our structure cultivates a family community. We often refer to ourselves as “spam” or “spamily” (speech family), and our E-Board serves as the big siblings to usher our newer members into successful speech and debate careers and feeling a sense of belonging.

Executive Board Roles and Responsibilities

• President (elected): Oversees the E-Board, ensuring everyone is completing their jobs and reporting to the coaches which areas need the most help. Leading by example, this individual epitomizes an ideal competitor in that they compete in multiple events and assist others in achieving their goals.

• Vice President (elected): Assists the president in all actions and usually executes the president’s command. Oversees the tournamentarian’s responsibilities and is the main coordinator for all fundraisers.

• Secretary (elected): Documents all of our actions as a team and takes minutes for meetings and functions. They are also responsible for tracking team membership, filing all team paperwork, and other team administrative work.

• Treasurer (elected): Tracks the team’s financial transactions. They are responsible for working with the team directors to ensure checks are deposited quickly, the budget is being followed, and all check request/fundraiser paperwork is completed in a timely fashion. Assists the secretary in tracking team membership, filing all team paperwork, and other team administrative work.

• Tournamentarian (elected): Supports the team by packing tournament boxes, working with the director of internal affairs to inventory supplies, and assisting with managing tournament registration.

• Director of Internal Affairs (elected): Facilitates the internal workings of the team. They keep the speech room neat and inventory supplies as needed. They also assist the tournamentarian with their duties.

• Director of External Affairs (elected): Organizes the external workings of the team. They are responsible for coordinating fundraisers, community service initiatives, and performances. They assist public relations with recruitment.

• Public Relations (elected): Coordinates social events for the team like the speech camp social, Halloween and Valentine’s Day celebrations, and other fun meetings like debater mixers, speech soirees, and public speaking parties. They also help with recruiting new members to the team.

• Historian (elected): Manages the photographs for the team. They organize albums on Facebook and are responsible for the team camera. In order to serve in this position, students must be able to attend ALL tournaments and functions.

• Captains (appointed): Assist the most with coaching and educating team members on competition knowhow. Captains will typically host recruitment and educational workshops at the start of our season that eventually transition into practice days. For more specific work, coaches will work directly with students, but the captains assist with performance run-throughs, event planning, researching, or writing/editing advice. The number of captains has varied from year to year, but in most recent years, Kamehameha has had two captains in interp, public speaking, and debate, respectively.

Interested in creating your own student leadership program?

Find resources to support getting started in the free NSDA Learn course, How to Build a Student Leadership Program.

www.speechanddebate.org/learn/courses/ how-to-build-a-student-leadership-program

Policy Debate Institute

2-week Policy Debate Institute: June 1-14, 2025

Commuter $1,700; Residential $2,000 For rising 9th - 12th graders and rising 8th graders with coach recommendation

Designed for students who have no experience in Policy Debate and those with 1-2 years of experience, whether in middle or high school

Work with Emory coaches and debaters to learn and sharpen fundamental debate knowledge and skills Our signature program offered since 1966

Creating Opportunities for Student Leadership and Connection

When students have access to unique ways to participate, it leads to better connections between programs, a more positive circuit, and programs that serve students. Here, three students share their experiences with unique programming in their state.

Ozark District Student Committee

In the Ozark District, Missouri students have the opportunity to help shape the culture of their circuit. The Ozark Student Committee (OSC) is a group of students selected through a nomination process who work alongside the coaches on the District Committee and plan their own projects and initiatives to support students.

Makaylyn Barnard is a senior from Bolivar High School and the current OSC chair. Makaylyn believes every district should add a student leadership element. “Twenty-five active schools in the district compete against each other almost every weekend. Because of this, it’s extremely easy for competitors to become divided and filled with negativity. The OSC is an exceptional way to spread positivity and turn harmful competition into friendly, positive competition. It allows students and schools to get praise, brings everyone together, and gives everyone a voice.”

Social Media

As chair, Makaylyn runs the OSC social media page (@ozarkdistrict_speechanddebate) and posts are

reviewed by coaches in advance. The account shares monthly updates on debate topic voting or topic drops and celebrates student successes. The OSC has also used NSDA poster templates to spotlight the stories of various students.

“I’ve seen the influx of positivity people have when they see their event get posted or they get a direct shout-out by name,” Makaylyn says. “This allows young students to get involved easily and ensures everyone has an equal opportunity to make a difference.”

This year, the OSC hopes to host interviews and tournament games with various competitors, make uplifting positive cards to encourage competitors, host a spirit week during districts, and continue to spread positivity and inclusivity within the district.

