Meet the Candidates

President and Vice President

 

Simon Allen

Class of '23

Social work

Caroline Geer

Class of '24

Sociology/Antrhopology

Alyssa Vue

Class of '24

Sociology/Anthropology

Harry Olander

Class of '24

Biology

Grace Barton

Class of '25

Economics & Political Science

Mohamed Radalla

Class of '25

undeclared

Abigail Velazquez

Class of '25

undeclared

Ella Boers

Class of '25

Piano Performance

Luanga Léandre Junior Kasanga

Class of '25

Undeclared

Lauren Snyder

Class of '23

Environmental Studies and Political Science

Elijah Sonntag

Class of '25

Undeclared/Chemistry

Rebecca Ko

Class of '25

Education

Andy Nelson and Michael Paredes

Economics and Chinese '23,

Quantitative Economics and Political Science '22

IMG_8102%20-%20Andy%20Nelson_edited.jpg
Paredes%20VP%20-%20Andy%20Nelson_edited.

My Platform


As MEC Coordinator, I look forward to prioritizing underrepresented voices in the music industry while also paying attention to students' concerns and musical preferences. I hope to maximize the accessibility of events as well as the diversity of genres of music in order to ensure that all students are able to attend events and be a part of St. Olaf's music community. I will also be working with other students in SGA in order to fix ongoing issues regarding marketing events so that students can more easily stay up to date on when events are happening and how to find more information on them. Most importantly, I would like to hear from students as much as possible so as to better understand how I can use our budget to best serve them.




Meet Lily


My name is Lily and I will be a Senior next year! I am a Political Science and French major, and I also participated in the Great/Western Conversation and Asian Conversation programs at St. Olaf. I am from Duluth, Minnesota and I love hiking and playing frisbee with friends, especially in Northern MN. I really love listening to music and going to concerts, and I have been on MEC since I was a first year. Some of my favorite concerts I've attended have been Maggie Rogers, Vince Staples w/JPEGMAFIA, Toro Y Moi, and Julia Jacklin. I also really enjoy being creative in any way that I can, but especially with watercolor or gouache.





ADC Coordinator

DSC_0803%20-%20Sandra%20Chimutsipa_edite

Sandra Chimutsipa

Psychology '23

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





 

BORSC Coordinator

 
Fenton%20Krupp%20Headshot%20-%20Fenton%2

Fenton Krupp

Computer Science '24

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





DISC Coordinator

 

Linden Hoskins

History '22

IMG_20210401_193605_317%20-%20Linden%20H

My Platform


I would like to run for Volunteer Network Coordinator because I want to keep the organization growing to bring more awareness about volunteering opportunities on campus. I joined VN at the end of my freshman year as social media officer and continued the role into my sophomore and junior year. I have been working close with the current coordinator this year to make events that are COVID friendly and fun. I have experience working through the logistics of events, ordering supplies, promoting events, setting up and running events, creating meetings, and working collaboratively with and leading my team.

I have over 150 volunteer hours and I am Vice President of Service for the 130 member organization Alpha Phi Omega. With this org, I create 4-6 volunteering events each week for our members and reach out to connect with other organizations on campus. This leadership position contributes to my knowledge of volunteering opportunities on campus and in the community.

With this experience and my vast involvement and experience in Volunteer Network, I wish to continue to grow the name of Volunteer Network on campus to get students involved in volunteer work. I want to create a welcoming environment where students can go to discover what volunteering opportunities are offered. My plan for VN is not only to be a funding organization, but to grow the organization so we can pull more people into the volunteering community and let them lean on us to set them up for volunteer success.




Meet Camille


I am currently a junior and live in Thorson. I am involved in APO where I am vice president of service, Volunteer Network where I am social media officer, and I work downtown at Forget Me Not florist! I love boba tea, sushi, true crime, and my dogs (mostly my dogs).





Mbuyisile Tlhwaele

Economics '23

Headshot1%20-%20Mbuyisile%20Tlhwaele_edi

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





MEC Coordinator

 
IMG_5314%2520-%2520Lily%2520Braafladt_ed

Lily Braafladt

Political Science and French '22

My Platform


As MEC Coordinator, I look forward to prioritizing underrepresented voices in the music industry while also paying attention to students' concerns and musical preferences. I hope to maximize the accessibility of events as well as the diversity of genres of music in order to ensure that all students are able to attend events and be a part of St. Olaf's music community. I will also be working with other students in SGA in order to fix ongoing issues regarding marketing events so that students can more easily stay up to date on when events are happening and how to find more information on them. Most importantly, I would like to hear from students as much as possible so as to better understand how I can use our budget to best serve them.




