2024 February/March Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

VOLUME 98 ISSUE 3 FEB ./MAR . 2024

Leaders Legends Honoring the speech and debate legacies of Pam Cady Wycoff and Dr. Tommie Lindsey, Jr.

It’s Time for Nationals 2024!

Spread the Word: Resources to Make the Case for Speech and Debate

Be The Giants.

Remembering Tim Sheaff

SHOP THE

NSDA STORE 1 inc

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NATS24 SHIRTS

PRE-ORDER DURING ONLINE REGISTRATION OR VISIT

www.speechanddebate.org/store Limited quantities available during the National Tournament.

Pre-ordering is recommended to ensure we have your size selection!

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UT National Institute in Forensics

University of Texas

National Institute in Forensics We invite students to join us 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. For information and details, see our websites:

www.utspeech.net www.utdebatecamp.com

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 the place to get your head start on the season.

Passion… Elegance… Excellence Anticipated Dates for 2024: Speech & Congress: June 24-July 7 Speech & Congress Extended Session: June 24-July 10 LD & PF: June 24-July 8 CX Debate: June 24-July 11 Final scheduling is subject to completion of contracts for dormitory and university approvals.

Please check our website for confirmation and enrollment details.

UTNIF Dept. of Communication Studies 1 University Station Mail Code A1105 Austin, Texas 78712-1105

See our websites for contact information.

Speech & Congress: Prof. Eva Margarita Debate: Prof. Brendon Bankney

Letter from the Publisher

Board of Directors

Within these pages, you will find some very impressive names— Pam Cady Wycoff, Dr. Tommie Lindsey, Jr., Tim Sheaff, Keith West— among others. Each of these individuals is incredibly meaningful to me, both personally and professionally. While Tim and Keith left us far too soon, I consider each a dear colleague, mentor, and friend. More importantly, they have left an indelible mark on our activity. As we honor their remarkable service and long-lasting impact within our organization and the speech and debate community at large, may their ongoing legacies serve as an inspiration to us all.

Every day, I know that students, alumni, and coaches just like you are working tirelessly behind the scenes to make this activity truly great. Inside, we speak with Student Leadership Council members Nicholas Ostheimer and Sam Chen about the power of student-led organizations to help make speech and debate more equitable. We chat with Matt Huber, Nationals Stage Manager, who comes back each summer to give back to an activity that has provided so much.

Barb Ixba shares how speech and debate was her ticket out of poverty as a student, recently returning to her first love of coaching after serving as a school administrator.

Stories like these can help make the case for speech and debate. In addition, in this month’s Membership Minute, we highlight letters, graphics, and data that we’ve collected from prominent educators, coaches, and other advocates that may help you as you champion this powerful and transformative activity.

Finally, as we prepare to kick off our Centennial Celebration in June 2024 through June 2025, I invite you to share your own story with us at www.speechanddebate.org/centennial-stories.

As you meander down memory lane, your words just may inspire the next student, coach, parent, or alum attempting to start or maintain a program in order to build a lasting legacy in their area.

ELECTED MEMBERS Pam Cady Wycoff President Minnesota Dr. Tommie Lindsey, Jr. Vice President California Byron R. Arthur Louisiana David Huston Texas Adam J. Jacobi Wisconsin Jennifer M. Jerome Nebraska Renee C. Motter Colorado James W. Rye III Alabama

Sincerely,

J. Scott Wunn Executive Director

SHARE YOUR STORY!

Rostrum A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION 6600 Westown Parkway, Suite 270, West Des Moines, IA 50266 | Phone (920) 748-6206 J. Scott Wunn, Publisher Amy Seidelman, Editor Vicki Joss, Managing Editor Annie Reisener, Associate Editor Emily Bratton, Graphic Design Assistant

Newsstand Price $9.99 per issue

Dr. Mike Edmonds Colorado Sara Gibson District of Columbia Anoop Mishra Alabama

Non-Member Subscription Price $34.99 for one year (5 issues)

Holly Williams Arizona

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.

ROSTRUM | FEBRUARY/MARCH 2024

Dr. Alan H. Coverstone District of Columbia

Member Subscription Price $24.99 for one year (5 issues)

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.

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APPOINTED MEMBERS

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

THE INSTITUTE FOR SPEECH AND DEBATE

A SUMMER CAMP THAT YOU CAN TRUST.

We are the only speech & debate camp in the country with a full-time nurse that is employed by ISD and lives in our dorms.

Every lab at ISD is led by an adult educator with experience leading a classroom. At ISD, the adults are in charge.

JOIN US IN SUMMER 2024!

ISD: FLORIDA

JUNE 29 - JULY 12

ISD: COACHES JUNE 29 - JULY 12 CLINIC ISD: CAROLINA JULY 14 - JULY 27 ISD: ONLINE

JULY 15 - JULY 26

ISD is home to numerous national champions, but we understand that speech and debate is about more than winning. We prioritize skills over tricks.

THE ISD DIFFERENCE Individualized Curriculum A Commitment to Diversity, Equity, Inclusion, and Justice Robust Financial Aid Program Equal Access to Our Faculty Making Camp Fun for All

ISPEECHANDDEBATE.COM

In this Issue : VOLUME 98 : ISSUE 3 : FEBRUARY/MARCH 2024

From the Cover

Inside

32

2

Letter from the Publisher

6

Topics

11

News + Notes

12

Membership Minute

16

Resource Roundup

18

Middle School Focus

22

Tabroom.com Tip

64

Advocacy Letter

Leaders & Legends: Honoring the Speech and Debate Legacies of Pam Cady Wycoff and Dr. Tommie Lindsey, Jr.

Governance and Leadership 8

From Your Board President

Community 7

2024-2025 Policy Debate Topic Announced

24

What Is the Purpose of the Ballot? by Kristy Thomas

26

Faces in the Crowd

42

District in Detail: Leaders Looking Back

46

Alumni Angles: Matt Huber

50

Student Spotlight – Making an Impact: The Power of Student-Led Organizations

52

Ronald Reagan Great Communicator Debate Series

by Deano Pape

54

USA Debate: Practice Tips for Enhancing Students’ Debating Skills by Sophia Li

60

In Memoriam: Tim Sheaff by Simon Phillip Thomas Sheaff

National Tournament 28

It’s Time for Nationals 2024!

30

NSDA Last-Chance Qualifier

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

Like us on Facebook www.facebook.com/ speechanddebate Share with us on Instagram @speechanddebate Follow us on Twitter (X) @speechanddebate Follow us on LinkedIn www.linkedin.com/company/nationalspeech-and-debate-association

Recognition 56

by Barb Ixba

2023 Keith West Memorial Fund School Grant Recipients

Follow us on TikTok @nsda.speechanddebate

OUR MISSION Rostrum shares best practices, resources, and opportunities that connect, support, and inspire a diverse community of educators committed to empowering students through speech and debate.

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ROSTRUM | FEBRUARY/MARCH 2024

“A CONSTITUTIONAL SPEECH CONTEST” Over $203,000 in National American Legion Scholarships

SCAN TO LEARN MORE

Topics

Current topics, voting links, and resources available at:

www.speechanddebate.org/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—and ways you can get involved in the process! Learn more at www.speechanddebate.org/topic-creation-hub.

MARCH 2024

Public Forum Debate Resolved: In the United States, collegiate student-athletes should be classified as employees of their educational institution.

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.

Policy Debate Topic Fellowships We are proud to partner with the National Federation of State High School Associations (NFHS) to offer two Policy Debate topic fellowships to coaches who are interested in writing topic papers and participating in the NFHS Policy Debate Topic Selection Meeting. The goal of the fellowships is to increase the representational diversity of the topic selection process by providing stipends for topic writing and travel to the annual topic meeting. Learn more and apply for the fellowship at www.speechanddebate.org/policy-topic-fellowship.

NEW! Revised Release Date for Big Questions + September/October LD and PF Topics Currently, September/October topics for Lincoln-Douglas and Public Forum, as well as the annual topic for Big Questions, are released on August 8 with voting occurring August 1-7. Beginning in August 2024, these topics will be released on August 1 with voting occurring July 25-31. This change will create a consistent one-month preparation period for all topics throughout the school year.

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MARCH/APRIL 2024

Lincoln-Douglas Debate Resolved: The primary objective of the United States criminal justice system ought to be rehabilitation.

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.

2023–2024

Policy Debate Resolved: The United States federal government should substantially increase fiscal redistribution in the United States by adopting a federal jobs guarantee, expanding Social Security, and/or providing a basic income.

Equity Topic Rubric

2023–2024

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/equitytopic-rubric.

Big Questions Debate

ROSTRUM | FEBRUARY/MARCH 2024

Resolved: Belief in the supernatural is incompatible with belief in science.

Get Involved The 2024 Policy Debate Topic Selection Meeting will be held in Des Moines, Iowa, from August 2-4, 2024. Specific information regarding lodging, travel arrangements, and daily schedules will be made available at a later date.

Details about current year updates, topic information, and the upcoming Topic Selection Meeting will be posted online at www.nfhs.org/sports-resource-content/nfhspolicy-debate-topic-selection-meeting.

2024-2025 Policy Debate Topic INTELLECTUAL PROPERTY RIGHTS Resolved: The United States federal government should significantly strengthen its protection of domestic intellectual property rights in copyrights, patents, and/or trademarks.

The importance of intellectual property rights stretches across all areas of American life from the technology we use, to the pharmaceutical drugs we rely on, to the entertainment that we enjoy.

Not only has the protection of intellectual property rights (IPR) been a part of United States innovation policy since the country was founded, but to see its relevance in our own day-to-day lives we only need to look at the rise of AI created art, soaring drug prices, or the release of 1989—Taylor’s version. There is not a single good or service that we enjoy in our daily lives that is not in some way, shape, or form affected by the protection of IPR. The proposed resolution asks affirmative teams to strengthen IPR in one or more of the three main areas of U.S. IP law: copyrights, patents, or trademarks. This resolution represents a departure from the past two decades of status quo policy that will generate a diverse and deep array of affirmative advantage areas including: technology, climate change, pharmaceutical drugs, computing/ artificial intelligence, art/music, economy, etc. Potential affirmative cases include legislative, judicial, and executive actions such as legislating changes to the patent application process and either overturning or legislatively overruling key court cases. Likewise, the topic also allows for numerous conversations over the ways

in which various minority groups in the United States have not been able to protect their creations and knowledge due to a lack of strong IP protections by taking actions to strengthen groups and individuals ability to protect their original works and knowledges.

Negative teams will be well served by this topic and have numerous options and strategies to generate clash with affirmative cases. Because IP protections are generally applied broadly across all industries, affirmative changes to the system will have downstream effects on a wide variety of industries. There will be robust case debate supported by an incredibly deep literature base of authors who disagree with the stated effects of a strong patent system. There are not only several core topic disadvantages, but affirmative cases will also generate specific disadvantages based on the plan mechanism or target area. The negative will have a large and interesting set of counterplans including actor counterplans, regulation/reform counterplans, and counterplans that set out to abolish patents altogether. Additionally, there is no shortage of kritik ground on the topic as there are a wide variety of literature bases that are critical of United States IP regimes and IP as a concept.

For an activity that attracts such a large number of students who have at least a partial interest in future legal careers, we as a community have rarely ever debated explicitly legal topics despite high interest and unique educational opportunities of exploring new literature bases.

Additionally, IPR has never been a Policy topic despite its centrality and importance to our lives. Debates on this topic will be accessible to novices who all can intuitively understand the need to protect original works and inventions while also having a deep enough literature base to keep even the most advanced debaters interested and engaged throughout the competitive season.

— Topic synopsis courtesy of the National Federation of State High School Associations. Learn more at www.tinyurl.com/mryvrs69.

ROSTRUM | FEBRUARY/MARCH 2024

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GOVERNANCE

From Your Board President

F

rank Lloyd Wright is widely acclaimed as one of the greatest American architects of all time.

His mother, a teacher, sensed his potential at an early age. She gave him a set of building blocks, but not the typical blocks often given to toddlers.

Instead, these diverse geometric shapes, known as Froebel’s Gifts, could be configured into unique dimensional designs. When Wright reflected on his life, he credited these building blocks with inspiring his architectural designs.

He stated, “For several years, I sat at the little kindergarten tabletop and played with the cube, the sphere, and the triangle—these smooth wooden blocks... All are in my fingers to this day.”

Decades later, Wright’s legacy of architectural design lives on in textbooks and can be witnessed in incredible structures, such as the Solomon R. Guggenheim Museum in New York City. Although legacy is often associated with what is left behind, as Dr. William Breitbart explains, legacy can be “the medium by which we transmit vital information, values, traditions, and wisdom.” He views it as a spiritual and cultural DNA. Therefore, just as Wright‘s life was forever shaped by a set of building blocks, perhaps as speech and debate teachers and coaches, we, too, can provide our students with some building blocks that have the potential to transform their lives. For example...

BUILDING BLOCK 1

Excellence is the goal.

Winning is a bonus.

Framing competition in this way motivates both realistic and aspirational goals that foster skill development and dedicated practice. Whether a student is a novice or veteran competitor, prioritizing excellence as an objective is a definable standard within the student’s control. A “win” or a “high rank” may be a result of demonstrating excellence, but that is ultimately at the discretion of a judge and the performances of other competitors.

Achieving a “personal best” can be demonstrated regardless of the results, and if that performance results in a “win,” that is simply a bonus. As a mindset, excellence should also extend to how we treat one another, our teammates, competitors, coaches, and judges— an excellent attitude. In this way, we not only foster mutual respect but also foster healthy relationships focused on “we” rather than “me.”

BUILDING BLOCK 2

May these programmatic building blocks fortify the legacy of your programs.

the power and potential of being part of a team is one of the most important life skills we can reinforce in this activity. As anthropologist Margaret Mead once said, “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” For this reason, understanding the value, honor, and responsibility of being part of a team is a transferable life skill that should be reinforced. Regardless of team size, valuing a strong team dynamic is important. Showing up for one another at practice and at tournaments, supporting teammates, and working well together need to be reinforced and fostered.

Reputation is about being known, whereas legacy is what you are known for. May these programmatic building blocks fortify the legacy of your programs. I look forward to expanding upon them in my final President’s letter to you in the April/May issue of Rostrum.

To be continued...

Prioritize teamwork.

Striving to succeed as a team is a valuable life skill. Certainly, achieving individual success can be and is rewarding, but understanding

Pam Cady Wycoff NSDA Board President

If you would like to connect with Pam, please email pam.wycoff@speechanddebate.org.

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ROSTRUM | FEBRUARY/MARCH 2024

National Speech & Debate Association

INSPIRE STUDENTS WITH MEANINGFUL DEBATES THROUGH BIG QUESTIONS!