Arkansas District Congress

Arkansas Student Congress at the Capitol Arkansas Student Congress, or StuCo, is the oldest model legislative event in the state and was established in 1968 by ACTAA, the organization facilitating speech and debate in Arkansas. StuCo provides a unique opportunity for high school (House) and college students (Senate) to take over the state capitol and simulate the legislative process through three days of mock party caucuses, committees, and floor debates over student-written, state-specific legislation. The tournament begins on a Sunday, where parties, caucuses, and committee meetings are held at a chosen location in Little Rock. On Monday and Tuesday, students debate on the House and Senate floor in the state capitol building. ACTAA high schools and colleges are invited to submit delegations and bills, filtering into three Houses and a Senate to compete for awards ranging from “Best Bill” to “Best Delegation” or even running for election! ACTAA Student Congress is one of Arkansas’ most iconic, beloved tournaments and has changed the lives of nearly 56 years’ worth of speech and debate students.

A Unique Experience for Students

Student Congress gives delegates a more immersive congressional experience in several ways. For example, students get to debate at the Arkansas Capitol in the state Congress chambers and are forced to examine local issues, which are often overlooked at regular tournaments. Tournament Co-Director and NSDA Arkansas District Committee member Jessica Skordal believes competing in the halls of a real legislative body makes a difference. “Any time we allow students to experience our democracy in a safe, learning environment is an incredible opportunity,” she says. “As a student who competed in the Arkansas Student Congress, I can tell you it’s a once-in-a-lifetime opportunity for our students.”

In hosting at the capitol, the ACTAA works closely with state officials, scheduling committee rooms through the Bureau of Legislative Research and House/ Senate chambers through the House and Senate parliamentarians. Martene Campbell, Permanent Director of ACTAA Student Congress and NSDA coach at Episcopal Collegiate School, reflects upon StuCo’s unique value. She notes that it allows students to simulate the legislative process more fully, as “they have the opportunity to meet in caucuses and run for various offices, work collaboratively in small committees to improve bills, set priorities for floor debate, and engage in floor debate, all while using parliamentary procedure.” For coaches interested in creating similar initiatives, she recommends establishing a strong committee of committed individuals and says that ACTAA would be happy to share its resources!

As a high school student who’s gone through Student Congress, I’ve found that these changes create an environment where the goal shifts from boosting ranks to genuinely considering legislative solutions; here, a passed bill can become real policy and a failed one could prevent meaningful change. It truly makes the StuCo experience so much more educational and builds community among congressional debaters, many of whom have become my closest friends.

— compiled by Manvitha Narasimhan, NSDA Student Leadership Council member from Bentonville High School in Arkansas

Magnolia District Team Building

Demo Performances

One thing I know for certain is there is no state like Mississippi. The first coaches’ meeting of the year marks the moment we know we are in season. The district invites recent alums or rising seniors to perform at the meeting to give new coaches an idea of what they should be looking forward to in the upcoming year and to introduce them to the events for the first time. Seasoned coaches ask questions like, “What gave you this idea for POI?” or “What can we do as coaches to help you with LD cases?” to give students the encouragement they need before the first tournament. District chair Micah Everson says, “We’re very aware that we do a lot of talking about competition and performance at the meeting, but we don’t do a lot of showing. And that makes it tough for our newer coaches to actually visualize things. We’ve also gotten good feedback from coaches who haven’t been familiar with particular events before that seeing the students in action helps.”

Team Building at Tournaments

This year in particular was the first time since COVID our district held our NSDA cookout. Sponsored by the team with the grill at their hotel—this year it was St. Andrew’s Episcopal School—every team is welcome to bring their own meat, toppings, and drinks along with our own collection of goods. This year, Oxford High School, Petal High School, and Pascagoula High School attended the cookout, bringing their own steaks to grill alongside Darin Maier and Pranav Reddys’ tender chicken. Conversation flowed and chairs scraped against the concrete as we tried to pull them in closer. Amid the overwhelming fear of breaks, this was our safe space. We devour the connection we have to each other by being from Mississippi. This is what propels us through the year. We know that every trophy we win isn’t just for us but for our district.

— compiled by Pegah Vasighi-Ansarifar, NSDA Student Leadership Council member from St. Andrew’s Episcopal School in Mississippi

MAXIMIZING ADVOCACY FOR SPEECH AND DEBATE: A Model for State Leaders

by Trey Smith

When I retired from coaching and moved into school administration, it was important for me to stay involved with what I consider to be the most important activity in which a student can participate. Our team founded a nonprofit with the sole purpose of lobbying our state legislature for earmarked funds for speech and debate in New Mexico.