Meet Lily


My name is Lily and I will be a Senior next year! I am a Political Science and French major, and I also participated in the Great/Western Conversation and Asian Conversation programs at St. Olaf. I am from Duluth, Minnesota and I love hiking and playing frisbee with friends, especially in Northern MN. I really love listening to music and going to concerts, and I have been on MEC since I was a first year. Some of my favorite concerts I've attended have been Maggie Rogers, Vince Staples w/JPEGMAFIA, Toro Y Moi, and Julia Jacklin. I also really enjoy being creative in any way that I can, but especially with watercolor or gouache.





Mohamed Yassin

Computer Science '23

IMG_1745%20-%20Mohamed%20Yassin_edited.j

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





Matt Mackenzie

Psychology and SOAN '22

IMG_3905%20-%20Matt%20Mackenzie_edited.j

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





PAC Coordinator

 

SAC Coordinator

 
SAC%20headshot%20-%20Zoe%20Golden_edited

Zoe Golden

History and Psychology '22

My Platform


Expanding awareness to empower student action

Hi Oles! I’m excited to be running for PAC Coordinator, and appreciate your support for my candidacy! In many ways, I credit the St. Olaf community and the relationships I’ve formed here with invigorating my passion for political activism, and I would love to spark that same desire to create change in the classes of students coming after me. I admire the work PAC has done in the past with projects like Palestinian Liberation Week and in bringing extremely knowledgeable speakers to campus, and hope to carry out similar projects next year. I also hope to build on what the committee has already done, and take on new projects that I hope will help students to translate their political awareness into concrete action.

Throughout the past year, many issues facing our society like institutionalized racism and white supremacy, ecological destruction, economic inequality, and the inaccessibility of resources like healthcare, have become harder and harder to ignore. Yet many students, especially during the pandemic, have felt increasingly disempowered to take action. I would like for PAC to expand on its current mission to become a site where students can be empowered to take concrete material actions on campus and in their communities toward creating the world they want to see. One community organizer whom I deeply respect and admire likes to say that the first step in becoming a political actor is simply “doing what you can, where you can, when you can”. I believe political awareness shouldn’t just include the “who” and “why” questions, but also address these other three questions. In other words, it should encourage critical thought about the ways our spaces are shaped by oppressive systems and allow space for marginalized groups to share their stories without fear of suppression, but also equip people with the tools to translate their awareness into action that extends beyond the realms of ideas and stories. Along these lines, one of the first projects I would like to undertake with PAC is to expand the Resources section on their website to include easily accessible texts for political education that reach past the boundaries of mainstream American political discourse, and to grow their section of “guidebooks” to include more helpful resources for individuals and groups looking to launch their own forms of political activism.

I also recognize that any political project centered around a desire for justice and liberation needs to be intensely collaborative at all stages. I would like to build more coalitions between PAC and student organizations that are involved in political advocacy, as well as these groups in our surrounding communities, and work to improve communication between SGA and student orgs in general. I would like to invite them to work with PAC on joint efforts of any kind that will help students become more engaged with their group, or to simply share something they have to offer, whether that be a creative work or a new perspective. I would also like to engage the student body more broadly, especially those who might feel disincentivized from speaking up, in a consensus building process about the voices we want to center in our political dialogue, and about the best ways forward to use our power as a collective body of students to make St. Olaf a more inclusive, welcoming, and socially conscious environment. In this way, I would like to strike a balance between raising awareness of issues that are not afforded space in our white-centric, America-centric view of politics, while also making it easier for students to learn more about how to fight for change on issues that directly affect our community.




Meet Matt


Hi! I'm Matt, and I'm excited to be running for PAC Coordinator for 2021-22! I'm a junior student from Upstate New York majoring in Psychology and SOAN and concentrating in Neuroscience. When I'm not completely buried in classwork, I enjoy playing my cello and playing with the Early Music Ensemble on campus, spending as much time as I can outside, visiting cool diners and secondhand shops with my friends, watching my favorite sports teams (the New York Mets and Vancouver Canucks), and annoying people with my love for country music. After college, I plan to attend some kind of graduate school before working in community mental healthcare. I'm also highly passionate about creating change in my local communities and making them more equitable, sustainable, and accessible, in any way I can. I'm part of the CJC here on campus, helped start the Northfield Mutual Aid fund with a few of my friends, and I'm involved with a project in my hometown called the Unbroken Promises Initiative, a project that helps to create black economic empowerment through sustainable farming initiatives.