2023 FINALIST LILY WILLIAMS and 2023 CHAMPION ISOBEL MAKSOUDIAN

WHAT IS BIG QUESTIONS? Big Questions is a debate format designed to open students’ minds and encourage them to engage in life

RESO URCES

f Big Questions Final Rounds Archive

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

f Big Questions

Judge Training

in learning more about the subject matter based on the intersection of science and philosophy.

Students greatly improved in their debate skills as the Big Questions tournament progressed. The students really had fun with it and got into the debate. It was nice for me as their teacher and coach to see improvement in their skills.

f BIG QUESTIONS LESSON PLAN –

Constructing an Argument

f BIG QUESTIONS

GET STARTED AT: speechanddebate.org/big-questions

LESSON PLAN – Refuting an Argument

SPEECH AND DEBATE MADE ME REALIZE HOW GREAT WORDS AND ARGUMENTS CAN INSPIRE POSITIVE SOCIAL CHANGE.

RASHA HARVEY Montgomery Bell Academy, TN – Class of 2008 Mid-Market Customer Success Manager, Asana

W E A R E S P E E C H & D E B AT E www.speechanddebate.org

COMMUNITY

NEWS + NOTES Competition and Rules Leadership Committee Election

By August 1, 2024, the NSDA will implement a new Competition and Rules Leadership Committee, which will serve as a standing committee as part of the Office of the Executive Director. This committee of speech and debate coaches and other members of various speech and debate communities will serve as a decision-making body dedicated to issues that focus on NSDA competitions and rules. In 2024, candidates in the following regions are eligible to run for election:

Resources for Black History Month and Women’s History Month During February, celebrate the contributions of Black and African American individuals throughout history. Access our resources, including printable posters, a literature collection, and lesson plans, to honor the achievements of Black leaders and innovators. In March, join us in celebrating the achievements and contributions of women throughout history. Browse our collection of literature for relevant topics for your students or utilize our printable posters to create a space where students feel welcomed and encouraged to learn. For more resources, please visit www.speechanddebate.org/celebrating-diversity.

• California Region (all CA) • Northern Midwest Region (IA, IL, IN, KS, MI, MN, WI) • East/Northeast Region (CT, DE, MA, MD, ME, NH, NJ, NY, OH, PA, RI, VT, WV) • Northwest/Northwest Central Region (AK, ID, MT, ND, NE, OR, SD, WA, WY) Candidacy statements submitted by January 26 will be available online during the election. Online balloting will open in April 2024 and results will be announced later that month. Watch for more information on our website and in future coach newsletters. Learn more at www.speechanddebate.org/board-composition-update.

Recent Board Minutes The complete minutes from the Board of Directors’ January meeting are available online at www.speechanddebate.org/ minutes-archive.

Professional Accreditation Composed of three levels and two specialization tracks, our accreditation program demonstrates expertise to administrators and is a mark of your commitment to speech and debate! Get started at www.speechanddebate.org/ professional-development/#accreditation.

Coaches, Students, and Admins Eligible for NSDA Awards Submit nominations for each of our district to national awards! Each district winner is entered into the running for the national-level award when reported by your district chair.

• • • • •

District High School Coach of the Year Award District New Coach of the Year Award District Assistant Coach of the Year Award District High School Administrator of the Year Award District Student of the Year Award

Links to these nomination forms can be found online at www.speechanddebate.org/district-leader-forms-manuals.

District chairs, be sure to report your winners by April 16, 2024, for national award consideration using this form: www.speechanddebate.org/district-awards-reporting-form.

Nominations are also open for the following middle school national awards!

• Middle School Coach of the Year Award • Middle School Administrator of the Year Award

Visit www.speechanddebate.org/coach-recognition and www.speechanddebate.org/school-recognition for more details.

Questions? We’re here to help! Email info@speechanddebate.org or call (920) 748-6206.

ROSTRUM | FEBRUARY/MARCH 2024

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MEMBERSHIP MINUTE

SPREAD THE WORD Sometimes you can’t make the case for speech and debate all by yourself. That’s why we’ve collected letters, graphics, and data from prominent educators, coaches, and other advocates that may help you as you champion this powerful and transformative activity.

M ED IA KI T

6600 Wes town

Park way Suit e 270 | Wes t Des Moin es, (920 ) 748- 6206 IA 5026 6 • www.spe echa ndd ebat e.or g/m edia

Media Kit, Graphics, Videos, and Stats www.speechanddebate.org/media

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Speech and Debate Education Prepares Students for Life Commercial

Letters and Quotes of Support from Administrators

www.tinyurl.com/35rybvwa

www.speechanddebate.org/advocacy

ROSTRUM | FEBRUARY/MARCH 2024

Press Release Templates

Utilize Social Media

Download editable templates for promoting local tournaments, general team news, and National Speech and Debate Education Day: www.speechanddebate.org/press-releases

Check with your school for information on specific policies and procedures for using social media. If allowed, a team Facebook, Instagram, or TikTok could be a great way to communicate, provide live results, and bring in new members.

Our local newspaper publishes team news every so often, going over tournament results and qualifying for higher level tournaments, to spread the word about our program.”

— Gabe Torres, Student Leadership Council Member, Clear Brook High School, Texas

Letter Templates/Examples

My team has an Instagram account that we constantly update with videos, photos, and info about club meetings and tournaments.

We also have a team website with all the tournaments we have done this season, details about new tournaments, and any other information that others may need.”

• Invite an administrator to your tournament: www.speechanddebate.org/tournamentinvitation-school-admins

— Meherika Majumdar, Student Leadership Council Member, Saigon South International School, Vietnam

• Write a letter to an administrator as an alum: www.tinyurl.com/u9hhbdve

Use Posters to Promote the Team

• Write a letter to the editor: www.dailyinterlake.com/news/2022/dec/26/ letters-editor-dec-26

Hang posters around the school or in your classroom to create awareness, or print them out to include in informational packets about the team for parents or students. Find dowloadable posters, templates, and more ideas for team recruitment at www.speechanddebate.org/teamrecruitment-strategies.

We host an annual holiday showcase where all community members are invited (with dessert incentives, of course!) and everyone gets to see speech and debate at work.”

— Anish Thota, Student Leadership Council Member, Charlotte Latin School, North Carolina

Community Impact Report

NAUDL’s Study

Explore how the NSDA speech and debate community grew, connected, learned, and celebrated in 2023­with engaging graphics and stats. www.speechanddebate.org/ community-impact-report-2023

The National Association for Urban Debate Leagues (NAUDL) recently published a paper entitled Interscholastic Policy Debate Promotes Critical Thinking and College-going: Evidence from Boston Public Schools. Access the full study: www.edworkingpapers.com/ai23-825

ROSTRUM | FEBRUARY/MARCH 2024

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STUDENT IMPACT Speech and debate improves academic performance and school environments.

IMPACT OF DEBATE PARTICIPATION Debaters have:

0.66

52

57

POINTS

POINTS

POINTS

Higher GPA S

Higher MATH SAT SCORES

Higher READING AND WRITING SAT SCORES

Greater Likelihood of MEETING COLLEGE READINESS BENCHMARKS

Source: https://eric.ed.gov/?id=EJ1302954v

STUDENT ENROLLMENT AT TOP SCHOOLS

17%

20% 15%

11 %

10% 5%

1%

5%

TOP 10 COLLEGE National Enrollment

8%

2% TOP 25 COLLEGE

TOP 50 COLLEGE

NSDA Enrollment Based on 1,963 surveys collected from the NSDA class of 2019.

DEBATE AND ACADEMIC PERFORMANCE

87%

31 %

15 %

increase in ANALYTICAL SKILLS

increase in REGULAR ATTENDANCE

higher SELF-ESTEEM

Source: Snider, A. C. & Lawrence, E. W. (2011). DEBATE: Important for Everyone.

Retrieved from https://debate.uvm.edu/dcpdf/DEBATE-%20Important%20for%20Everyone.pdf.

LEARN MORE AT: www.speechanddebate.org 14

ROSTRUM | FEBRUARY/MARCH 2024

CELEBRATING

EDUCATORS

CELEBRATING

EDUCATORS INSPIRING

STUDENTS STUDENTS INSPIRING

TRANSFORMING

TRANSFORMING

TOMORROW TOMORROW

M AARRCCHH 11, , 22002244 M N ON NA ALL N AT AT II O

SPEECH

AND AND

DEBATE

EDUCATION DAY EDUCATION DAY

#NSDEday #NSDEday www.speechanddebate.org/national-speech-debate-education-day www.speechanddebate.org/national-speech-debate-education-day

RESOURCE ROUNDUP

Composing Precise Interaction

BUILDING A COMPETITIVE PERFORMANCE FOR DUO INTERPRETATION With a cutting in hand, a Duo team can begin building their performance. In Duo Interpretation, we can only suggest interaction. Therefore, the performers must use an offstage focus and give the impression that the characters are interacting with one another. The essential question we must ask here is, How do we give the appearance of interaction without actually interacting? With focal points!

As performers, at times it can be difficult to determine how to best demonstrate interaction that appears truthful when it may only be suggested. Thus, one way to create performance decisions in Duo is to have students begin by facing one another. Consider the spatial relationship when determining how far apart the characters should stand. If the characters in the scene are great friends, let that inform the decision regarding spatial relationship. Ask students to take a moment to observe each other’s behavior. Partner A and Partner B rehearse the first few lines of their cutting face to face. Partner B repeats their own line, which prompts partner A to try again. Partner A then performs the line with a different physical and vocal delivery. If Partner B is satisfied, then partner B says their next line. During this process, also consider kinesthetic response. What is the immediate, uncensored reaction to their partner’s physical decision? After a few successful line deliveries, both performers should stop and write down notes on their delivery. During this time, the partners should also write in beats and score their script. After they have solidified their decisions, the performers should perform the moment over again using an offstage focal point, repeating the successful physical and vocal deliveries of each

© National Speech & Debate Association

In Interp, focal points give the impression that two characters are speaking to one another. Imagine a face-to-face conversation between two individuals.

Now imagine a line forming between the two that cuts the conversation in half and turns the individuals 90 degrees facing the audience as the two characters repeat the exact conversation exactly the same way. That is precisely how we give the impression of interaction.

INTERPRETATION OF LITERATURE

Bringing Words to Life

Excerpted from the online textbook Interpretation of Literature: Bringing Characters to Life, included with NSDA membership, available at www.speechanddebate.org/interpretation-textbook.

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ROSTRUM | FEBRUARY/MARCH 2024

Travis Kiger & Ganer Newman

line. Again, remember to consider the spatial relationship when determining how far apart characters should stand. A key to truthful interaction in Duo is that the characters give the appearance that they are listening and responding to one another.

Creative Interplay Once the team has composed a vocal and physical performance that suggests truthful interaction, they must complete the physical composition of the Duo. The event generally calls for physical representations of the interpretation—pictures created using two performing bodies. We do not mean that students should move without reason. Of course, physicality should add to the story, not distract from it. However, teams should explore the possibilities in their script for creative interplay, or opportunities for the team to create stylistic, dynamic, striking, physical imagery and auditory choreography.

Physical Imagery In Duo, all relevant skills and approaches for Interp are used in the construction of each performer’s character/ characters. However, in Duo, there are added possibilities for compelling imagery through the coordinated movement of the two performers. Let us first discuss some basic physical positions that are frequently used in Duo.

• Forward Facing: The most common position, here both performers are side by side, facing straight out. It allows the audience to see both of the performers’ facial expressions most clearly.

• “I” Formation: One of the partners is in front of the other. This essentially hides one of the performers, so it is a great choice when one character is addressing the audience in a monologue or to suggest that one of the characters has left the scene.

• Turned In: Both partners turn 90 degrees toward each other. The performers look past one another, not making direct eye contact. This positioning can serve to suggest intimacy, like two lovers speaking romantically, or urgency, such as two friends having an argument they do not want others to hear.

• Turned Out: Both performers are turned out 90 degrees.

These four basic positionings can be altered or mixed and matched—for example, having one performer in the Forward Facing position while their partner is in the Turned Out position to indicate a flashback.

Once the Duo has created the basic positions of the scene, they can add in more physical nuance to the creative interplay.

Take, for example, the 2007 Duo national championship team (Taron Grizell and Karen Joshi) coached by Dr. Tommie Lindsey, Jr., performing “Mr. Marmalade.” The performance has become a classic example of physical creative interplay. The team created a highly stylized operation sequence beginning at the 30:40 mark in which one of the performers executes a backbend to indicate lying on an operation table. As one partner pantomimes pulling levers and pushing buttons in the imaginary operation, the other performer synchronically bends their back to give the appearance of being lifted on the table. The moment was a showstopper in a way few Duo teams have accomplished. The operation scene is a highly sophisticated example of creative interplay, where the performers create a striking moment in the Duo through choreographed flips.

Watch the Duo www.speechanddebate.org/ nationals-2007-duo-interpretation-finals The other elements at play in this performance (consideration of shape, aspects of environment, topography, spatial relationship, and kinesthetic response) are also explained in the textbook.

compiled by Annie Reisener, Director of Membership at the NSDA

This suggests the opposite of Turned In.

ROSTRUM | FEBRUARY/MARCH 2024

17

MIDDLE SCHOOL FOCUS MID DLE SCH OO L LESSON PLAN AND TEACHI

NG GUIDE

STA RT HE RE: TE AC HIN G M ID DLE SCHOOLS PUBLIC ADDR ES Introducing students to new speech and debate events can be challenging.

Our Start Here series provides a roadmap to teaching students with grab and go lesson plans easily adapted for after-school.

LET’S GET STARTED!

A resource created by

the Nationa l Speech

TEACHING MIDDLE SCHOOL PUBLIC ADDRESS Save time introducing students to public address in class or at practice with our Start Here lesson plans. These materials are appropriate for both middle school students and high school novices. Check out an excerpt on the following pages!

& Debate Associa tion

ACCESS THE COMPLETE LESSONS:

START HERE: TEACHING www.speechanddebate.org/start-here- MIDDLE SCHOOL teaching-middle-school-public-address PUBLIC ADDRESS

SAMPLE PLAN

LESSON 12: EFFECTIVE DELIVERY TOPIC:

MATERIALS/RESOURCES:

How to Effectively Use Your Face and Body to Deliver Your Speech

•

Effective Delivery Google Slideshow

•

Computer and projector

•

Practicing Presentations Handout (included)

•

Book of nursery rhymes or short, silly poems

Essential Question + Objectives By the end of this lesson, students will be able to demonstrate effective movement and gestures.

1. What makes delivery

techniques effective?

2. What makes an

effective movement and/or gesture?

(almost anything by Shel Silverstein will work beautifully)

•

List of Attitudes (included)

•

Piece of string or ribbon, approximately 24” long, one per student - ensure it’s wide enough they won’t hurt themselves

The string activity used in the slides for this lesson is sourced from Pam and Joe Wycoff!