The Speech and Debate Educators Foundation of New Mexico has made significant strides in promoting and supporting speech and debate activities across the state. Our journey over the past four years can serve as a

valuable guide for other state leaders looking to replicate our success and provide greater access and opportunities for students in our activity.

Lobbying for Legislative Support

Our most impactful strategy has been lobbying the state legislature for special appropriations dedicated to speech and debate. This effort has brought in over half a million dollars for the activity, significantly enhancing our ability to support programs statewide. The key to our success was identifying legislators who were already supportive of educational initiatives.

Any effective school administrator should be driven by continuous improvement in two key areas: student achievement and school climate. Without question, the best mechanism for improving both is to offer a competitive speech and debate program.” — Trey Smith

Building relationships with these key legislators and consistently communicating the value of speech and debate in fostering critical thinking, public speaking, and leadership skills in students were crucial steps.

Establishing

a 501(c)(3) Organization

To manage and distribute the funds effectively, we established a 501(c)(3) nonprofit organization. This legal structure allows us to accept donations and appropriations while maintaining transparency and accountability.

Setting up the nonprofit required careful planning, including drafting bylaws,

forming a board of directors, and ensuring compliance with all legal requirements. This foundation now serves as the financial backbone of our initiatives, allowing us to channel resources directly to where they are most needed.

Removing Financial Barriers

One of our proudest achievements is making speech and debate competitions accessible to all students, regardless of their financial background. By securing sufficient funding, we have eliminated cost as a prohibitive factor for attending the National Tournament for most

teams in New Mexico. This inclusivity ensures that every talented student has the opportunity to compete on a larger stage, gaining invaluable experience and exposure.

Investing in Coaching and Professional Development

Recognizing that strong programs are built on effective coaching, we plan to sponsor more coaching workshops to help educators enhance their skills. These workshops cover various aspects of coaching, from argumentation techniques to administrative organization of teams. By investing in our coaches, we ensure they are wellequipped to develop successful programs and inspire their students to achieve excellence.

Focusing on Equity and Access

Equity and access are at the heart of our mission. We are dedicated to expanding opportunities

for speech and debate to every middle and high school student in New Mexico. This involves targeted outreach to underrepresented schools, providing resources and support to start and sustain programs. Our efforts include providing free or low-cost materials, purchasing Resource Packages for schools, mentorship from experienced coaches, and financial assistance for tournament fees and travel expenses.

Replication Nationwide

The Speech and Debate Educators Foundation of New Mexico has made significant progress in promoting and supporting our activity statewide. Our experience demonstrates that with strategic planning, legislative support, and a commitment to equity, it is possible to create a thriving environment for speech and debate.

We encourage other state leaders to consider these strategies and join us in empowering students through the transformative power of speech and debate. We believe that our model can be replicated by any state in the country, and we hope to collaborate with any leaders hoping to develop a similar program.

Please email me to share any ideas or ask any questions (tsmith@ eastmountainhigh.net). We look forward to helping other states find ways to increase support for our important and beloved activity.

Some education leaders are noticing that schools with robust speech and debate programs are far outperforming the national averages. That is certainly true here in New Mexico. If you look at the top scoring schools in any state, I can guarantee that those schools also offer speech and debate.”

— Trey Smith

Trey Smith is the President of the New Mexico Speech and Debate Educators Foundation and the Executive Director of East Mountain High School. He also serves on the Board of Directors for the International Public Policy Forum. Prior to becoming a school administrator, Mr. Smith was a two-diamond coach of more than 100 national qualifiers, chair of the NSDA New Mexico District for over a decade, and the organizer of the planned 2020 Albuquerque National Tournament.

CELEBRATING 100 YEARS OF SPEECH AND DEBATE

We are excited to recognize the positive impact of speech and debate activities on students, schools, and communities. From local celebrations to the National Speech & Debate Tournament, the educational value of speech and debate will be honored near and far in 2025.

In addition to special events and programs, thousands will share personal stories of how speech and debate changed their life on social media using the hashtag #SpeechAndDebate. We hope you will join in the festivities as we remember our past, support our present, and inspire our future.