SOC Coordinator

IMG_4497%20-%20Jessica%20Hollister_edite

Jessica Hollister

Nursing and Women's and Gender Studies '22

Chapter 1: Role of the Teacher..........11


SUMMARY
Reading and tasks on various contexts in which teaching occurs; expectations for teachers on their first day of class; identifying ideas for balancing work ideas and leisure, recognizing traits of an effective teacher; ways to build community in your classroom, examples of how to be a good role model; strategies for maintaining professional relationships during your teaching career; terminology and abbreviations used in the TEFL profession; and effective and ineffective teaching practices. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Describe the general history and current global importance of the English language.
  • Define teaching as a profession.
  • Recognize traits of an effective teacher and ways to establish a teaching presence.
  • Explain what to expect on the first day of teaching.
  • Propose ways to build community in your classroom.
  • List some student and classroom issues that may arise and how to approach them.
  • Identify ideas for balancing work responsibilities and leisure.
  • Identify strategies for maintaining professional relationships during your teaching career.
  • Contrast effective teaching practices with ineffective ones.
  • Define common terminology and abbreviations used in the TEFL profession.
  • Provide a general overview of levels of language proficiency.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Handling the First Day - International TEFL Academy




Chapter 2: Student-Centered Classroom..........30


SUMMARY
Reading and tasks on the student-centered approach and teacher’s roles; autonomous learning, the roles of collaboration and cooperative learning; experiential learning with examples of useful EFL activities; individual differences; and a sample needs analysis. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Define a student-centered approach and teacher’s roles.
  • Define autonomous learning.
  • Explain the role of collaboration and cooperative learning.
  • Describe best practices of group and individual work.
  • Explain the basic steps to creating scaffolded classroom activities.
  • Define experiential learning and give examples of some useful EFL activities.
  • Describe different modes of learning and how they can enhance student engagement.
  • Define the basic concept and purpose of a needs analysis.
  • Identify the most common ways to physically arrange a classroom and their implications.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Experiential Learning Activities - International TEFL Academy




Chapter 3: Cultural Sensitivity..........49


SUMMARY
Reading and tasks on culture sensitivity, surface and deep culture; the five barriers to cross-cultural communication; four main cultural dimensions and their implications for the EFL classroom; and culture shock and its stages. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Define culture and cultural sensitivity.
  • Differentiate between surface culture and deep culture.
  • Identify five barriers to cross-cultural communication.
  • Discuss four main cultural dimensions and their implications for the EFL classroom.
  • Define culture shock and describe its stages.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: 5 Dimensions of Culture - International TEFL Academy




Chapter 4: Methods and Approaches..........69


SUMMARY
Reading and tasks on the differences between approach, method, and technique; contemporary and traditional teaching methods; communicative language teaching (CLT); characteristics of the community language learning approach; general procedures used in a silent way classroom; the pillars of Suggestopedia; using Total Physical Response and Total Physical Response Storytelling in a classroom; principles of content-based instruction; and ways to implement cooperative learning, task-based learning, project-based learning, and differentiation. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Differentiate between approach, method, and technique.
  • Compare and contrast well-known traditional teaching methods.
  • Explain how contemporary teaching methods differ from traditional ones.
  • Define language accuracy and fluency and their connection to various approaches and methods.
  • Identify characteristics of the Natural and Communicative Approaches.
  • Describe the general concepts and procedures of a variety of common language teaching approaches and methods.
  • Identify methods that are most appropriate for young learners.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Demo: Task-Based Learning - International TEFL Academy




Chapter 5: Lesson Planning..........92


SUMMARY
Reading and tasks on the importance of lesson planning and how it relates to instruction; characteristics of an effective lesson plan; producing an effective lesson plan; the foundation behind effective assessment methods; assessment formats and assessment question types; and incorporating the most appropriate type of assessment for all four language skills. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Provide a more detailed overview of levels of language proficiency.
  • Understand the overall importance of lesson planning and how it relates to instruction.
  • Identify the characteristics of an effective lesson plan.
  • Formulate lesson objectives describing what learners are able to achieve at the end of a session.
  • Incorporate language input, language practice, and student output into various lesson stages.
  • Produce a comprehensive lesson plan.
  • Discuss some differences in lesson planning for adult vs. younger learners.
  • Identify some basic activities appropriate for young learners.
  • Explain the differences between and some uses of assessment and testing.
  • Summarize suggestions for delivery of daily lessons.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: An Example PPP Lesson Plan - Part 3: The Practice