Insight: As students finish writing their speeches, they will want—and need—to spend time practicing their speeches. Delivery is a key component to how an audience receives a message. In order to practice efficiently, students need to understand markers of effective, and ineffective, speech delivery. Effective delivery includes natural gestures, movement, and facial expression, while ineffective delivery includes unnatural delivery techniques or none at all.

ACCESS THE COMPLETE LESSONS ONLINE — FREE WITH NSDA MEMBERSHIP! 18

ROSTRUM | FEBRUARY/MARCH 2024

SAMPLE PLAN

(continued)

LESSON 12: EffEctivE dELivEry

START HERE: TEACHING MIDDLE SCHOOL PUBLIC ADDRESS

TWO+ DAY LESSON DAY 1 5-10 minutes

HOOK 1. Ask students how many of them are in music, drama, or sports.

2. Ask those students, “What happens in the weeks leading up to a concert, play performance, or game?” (They should answer that they practice.)

3. Ask them why they do this. Answers will vary, but hopefully, you will hear that it prepares them for the event (concert, play, game), strengthens the body and/or memory, etc., so the event is as smooth and rewarding as possible.

4. Tell students that the same is true in speech. In order to hone their muscle memory, their word memory, and make the event (their performance) as smooth and rewarding as possible, they need to practice. To do that effectively, they need to know what is required of their body and face in delivering their speeches.

30-40 minutes

BODY

1. Use the Effective Delivery Google Slideshow to give direct instruction.

2. Allow students to ask questions as you go through.

3. Pass out the “Practicing Presentations” handout (included) when you get to Slide 9. Read aloud as a large group. Be sure to tell students: •

The more you practice using movement and gestures as you speak, the more comfortable and natural it will feel.

•

You want the audience to stay focused on your face. Practice ensures you know that the audience sees your face the entire time.

•

Practicing out loud (it can be a whisper) also helps you hear how fast or slow you are speaking, and if what you are saying is understandable.

•

Practicing with someone else lets them tell you if things do or don’t make sense the way you want them to (Language Pitfalls!), if you are mumbling or slurring any of your words, and if you are too soft to be heard.

•

Show the video from the NSDA (link on Slide 10).

•

Show the video from the NSDA (link on Slide 11).

NATIONAL SPEECH & DEBATE ASSOCIATION • www.speechanddebate.org • LESSON 12: Effective Delivery | 84

www.speechanddebate.org/start-here-teaching-middle-school-public-address

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19

SAMPLE PLAN

(continued)

START HERE: TEACHING MIDDLE SCHOOL PUBLIC ADDRESS

LESSON 12: EffEctivE dELivEry

5 minutes

CLOSURE

Exit Ticket – Give students a short nursery rhyme or poem. Choose an attitude from the list and tell the student what you’ve chosen (alternately: cut the words apart, fold them into strips, and have students draw out an attitude from a bowl or bag). They must use that attitude as they read. For example, as they read “Little Miss Muffet,” they might have to read it as if they are depressed, annoyed, or confused. Using the same poem for several students, but with different attitudes for each student, allows students to enhance delivery of the poem by expressing the given emotion with their bodies (movement, gestures, facial expressions), not just their voices.

DAY 2+ HOOK Have students warm up their bodies and voices by saying one or more or the warm-ups below. f BIG BLACK BUG • The big black bug bit the big black bear and made the big black bear bleed blood. Huh! [repeat] f POWER RANGERS • Count up to 16 four times, the first time shaking your right hand, the second time shaking your left hand, the third time with your right leg, and the last time with your left leg.

Repeat, counting up only to 8, then 4, then 2, then 1. End with a stellar power ranger pose. f ARMS OUT • Students do the action that is stated by the caller.

Caller: Arms out!

Group: Arms out!

Caller: Thumbs up!

Group: Thumbs up!

Caller: Wrists together!

Group: Wrists together!

Caller: Elbows in!

Group: Elbows in!

Caller: Knees bent!

Group: Knees bent!

Caller: Bum out!

Group: Bum out!

All: Aah roo chicha, aah roo chicha, aah roo chichacha. Aah roo chicha, aah roo chicha, aah roo chichacha. I’m singing in the rain, just singing in the rain. What a glorious feeling, I’m hap-haphappy again.

Caller and Group call out and repeat all the previous actions in order, including the one just added, and then add: Caller [with tongue out]: Tongue out!

Group [with tongue out]: Tongue out!

All: Aah roo chicha, aah roo chicha, aah roo chichacha... (etc.)

NATIONAL SPEECH & DEBATE ASSOCIATION • www.speechanddebate.org • LESSON 12: Effective Delivery | 85

ACCESS THE COMPLETE LESSONS ONLINE — FREE WITH NSDA MEMBERSHIP!

20

ROSTRUM | FEBRUARY/MARCH 2024

SAMPLE PLAN

(continued)

START HERE: TEACHING MIDDLE SCHOOL PUBLIC ADDRESS

LESSON 12: EffEctivE dELivEry BODY

Give students class time to “talk to walls” as they practice their delivery. Remind them they can tweak their speeches as needed. The number of days necessary for practicing delivery depends on whether you will allow them to use notes for their in-class speeches. If notes are permitted, 1-2 days is sufficient to practice delivery and refine the speech. If speeches should be delivered from memory, allow for upwards of a week with practice assigned as homework, as well.

Memorization should be done in pieces. Rather than trying to learn the whole piece in one go, students should break it down into small chunks. Some students may make strides toward committing the piece to memory by repeatedly writing or typing it out.

You may also consider allowing students to use notes for the first round of peer speeches and working toward memorization as they receive feedback and refine their speech.

PRACTICING PRESEN

TATIONS

ern Mississippi Speak The University of South n Written by Vanessa Henso

Edited for use with NSDA

speeches (references to

ing Center

using the Speaking Center

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H & DEBAT E ASSOC

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This will help you correct mistakes that may happen during the actual presentation.

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distressed

dreary

grumpy

expectant

distracted

crushed

groggy

falter hysteing rical fatigu icy ed

disoriented

conceited

grieved

exhausted

dismayed

concerned

grateful

exhilarated

dismissive

complaining

apathetic apologetic

gossipy

exasperated

disappointed

cocky

gloomy

excited

disgusted

chilling

anguished anxious

giggly

envious

devious

childish

gentle giddy

evasive

dignified

cheerful

analytical

energetic enraged enthusiastic

despondent determined

cautious

angry

backstabbing

desperate

breezy

amazed

arrogant

depressed

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agitated

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delighted

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location.

DEBATE ASSOC IATION

bold

aggravated

to move to the next step, tulations! Now, it is time ing your presentation. Congra it also works to ease speech So, you have finished prepar this aid in preparation, but e, practice! Not only does es: which is to practice, practic practic are some best you may be feeling. Here anxiety or any uneasiness you ed room, it is best when may make sense in a crowd is practicing in your head away that speaking aloud Practice aloud. Although well. You’ll notice right er your thoughts flow togeth speak aloud and hear if speech. your about g thinkin different from simply Plan how you might move give your presentation. e the room where you will e once in the actual speech Visualize the setting. Imagin notes. If possible, practic where you will place your around, where you will stand,

NATION AL SPEECH &

LIST OF ATTITU

abrasive afraid

whimsic al rg

Do not lose focus. If you are easily distracted by the television, music, or phone/text messaging, make sure that you have turned off all electronics so you can stay focused while practicing.

Do not underestimate the power of introductions and conclusions.

The introduction is designed to get your audience interested, and the conclusion is to make them remember the speech. Your introduction and conclusion should be memorized and perfected as much as possible so that you can begin and end effectively.

Do not put yourself down. Use positive and encouraging self-talk when faced with the task of preparing and giving a public presentation. Remind

that you do not have to be perfect, but you do have to be NATIONAL SPEECH & DEBATEyourself ASSOCIATION • www.speechanddebate.org • LESSON 12: Effective Delivery | 86 prepared.

www.speechanddebate.org/start-here-teaching-middle-school-public-address

ROSTRUM | FEBRUARY/MARCH 2024

21

COMMUNITY

TABROOM.COM TIP

BALLOT COMMENT APPROVAL

by Shunta- Jordan

As tournaments ask for more judge feedback on ballots, there is a chance for an uptick in potentially noneducational fodder. Now, coaches can control the feedback their student competitors see on ballots using the new ballot comment approval feature in Tabroom.com.

To begin using this feature, coaches should log in to their school’s Tabroom.com account and select the Settings tab across the top.

Once in Settings, you will notice in the right center column a label, “Hide ballots without coach approval” with an unchecked box adjacent to it. The unchecked box means the feature is not turned on and students can view all ballot feedback when a tournament has published it (figure 1).

22

ROSTRUM | FEBRUARY/MARCH 2024

To confirm that the tournament you attended has published ballot comments, select the Results tab across the top, choose a past tournament from the list of tournament results, and select the blue Results button next to that tournament. Once in that tournament’s results, select “Show Ballots” from the set of small blue boxes to the right. Select the eye icon for any student or team, and you will be able to view feedback on ballots.

To turn the ballot comment approval feature on, return to Settings and select the small box adjacent to “Hide ballots without coach approval” and select Save Chapter Details at the bottom. Then repeat by selecting the Results tab across the top, choose a past tournament from the list of tournament results, and select the blue Results button next to

that tournament. Once in that tournament’s results, select “Show Ballots” from the set of small blue boxes to the right. Now, you will notice above the student or team list a red thumbs down button labeled “Revoke All” and a green thumbs up button labeled “Approve All.” By selecting “Approve All,” you will make written feedback from the chosen tournament visible to your students.

By selecting “Revoke All,” you will prevent students from reviewing any ballot feedback from that tournament. You will be asked to confirm that you want to make the change to make it effective (figure 2).

Coaches also have the option of choosing which ballots they want to

hide from students, in a world where only one judge’s comments are unacceptable and the rest are fine. When in a student’s or team’s ballots, you will notice a button labeled “Show” between the judge’s name and win/ loss. The “Show” button is currently set to “ballot not viewable to contestants.”

But if you toggle the “Show” button to on/yes, the ballot comments will now be visible to students.

So, whether you want to set one ballot or all ballot comments to not viewable, you now have the option. You also may temporarily restrict student access until you have time to review and release feedback. We hope you enjoy learning more about this new feature!

Shunta- Jordan serves as Tournament Services Manager at the NSDA.

figure 1

figure 2

To learn more about Tabroom.com features, please visit docs.tabroom.com

ROSTRUM | FEBRUARY/MARCH 2024

23

COMMUNITY

WHAT IS THE PURPOSE OF THE BALLOT?

by Kristy Thomas with foreword by Dr. Paul Porter, Director of Diversity, Equity, and Inclusion at the NSDA

Every coach and judge, regardless of experience level, has the responsibility of fostering a safe and culturally responsive educational environment—both in competition spaces and beyond. The best example of this responsibility is on the ballot, where judges provide written feedback to offer the rationale for their ranks/ scores and give students feedback on the things they do well and potential areas to work on. Over time, many of us have mastered the art of writing substantive critiques, encouraging students to continue honing their craft and working to do their best. In contrast, mastery of critique writing is difficult and sometimes leads to comments that discourage and even hurt our students. We never want to silence voices, but we must insist on those voices being used to grow the activity and enhance the student experience positively and productively.

In this piece, renowned coach, author, and judge Kristy Thomas reflects on the art of the speech and debate critique while providing tips to avoid hurtful and problematic comments on ballots.

In January of 2024, I received a text message from a speech coach in the Midwest that led to the following conversation.

Them: Do you want to see something that will both anger you and make you want to cry?

Me: Honestly, I can’t handle either right now.

Them: No problem! That student just got one of the most disgusting ballots I’ve ever seen.

I responded with the next steps, reaching out to the tournament officials with the ballot and encouraging them not to use this judge again. But the reality was, on this particular day, I had already gotten a similar text from two

24

ROSTRUM | FEBRUARY/MARCH 2024

other coaches on opposite sides of the country. I sat with this for only a matter of minutes before I took to the airwaves and posted on Facebook that we have to do better.

Let’s Unpack I pose the question, “What is the purpose of the ballot?”

• Inform a student on why you have voted the way you have.

• Share positive critiques.

(Remember, these are positive because they will assist the student in having a better understanding of the piece, literature, debate argument and structure, etc.)

• Make specific comments on points within the speech or performance that did/ did not work for the judge.

• Build a student’s understanding of their purpose within the event.

• Communicate to the student ways in which they can strengthen their performance/ speech/debate.

• Support the efforts of the student.

While not exhaustive, this list provides some of the benchmarks for the purpose of a solid, educational ballot. Please remember, this is an educational activity, and students should be learning ways to better themselves as human beings while strengthening their ability to speak in front of an audience, accurately present and defend an argument, and perform a story. The critique is a central part of this activity for several reasons.

Provide Workable Notes Workable notes is a term that I use in my high school and college classes as well as at speech camps.

A workable note is a note that, when given to a student, gives them

something to work on. So, for example, “That was good” is a compliment but not a workable note. Compliments are fine assessment tools, but there is no action needed in response to that note.

However, “Your introduction needs more clarity” is a workable note, giving the student something to work on.

As the judge, you should ask the following questions: • Would I be okay with my principal reading the ballot I wrote?

• Would I want this to be said to one of my kids?

(It is important to note that how you speak to your students is not how you should speak to a student with no context or underlying relationship with you.)

• Have I encouraged the student to become a better speaker?

Give Food for Thought Does the winning team or first-place performance ballot look similar to the non-winning team and final placing student, in that everyone is getting feedback useful to their growth? Is your ballot as uplifting for

the first-place performance/ winning debater as it is for the last-placing student or debater who lost? It should be. Does your ballot read like it is the critique of an educator? If not, try again.

“Tough love” tends not to translate on a ballot.

Remember, this student doesn’t know you or your stream of thought on your ballot. Your ballot is not the place for assumptions on who the student is, who they should represent, or for whom they can be an ally voice.

Use the Compliment Sandwich Think of your critiques as a compliment sandwich. The top bun is a compliment.

The insides of the sandwich are full of all the workable notes, and the bottom bun is another compliment. This allows students to feel like they are getting a positively balanced experience.

Coaches, teach this to your students, as they may serve as judges in the future.

Refer to the article on page 22 to learn more about the Ballot Comment Approval feature.

Take the Cultural Competence Judge Training Course Judges play an important role in supporting students’ educational and competitive endeavors.

This course is designed to help judges ensure they are providing culturally competent and inclusive performance feedback and decisions that meet students where they are in order to create safe spaces and healthy competition.

EXPLORE THE COURSE

We must support new judges and coaches in understanding that the overarching goal of this activity is striving for educational excellence through speech and debate. Students deserve ballots that pave the way toward making them stronger. Equally important is the need for judges to understand examples of problematic critiques as well as their impact on the students’ experience. This is not about canceling but promoting educational growth and learning from our experiences. Our community deserves the best we can give them. Starting at the ballot is critical.