CELEBRATE AND SUPPORT

Tear out the facing page to use as a poster and look for more resources with tips and ideas for commemorating our 100th anniversary coming soon! www.speechanddebate.org/centennial

Donate to support our next 100 years! You can provide this generation of young people the opportunity to unleash their true potential and change their world. www.speechanddebate.org/donate

Celebration Ideas

Celebration Ideas

Celebration Ideas

Celebration Ideas

Collect Your Stories

Collect Your Stories

Collect Your Stories

Collect Your Stories

» Behind every team, champion, and coach, there is a moment, mentor, or story. With your words, photos, and videos, you help demonstrate the lasting impact of speech and debate. Add your legacy at speechanddebate.org/centennial-stories

» Behind every team, champion, and coach, there is a moment, mentor, or story. With your words, photos, and videos, you help demonstrate the lasting impact of speech and debate. Add your legacy at speechanddebate.org/centennial-stories .

» Behind every team, champion, and coach, there is a moment, mentor, or story. With your words, photos, and videos, you help demonstrate the lasting impact of speech and debate. Add your legacy at speechanddebate.org/centennial-stories .

» Behind every team, champion, and coach, there is a moment, mentor, or story. With your words, photos, and videos, you help demonstrate the lasting impact of speech and debate. Add your legacy at speechanddebate.org/centennial-stories

ADD YOUR LEGACY

ADD YOUR LEGACY

ADD YOUR LEGACY

ADD YOUR LEGACY

Celebrate in Your State

Celebrate in Your State

Celebrate in Your State

Celebrate in Your State

» Enhance your local, district, or state tournament, add to your student showcase event, or use as a focal point for a fundraiser. Events and celebrations are a great way to honor and support your program. Learn more at speechanddebate.org/centennial-events .

» Enhance your local, district, or state tournament, add to your student showcase event, or use as a focal point for a fundraiser. Events and celebrations are a great way to honor and support your program. Learn more at speechanddebate.org/centennial-events .

» Enhance your local, district, or state tournament, add to your student showcase event, or use as a focal point for a fundraiser. Events and celebrations are a great way to honor and support your program. Learn more at speechanddebate.org/centennial-events

» Enhance your local, district, or state tournament, add to your student showcase event, or use as a focal point for a fundraiser. Events and celebrations are a great way to honor and support your program. Learn more at speechanddebate.org/centennial-events .

CELEBRATE LOCALLY

CELEBRATE LOCALLY

CELEBRATE LOCALLY

CELEBRATE LOCALLY

Celebrate at Nationals

Celebrate at Nationals

Celebrate at Nationals

Celebrate at Nationals

» Join us at the National Speech & Debate Tournament June 15-20, 2025, for the weeklong culmination of the Centennial Celebration! Learn more at speechanddebate.org/centennial .

» Join us at the National Speech & Debate Tournament June 15-20, 2025, for the weeklong culmination of the Centennial Celebration! Learn more at speechanddebate.org/centennial .

» Join us at the National Speech & Debate Tournament June 15-20, 2025, for the weeklong culmination of the Centennial Celebration! Learn more at speechanddebate.org/centennial .

» Join us at the National Speech & Debate Tournament June 15-20, 2025, for the weeklong culmination of the Centennial Celebration! Learn more at speechanddebate.org/centennial .

CELEBRATE AT NATIONALS

CELEBRATE AT NATIONALS

CELEBRATE AT NATIONALS

CELEBRATE

AT NATIONALS

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Historical Timeline

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Nearly Two Million in All 50 States

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Meet MARK LEMLEY

as told to Amber Gracia

Before you became the William H. Neukom Professor of Law at Stanford Law School and the Director of the Stanford Program in Law, Science and Technology, you attended Stanford. When you arrived and discovered Stanford didn’t have a debate team, you took matters into your own hands and founded the Stanford debate team and the Stanford high school debate tournament. What was that experience

like at the time and what is it like looking back now?

I arrived at Stanford in the fall of 1984 and was surprised to learn there was no debate team. It had been shut down by the university in the 1960s, as fast Policy Debate became popular.

My freshman year, I debated “split-team” with a partner from Santa Clara University. But I knew there were other people on campus who wanted to debate. So, in my sophomore year, I created the Stanford Debate

MARK LEMLEY is the William H. Neukom Professor of Law at Stanford Law School and the Director of the Stanford Program in Law, Science, and Technology. He teaches intellectual property, patent law, trademark law, antitrust, the law of robotics and AI, video game law, and remedies. He is of counsel at the law firm Lex Lumina in New York.

