Olivia Erndl, Class of ’25

Olivia’s dedication for teaching masterfully reflects in her studies in both the English Honor’s Program and Teachers Education Program. Her research explores how different reading modes can reshape how students engage with literature, advocating for a more proactive environment for students to thrive with reading. Her observation experiences in diverse classroom settings fuels her dedication to create meaningful learning experiences for her future students. 

What made you pursue English as a major? What’s the most fulfilling part of your major?

I’ve always wanted to be a teacher. I had many amazing English teachers in high school, and seeing what they did everyday inspired me to do that as well. I’d say the most fulfilling part of being an English major has been reading so many books from various genres and perspectives that I would’ve never picked up otherwise. I’ve never taken an English class that I didn’t like, which definitely helped increase my reading range. 

Are you currently working on your original thesis? If so, What led you to this topic? Who’s mentoring you?

My topic examines different modes of reading and discusses their effectiveness in a secondary education setting. I talk about how biological and psychological information about an author impacts the way the readers engage with their books/poetry. I argue for more distanced and balanced reading modes to be implemented to foster more critical thinking about literature in secondary settings. I use Virginia Woolf and Sylvia Plath’s texts for my frameworks and my advisor is Professor Buechner. 

What was the most interesting thing you’ve learned from doing your research?

The most interesting thing I’ve learned about is a concept called “redecide.” It’s used a lot in secondary education settings and it was coined by Kelly Gallagher, and he talks about the destruction of the enjoyment of reading for students due to standardized school systems.  The way students take in information nowadays is just to appease the system that grades them rather than for pleasure. It ties into my argument and explains why students are reading the way they are vs. the way we should be advocating for students to read.  

Have you begun your student observation or student teaching yet? If so, tell me about that experience 

Last semester, I observed at Brentwood, and I was with a sixth grade class and a ninth grade class. Both of them were ENL classes, so English was not the first language for many students. I was also in an inclusion class with students who had disabilities. This semester, I am observing at Lindenhurst High School in a bunch of different classes. I am in two AP classes, a public speaking class, and another inclusion class. Despite only being an observer in these classrooms, my interactions with students and my cooperating teachers has continued to be so rewarding. Having even the smallest impact on a student’s day or their education is the best part of the job.

Are you involved in any extracirruculars or other involvements on campus?

I am a part of the Student Advisory Board for the Department of English, I am the Secretary for Alpha Nu Zeta, and I am also a copy chief for the Statesman. For the Statesman, I do all of the editing for every newspiece that comes through and I have assistants and interns who help me out. That’s been amazing, I love working at the newspaper.