CULTURALLY COMPETENT JUDGING

Since the 2020 Nation

language:

al Speech & Debate

Tournament, every

ballot will have the

following

We are all influen ced by implicit bias, or the stereotypes decisions. When that unconsciously judging, our implici affect our t biases negativ marginalized and ely impact studen disenfranchised. ts who are traditio Before writing comme a moment to reflect nally nts or making a on any biases that decision, please may impact your take decision making process.

As you learned

in the Cultural Compe tence Video Trainin educational and compe g, judges play an import titive endeavors. ant role in suppor In order to ensure ting students' equitable environ that speech and debate ment, it is import tournaments are ant for judges to a more ensure they are providi inclusive perform ance feedback and ng culturally compe decisio tent and ns that meet studen and healthy compe ts where they are tition. This brief docum in order to create ent is designed as safe spaces a companion to the judge training course .

Cultural competence encompasses the lifelong learning proces • Being aware s of: of one's own view and perception of • Striving to the world expand understanding and awareness of • Developing different cultural the skills to commu practices and worldv nicate and interac iews t effectively with people from differe nt life experiences Increasing our knowle dge and awareness about our own self understanding to and subsequent identit the wide breath of ies can help to open characteristics that our Project Implicit also meld together to has several free Implici create the life experie nces of others. t Association Tests biases. that you can take to become more aware of your Please be intentional and deliberate about how you will incorpo National Tournament. rate this training into Please take a few your judging at the minutes to make bias you may bring a plan, which takes to judging based into account the on your own lived potential implicit stressful process of experience, as well evaluating and decidin as the difficult and sometimes g rounds. The best could write a short approach is an active statement to remind proces s. For example, you yourself of this training or submit a ballot. and commit to re-read While awareness of ing it before you these issues is import write to make sure that ant, it is insufficient awareness is consist withou t corresponding action ent and the proble m is addressed in NATIONAL SPEECH a meaningful way. & DEBATE ASSOCI ATION•

Review Ballot Comments I encourage you to read your students’ ballots, and if a comment on a ballot is concerning, share it with the tab staff for further conversation. In addition, Tabroom.com now allows coaches to review online ballot comments prior to sharing them with students.

In Conclusion

PAGE 1

If you’ve already taken the course and would like a resource to share with other judges, the NSDA offers a handout with tips for culturally competent judging.

GET THE HANDOUT

Kristy Thomas lives in Los Angeles, California, and has been active in the speech and debate community since 1993. She was a high school and college competitor and has coached for over 25 years. She owns and runs Always Writing 4 U, a writing and publishing company.

ROSTRUM | FEBRUARY/MARCH 2024

25

COMMUNITY

FACES IN THE CROWD We’re thrilled to highlight individuals whose everyday actions embody the NSDA’s core value of equity and help make speech and debate a more inclusive and supportive activity.

Through the actions, attitudes, and leadership shown, these stories are a gentle reminder that even in competition, our community is rich with kindness and care. The individuals in this piece were nominated by either their students, teammates, coaches, or members of the speech and debate community. Join us in celebrating these faces in the crowd!

— compiled by Jessica Kincannon and Dr. Paul Porter

JORDAN BERRY

ASPEN PFEIFFER

LAMP High School, Alabama

Saint John Catholic School, Washington,

Nominated by Maryam Khan

Nominated by Sue Pierce

Mr. Berry helped start our high school’s speech and debate program a few years ago and has helped grow it to grand new heights.

He treats everyone on the team like his own and is never afraid to joke around with one of us or offer advice when needed. He truly has instilled in our team a sense of family and warmth.

Aspen is a founding member of our new speech team and uses her public speaking power to elevate causes within the community. Whether she’s supporting a cold-weather clothing collection or planning a toiletry drive for homeless youth, Aspen uses her leadership role within eighth grade to amplify the call to action. She works to empower students from all backgrounds and respectfully challenges her peers to consider alternate points of view in an effort to create a welcoming environment for all.

Know someone who should be featured?

FILL OUT A NOMINATION FORM TODAY!

www.speechanddebate.org /faces-in-the-crowd 26

ROSTRUM | FEBRUARY/MARCH 2024

MICK TURPIN Liberty Sr. High School, Missouri Nominated by Elinor Dow

Mick Turpin never lets a child go unnoticed. The moment they step into his classroom, he takes note of their aspirations or dreams and does everything in his power to help them achieve those goals. In class, he focuses on building each other up and celebrating all achievements, no matter how big or small.

He works particularly hard to get people’s true voice out there. Whether they believe in themselves or not, Mick always is nearby to give an uplifting fist bump. He is truly a superhero.

ILIA WILKERSON Douglas High School, Washington Nominated by Audriana Mongielo

Ilia is a relatively new speech and debate member. She is a junior in high school and entering her second year of high school speech and debate.

Her energy at practices and tournaments radiates positivity. She creates an accepting environment by embracing all types of students. Her acceptance has helped me and many others grow to accept and embrace our own individuality. She has ushered me to use speech as an opportunity to advocate for equity and individuality while doing so herself.

UNIQUE ZHANG Stuyvesant High School, New York Nominated by multiple students and coaches

Unique uses her leadership to create a safe, bonded community for every single member, new or old, where nobody is ever left out. When I first joined Extemporaneous Speaking and knew nobody, she made sure I received a warm welcome. She noticed me taking deep breaths during my first tournament and checked in with me throughout the entire day.

She plans surprise birthday parties and gifts for our members, and she makes personal ties with every extemper to make us feel special. She’s truly unique.

— Elma Khan

Jessican Kincannon serves as a Content Specialist at the NSDA. Dr. Paul Porter is the Director of Diversity, Equity, and Inclusion at the NSDA.

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If you are a coach with a genuine desire to increase your multicultural competence, or if you want to create a better atmosphere—where all students are heard, valued, and understood—join the MLA. There is one session per month, February through May. They are live via Zoom, free, and open to all coaches. No NSDA membership is required.

Join us 30 minutes prior for a review of the previous session!

Register for an upcoming session »

What is the Multicultural Learning Alliance (MLA)?

The MLA is a learning community for coaches starting or early in their DEI journey and/or passionate about understanding and supporting their students from all identities, particularly those from traditionally underrepresented backgrounds. It is a judgment-free zone where coaches can ask questions and develop strategies to engage in diverse spaces—without fear or threat of making a misstep.

SESSION 3: Discussing Diverse Lived Experiences February 21, 2024 | 7:00 p.m. CT SESSION 4: Unconscious Bias March 20, 2024 | 7:00 p.m. CT SESSION 5: Understanding Microaggressions April 17, 2024 | 7:00 p.m. CT SESSION 6: Creating DEI Action Plans May 15, 2024 | 7:00 p.m. CT

Learn more on our website:

www.speechanddebate.org/mla

IT ’ S TI M E FO R

NATIONALS 2024!

IMPORTANT DATES AND DEADLINES: NSDA LAST-CHANCE QUALIFIER • April 19 – Deadline to register • April 25-27 – Happening online

MIDDLE SCHOOL NATIONAL TOURNAMENT • May 15 – Deadline to register (registration opens March 15) • June 18-21 – Happening in-person

HIGH SCHOOL NATIONAL TOURNAMENT • May 15 – Deadline to register (registration opens March 15) • June 1 – Deadline to register alternates • June 15 – Deadline for final scripts • June 16-21 – Happening in-person

HIGH SCHOOL SUPPLEMENTAL EVENTS • May 15 – Deadline for coaches to pre-register students • June 18 – Coaches must re-register students in supps to confirm their participation • June 19-21 – Happening in-person T H E W I L L I A M W O O D S TAT E , J R . M E M O R I A L F U N D

“ROAD TO NATIONALS” TRAVEL GRANTS • Mid-March – Application opens • Mid-April – First round of grants announced • Mid-May – Second round of grants announced

NATS24 MERCH • May 15 – Deadline to pre-order shirts through Tabroom.com for pickup at the National Tournament • May 24 – Deadline to order shirts online via the NSDA Store and receive in the mail pre-tournament

speechanddebate.org/nationals

#NationalTournament #WeAreSpeechAndDebate

NATIONALS UPDATES Nationals as a Member Benefit Our annual National Speech & Debate Tournament will be held June 16-21, 2024, in Greater Des Moines, Iowa. Tournament info is now available on our website, including tentative schedules, logistics, hotel details, and more. As a reminder, staying in the hotel block saves your team 15% on main event and supplemental event entry fees! We also have day-by-day breakdowns for high school and middle school to get a feel for the flow of the event. Please visit www.speechanddebate.org/ nationals and use the tabs to navigate around. Read on for several highlights about events and qualification.

High School Supplemental Events Students will be able to re-register in up to two total supplemental speech events (one per pattern) at the 2024 Nationals. In late May, all pre-registered supplemental entries will learn if they are competing in Group 1 or Group 2. Each group will compete until they have the top three entries in each speech event and top Extemp debater from their group. Those top entries in each event from each group will compete in the final round on Friday to determine the national champions.

Every member high school has the opportunity to enter up to two non-qualifying students in supplemental events at the 2024 National Tournament. To be eligible, students and their schools must be NSDA members. Participation at districts is not required.

Middle School

Middle school registration will take place at the Iowa Events Center in Des Moines the evening of Tuesday, June 18, and competition will run Wednesday through Friday.

Last-Chance Qualifier Returns The Last-Chance Qualifier will be held online April 25-27, 2024. Eligibility requirements remain the same: schools must have attended their district tournament to participate, but students do not need to have attended the district tournament.

Only students who did not qualify in a main event may enter. New this year, school-based World Schools teams can compete for National Tournament qualification at the Last-Chance Qualifier!

Check out a recording of our first Nats24 Info Session with NSDA staff and members of the local host committee! www.speechanddebate.org/nationals ROSTRUM | FEBRUARY/MARCH 2024

29

NATIONAL SPEECH & DEBATE TOURNAMENT

LAST-CHANCE QUALIFIER APRIL 25-27, 2024 • ONLINE

N O E N T RY F E E

R E G I STE R O N TAB ROO M .CO M Presented by The Julia Burke Foundation

The NSDA Last-Chance Qualifier is an opportunity for students who did not qualify through their district tournament to have a chance to attend the 2024 National Tournament in their main event.

EVENTS OFFERED

NOTE: All events will be held live, online using NSDA Campus with Observers.

Debate: Policy, Public Forum, LincolnDouglas, Big Questions, and World Schools Congress: Senate and House

Speech: Dramatic Interp, Humorous Interp, Duo Interp (Same Room Only), Program Oral Interp, Original Oratory, Informative Speaking, International Extemp, and United States Extemp

D E A D L I N E T O R E G I S T E R I S A P R I L 1 9, 2 0 2 4 D E TA I L S AT:

speechanddebate.org/nsdaqualifier

CE LE B R ATI N G 1 0 0 YE AR S O F

SPEECH AND DEBATE! CE CE LE LE B B R R ATI ATI N N G G 1 1 0 0 0 YEAR ARSSS O OOFFF CE LE B R ATI N G 1 0 00 YE YE AR SPEECH SPEECH AND AND- DEBATE! J U N E 2024 JDEBATE! U N E 2025 SPEECH AND DEBATE! JJJU UN NEEE 2024 2024---JJJU 2025 2025 U N 2024 UUN NNEEE 2025

Everything you need to need to be part of the celebration Everything Everything you you need needto tobe bepart partof ofthe thecelebration celebrationand and Everythingof you to be part of the celebration and and promotion theneed National Speech & Debate Association’s promotion promotion of of the NationalSpeech Speech&&&Debate DebateAssociation’s Association’s promotion ofthe theNational National Speech Debate Association’s centennial milestone. centennial centennial milestone. centennialmilestone. milestone.

www.speechanddebate.org/centennial www.speechanddebate.org/centennial www.speechanddebate.org/centennial •••• #speechanddebate #speechanddebate #speechanddebate www.speechanddebate.org/centennial #speechanddebate

COVER STORY

Pam Cady Wycoff is an eight-diamond coach from Apple Valley High School in Minnesota. Dr. Tommie Lindsey, Jr., is a seven-diamond coach from James Logan High School in California.

Pam and Tommie will retire from the NSDA Board of Directors this summer after serving since 2004. We asked them to reflect on their speech and debate journey, their role in leadership, and their vision for the future.

LEADERS & LEGENDS Honoring the speech and debate legacies of Pam Cady Wycoff and Dr. Tommie Lindsey, Jr.

I

n 2020, the National Speech & Debate Tournament was held entirely online in the midst of the COVID-19 virus global pandemic. Always a logistical challenge, in 2020 the tournament also became an exercise in imagination, optimism, and a commitment that the show must go on. How to qualify students where districts weren’t able to be held?

How to ensure qualifiers had the technology to compete?

How to generate the online

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by Amy Seidelman groundwork necessary to execute this possibility for decades, thanks in no small part to the leadership of President Pam Cady Wycoff and Vice President Dr. Tommie Lindsey, Jr.

“rooms” necessary to host the expansive competition?

The decision to host the tournament online, and the community’s ability to rise to the challenge, resulted in

the largest national speech and debate tournament ever held with more than 6,000 participants.

The NSDA had been unknowingly laying the

Pam and Tommie, who were elected together in 2004, both cite the online tournament as one of the most impactful moments of their tenures.

“Getting through, surviving, even thriving after the pandemic—we came out better for it,” Pam shares. She counts the acceptance of online competition, the NSDA Springboard Series, and other creative uses of technology to ensure opportunities for students among the legacy products of the online Nationals.

For Tommie, that tournament, along with the May 25, 2020, killing of George Floyd by a Minneapolis police officer, combined to make for a pivotal moment for the organization. “It was a wake-up call, a time when we really needed to take a look at ourselves,” he recalls.

Besides a can-do spirit, the prior 20 years had involved many changes at the Board of Directors level that contributed to the organization’s readiness for such a challenge.

Tommie, a self-described “tech skeptic,” labeled the gradual but increasing embrace of technology, including Tabroom.com, as a good risk.

Other systems also made a difference. Former NSDA Board member

Brother Kevin Dalmasse, from Pittsburgh Catholic High School in Pennsylvania, began to highlight the importance of effective governance during his tenure from 2010-2014.

Pam and Tommie were elected President and Vice President, respectively, in 2018. Under Pam’s leadership as president, the Board approved a new BoardSouce based handbook, formal orientation process, the institution of standing committees, and the adoption of appointed Board members, uplifting the concept of Board professionalization.

“Despite seeming like mundane things, these transformed our Board in a positive way and made it something others will want to be part of,” Pam says.

Tommie also commended this transition, adding that having best practices to lean on gave the Board a road map to follow.