Society. As a student club, we could get a couple thousand dollars for student activities, and we used that money to pile way too many people into a rented car and drive to some local tournaments. My junior year, as the team grew, I knew that wouldn’t be enough. With Janice Berman, a Stanford grad student who had debated at Whitman College, we decided to host a high school tournament. We created invitations (via ditto machine!) and sent them to a number of schools, and before we knew it, a thousand high school students were signed up to participate. I searched the campus and found every room that could hold a debate and reserved them all. And we beat the bushes for former high school

debaters who could judge. The tournament made enough money to support the team for the year, and it became a tradition that was still going four decades later.

Looking back, the remarkable thing about all this is that there was no sort of adult supervision. I just mailed out the invitations and reserved the rooms myself. No one in the administration had any idea that the campus was going to be overrun with high school students that weekend, and that a 19-year old was the person in charge. It’s hard to imagine that happening today. In retrospect, I’m just glad no one died...

You have written 11 books and 218 articles that have been cited more than 300 times by courts, including

19 times by the United States Supreme Court. You are the mostcited scholar in IP law and one of the 10 most cited legal scholars of all time. Was this a goal for you when you started writing or something that happened unexpectedly?

I didn’t go to law school intending to have a career in law. I had majored in political science and was working on political campaigns, and it seemed like the next step on a path that might land me in politics. To my surprise, I fell in love with the law and its complexity. After 30 years in teaching, I still have more things I want to write about than I could possibly find time to write.

What tips do you have for students and alumni who are interested in starting a career in law and/or higher education?

I think many people, like me, go to law school because they don’t know what they want to do with their life. If that’s not you—if you have a plan

and a reason to be in law school—by all means, tell the admissions committee. My career worked out great, but I think many people who drift into law by accident don’t end up loving it.

Even now, you are connected to speech and debate as a board member of the Silicon Valley Urban Debate League. What has kept you so close to the activity over the years and what would you say to someone looking for ways to support speech and debate after their time competing?

money to groups like SVUDL. Volunteer to judge a tournament or to host a debate at your place of business.

How did your time in speech and debate help to prepare you for your goals in life?

Debate was the single most important part of my training for life, bar none. First, it got me out of my shell. I was a complete introvert in junior high school. I am comfortable speaking in public (and in social settings) because I spent a lot of time doing it.

Second, the combination of speed and analytical rigor is unlike anything I have experienced since. When you’re used to listening to someone argue at 350 words a minute, taking notes, and at the same time writing your own 350 words per minute response, everything else you will encounter in life feels like it’s happening in slow motion. People tell me I’m quick on my feet, but the reality is that you

will never again have to be quite as quick-witted as when you’re in a debate round.

As the NSDA celebrates its 100th birthday in 2025, what is your hope or vision for the next 100 years of speech and debate?

One of the real benefits of speech and debate is that it forces you to think about issues from all sides. Seeing the other side is something that is in very short supply today, and I hope that we can train the next generation to do better at understanding different perspectives than we are doing right now.

Speech and debate fundamentally changed my life. But I had that opportunity only because I went to a middle-class high school that offered the program. The Urban Debate Leagues are a recognition that many people don’t have the same opportunities in their schools. It is wonderful to see how participating in speech and debate can transform lives. If you want to stay involved, there are many ways to do so. Contribute Amber Gracia serves as Alumni Engagement Specialist at the NSDA.

What advice would you give to students who are joining speech and debate?

Your best strategy in 1AR is to group arguments. Seriously, it is a great and very welcoming organization, and it will stand you in good stead in the years to come. Welcome!

CLAIM YOUR SPEECH & DEBATE

Membership

As we enter our centennial year, we are not just celebrating speech and debate. We are honoring 100 years of community and impact.

Find your speech and debate connection to support and inspire future generations of public speakers.

BENEFITS:

ƒ SHAPE THE NEXT 100 YEARS

» Contribute to the legacy of speech and debate, ensuring that its benefits continue to influence future generations.

ƒ EXCLUSIVE WEBINARS

» Receive invitations to upcoming webinars and access past webinars, including “Transform Your Speaking Skills into a Career.”

ƒ NETWORKING OPPORTUNITIES

» Gain access to our Speech & Debate Alumni Community on LinkedIn and to our Community Calls, where alums can share stories, discussions, and professional development opportunities with one another.

ƒ GET PAID TO JUDGE

» Sign up for our Judge Board for the opportunity to get hired by schools in your area.

SUPPORT IN A WAY THAT WORKS FOR YOU:

ƒ SHARE YOUR STORY

Share your story of how speech and debate impacted your life, career, friendships, and opportunities.

