Welcome to
Emily Giansante's Professional Student Affairs Graduate Portfolio

Committed to the development and furthering of higher education for all!

About
Emily Giansante

Emily Giansante is native to Buffalo, New York where she is currently enrolled in the Higher Education and Student Affairs Administration program at Buffalo State University. She plans to graduate in May of 2027 from the program and work to create her own Prison Education program to help those working toward their release.

She received her Bachelors of Science in Psychology from Slippery Rock University of Pennsylvania in May of 2025. As well as completing a minor in Political Science. During her time at The Rock she held multiple different roles in a array of student service offices including Orientation, Admissions, and Career Services.

MY MISSION

I believe education to be the foundation for a persons future. My mother is one of the most educated people I know and has also happened to be a graduate of the HESAA program from Buffalo State University.

In the times we are currently facing in Higher Education in America, it is important to protect education, free speech, and the sharing of knowledge.

I hope to create inclusive, equitable, and student centered environments in my future work to allow all types of learners a chance to grow academically, personally, and professionally. I have committed myself to supporting all student populations by continuing to advocate in my campus jobs and graduate assistantships I have held. I plan to collaborate, continue to apply research based strategies and stay up to date on emerging trends and research in higher education. Education and time in college is a transformative experience not only for a student when it comes to their education and learning, but also a chance for holistic development.

RESUME

Education:

Buffalo State University, Buffalo, NY August 2025-Present

Master’s in Student Affairs and Higher Education GPA: -

Slippery Rock University, Slippery Rock, PA Graduated: May 2025

Bachelor of Science; Major: Psychology; Minor: Political Science GPA: 3.0/4.0

Related/ Work Experience:

Graduate Assistant- Residence Life Office January 2026-April 2026

The New York State University at Buffalo State

Created and designed marketing and advertisement for fall 2026 housing campaign
Started office initiatives to boost moral including ‘employee spotlight’ social media posts

Graduate Assistant- Office of Student Experience August 2025-December 2025

D’Youville College

Created and enacted programming for Orientation and campus tours
Supervise students with completing office tasks and tours
Gained firsthand knowledge and experience working in a student experience office with events and engaging with students

Career Progress Coach January 2025-May 2025

Career Education & Development, Slippery Rock University, Slippery Rock, PA

Work firsthand with students on projects, assignments, and coaching for career preparation
Create comprehensible content for resumes, cover letters, etc.

Career Mentor Intern August 2024 – December 2024

Career Education & Development, Slippery Rock University, Slippery Rock, PA

Engage college students in their first year, promoting confidence and major exploration
Attend to a regular caseload of over 30 students, using validated assessment instruments
Work alongside the assistant vice president, and directors, developing team skills
Assured confidentiality and adherence to FERPA, worked with sensitive documents and systems

Pride Guide (Tour Guide) January 2023 – May 2025

Office of Undergraduate Admissions, Slippery Rock University, Slippery Rock, PA

Address a diverse array of visitors and guests maintaining a strong knowledge of the university
Earned the trust of managers, going on to serve as an example to others, and official trainer
Show a strong work ethic, working weekends and in all temperatures and weather conditions
Build strong, persuasive public speaking skills through close-up relationship building

Teacher’s Assistant July 2022 - Present

LE3 Daycare Center, Amherst, NY

Have worked with children of ages 3 months to 11 years old
Gained experience working with children with mental and physical disabilities
Create activities for different age levels to encourage psychological development and stimulation

Orientation Ambassador January 2022 – June 2024

Office of Orientation, Slippery Rock University, Slippery Rock, PA

Engaged in public speaking with families and incoming students at their first-year orientation
Was promoted after first year to senior staff and helped train others
Fostered strong relationships with coworkers and families

Cashier and Customer Experience February 2021 – May 2022

Michaels Craft Store, Williamsville, NY

Served customers in capacities including cashing, cleaning, floor work, and mobile orders

Community Service/ Responsibilities:

Clarence Youth Court- Clarence High School 2018-2020

Served as a student judge to help with cases for defiant students and gave sanctions for them to complete after review of their case
Held many different roles in the court from head judge to bailiff

FANA Families of Buffalo Current

My older sister is adopted from Bogota in the Colombia, and my family is very active with the charity for her orphanage within their branch in the Buffalo area
Helped with different fundraisers and benefits

Involvement:

SRU Club Softball September 2021-April 2025

Competed against other universities club softball teams on a competitive level
Assisted with practices and team bonding planning

Certifications:

Mental Health First Aid Expires 2028

HESAA Competencies Content and Writing Samples

Technology:

The technology competency within the NASPA/ACPA professional competency areas for Student Affairs students and educators focuses on being able to learn the ability to intentionally, ethically, and effectively use digital tools to support all students learning and development (NASPA/ACPA, 2015). This competency is more than just knowing how to use technology, but also being able to understand why and when to use it in ways that enhance the student experiences and improve practices within an institution. Professionals must choose the right technological tools for specific purposes to ensure that the technology can support and not complicate their work. Another important aspect of this competency is ethical and responsible use. This includes making sure to protect student data and not discuss it outside the office, maintain confidentiality, and being aware of issues such as digital accessibility and equity. Not all students are able to have equal access to technology or personal laptops so we must take into account how the use of digital tools may either support or create barriers for different populations within a student body. The technology competency highlights the importance of adaptability and continuous learning since technology is ever evolving and we must be willing to learn and comprehend new systems and stay up to date with emerging trends so we can be as effective as possible.

The podcast episode from Student Affairs NOW on technology trends was interesting to see how technology has shifted especially since the COVID-19 outbreak. The panel of professionals discussed how technology is not new to student affairs and its intentional uses can impact the student experience (Student Affairs Now, 2020). A major theme regarding technology use that has become apparent in higher education is digital transformation and how things have moved beyond online services. All institutions are at different stages and constantly have to rethink how they are delivering education and support to their student body. The pandemic definitely accelerated this shift by forcing institutions to adapt quickly while exposing inequalities such as the digital divide and technology access issues, especially for first generation and other marginalized students. Their conversation also covered how equity and social justice are central to technology use, further showing how all the NASPA/ACPA competencies are interconnected. Technology can either support or hinder a students academic success depending on what their institution is using and how a system is designed. Many students also felt that they were experiencing a fatigue using Zoom during and post COVID, causing a loss of informal and organic interactions with faculty, staff, and classmates in order to create real relationships.

I would assess my current level for the technology competency as moderate, mainly because I usually am able to pick up quickly on a new website, database, or whatever new technology I am being introduced to. I feel I have been able to demonstrate a solid working understanding of commonly used digital tools and apply them to my daily graduate assistantship responsibilities. I feel comfortable using email systems, spread sheets, presentation software, and basic design tools like CANVA and photoshop. I have been using all of these types of technology platforms throughout this semester, especially since I have been creating marketing for the fall housing initiative. I have been able to navigate the majority of these systems independently. The one I have struggled with the most is one called THD, The Housing Director, which we have used in the office for updating student housing. There are just a lot of options and different forms that one can select and I have only used it a handful of times this semester, but I am hoping to have a stronger grasp of it by the end of the semester. I am moderate because I am able to navigate these tools, but I am still developing a deeper expertise so I can overtime use more advanced functions and systems.

Technology Experience with Software & Programming:

- THD (The Housing Director)

- Excel

- Outlook & Gmail communications

Values, Philosophy, & History:

The Values, Philosophy, and History competency within the NASPA/ACPA frameworks represent one of the pillars of practicing professionally in student affairs. This competency focuses on the area centered around understanding the evolution of the field, the values that guide it, and the philosophy that these professionals are committed to using in their daily work with students in higher education. This competency requires professionals to understand and comprehend how student affairs as a profession has developed alongside the American higher education system. If we look back at the era of the parentis model, from Introduction of Higher Education last semester, it was where institutions were taking the place of parents to assist in student development and in some ways ‘raising’ these young adults. This was prominent during the 20th century, and overtime has evolved to better support students from a holistic growth mindset. The Student Personnel Point of View Statement from the 1930s and 1940s placed an emphasis on how education can and should extend beyond the classroom. It also stated how institutions not only share the responsibility for students intellectual development, but also their emotional and social development as well. By understanding the historical aspects of higher education, it allows practitioners to better situate their work within the professional narrative and serve students to the best of their ability. The values within this competency place emphasis on student learning, integrity, honesty, inclusion, equity, and social justice. Student affairs professionals have to honor the dignity and worth of all students and their educational experiences to be able to create environments in which these students feel they are being appropriately advocated for and find belonging within. The philosophy of the profession recognizes students as their whole selves and person whose development is influenced by their environment, identity, and relationships. They are not limited to just creating programming or crisis management, but also remembering the deeper purpose of education and the student affairs mission. This competency also highlights the importance of making sure one practices in the profession by taking institutional mission and professional ethics into account.