In 2020, the Board was also solidly in a place of identifying who the online Nationals would be hardest for and working to thwart that. “Glen Singleton left a footprint

on our organization,” explains Tommie, referring to the 2019 inclusion workshop in Colorado Springs that brought the community’s DEI efforts to a crescendo. “Glen made people think outside the box. He made us search inside ourselves to challenge our decision-making in different aspects of our community, especially as we work with kids.”

In the face of a new opportunity or a formidable roadblock, people often see what needs to be done and consider what the future benefit or cost of any decision or action will be. But it’s not immediately apparent they are in the process of making history.

And they don’t always consciously understand how their own history is impacting the moment.

Getting to the Moment Speech and debate origin stories are all different, and usually interesting to boot.

Pam and Tommie were introduced to the activity in different ways, but both were invigorated by conquering early challenges in speaking and coaching.

Pam attended Lake Crystal High School, part of

a small and rural Minnesota community, in the 70s.

Title IX rules prohibiting discrimination based on sex in education programs or activities were still fairly new, and there weren’t many opportunities for girls in school.

In speech class, Pam’s teacher encouraged her to go out for Discussion. It wasn’t a fit, but Storytelling was, which led to Pam continuing with speech and debate on the team at Southwest Minnesota State University in Marshall.

That bit of encouragement likely changed the course of Pam’s life. “Without it, I probably wouldn’t be doing what I do today,” she offers.

Pam’s first job included coaching at what was then Good Counsel Academy, an all girls school, in the last year before the school merged with Loyola High School in Mankato and became co-ed. The budget was nil, but the learning was bountiful. Pam isn’t sure how they secured busing to compete, but they did. Their materials came from the library and the college—anything she could get her hands on for free. But she recalls it as a great time, for which she’s grateful. “If you can learn

ROSTRUM | FEBRUARY/MARCH 2024

33

in that environment, with the players. Can you

rise to the occasion to excel? That gives kids confidence.”

Pam Cady Wycoff was inducted into the NSDA Hall of Fame in 2007. Dr. Tommie Lindsey, Jr. joined the NSDA Hall of Fame in 2014.

how to do a lot with nothing, [those are] lessons you will carry with you for life,” Pam says.

Tommie recalls growing up surrounded by inspiration.

“It was a wonderful time [for speech],” he reminisces. “The Black orators of the 60s were incredible. Martin Luther King, Jr., Malcolm X, Stokely Carmichael... I remember trying to get into a high school to see MLK speak.”

Tommie was also influenced by the great preachers he heard coming out of the Baptist church. He started speaking with some success in the Rotary and Lions Club, but remembers being criticized for sounding “too Baptist.”

Unlike Pam, Tommie encountered a ninth grade teacher who was not encouraging and tried to stall his efforts. That shaped his experience, but in a different way, later as a coach. “I met

the challenge, and it gave me a philosophy that no matter what the kid

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ROSTRUM | FEBRUARY/MARCH 2024

or the situation, they would always be on the team—never any cuts.”

Like Pam, Tommie’s first coaching experience left an imprint. He taught at what was then the Alameda County Juvenile Hall, where they hosted a speech contest consisting of things the youth cared about—what the holidays meant to them, or the meaning of MLK’s efforts— and exposed them to city officials, congressional representatives, and other leaders.

He also taught at El Rancho Verde High School (now ConleyCaraballo High School).

“These were kids who were told they wouldn’t make it conventionally.

We started speech class with eight students, and thanks to the support of principal Yvonne Givens, we traveled and started beating other high schools.

When I moved to [James] Logan High School, people

were skeptical, but we successfully established a program there in 1989.”

Pam’s and Tommie’s early competing and coaching experiences were formative, and both came away feeling that you only get to the important moments by taking risks.

Playing Up Pam and Tommie share a similar philosophy regarding competition—

they both believe in playing up by putting students in situations that challenge them to make them feel like they can handle it.

“When I worked at a small school, we never ‘ran’ from the big schools,” Pam shares.

“We’d compete in the metro so the ‘little school’ kids felt they could handle themselves

Tommie had a similar experience while building the team at Logan. From their start in 1989 to 2005, he says, “There was no question we were building something very special—a team that was a family.

You were a champion when you walked in and a champion when you left.”

Even as their programs grew and they became dominant forces in their communities, Pam and Tommie carried lessons with them that translated to any student. “My first national champion came in fourth at districts, an alternate,” Tommie shares. “Someone from our school gave up his slot for her. This is why I’m so close to so many of my former students—our culture was to look out for, respect, and love each other.

We were filling the gaps for what was missing between home and school.”

Pam’s first student at Nationals was also an alternate who got to go because someone else dropped out. “Don’t avoid doing something because

you don’t think you can make it,” she offers. “You will always get better by putting yourself in challenging situations, and you never know what will happen.”

Once that first student went to Nationals, it opened doors for others by proving it was possible, and that also had a ripple effect among students.

Fueling the Fire Like most people who find success in their field, Pam and Tommie credit powerful mentors with helping shape their philosophy and approach to life and work.

Pam’s mother was a strong educator working outside the home when that wasn’t common, and her father was a farmer.

Their work ethic was a model. Her husband, Joe Wycoff, was her greatest mentor as an educator and supporter, opening her eyes to new ideas. Joe and Pam coached side by side at Apple Valley High School for 26 years. “We approach things differently and accomplish things

differently, and that makes us better,” Pam remarks.

Pam is grateful for every educator from whom she’s had the privilege of hearing a lecture, as she learns best by example and instruction.

She feels fortunate to have come up coaching Lincoln-Douglas in a time when strong women, led by Dale McCall, were dominant in the event and provided a nurturing competitive environment.

She also treasures her longtime relationships with past Board members Kandi King and Pam McComas.

Tommie’s grandmother provided his early inspiration. He lost his parents at a young age, and his grandmother took in all nine of his brothers and sisters. She initially served as a cook in Panther Burn, Mississippi, and she managed to support moving the entire family to California by cleaning houses. He recalls that she was always kind, always a leader. She appreciated being able to vote, and although she never finished school she always had

drive and a never-give-up mentality.

He also believes that Mrs. Dukes, his family’s landlord since he was three years old, was meant to be in his life.

She created an incredible sense of community and gave Tommie a sense of purpose and importance as a young person.

“In the speech world, I will always look up to Joe and Pam,” Tommie says.

“You may have a fear of competing against folks, but you learn and grow from that.”

He offers that while coming into the forensic world wasn’t welcoming as a new coach of color, there were people whose encouragement he’ll always remember, including Eric DiMichele, Bob Marks, Randy McCutcheon, and Demond Wilson. It wasn’t

what they did for him that stuck with him, but what they taught him.

“These are the people in life who showed you how to overcome roadblocks,” Tommie explains. He’s also

thankful to Chris Marianetti for his vision and support over the years.

Pam is equally grateful to Tommie for the two decades they’ve shared on the Board. “As partners in this journey for the last 20 years, my relationship with Tommie has been instrumental,” she notes.

Pam appreciates all Board members with whom she’s had the honor to serve, but considers Tommie and Executive Director Scott Wunn to be pivotal in her journey for continuity and thought partnership.

In addition to commending Pam’s preparedness at all times and her ability to place people in positions where they shine, Tommie echoes her sentiments about Scott. “He actually acts on our ideas,” Tommie explains.

One idea Tommie threw out, the NSDA coaches’ caucuses, became a reality in 2016 after he hosted informal conversations with other coaches and leaders of color in 2015. “Tommie’s great contribution is opening up diversity, equity, and inclusion to this organization,” Pam adds. “It was groundbreaking.”

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35

Taking the Leap It’s fitting that Pam and Tommie are concluding their Board service together in 2024 since they figuratively took the leap to run for Board election together in 2004. Another risk that led to the moment; another choice that created history.

While mutually supportive, Pam and

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Tommie had different reasons to run for election.

Pam felt there was a disconnect between decisions being made and the membership, stemming from a change to no longer allow double entry at the National Tournament. While she accepted the decision for logistical reasons, it came as a surprise she didn’t feel was well publicized or up for member input.

“Two-way communication

must exist,” she says. “I deeply care for speech no matter what, but that was what really propelled me [to run for the Board]. Public agendas, opportunities for feedback prior to decisions, brainstorming ideas for and with members at conferences, naming committees to weigh in on events—membership engagement is now part of the system.”

Tommie recalls the moment he and Pam both agreed to run during a discussion at Marquette University. For him, the decision boiled down to representation. “There wasn’t enough diversity,” he shares. For Tommie, that included diversifying judge panels and students reflecting more of the U.S. demographics. “[We needed to] find ways to bring every kid into the activity—to harness who they were without selling out for laughter or comprising their culture and race, and having pride in what they stood for.”

Accordingly, Pam and Tommie’s Board election statements both focused on inclusion—Tommie’s for student representation, coaches and judges, and what it meant to be a role model; Pam’s for small

schools as well as coaches who didn’t feel they could impact decision-making.

Becoming a Namesake Fast forward two decades, and the light of Pam’s and Tommie’s leadership and independent coaching achievements shines bold and bright.

In 2016, the organization named the event Original Oratory at the National Tournament after Pam and Joe, in response to their incredible influence on the direction of the event with successful students.

“It was a complete and utter shock—the greatest compliment Joe and I could get, for an event we loved so dearly,” Pam shares. She credits it to the legacy of the students who worked so hard to excel in Oratory and were willing to adopt their (at one point) untraditional style and approach. “You don’t do this on your own,” Pam reminds us.

“You have a vision for an event, and you can try and convince others that it’s valid, but they have to affirm. In college, Oratory was problem-causesolution oriented, very policy-centric, but laws are

JOE AND PAM WYCOFF

hard to change. I saw Joe’s students, and Art McMillian’s students, [broadening their advocacy in orations beyond changing laws], and they spoke to me.”

Five years later, Tommie was given a similar honor with the naming of Duo Interpretation at the National Tournament. “I try to be modest, but of course I am proud of it,” Tommie shares.

“We’ve worked hard at Duo, helping it to change and evolve. As I look back, I think Logan left its mark, from things like matching outfits to using movement, telling a story, and keeping it clean and respectful—things we strove to do.”

Today, Tommie is happy to see many great Duo coaches and a very popular event, and is gratified when students from other schools approach him or members of his team to share how much they learned in the event from watching Logan students. Above all, he finds it rewarding to know that Logan set a standard that any student or combination of students could compete in Duo. “That’s reflective of our school and done intentionally to send another message,” he says.

Vision for the Future Reflecting on the past, it’s clear that Pam and Tommie were both fueled by a desire to move the organization and the activity forward. That doesn’t stop with the end of their Board service.

Pam’s aspiration has been and continues to be that every school in the United States has a speech and debate program, along with administrators, school boards, and community members who never want to lose the value that a program provides.

“It’s imperative to teach kids these incredible, transformative skills,” Pam says. She hopes the organization can harness the power of alumni. “All believers in speech and debate should realize they can financially help or support schools in their local districts, or donate to the NSDA Pay It Forward program. Most people who have been through the activity know there is something to give back, through influence or economic support.”

She also, of course, hopes the NSDA becomes

Original Oratory National Champions from Apple Valley High School, Minnesota 2018 – Halima Badri 2012 – Nader Helmy 2011 – Nader Helmy 2009 – John Hofmeister 2006 – Sarah Koch 2005 – Laura Roehl 1995 – Sally Koering

2012

DR. TOMMIE LINDSEY, JR.

Duo Interpretation National Champions from James Logan High School, California 2012 – Sarah Dahdouh and Deborah Witherspoon 2009 – Ismael Williams and Drake Pough 2007 – Taron Grizzel and Karen Joshi 2006 – Jeff Bogess and Nathaniel Nguyen 1999 – Alphonso Thompson and Cory Randolph

2009

ROSTRUM | FEBRUARY/MARCH 2024

37

JOIN US! the best nonprofit membership organization it can be, and believes the newly passed Board structure will allow for even greater membership engagement of coaches on the Competition and Rules Leadership Committee and the addition of more appointed experts/ educators to the Board.

“Systems last after we go,” she concludes.

Tommie expresses a desire that the work that has been done continues to move forward. “That we don’t look behind and we don’t back up.

With the state of our world affairs, people are broken, communication is broken, and no one is listening. Forensics leads the way for people in the world to see that we can be of one accord, we can work together, we can pave a pathway for bringing our country and its leaders together.” The key? Greater participation.

“There are so many kids with no exposure to speech and debate, entire communities. We must develop a program, grow ambassadors to show teachers they can be the instrument to lead kids and inspire them,” he says.

Both Pam and Tommie hope that speech and debate can demonstrate the possibility of middle ground—the potential for civil discourse, problem solving, and building bridges— and that students can see themselves as influencers in that space.

“We can maximize our potential simply by seeing ourselves in others,” Pam says. Tommie reiterates that sentiment and hopes that “students will use their voices as their drums to fight for social justice until equity becomes the language of the land.”

As just the second female President and the first-ever African American Board member and Vice President elected to serve an organization about to turn 100 years old, the duo of Pam and Tommie exemplifies what is possible for many young people. May the power of the speech and debate village ensure students continue to beat their own drums in a world open to the music in their stories.

Amy Seidelman serves as Assistant Executive Director at the NSDA.

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We invite attendees of the 2024 National Tournament to join us in celebrating Pam and Tommie’s service to speech and debate on Friday, June 21 between 12:00 p.m. and 2:00 p.m. CT in the Des Moines Hilton Cloud Ballroom.

(top) Pam congratulates David Begnaud, Lead National Correspondent for CBS Mornings and recipient of the 2023 Lifetime Achievement Award. • (bottom) Tommie presents AnnMarie Baines, Founder and Executive Director of The Practice Space, with the inaugural Activating Equity Award at the 2023 National Tournament.

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DISTRICT IN DETAIL

LEADERS LOOKING BACK compiled by Lauren McCool

What inspired you to join the speech and debate team as a high school student?

1

Grant Thomas ROCKY MOUNTAIN SOUTH (CO) DISTRICT My parents told me, “There is a speech and debate meeting today after school. You don’t have to attend, but you’re not getting picked up until it’s over.” I went to the meeting, made two new friends, and the rest is history. That meeting changed what my career would end up being as an adult.

Noah Recker GULF COAST (TX) DISTRICT My coach inspired me to join speech and debate. He saw something in me that I did not see in myself.

I fondly remember him asking me to attend a tournament the Wednesday before the actual tournament. I was a bit nervous having only been in a required intro to speech class, but I guess it worked out.

Maggie Rietz EAST IOWA DISTRICT When I was a sophomore in high school, I had history with John Kealey, who had us do a debate in his class. He thought that I did a pretty good job in the debate and said I should join the speech and debate team.

He walked me down the hall and introduced me to Mr. [Harold] Keller, the debate coach. I joined the team, and the rest is history.