ƒ VOLUNTEER

Sign up as a Springboard Series judge. Opportunities for students to compete and learn are only possible because of our volunteers.

ƒ ADVOCATE

Help create access to speech and debate education in your community by becoming an Alumni Ambassador

“Speech and debate taught me that our greatest

achievements are measured not by trophies but by the relationships we build and the communities we nurture.”

— John Otto, Class of 2024

DEMOND WILSON

The True Measure of Success in Competitive Speech and Debate: Reflections from 25 Years as an Educator

After more than 25 years in education, including countless hours spent coaching competitive speech and debate, I’ve come to understand that success isn’t always what we think it is. The trophies, the accolades, the perfect rounds—they’re gratifying, yes. But the longer I’ve taught, the more I’ve realized that the real victories often come quietly, without fanfare, and sometimes without even stepping foot into a final round.

Redefining Winning

When I first started coaching, I was laserfocused on winning. I poured everything into helping my students refine their speeches,

polish their delivery, and master their arguments. And yes, we won our share of trophies. But over the years, I began to see that those moments, while thrilling, were fleeting. The real victories were happening in the small, everyday moments that often went unnoticed.

Winning isn’t just about taking home the gold. It’s about the student who overcomes their fear of public speaking, or the one who learns to see the world through a different lens because of a debate topic. It’s about the growth I see in my students as they develop critical thinking skills, empathy, and the ability to articulate their ideas with confidence. These are the victories that don’t always come with a trophy, but they are the ones that matter most in the long run.

I’ve watched students who struggled with self-doubt blossom into confident speakers. I’ve seen them learn to listen, not just to respond, but to truly understand someone else’s perspective. And I’ve seen them carry these skills

Demond values the growth he sees in his students as they develop critical thinking skills, empathy, and the ability to articulate their ideas with confidence.

and values into their lives long after they’ve left my classroom. That’s what winning really looks like to me now.

Balancing Coaching and Teaching

One of the most important lessons I’ve learned in my career is the distinction between coaching and teaching. Coaching is about the here and now—it’s preparing students for competition, honing their skills, and pushing them to excel in the moment. It’s exhilarating, and it’s essential to their success in speech and debate.

But teaching goes deeper. Teaching is about laying the groundwork for the future. It’s about instilling values that students will carry with them for the rest of their lives. It’s about helping them become not just better competitors, but better people. I’ve learned that while coaching can lead to short-term success, teaching is what truly makes a lasting impact. As I’ve grown in my role as both a coach and an educator, I’ve learned to balance these two aspects. There are times to push for excellence and strive for those

wins, but there are also times to step back and let students learn from their experiences—even if that means losing a round. Some of the most powerful lessons come from those moments when things don’t go as planned, and it’s important to give students the space to navigate those challenges.

The Importance of Self-Care

After more than two decades in this field, I’ve also learned the hard way that self-care is not just a buzzword—it’s a necessity. When you’re passionate about your

work, it’s easy to pour everything into your students, leaving little for yourself. I’ve done that more times than I can count, and I’ve paid the price in terms of burnout and exhaustion.

It took me a long time to realize that I’m no good to my students if I’m not at my best. Taking care of myself— whether that means setting boundaries, taking time to recharge, or simply recognizing when I need a break—is essential to being an effective educator. It’s not just about physical health, although that’s important. It’s also about guarding my mind and heart and making sure I’m in a healthy place mentally and emotionally.

Over the years, I’ve come to see that by prioritizing my own well-being, I’m modeling

something important for my students. They’re learning that success isn’t just about pushing yourself to the limit, but also about knowing when to step back and take care of yourself. That’s a lesson that will serve them well, no matter where life takes them.

Final Thoughts

As I look back on 25 years of teaching and coaching, I’m reminded that the true measure of success in competitive speech and debate isn’t found in the number of trophies on a shelf. It’s found in the growth and development of students, both as competitors and as individuals. It’s in the quiet moments when a student overcomes a fear, or when they learn to appreciate a new perspective. These are the victories that last a lifetime.

So, if you’re a coach or educator, I encourage you to keep winning in perspective. Cherish the teaching moments, embrace the journey, and always remember to take care of yourself along the way. After all, the greatest victories aren’t the ones that come with a trophy—they’re the ones that shape lives.

Demond Wilson is a one-diamond coach from Texas and a member of the NSDA Hall of Fame.

Demond treasures the friends and mentors he has met throughout his years in the activity.