Chapter 6: Lexis and Grammar..........120


SUMMARY
Reading and tasks on defining word root, prefix and suffix; common phrasal verbs and collocations; phonological, morphological, syntactic, semantic, and pragmatic understanding; selecting vocabulary words to teach in the ESL/EFL classroom; effective methods of vocabulary instruction; challenges and approaches to teaching idiomatic expressions; effective methods of grammar instruction with example grammar activities. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Define morpheme, word root, prefix, and suffix, and generate examples of each.
  • Recognize common phrasal verbs and collocations.
  • Identify challenges and approaches to teaching idiomatic expressions.
  • Compare and contrast the following aspects of what it means to know a word: phonological, morphological, syntactic, semantic, and pragmatic understanding.
  • Describe considerations for selecting vocabulary words to teach in the ESL/EFL classroom.
  • Describe and justify effective methods of vocabulary instruction, including meaningful input, controlled exercises, and communicative output.
  • Recognize some controversies about the teaching of grammar in second language lessons.
  • Compare and contrast the following aspects of grammar: meaning, form, and use.
  • Describe and justify effective methods of grammar instruction, including meaningful input, controlled exercises, and communicative output.
  • Identify recommended methods for assessing vocabulary and grammar.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: TEFL Grammar: Form vs Meaning vs Use




Chapter 7: Listening and Reading..........150


SUMMARY
Reading and tasks on how the brain processes listening output; types of listening input; types of listening materials and how to choose them for the classroom; how to tailor listening activities to student level and mental method of processing; ways to set up activities within a listening lesson and sequence of lessons; hot the MINUS Approach can be used to structure effective listening; specific techniques for teaching listening skills; how the schema theory impacts ESL/EFL reading activities; common reading strategies that can be taught to ESL/EFL learners; selecting reading materials; intensive and extensive reading skills; types of pre-reading, while reading, and post-reading activities, and ways to assess reading both formally and informally. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Summarize how the brain processes listening and reading input.
  • Identify common student difficulties with listening and reading processing.
  • Contrast intensive and extensive listening and reading skills.
  • Identify types of listening and reading materials and how to choose them for the classroom.
  • Describe how to tailor listening and reading activities to student age and level.
  • Summarize ways to set up listening and reading activities within a lesson.
  • Describe types of tasks that can be done within the sequence of listening and reading activities (i.e., pre-, during-, and post- activity).
  • Identify specific techniques for teaching listening and reading skills.
  • Describe how schema theory impacts ESL/EFL listening and reading activities.
  • Identify common listening and reading strategies that can be taught to ESL/EFL learners.
  • Differentiate listening and reading skills by proficiency level.
  • Summarize appropriate types of assessments for listening and reading skills.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Assessing Listening & Reading - International TEFL Academy




Chapter 8: Speaking and Writing..........183


SUMMARY
Reading and tasks on the foundation needed for ESL/EFL students to improve their oral and written language production; commonly used classroom speaking activities; the sounds and most common pronunciation rules for English pronunciation and when to incorporate effective pronunciation techniques into ESL/EFL lessons; structuring ESL/EFL writing activities and lessons; and recommended outside resources to improve and expand teacher knowledge, methods, and materials of ESL/EFL speaking and writing. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Describe a few basic factors that affect acquisition of second language oral and written production skills.
  • Describe the foundation needed for ESL/EFL students to improve their oral and written language production.
  • Identify commonly used classroom speaking and writing activities.
  • Identify various ways to integrate pronunciation practice into a language lesson.
  • Discuss a general framework for structuring ESL/EFL speaking and writing activities independently and within lessons.
  • Summarize appropriate types of assessments of speaking and writing skills.
  • Describe some methods of providing feedback on oral and written tasks.
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Feedback in ESL Writing - International TEFL Academy