Now, John Kealey walks students down the hall to introduce them to me, in the same classroom where my journey began.

What is your fondest memory of your time as a student competitor?

2

Rory McKenzie UIL (TX) DISTRICT There are so many.

It’s not a super distinct memory, but my junior and senior year, I performed in Original Oratory. The event was not as popular in my area, so I was pretty successful.

Lauren McCool serves as Leadership and Education Specialist at the NSDA.

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ROSTRUM | FEBRUARY/MARCH 2024

As we gear up for our centennial celebration, we asked several district leaders—who are also alumni of the activity—to reminisce about their time as speech and debate students.

My favorite was performing in finals and having my teammates and competitor friends watching me. We were such a supportive group. I felt so awesome because my peers were cheering for my words and my feelings. I loved it!

Crawford Leavoy CAROLINA EAST (NC) DISTRICT I had a really special senior year, and it is the reason that I ended up coaching speech and debate as a career. That year, my coach was someone who constantly knew how to lift me up while being completely honest with me. It challenged me to grow in ways that fundamentally changed who I was as a person. It taught me the amount of impact that a coach can have on individual students, and it built the

foundation for me to coach the person before I coached the debater.

Holly Custer EASTERN OHIO DISTRICT I remember the overwhelming support of coaches and students­, not just from my own school.

At Nationals my senior year, when I competed in semis of Prose, another student from my district came to watch the round to support me, making friends who became like family—and that continues today!

Amena Amdahl-Mason NORTH OREGON DISTRICT My times with my teammates are some of my fondest memories as a competitor.

My best friend was my Policy Debate partner and Duo partner during my senior year, so we basically

Rory McKenzie

Several of my teammates are now my colleagues.

I teach with one (JP Fugler) who finished two years after me, and another (Nicole Cornish) who finished a year after me teaches down the road. We are quite a trio and have been friends for so long now that it’s really special.” — Rory McKenzie

spent all of our time together at tournaments.

At that point, I could drive myself and other students, and we had a theme album (The Beatles’ White Album) that we always listened to on the way to tournaments.

Jason Habig NORTH COAST (OH) DISTRICT

Jamie Wills

Joe Buzzelli was my coach and is still the coach at St. Ignatius. He is the guy who leads by example. He would never tell you the answer but constantly provided you with a wide variety of resources to help you figure out the answer.

The time he put into taking us to tournaments and preparing us for them is something for which I will always be grateful.

GEORGIA NORTHERN MOUNTAIN DISTRICT

Micah Everson

3

Tell us about your coach.

I had two amazing coaches! Linda Kelso Hicks and Helen Mundell changed the trajectory of my life. They saw something in me I did not know was there, and both of these ladies helped me grow exponentially in my public speaking skills and confidence. I do not think I would be an educator today if they had not encouraged me to join the team.

Jamie Wills

MAGNOLIA DISTRICT My first speech coach, Kathleen Prody, was an incredibly intense but wonderful teacher and coach.

I was terrified to disappoint her. I also knew her husband’s very specific Whopper order by heart, because he ate at Burger King all the time, and I worked in the kitchen there one summer. I would start making his sandwich as soon as he walked in, before he even got to the counter.

Rachel Page KENTUCKY DISTRICT My high school coach was a ball of fire! She was animated, exuberant, and a great storyteller. I idolized her, and she was the reason I made it my goal to be a coach. I knew from first grade that I wanted to be a teacher, but Stephanie Smith made me want to be a speech and debate coach. Many of the things I do with my team today are traditions that I carried over from my time on her team.

She is the reason that I am so connected to the NSDA.

If you attended Nationals as a student, tell us about your experience!

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Chris Coovert WESTERN WASHINGTON DISTRICT I attended the 1993 Nationals at Ben Davis High School in Indianapolis.

I graduated on Sunday, where I was a class speaker, and then flew the red eye.

When my connection in Chicago was delayed, I ended up barely making it to my first round. I basically got out of the cab, changed, and went to the prep room to compete in

U.S. Extemp. Needless to say, I didn’t do that well. I did much better in Impromptu on Thursday where I somehow made it all the way to the semifinals.

I was the only student from my school to attend, so I spent most of the tournament hanging out with students from other Washington schools.

Ryan Hennessey EAST TEXAS DISTRICT I attended Nationals twice, both times in Congressional Debate. I first attended in 2000 in Portland, Oregon. The second time was my senior year in Norman, Oklahoma. Both times, my team and I were taken by my coach, Roberta Grenfell. To get to Norman, we had to escape Tropical Storm Allison that hit Houston the day before we were to leave, which meant that all flights were canceled. She drove us in her personal car to Oklahoma to make sure we could attend Nationals. It was an amazing experience full of a lot of visits to Chili’s and a mall in Norman.

My English teacher said I should join the speech team after she saw me give a terrible speech in her class. I remember I replied, “Did you not just see what a train wreck I am?!” She said, ‘That’s why you NEED to join!’ She was my favorite teacher, so I gave it a try.” — Jamie Wills

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I became a teacher and coach because of [my coach] Matt Heimes. Now that I am a coach, he has been my mentor.

This is my ninth year teaching, and I still email him regularly with questions about what to do and how he has done things in the past.” — Grant Thomas Grant Thomas

What is the one “go-to” story you find yourself retelling about your time as a student?

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Pamela Childress GEORGIA SOUTHERN PEACH DISTRICT My first round of LincolnDouglas at the University of New Mexico tournament was against the reigning LD champion, John Wertheim.

He eviscerated me. I barely got out of the room before the tears started to fall. I went out to the duck pond to hide and cry. John found me out there and told me that I wasn’t a horrible debater and gave me hints on how to improve my case and my presentation. I still use his hints today when I talk

to students about their first rounds.

Julie Laflen SOUTH KANSAS DISTRICT I was at lunch with my team and coach between rounds. We knew the team we were hitting was running an argument from a book called Mastering

Competitive Debate and we had no idea how to answer it. I think [my coach Darrel] Harbaugh got tired of listening to us complain because he stopped eating, took his G2 pen from his pocket, grabbed a napkin, and wrote down responses for us. He gave it to us and said, “Here. Use it if you

Rae Smith IROQUOIS (NY) DISTRICT

Julie Laflen

Darrel Harbaugh is the reason I am a teacher, and I will never forget how he supported me as a student, as a colleague, and now as a friend.”

— Julie Laflen Pamela Childress

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need it, but stop complaining and eat.” We took the napkin, finished lunch, and went to the next round. We were on the negative, and in the 2AC, the other team referenced the book. I took one look at my partner, she looked at me, and I slid the napkin toward her. She gave her speech and read the responses off the napkin to respond to their MCD book. We won the round. “The Napkin,” as it is famously called to my own students, is now framed in Harbaugh’s home. I will never forget that story.

1-1-1-6-6-6. Those were my scores from the 2006 NFL national qualifiers in DI finals. Three of the judges thought I was perfect.

The other three judges thought I physically cried and should be disqualified.

I ended up as the first alternate and did not go to Nationals. I use this as a lesson to my students to always do their best, but judge subjectivity is something we have to accept with grace.

JOIN TH E

COMMUNITY YOU EXPERIENCED FIRSTHAND THE POWER OF SPEECH AND DEBATE, so stay connected (or reconnect!) with other speech and debate alumni by signing up for your free alumni membership.

CLAIM YOUR FREE ALUMNI MEMBERSHIP

TODAY!

We are the largest speech and debate community in the country, and we want you to be part of it!

Join now and inspire the next generation of public speakers! Sign up online at www.speechanddebate.org/ alumni

CONNECT WITH COMMUNITY | ATTEND WEBINARS | SHARE YOUR EXPERIENCE BE PART OF THE CONVERSATION—JOIN US ON LINKEDIN! www.linkedin.com/groups/92668/

photo: Mark Ferguson

ALUMNI ANGLES

and debate course, and I believe a requirement was to participate in at least two tournaments. After the first tourney, I was hooked and never looked back.

Do you have any favorite memories from your time as a competitor?

My favorite memory was during senior year at the University of Arkansas tournament. My teammate and I competed in Policy Debate, making it to the final round. We naively took advice from local teams who told us to go negative in the coin toss. We lost the round, but took second place.

BEHIND THE SCENES WITH NATIONALS STAGE MANAGER

M AT T H U B E R compiled by Amber Gracia

Where did you compete and in what events?

I attended Pattonville Senior High School (Class of 1998) in St. Louis, Missouri, under legendary coach Randy Pierce.

I competed in Policy Debate, Extemp, Oratory, and Congress.

Why did you join your speech and debate team?

My sophomore year, I took Mr. Pierce’s speech

What is your profession now? Did anything from your speech and debate training or experience contribute to your career path?

I serve as the Dean of Enrollment Management at Oakton College in suburban Chicago. My entire experience in speech and debate has served me well in my professional journey.

In addition to the skills developed in public speaking, participating in Policy Debate, in particular, forced me to value and understand opposing viewpoints.

You’ve supported speech and debate in a myriad of ways and have a long

Amber Gracia serves as Alumni Engagement Specialist at the NSDA. 46

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history with us as a volunteer behind the scenes. When did you first volunteer at a National Tournament?

I first volunteered at the 1998 National Tournament in St. Louis, having just graduated high school. After that, I happened to run into Mr. Pierce in 2001, and he mentioned they were looking for help at the 2001 National Tournament in Oklahoma—and I told him, “Sign me up!”

How many years have you served since?

The 2023 Nationals was my 21st year. Regrettably, I missed the 2006, 2020, and 2021 Nationals.

What is your favorite part of being involved in the National Tournament?

Getting to witness the younger generation share their talents with the masses.

I leave each Nationals with an increased sense of hope for our collective future knowing these students will be the next at the helm. I am also grateful to reconnect with my Nats family, including coaches, production crew, and NSDA Board members and staff.

How do you think the activity has changed for the better since you were a competitor?

The addition of several events and expansion to middle schools are two significant improvements.

What roles have you filled when you’ve been at Nationals?

What keeps you coming back?

Over the years, I’ve helped with operations, computer operations, judges, tab rooms (including serving as Storytelling chair), tournament offices, and the final rounds/awards ceremony. Most would recognize me from my final rounds and awards ceremony role of stage manager.

This opportunity is a way for me to give back to an activity and organization that has provided so much. It is also where I get my annual Hawaiian chocolate fix, courtesy of Hall of Fame coach Karen Miyakado.

MATT HUBER is currently the Dean of Enrollment Management at Oakton College (IL). Prior to this role, Matt served in various enrollment and admission positions at St. Louis Community College (MO); HACC, Central Pennsylvania’s Community College; Doane University (NE); Upper Iowa University; and Shepherd University (WV). A native of the midwest, Matt graduated with a Bachelor of Music Education from the University of Missouri–St. Louis. He holds a Master’s degree in Higher Education Administration from the University of Nebraska–Lincoln and is currently completing his dissertation for a Doctor of Education from Northeastern University in Boston (MA). Matt has a strong commitment to educational attainment for all students, empowerment for staff growth, and the drive toward equity for all.

OPPOSITE PAGE • (top) Matt assists International Extemp finalist Clay M. Owens with his mic during the 2017 Nationals. (middle) Matt looks on during the Speech Finalists’ Light and Sound Check as Caitlin Williams rehearses her POI performance during the 2023 Nationals. (bottom) Matt poses with the late Patti Killburg, former national office staff member, in 2002.

THIS PAGE, NEAR RIGHT • Matt with Director Emeritus James M. Copeland in 2003 (top) and 2023 (bottom).

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A writing and publishing company with a record of producing national and state winning literature including NSDA Dramatic finalists: 2021, 2019, 2017 (champion), 2015, and 2014.

NSDA Prose finalists: all champions 2023, 2019, 2018, 2017 NSDA Duo finalists: 2021 (asynchronous) champions, 2015 This year, we will proudly sponsor the NSDA Original Spoken Word Poetry event. We will be hosting workshops for coaches as well as students who are interested in participating in this event.

On our website, we house over 600 titles in DI, HI, DUO, Prose, and Poetry as well as offering OO and INFO editing. We also have an auditions page where our acting clients who we assisted with college auditions have shared testimonials of their experiences.

KRISTY THOMAS Owner/ Writer/ Publisher/ Educator

Finally, check out our "Summer Camp" page on the website for in-person and online summer camp options for students. If your students attend camp, coaches are welcome to come and sit in on camp lectures taught by our legendary coaching staff.

BE BRILLIANT AND KEEP TELLING STORIES.

STUDENT SPOTLIGHT

MAKING AN IMPACT The Power of Student-Led Organizations compiled by Annie Reisener

Briefly describe your speech and debate organization, including the services and resources you provide.

NICHOLAS OSTHEIMER:

Equality in Forensics is a studentled nonprofit dedicated to making speech and debate more accessible. We started in December of 2021, when four students who experienced the fantastic benefits of speech and debate saw the inequality in forensics and observed a lack of action. Now, Equality in Forensics provides team

coaching, curriculum, events, and tournaments all completely free of charge for our community of more than 1,000 competitors from across the nation and world. Our volunteer team of over 60 students and coaches, including national and international champions, hosts weekly lectures and

workshops freely accessible to the public.

SAM CHEN:

Outreach Debate is a 501(c)3 organization with a specific focus on connecting debaters on a national and global level. We believe that exceptional people create exceptional results. As a result, we frequently work with TOC champions as well members of Team USA, New Zealand, and Thailand. One of the prominent ways that Outreach Debate engages with the community is through a chapter system now in more than 25 U.S. states and 16 countries. These chapters have gone on to work with their local NSDA, share resources, and create

workshops. Additionally, we work on creating 100% free debate camps each winter and summer, interviews with national champions, blogs, newsletters, and international tournaments.

What needs do student-led orgs meet in the speech and debate community?

What do you believe is your organization’s most impactful offering?

NICHOLAS: Speech and debate is one of the most valuable high school activities. Yet, it is far from equal. Many teams have access to extensive resources, top-notch coaching, and subsidized travel.

Students are denied these opportunities solely because of the wealth of their family, community, or school.

Student-led groups offer the best solution to this problem: community. Organizations like ours work to overcome these inequities by sharing free resources, opportunities, and forging connections across the globe.

NICHOLAS: Equality in Forensics hosts multiple free, online tournaments throughout the year. Too few debaters have no opportunities to compete on a national level against top-notch competitors. Our tournaments give everyone a chance to practice, improve, and network with debaters across the country.

We organize experienced competitors and coaches to volunteer as judges at our tournaments, giving high-quality feedback to all competitors. Since 2021, we have run six of these competitions, hosting more than 350 entries completely free of charge.

SAM: Organizations led by students are a powerful way to bolster our community.