I decided to include the NSDA in my estate plans because speech and debate is an activity that teaches everything from argumentation and speaking skills to humility and gracefully losing. This activity made me a different and better person, and I want to make sure that students well into the future are afforded the opportunities I was.”

Aarzu Maknojia

NSDA ALUM

The National Speech & Debate Association is grateful to acknowledge the following 1925 Society members for pledging a generous planned gift contribution.

Susan Anderson

Anonymous

Byron Arthur

Phyllis Flory Barton

Jane Boyd

James Copeland

Don and Ann Crabtree

Rob Dekoven

Dr. Mike Edmonds

A. C. Eley

Vickie and Joe Fellers

Aaron Hardy

Bill and Charlotte Hicks

David and Judy Huston

Jennifer Jerome

Harold Keller

Kandi King

Cherian and Betsy Koshy

Paige Lalicker

Dr. Tommie Lindsey, Jr.

Aarzu Maknojia

Pam and Ray McComas

H. B. Mitchell

Lanny and B. J. Naegelin

Khang Minh Ngo

Albert Odom, Jr.

Randi Oleson

J. W. Patterson

Capt. Joseph L. and Jan Pizzo

David Price

Dr. Polly and Bruce Reikowski

Donus and Lovila Roberts

James Rye, III

Steve and Anna Schappaugh

David Seikel

Michael Shapiro

Sandra Silvers

Yatesh Singh and Liz Vieira

Thadeus Hagan Smith

Richard Sodikow

William Woods Tate, Jr.

Scott and Chan Waldrop

Nicole and Darrel Wanzer-Serrano

Cheryl Watkins

Abigail Wichlacz

Chase Williams

J. Scott and Megan Wunn

Joe and Pam Wycoff

David and Tatiana Yastremski

THE SOCIETY 1925

Leaving your legacy with the NSDA can be done in three easy steps:

1. Add a simple paragraph to your will stating the NSDA as a beneficiary. You can revise your gift at any time.

2. Notify Nicole Wanzer-Serrano that the NSDA has been added to your will. nicole@speechanddebate.org

3. Celebrate knowing that you will impact future generations by joining The 1925 Society!

Contact Nicole for more information: nicole@speechanddebate.org

2023-2024

TOP 100 SCHOOLS

We’re proud to announce the Top 100 Schools for the 2023-2024 school year! (Please note ties.) Each year, the 100 chapters with the largest number of new degrees in the National Forensic League Honor Society receive the Top 100 Schools designation. Visit www.speechanddebate.org/school-recognition for details.