Chapter 9: Visual Aids and Technology..........212


SUMMARY
Reading and tasks on the several benefits of using low-tech visual aids with English language learners; low-tech visual aids and how they can be applied to ESL/EFL classroom; ways to use the Internet effectively with ESL/EFL students; precautions to consider when assigning Internet-related activities; how blogs and wikis might be used to enhance students' communication skills; recommendations for effectively integrating video into the ESL/EFL classroom; ways to use songs as a teaching and learning tool; appropriate visual aids for each language skill (reading, writing, listening and speaking); and general criteria to follow when choosing a visual aid. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Define visual aids and how they can enhance learning.
  • Identify the general criteria to follow when choosing a visual aid.
  • Describe several benefits of using low-tech visual aids with English language learners.
  • Identify a wide variety of low-tech visual aids and explain how they can be applied to the ESL/EFL classroom.
  • Compare and contrast main types of online learning: blended learning, synchronous classes, and asynchronous classes.
  • Analyze some strengths and drawbacks of online teaching compared to classroom-based programs.
  • Identify ways to use the internet effectively with ESL/EFL students.
  • Explain precautions to consider when assigning internet-related activities.
  • Discuss how blogs and wikis might be used to enhance students’ communication skills.
  • Summarize recommendations for effectively integrating video into the ESL/EFL classroom.
  • Cite an example of an appropriate visual aid for each language skill (reading, writing, listening, and speaking).
VIDEO SAMPLE & EXTRA RESOURCES Watch Now: Graphic Organizers - International TEFL Academy




Chapter 10: Course Design..........230


SUMMARY
Depending on where and how you find yourself teaching, you may be called upon to make big or small decisions about the course of study for your students. This chapter strives to break apart the planning process to help you either prepare a course of study or better evaluate one that is given to you; provide a foundation for the creation of a course of language study; look at different ways that you can use this data to create units of study and a syllabus for a course. OBJECTIVES
After reading this chapter, the reader will be able to...

  • Describe the basic concepts and best practices of design for a course of second language instruction.
  • Create and deliver needs analyses and diagnostic assessments.
  • Use data collected via analyses to create units of language study.
  • Evaluate and select textbooks appropriate to target student population.
  • Produce a general course syllabus to establish course dates and grades.
  • Create a class contract to establish classroom standards of behavior.





 

VN Coordinator

 

Camille Stich

Psychology with concentrations in Neuroscience and Linguistics '22

17%20-%20Camille%20Stich_edited.jpg

My Platform


I would like to run for Volunteer Network Coordinator because I want to keep the organization growing to bring more awareness about volunteering opportunities on campus. I joined VN at the end of my freshman year as social media officer and continued the role into my sophomore and junior year. I have been working close with the current coordinator this year to make events that are COVID friendly and fun. I have experience working through the logistics of events, ordering supplies, promoting events, setting up and running events, creating meetings, and working collaboratively with and leading my team.

I have over 150 volunteer hours and I am Vice President of Service for the 130 member organization Alpha Phi Omega. With this org, I create 4-6 volunteering events each week for our members and reach out to connect with other organizations on campus. This leadership position contributes to my knowledge of volunteering opportunities on campus and in the community.

With this experience and my vast involvement and experience in Volunteer Network, I wish to continue to grow the name of Volunteer Network on campus to get students involved in volunteer work. I want to create a welcoming environment where students can go to discover what volunteering opportunities are offered. My plan for VN is not only to be a funding organization, but to grow the organization so we can pull more people into the volunteering community and let them lean on us to set them up for volunteer success.




Meet Camille


I am currently a junior and live in Thorson. I am involved in APO where I am vice president of service, Volunteer Network where I am social media officer, and I work downtown at Forget Me Not florist! I love boba tea, sushi, true crime, and my dogs (mostly my dogs).





Missy Daniels

Mathematics and Quantitative Economics '22

missy_daniels_headshot%20-%20Missy%20Dan

My Platform


I would like to run for Volunteer Network Coordinator because I want to keep the organization growing to bring more awareness about volunteering opportunities on campus. I joined VN at the end of my freshman year as social media officer and continued the role into my sophomore and junior year. I have been working close with the current coordinator this year to make events that are COVID friendly and fun. I have experience working through the logistics of events, ordering supplies, promoting events, setting up and running events, creating meetings, and working collaboratively with and leading my team.

I have over 150 volunteer hours and I am Vice President of Service for the 130 member organization Alpha Phi Omega. With this org, I create 4-6 volunteering events each week for our members and reach out to connect with other organizations on campus. This leadership position contributes to my knowledge of volunteering opportunities on campus and in the community.

With this experience and my vast involvement and experience in Volunteer Network, I wish to continue to grow the name of Volunteer Network on campus to get students involved in volunteer work. I want to create a welcoming environment where students can go to discover what volunteering opportunities are offered. My plan for VN is not only to be a funding organization, but to grow the organization so we can pull more people into the volunteering community and let them lean on us to set them up for volunteer success.




Meet Camille


I am currently a junior and live in Thorson. I am involved in APO where I am vice president of service, Volunteer Network where I am social media officer, and I work downtown at Forget Me Not florist! I love boba tea, sushi, true crime, and my dogs (mostly my dogs).