SAM: Outreach Debate In competitions and hosts a free winter and organizations like the summer camp every year NSDA, it’s hard to learn in Public Forum Debate. To from a national community date, this has helped more when most people are than 400 debaters across focused on winning. the country. We connect Student organizations help debaters from the United deconstruct that competitive States and across the atmosphere into one that is globe, so it is a fantastic communal and collaborative. way to broaden students’ Students understand that speech and debate can be LEARN MORE! costly. Volunteerbased programs www.equalityinforensics.org are a way in which students can help www.outreachdebate.com combat this divide.

Annie Reisener serves as the Director of Membership at the NSDA. Nicholas Ostheimer is a junior at Florida Atlantic University High School in Florida.

Sam Chen is a senior at Boston Latin School in Massachusetts. Nicholas and Sam are members of the 2023-2024 Student Leadership Council.

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perspectives. Our students have gone on to lead our state branches and become instructors themselves.

How can students leave a legacy behind in the activity? What do you hope your legacy will be?

NICHOLAS: Speech and debate gives us the tools to change the world. We speak often about “raising awareness” about the issues in our community but rarely move to action. Equality in Forensics is about taking the next step. Our team of volunteers leave behind a legacy by actively supporting their teams, their community, and the debate space with free resources and events. Any student can leave a legacy when they realize they can truly make an impact long before they graduate high school or finish college.

I hope that my work sets an example for involved activism in speech and debate. No one is better suited to improve this activity than the students themselves. That can only begin when we realize our full potential as a community.

SAM: A strong legacy requires leading by example and connecting with the speech and debate community. In my opinion, creating a meaningful impact does not need

anything fancy. It does not need to have a national impact. It does not need to change thousands of lives.

It really should start where a student is passionate.

I started that journey by talking with and learning from the community.

Over time, I became more involved in hosting national tournaments, camps, and creating Outreach Debate.

The most important thing is simply starting. My advice to other students is to just do it—start somewhere, and see where you go.

I hope to leave behind an organization that transforms speech and debate across the globe, from every corner of the debate scene— whether that’s in Kansas, Texas, or internationally.

Beyond the practical knowledge to support your event-based services, how has speech and debate helped you in leadership positions?

NICHOLAS: Equality in Forensics has equipped me to pursue a solutionoriented approach to leadership. I measure my success as a leader by looking at what I have accomplished. As the executive director of Equality in Forensics, my work is concerned with representing and powering the organization, making judgment calls about our projects, as well as

delegating tasks to our volunteers. When things start slowing down, I hold myself accountable. When something goes right, I take care to replicate those successes in the future. That critical, growth-centered approach to leadership is necessary to sustain results.

SAM: Outreach Debate has really expanded my perspective on life. Working with debaters from France, Vietnam, and Thailand, I’m constantly learning new facts about the world around me. There are so many fascinating subtleties that make us different and similar from a debater thousands of miles away.

Diversity is so incredibly important, but it only goes as far as you can learn and challenge your team. Great leadership necessitates a rich understanding of your team and how you spark their passion in what you do.

Can the benefits and purpose of studentled organizations be generalized to overall team leadership? Think about a senior legacy project, for example.

NICHOLAS: There are many similarities between leading a speech and debate team and running a student-led organization. Both require long-term dedication, perspective, and team leadership. Whether it’s as the president of my team or the executive director

of Equality in Forensics, it would be impossible for me to leave a lasting impact without committing years of work to solving these problems. If my team is denied school funding, how can I ensure we can afford travel to Nationals?

If Equality in Forensics lacks coach support, how can I onboard responsible adults to our cause?

Whatever answers I choose, it will take time to plan and execute the solution. These challenges are universal to team leadership.

SAM: Leading a studentled organization, especially one with an ambitious goal, is similar to a school team or project but on another level. Students likely have to work with 10 times more people, have deadlines that affect an organization’s credibility, and create real world change. I’ve learned time management, digital marketing, interviewing, analytics, SEO marketing, website design, team management, and more simply from tackling problems I wanted to solve within Outreach Debate.

In these organizations, you learn how to solve real world problems, like how do we expand our marketing channels to reach more people?

How do we help lower costs? These are fantastic questions that build upon everything you might learn in or outside of school.

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COMMUNITY

GREAT COMMUNICATOR DEBATE SERIES

by Deano Pape

The Ronald Reagan Great Communicator Debate Series is about trying to effectively communicate with the world. You’ve done a version of Reagan your whole Sahil Sood from Sosa Academy (GA)

T

life.” — Casey Simpson, Duke University

he Ronald Reagan Great Communicator Debate Series (GCDS) has been in existence for nearly a decade, but the format and approach to debating “the Reagan way” has never been more important in today’s political and social climate.

Featuring a style of debate that is conversational and approachable, students who participate in the Reagan format develop skills that emphasize persuasion, logic, and responsible use of evidence combined with effective delivery.

Vienna Panossian, whose academic interests at Stanford University include economics, management science and engineering, and symbolic systems, states, “Reagan feels the most natural of all of the debate formats. Reagan debate is structured on effective communication, logic, charisma, humor, and personality—all traits President Reagan had himself.”

The GCDS format consists of one-on-one debates in which students present their arguments, cross-examine each other, and also receive questions from the judge during the debate.

Hannah Gross is a communication major at Liberty University. “We use too much technical language in debate,” says Hannah. “Avoid jargon, be clear and down to earth, and go watch President Reagan’s speeches online!”

Judges come from a wide range of backgrounds. Experienced judges must agree to follow the philosophy of the Great Communicator format by encouraging debaters to slow their rate of delivery and discouraging the use of debate terminology.

However, most judges have very limited debate experience, if any at all.

John Magloire, a graduate of Northwestern University in history and political science and currently a law student at the University of Pennsylvania, states, “There are judges at the Reagan library whose only experience with debate is judging Reagan Nationals. We get to know the debaters and judges as

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people. I came back to serve as a judge after competing and got to meet a whole new group of debaters and judges. Culturally, we need to do more of that.”

Students compete at regional contests throughout the country. Tournaments will be held this spring in Orlando, Florida; Dallas, Texas; Richmond, Virginia; New York City, New York; Kansas City, Missouri; and Orange County, California.

“There is a diverse representation of viewpoints at the Great Communicator tournaments. That’s one of the things that makes the competition so amazing. Debaters are kind and respectful. We are having the conversations we should be having in society,” states Vienna.

There is also a virtual regional hosted by Oregon and a national online qualifier. The top two students at each regional qualify for the Great Communicator National Championship at the Reagan Presidential Library and Museum in Simi Valley, California.

Casey Simpson is studying history at Duke University.

Although he competed in 15 different events throughout his speech and debate career, he says the Reagan debate competition is most applicable to real life.

“You really are trying to be a great communicator, just like President Reagan. It’s the way you communicate and persuade a general audience and informed judges. The GCDS is about trying to effectively communicate with the world. You’ve done a version of Reagan your whole life,” says Casey.

If students are unable to make a regional tournament, or if they attended a regional but were unable to qualify, they can attend the national online qualifier in June.

Hannah, who won a spot to the national championship in the online qualifier, states that the tournament was the best-run virtual debate experience she has ever had. “The GDCS is so unique—you can compete regionally in person, online, and at

the Reagan Presidential Library and Museum if you qualify for the national championship.”

The Great Communicator Debate Series is a terrific experience for debaters both new and advanced. Prior experience is not a requirement to be a success with the Reagan debates.

“I have great anxiety with public speaking. It’s something I have really struggled with. I joined debate to improve communication skills and help with my anxiety,” states Vienna.

This year’s regional topic is, Resolved: Teachers should integrate generative AI in their teaching and learning. This is a terrific topic for students to discuss with teachers and school administrators.

“Be the most prepared. Practice. This will help reduce your anxiety and feel more confident. Judges will ask you questions, so have your coaches, teachers, and teammates ask you questions, too,” says John, a two-time GCDS champion.

Consider holding practice debates in the school with teachers serving as judges. Debate background is not necessary for them to be able to assess students’ abilities to persuade, communicate, and analyze the topic from multiple perspectives.

“Reagan is about how communication should be,” says Hannah. “It doesn’t matter where you are on the political spectrum; you get to practice real-life communication that is accessible to all.”

What if students really believe in one side of the debate and don’t want to argue the opposing point of view?

“It will make you a better thinker and better debater,” says Casey. “Remember the words of John Stuart Mill: ‘He who knows only his own side of the case knows little of that. His reasons may be good, and no one may have been able to refute them.

But if he is equally unable to refute the reasons on the opposite side, if he does not so much as know what they are, he has no ground for preferring either opinion.’”

This style of debate has many positive takeaways, including learning about President Reagan and what he stood for.

“We are introducing President Reagan to our future leaders,” says Rachel Hoff, Policy Director for the Ronald Reagan Presidential Foundation & Institute. “This organization is rooted in the idea that we are helping to bring Reagan’s timeless principles, vision, and leadership to the next generation.”

Rachel serves as a judge for the Great Communicator Debate Series and is one of its strongest supporters. She frequently gives presentations and invites students to speak with her oneon-one afterward.

“We are teaching students how to communicate with the American people. Make a connection with the audience, share a relevant anecdote or story, be respectful of your opponent, and engage in civil debates,” says Rachel.

Srisha Raj from Broad Run High School (VA)

Students can participate from all types of schools or academic learning programs, including homeschools, private or religious schools, and public schools. In addition, there are scholarships for the regional contest winners.

“We want all students to have access to speech and debate activities,” says Sandra Wheeler, Director of Student Programs for the Richmond Forum. “Students come to the Great Communicator with varied backgrounds. Diverse points of view are welcomed. Students really have a terrific opportunity to learn and to grow their skills.”

Vienna sums up the benefits of the Great Communicator contests: “I apply these skills every day—100 percent, no exaggeration. I use them in conversations I’m having with my peers and in my classes. We discuss political, social, religious, and environmental topics, for hours, late into the night. I know that my voice matters.”

FOR MORE INFORMATION ON THE REAGAN DEBATES, VISIT

www.reaganfoundation.org/GCDS

Deano Pape is Coordinator of the Great Communicator Debate Series for the Ronald Reagan Presidential Foundation & Institute. You can reach him at dpape@reaganfoundation.org.

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COMMUNITY

Practice Tips for Enhancing Students’ Debating Skills Coaches, share this guide with your students!

DEBATE

Members of USA Debate gather in between rounds at the 2023 Winter Holiday Open.

by Sophia Li No matter the level of competitiveness, debaters consistently aim for improvement.

Achieving proficiency in debate necessitates dedicated practice beyond competitive settings. The core of successful debating lies in skillfully crafting coherent arguments, presenting compelling evidence, and expressing these points with clarity and confidence. Members of the USA Debate team incorporate the following practice tips to enhance their debating skills.

Show up prepared.

Seek timely feedback whenever possible.

Diligently conduct your research and prepare your cases well in advance of

Beyond talking to your coaches, approach judges after rounds to identify

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the tournament. This could include conducting mock debates, writing out nuanced arguments, thinking of responses to opponents’ cases, or speaking with coaches for individualized advice on speaking style, strategy, and more.

Debates are often won not in the round itself but beforehand in the preparation process, so put in the time to formulate your best arguments, preempt your opponents’ cases, and even rehearse your speeches for a stellar performance on competition day!

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areas you can refine. Ask your teammates how you can better precede/ follow their speeches. Be receptive and remember that your debate community is here to help you improve. Reflect on others’ feedback before implementing it in your drills and future speeches.

3

Watch practice rounds online.

There are plenty of national and state level rounds that are recorded and posted on YouTube.

By closely examining these rounds, you’ll gain valuable insights into diverse debating techniques, styles, and argumentative methods.

Extract effective strategies from successful debaters and hone your skills in case construction,

rebuttal tactics, and presentation. Additionally, you can take your analysis a step further by mentally placing yourself in the round.

Imagine how you would respond to each argument presented, anticipating counterarguments and formulating your own persuasive points.

Stay up to date on the news and current events happening in the world.

4

Understanding complex topics that often come up in debate rounds is difficult and not something that happens over night. Listening to the news a few minutes per day and learning about history, politics, and culture can be extremely helpful to develop your knowledge base so you can break down topics as soon as they come up and have examples ready to go in round!

USA Debate members competed in the Winter Holiday Open in Zagreb, Croatia, in December. Pictured left to right: Sherry Zhang (’25), Jonathan Barnes (’24), Taite Kirkpatrick (’25), Alex Lee (’24), Claire Curran (’24), Alexa Murphy (’24), Sophia Li (’24), and Eshan Velidandla (’24).

USA Debate Team Travels to Croatia, Sets Sights on Singapore

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eam USA’s 2023-2024 season is in full swing as the team takes part in multiple international competitions.

In mid-November, USA Debate recently took part in the Pacific Schools Open Online Tournament, demonstrating competitive proficiency on a global platform.

The three teams—USA Red, USA Blue, and USA Gold—performed consistently across the event, facing opponents from diverse geographical locations.

USA Red concluded the preliminary rounds admirably, while USA Blue reached the quarterfinals and USA Gold progressed to the semifinals. Individual achievements were recognized as well, with several speakers securing noteworthy positions. Chelsea Hu (’24) earned the ninth speaker position. Claire Curran

(’24) placed eighth, Alex Lee (’24) placed seventh, and Sophia Li (’24) placed sixth.

In December, Team USA competed in the Winter Holiday Open tournament in Zagreb, Croatia.

USA Red reached octafinals and USA Blue advanced to quarterfinals, both teams dropping on a 2-1 split decision. Curran earned tenth place in individual speaker awards; Sherry Zhang (’25) secured ninth place.

During their stay in Zagreb, team members immersed themselves in the cultural richness of the region, exploring enchanting markets and sampling local treats. Scenic road tours offered a visual journey through Croatia’s natural beauty and historical landmarks. Moreover, the cultural exchange with international debate teams from Singapore, Canada, and China broadened Team USA’s

perspectives on debating styles and global issues, creating meaningful connections that enriched their overall experience.

At the end of January, the team participated in the annual International Debate Weekend (IDW). The IDW is jointly hosted

by Team Singapore and the AngloChinese Junior College and is an opportunity to participate in friendly debates with Singaporean and top international teams. Unlike typical debate tournaments where teams compete head-to-head with a winloss outcome, this event offers a more collaborative and congenial atmosphere, emphasizing friendly debates rather than a competitive framework.

Sophia Li (’24) is a member of the USA Debate team from Greenhill School in Texas.

Learn more about the USA Debate team online at www.speechanddebate.org/usa-debate.

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RECOGNITION

KEITH WEST MEMORIAL FUND

SCHOOL GRANTS

Keith West lived with compassion and care as cornerstone characteristics of his personality and dedicated his life to coaching and teaching youth in the ways of argumentation and debate. To honor his life and legacy, Keith’s family and friends have established the Keith West Memorial Fund. In 2023, the fund provided one $5,000 grant, two $2,500 grants, and five $1,000 grants to member schools that show strong potential but demonstrate a significant lack of financial resources.