1. The Bronx High School Of Science, NY

2. Regis High School, NY

2. BC Academy, Canada

4. Leland High School, CA

5. George Washington High School, CO

6. Millard North High School, NE

7. Eastview High School, MN

8. Vancouver Debate Academy, Canada

9. Shawnee Mission East High School, KS

10. Cherry Creek High School, CO

11. Gabrielino High School, CA

12. Pembroke Hill School, MO

13. Flower Mound High School, TX

14. Aberdeen Central High School, SD

15. Washburn Rural High School, KS

16. Bellarmine College Prep, CA

16. Eagan High School, MN

18. Lexington High School, MA

19. Seven Lakes High School, TX

20. Westwood High School, TX

21. Ransom Everglades School, FL

22. Lincoln East High School, NE

23. Archbishop Mitty High School, CA

24. Ridge High School, NJ

25. Cabot High School, AR

26. Palo Alto Senior High School, CA

27. North Allegheny High School, PA

28. Newton South High School, MA

29. Cheyenne East High School, WY

30. Lake Highland Preparatory School, FL

30. Edina High School, MN

30. Central High School, MO

33. Highland High School, ID

34. Cary Academy, NC

35. James Logan High School, CA

36. Blue Springs High School, MO

36. Jefferson City High School, MO

38. Coppell High School, TX

39. Topeka High School, KS

40. Liberty North High School, MO

41. BASIS Peoria, AZ

42. Upper St Clair High School, PA

43. Syosset High School, NY

44. Perry High School, OH

45. CR North High School, PA

46. Liberty Sr. High School, MO

47. Plano East Senior High School, TX

48. Midland Legacy High School, TX

49. American Heritage School

50. Arizona College Prep High School, AZ

51. Shrewsbury High School, MA

51. Munster High School, IN

53. Hawken School, OH

54. Solon High School, OH

55. Taipei American School, Taiwan

56. Eden Prairie High School, MN

57. Greenhill School, TX

58. Lawrence Free State High School, KS

59. Dougherty Valley High School, CA

60. Blue Springs South High School, MO

61. Flintridge Preparatory School, CA

61. Lakeville North High School, MN

61. Desert Vista High School, AZ

64. Hinsdale Central High School, IL

65. Willard High School, MO

65. Bozeman High School, MT

67. Colegio Bilingue New Horizons, FL

67. Strake Jesuit College Preparatory, TX

69. Durham Academy, NC

70. Lee’s Summit North, MO

71. Marist School, GA

72. The Harker School, CA

72. Rigby High School, ID

74. Stephen F. Austin High School, TX

75. Monta Vista High School, CA

76. Pittsburg High School, KS

77. Lincoln Southwest High School, NE

78. Flathead High School, MT

79. Claremont High School, CA

80. Bolivar High School, MO

81. Los Altos High School, CA

82. Carlsbad High School, CA

83. Glacier High School, MT

84. Rockhurst High School, MO

84. Gloria Deo Academy, MO

86. College Prep, CA

87. Interlake High School, WA

88. Riverside High School, SC

88. The Potomac School, VA

88. Apple Valley High School, MN

91. Jenks High School, OK

92. Lee’s Summit West High School, MO

92. Ardrey Kell High School, NC

94. Summit High School, NJ

95. Pennsbury High School, PA

96. Notre Dame Preparatory School, MI

97. Blue Valley High School, KS

98. Downers Grove South High School, IL

99. Lansing High School, KS

100. Olathe Northwest High School, KS

Dear Administrators,

Starting a speech and debate team at my school changed my life. It taught me how to think, how to write, and how to listen. It got my debate partner and me into Ivy League colleges, which is rare at my public high school. My teammates became my best friends, and my coaches became my mentors.

It was 6:55 a.m. on a Saturday, and four of us were on our way to a competition. We had spent a full month preparing for this tournament. We had written 30 pages of analysis, compiled decades worth of research, decided that morality was absolute, and bought a new binder because we had too many pages. We knew every counter-argument and the corresponding counter-counter-argument—or at least, we thought so. But as we stood across from our opponents, we heard a novel argument—perhaps absurd, perhaps genius. This is when the sparks flew; our welding hoods flipped down and we tried our hardest to scorch our argument back together.

These sparks taught me how to think. Debate is a game of mental gymnastics. It is a maritime battle where some cannonballs are facts and some are principles. And it’s about the speed and trajectory of those cannonballs, explaining what you think in a way that affects people. For those four teenagers driving down the Blue Ridge Parkway on a Saturday morning, debate was intellectual freedom that could not be found anywhere else. It was a rare moment when a room of adults listened to a kid.

In the past year, our team has grown from four students to more than 20, and we owe much of that growth to long-awaited institutional support. Now, speech and debate can help a new generation of awesome students blossom. I want to thank all of you who have supported or coached a debate team, and urge those of you who are interested in speech and debate to reach out to your communities for support.

Please let me know if you have any questions about starting a team. My email is solomon_goluboff-schragger@brown.edu.

Best, Solomon Goluboff-Schragger Class of 2024 – Charlottesville High School, Virginia

Access the schedule and learn more:

free events presented by The Julia Burke Foundation

Your team is invited to join fellow speech and debate students across the nation for a variety of FREE , after-school, synchronous and asynchronous online practice sessions through our Springboard Series!

• NON-MEMBERS WELCOME – NSDA membership is not required!

Spring 2025 Event Dates

REGISTRATION OPENS

December 1, 2024

Thursday, February 6

SCRIMMAGE

Thursday, March 6 LIVE SCRIMMAGE

JANUARY

Thursday, January 9 ASYNC SCRIMMAGE

FEBRUARY

Tuesday, February 11 LIVE SCRIMMAGE

Thursday, February 20 ASYNC SCRIMMAGE

Tuesday, January 28

Tuesday, March 11

Tuesday, March 18 ASYNC SCRIMMAGE

Tuesday, February 25

Thursday, March 20

SCRIMMAGE

speechanddebate.org/springboard-series

I LOVE BEING ABLE TO AUTHENTICALLY DISPLAY MY CULTURE AND IDENTITY IN THIS ACTIVITY. IT TRULY SHOWS THAT PEOPLE FROM ANY BACKGROUND CAN COME TOGETHER FOR SPEECH AND DEBATE.

ASPYN KASKALLA

Navajo Preparatory School, NM

Class of 2026

WE ARE SPEECH AND DEBATE