2023 GRANT RECIPIENTS

$1,000 GRANT RECIPIENTS

$5,000 GRANT RECIPIENT

Matilda Torres High School, CA

Oliver Wendell Holmes High School, TX Coached by Robert Root

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Dublin Jerome High School, OH Coached by Robert Duncan

Coached by Mikendra McCoy

Rancho High School, NV

$2,500 GRANT RECIPIENTS

Coached by Laurents Bañuelos-Benitez

Desert Pines High School, NV

Thomas Edison High School, MN

Coached by Nicole Whaley

Coached by Zachary Stachowski

Fort Walton Beach High School, FL

Woodrow Wilson High School, CA

Coached by Katrina Brownsberger

Coached by Ricardo Payan

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It has been such a challenge, and your grant is going to provide for what I hope will be an exceptional program. It’s going to allow our students to never question whether they can afford to go to a tournament. It’s going to give us the opportunity to fully realize what speech and debate can be.” — Robert Root

It means a lot for our kids.

This is really impactful, and I already know it will go a long way.” — Nicole Whaley

This is going to open up so many doors for our kids.

I am unbelievably grateful for this opportunity.”

— Katrina Brownsberger

Thomas Edison High School, MN

LEARN MORE www.speechanddebate.org/keith-west-memorial-fund

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The International Public Policy Forum (IPPF) congratulates the Top 64 teams competing in the 2023-24 contest!

More than 300 teams entered the 2023-24 IPPF, submitting 3,000-word essays affirming or negating the topic, “Resolved: Governments should provide a universal basic income.” Judges evaluated each essay and selected the Top 64 teams, who began a singleelimination, written debate tournament.

In May, the final eight teams will travel on an allexpenses-paid trip to the IPPF Finals in New York City, where they will compete in a series of oral debates.

The IPPF World Champion takes home a $10,000 grand prize.

The Brewer Foundation and New York University congratulate this year’s competitors!

To learn more about the IPPF, visit www.ippfdebate.com today!

AfterSkool Learning Centre, Singapore * Akademeia High School, Poland * BASIS Scottsdale, Arizona * BC Forensic League, Canada * Bellarmine College Preparatory, California * Bellevue School District, Washington * Bergen County Academies, New Jersey * Bergen Debate Club, New Jersey * Blue Valley High School, Kansas * Break Debate, Connecticut * Brentwood College School, Canada * Chengdu Shude High School, China * Colegio Bilingüe New Horizons, Dominican Republic * Concordia International School Shanghai, China * Coppell High School, Texas * Cornerstone Collegiate Academy of Seoul, Republic of Korea * Dallas Urban Debate Alliance, Texas * Damien Memorial School, Hawaii * Davidson Academy of Nevada, Nevada * Dialogy, China * duPont Manual High School, Kentucky * East Ridge High School, Minnesota * EEC Debate, Canada * FAU High School, Florida * Grand Oaks High School, Texas * Hamilton High School, Arizona * Hankuk Academy of Foreign Studies, Republic of Korea * Hathaway Brown Upper School, Ohio * Hebron High School, Texas * Hobby School of Ulaanbaatar, Mongolia * Ivy Bridge Academy, Georgia * Jasper High School, Texas * Kealakehe High School, Hawaii * Ladue Horton Watkins High School, Missouri * Leaders Academy, Republic of Korea * Lynbrook High School, California * Millburn High School, New Jersey * Miramonte High School, California * Mountain View-Los Altos Speech and Debate, California * Notio Solutions, Texas * Nova 42 Academy, California * Novi High School, Michigan * Oak Park High School, California * Oswego East High School, Illinois * Pine-Richland High School, Pennsylvania * Plano West Senior High School, Texas * Potomac Oak, Maryland * Rock Canyon High School, Colorado * Rowland Hall, Utah * Saigon South International School, Vietnam * Solon High School, Ohio * St. Mark's School of Texas, Texas * Stamford High School, Connecticut * Thomas Jefferson High School for Science and Technology, Virginia * Wasatch Independent Debate, Utah * Webb City High School, Missouri * West Anchorage High School, Alaska * Westwood High School, Texas

ACADEMIC ALL AMERICAN AWARD COMMEMORATION Only the top two percent of National Speech & Debate Association member students receive the Academic All American Award. Order exclusive insignia to celebrate this remarkable achievement!

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IN MEMORIAM

Tim Sheaff was a fivediamond coach and member of the NSDA Hall of Fame.

BE THE GIANTS.

by Simon Phillip Thomas Sheaff

A

s the tributes to Tim Sheaff rolled in last summer on Facebook, in newspapers, and in this very magazine, he was called many things. An icon. A legend. The GOAT. A giant.

The truth is, he was a man—a human being, like anyone else in our community and world. So what does it take for a man to be considered a giant?

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photo: Mark Ferguson

This is a question I have pondered as I have had the bittersweet honor of taking over the Dowling Catholic speech and debate program from Tim Sheaff, who also happened to be my father.

What did my father do that made himself a “giant?”

Across the country, certainly what my father was most well known for was his voice booming out over hotel ballrooms as he announced the names of NSDA national champions. His talent as an announcer was matched only by his joy at getting the honor of saying the names of thousands of students who stood on the Nationals stage.

What others did not see was the hard work that he put into his announcing duties. If he got the script in time, he would practice, over and over again, names that he knew he might have trouble with. When he got on the bus at the end of the awards ceremony to drive back to Iowa, his voice would be hoarse and his feet would be tired. Being a giant on the stage took hard work.

In the midwest, Tim Sheaff achieved the status of “giant” by starting The Paradigm at Dowling Catholic.

The Paradigm is the largest speech and debate tournament in the state of Iowa and one of the largest in the region that offers all NSDA main events.

“Paradigm” is a strange name for a tournament.

The tournament is so named because, when The Paradigm was founded, it was an attempt to bridge the gap between two worlds in Iowa speech and debate. Two opposing camps thought much differently about speech and debate and generally despised each other. The two camps essentially traveled two different circuits in the state and refused to compete against one another. The Paradigm was created to reconcile these two opposing paradigms into one new paradigm—that everyone should debate everyone; that competition was about the search for truth, not bound by ideological blinders.

The Paradigm achieved its goal and has since become one of the premier tournaments in the region, known for its hospitality and high-quality competition. That level of hospitality and competition is not easy to maintain, as anyone who runs an annual

tournament can tell you. It took a lot of hard work.

My father’s constant refrain about the tournament was not to complain but to say (or post on Facebook), “I LOVE HOSTING THIS EVENT!!!”— and that love was evident in every decision he made about the tournament. It is that love which I still use as the guiding principle for directing the tournament.

In Iowa, there are few active coaches who would not have counted Tim Sheaff as a mentor. He deliberately sought out young coaches or young potential coaches to offer his own version of sage, sarcastic advice. You knew Tim Sheaff believed in your ability to coach when he would yell at you in a tab room or judges’ lounge about some success that your student had achieved.

“SEE?! SEE WHAT HAPPENS WHEN YOU LISTEN TO ME?!,” I heard him hurl at more than one young coach.

The Tim Sheaff coaching tree is keeping Iowa speech and debate alive and thriving—something of which he was immensely proud. He always wanted his teams to win, but he loved watching the coaches he had encouraged and guided succeed as well.

Tim Sheaff Class of 1986

At Dowling Catholic, Tim Sheaff was a giant because of his hard work toward success. When he was hired at Dowling in 1997, he was hired as a theater director, which was, after all, based in his education. However, before accepting the role, he insisted that Dowling allow him to restart the speech and debate team, which had withered since he graduated as a member of the Dowling team a decade earlier. His decision to restart the team paid off—with a half-dozen top 10 finishes at Nationals, including a national championship in Humorous Interpretation, Tournament of Champion qualifiers, and so many state and district champions that he stopped keeping track.

This success did not come easy. As the current coach of the team, I can attest that the administrative burden

alone could be a full-time job. Finding time to actually coach requires immense dedication—and I don’t even have to find the time to also direct two plays and a musical each year!

All of these things make my father a giant to others.

But to me and my siblings, he was a giant for so many other reasons that I cannot possibly list. His unwavering love of our mother, Christy, was a model for all of our relationships. His constant support (even if sometimes delivered sarcastically) gave us the ability to pursue our dreams. He was tough on us to be sure, but we never felt that he did not

have our best interests at heart. He lived the mantra from his favorite movie to never take sides against the family.

As I prepared for this season, the first season of Dowling Catholic speech and debate without my father’s involvement in more than 30 years, I kept thinking about him as a giant. I also continually came back to a quotation often attributed to Isaac Newton (although its origins may be from far before Newton’s time): “If I have seen

further, it is by standing on the shoulders of giants.”

Sheaff family portrait from 2008: (back row) Spencer, Simon, and Bridget; (middle row) Colette, Tim, and Elliot; (front row) Oliver and Christy.

ROSTRUM | FEBRUARY/MARCH 2024

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In homage to this quotation and mindful of my father’s legacy, I chose for our team’s theme for the year: Be The Giants.

This phrase was not a mantra of my father’s or in any way an important saying to him. But “Be The Giants,” I think, sums up some of my father’s philosophies about the speech and debate community, and the evidence of this can be seen all around me as I attempt to honor his legacy in the very classroom where he taught me the difference between a link and an internal link.

One thing my father would be furious with me for not including is the giants on whose shoulders he stood.

He would want this article to mention Father John Acrea, who founded the speech and debate team at Dowling Catholic. He would want me to mention Dowling’s previous coaches, Fred Sternhagen and (especially) Dave Huston.

He would want it to be clear that everything he achieved was in some way attributable to my mother, who allowed him the late nights and long weekends away. He would want you to know that his idea of art came from Hopper and Wood and The Cars and Magrite and Elaine Stritch and Jimmy Stewart and

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Sondheim and Mies van der Rohe and Sam Cooke and The Go Gos. He would want me to mention that all of these pursuits were guided by his Catholic faith and that he often drew on the strength of St. John Chrysostom, St. Thomas Aquinas, and St. Genesius.

But standing on the shoulders of giants does not automatically make one a giant. This is why the phrase Be The Giants is an imperative statement—­that is, it instructs or orders the hearer to action. Here we find the first reason that such a phrase well suits my father. The man did love to order people to do stuff.

But, more importantly, because it is an imperative phrase, it implies that being a giant is a choice. It is something that you can do or not do, a decision that you can consciously make.

If it is true, as Shakespere wrote that “some are born great, some achieve greatness, and some have greatness thrust upon them,” Be The Giants urges us to accept the second choice for ourselves—to work to achieve greatness.

For a man with such a loud voice, my father’s life was quietly dedicated to such pursuits. Ask the thousands of students he taught, the hundreds he coached in speech and

View a tribute video honoring Tim’s legacy with the NSDA youtu.be/Uv4GpfOgy2g

debate or directed in the theater, and they will tell you he had high standards and expected them to work hard.

But being a giant is so much more than “achieving greatness.”

The common theme among the ways that made my father a giant is hard work and love. Love for this community. Love for the pursuit of truth.

Love for the students of Iowa and across the country. Love for his family.

If I have seen further, it is by standing on the shoulders of a giant.

I may never coach a national champion. I may never become a Hall of Famer. But I will stand on the shoulders of a great giant and approach my family, my community, my job, and my pursuit of excellence with love.

So, for those of you who knew and loved Tim Sheaff, I’ll give you a great way to honor him: Be The Giants.

Simon Phillip Thomas Sheaff competed in Policy Debate for nine years for Dowling Catholic High School and Baylor University. He is currently a Ph.D. Student at the University of Maryland and the Director of Speech and Debate at Dowling Catholic High School.

CELEBRATING TIM’S LEGACY

Tim Sheaff

Five layers of coaches—and counting!

While Tim mentored so many more coaches, this coaching tree is a reflection of the coaches who are alums of Tim’s program or got their start assistant coaching with him.

Alex Baranosky

Melanie Johnson

Kylie Caligiuri

Travis Henderson

Pete Clancy

Geo Hunter

Lydia Cowins

Megan Johnson-Gott

Mollie Clark Ahsan

Colette Sheaff

Steve Schappaugh

Sophia Gustafson

Kalen McCain

Maya Chu

Megan Koester

Ernie Rose

Rachel Wallace

Lauren Burdt Grant Brown

Ashley Seo

Missing from our list?

Add yourself!

Sean Duff

Jeremy Fitzpatrick

Lauren McCool

Muhammad Khattak

Tyler Stough

Elliot Sheaff

I have long considered Tim an incredible mentor and dear friend. To witness his legacy living on through his former students and coaches is truly inspiring.”

Simon Sheaff

– J. Scott Wunn

Spencer Sheaff

If you have an extensive coaching tree, or know of someone who does, we’d love to hear about it! Email annie.reisener@speechanddebate.org.

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COMMUNITY

Dear Colleagues,

I grew up in poverty, and speech and debate was my ticket out. No one in my family had ever graduated high school, let alone attended college.

With the guidance of my amazing coach, Jana Riggins, I excelled and eventually went to college on a full scholarship with an invitation to be a part of their forensic team. I graduated and became a speech and debate coach myself to pay it forward to others.

After 11 years of coaching, I went into school administration, and the skills I learned as a debater, extemper, and interper served me well every day. I was constantly researching, collecting evidence, solving problems (inherency is WAY more important than you think), and empathizing with people during their best and worst moments.

Last summer, I left my job as Academic Dean of Instruction at Manor Senior High to go back to my first love of coaching speech and debate. The joy of working directly with students and watching them achieve their full potential is worth every penny I’ve lost in my paycheck. No other activity

has taught me as much or contributed as much to who I am as a person and as a leader.

Sincerely,

Barb Ixba

Barb Ixba, M.Ed. Speech and Debate Coach, Westlake High School, Texas

FIND MORE RESOURCES ONLINE! 64

ROSTRUM | FEBRUARY/MARCH 2024

www.speechanddebate.org/advocacy

Access the schedule and learn more: free scrimmages 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!

2024 Springboard Series Scrimmage Dates: F E B R U A RY

Tuesday, February 20 ASYNC

Thursday, February 22 LI VE

Thank you for a great Capstone event on January 20!

A total of 272 students participated from 58 schools.

MARCH

Tuesday, March 5 LIVE

Thursday, March 7 LI VE

Tuesday, March 19 A SYNC

Thursday, March 21 A SYNC

www.speechanddebate.org/springboard-series

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SPEECH TAUGHT ME THAT MY VOICE IS IMPORTANT. I’VE LEARNED SO MUCH ABOUT MYSELF AND WHAT I AM PASSIONATE ABOUT.

TREYA BROWN Hattiesburg High School, MS - Class of 2013 2012 Duo finalist, Service Center Consultant, General Dynamics Information Technology

W E A R E S P E E C H & D E B AT E