I would say for myself currently, my level of this competency sits at foundational. I feel this is the appropriate level because I am only in my second semester of this graduate program. While I did work a graduate assistantship in my undergraduate and work alongside some high power individuals while at Slippery Rock University, I was not on the same level as full time employees. I was mainly just trained for my specific job in each of the 3 offices I worked in; Admissions, Orientation, and Career Center. During my time especially working in these offices, I did get a sense of university mission and goals, alongside what the values were of those who held higher power positions. Working under Dr. John Rindy my senior year was helpful in being able to actively see and participate in how SRU placed a strong emphasis on cultivating an environment where students were always looking for ways to improve their personal and career skills even outside the classroom. An example of this being the career fairs we would have every semester where students could come talk and network with real employees from multiple different companies across the country, give them their resume, apply for internships, and potentially even complete interviews if the company felt the student was a strong candidate for some of their open positions. I also believe a good value to have working in higher education is to give credit, compliments, and show appreciation to your coworkers and the students you serve, as much as possible. This is why this semester I helped enact a new initiative where we are doing employee spotlight in the Residence Life office where once a month we post a nice little blurb and photo about a employee or staff member from within our department.

I believe my graduate job from last semester was a good experience regarding values, philosophy, and even ethics because I was working for a university that I did not feel had values and ethics that aligned with my own. I believe that all universities' first and foremost concern should always be for the wellbeing and success of the student; and at the other University they did not operate or treat their students and employees in a way that encapsulated this ideology. This difference in personal and professional ethics led to me ending my time with them a semester early.

Some of my future work that I feel will contribute towards improving my level of this competency will be happening this semester while I am working in the Residence Life office since there is policy and procedure that we abide by that is established by the ethics and values of the university that come from those in administrative roles in the president's office. I feel that my professional and personal goals align much better with Buffalo States Universities, than they did with the other University. I will also have a chance to gain historical context and knowledge about the university during my time in this office, especially when it comes to how the university is changing and adapting to modern times. The two outcomes I will be fulfilling this semester is applying professional values to practice, and recognizing how higher education history influences current practice.

Values Artifact: Employee Spotlight Initiative

Social Justice and Inclusion:

The Social Justice and Inclusion (SJI) competency within the NASPA/ACPA guidelines for higher education professionals, helps to center our professional knowledge and skills to be able to create equitable, stable, and inclusive campus environments (NASPA & ACPA, 2015). The focal point of this competency is to be able to understand and work to dismantle internal powers, privileges, and oppression within university structures to ensure it does not affect students' experiences. The basis of social justice and inclusion lies in using critical theories such as social justice theory, and intersectionality. Social justice theory is being able to reevaluate the existing patterns regarding societies and determine any possible solutions (Das, 2019). This requires practitioners to develop a sense of self awareness regarding their own identity and biases they may hold unconsciously, while also being able to gain the ability to engage effectively with those of all backgrounds. Some actions that are social justice on a campus would include advocating for historically marginalized groups, challenging unequal policies, creating environments of belonging, and combating any noted discrimination. While there is theory used, this is more an action-oriented competency since it is a form of encouragement to professionals to actively make change and advocate for special groups.

SJI is used to guide all higher education administrators in their daily work so they can create inclusive programs, address incidents involving bias, support underrepresented students, and influence positive institutional systemic change. Professionals may use this competency when developing culturally responsive and appropriate programming to help facilitate dialogue amongst students and other campus staff to be able to better understand race, identity, and access for all to different resources. It can also play a role in leadership for professionals as it allows for us to model how to be inclusive and help with change. In recent years this competency has shifted more toward having a critical and systemic understanding of inequalities that exist in higher education. This is specifically in relation to DEI (Diversity Equity Inclusion) initiatives, where this competency has had to adapt to being resilient and transforming to navigate new constraints. We are now faced with figuring out the best way to balance policy while still keeping our promises and commitments to putting students first. The importance of this competency cannot be overstated as it is the basis of creating inclusive environments for all students no matter their background so that they are prepared to live and work in a diverse society. Positive inclusive learning environments have been proven to be the most helpful in keeping students retention and supporting their overall wellbeing (Peters, et.al., 2024).

I have found this competency to be highly related and applicable for my future career goal to work in the American Prison system to help inmates receive their degrees to be able to get strong employment upon their release after they have completed their time served. Individuals that are incarcerated often come from marginalized backgrounds and have been unfairly impacted by systemic inequities within all sorts of social and legal systems, especially in their education. By applying the SJI competency in my future work I will be able to have a look inward as to how for each student their background and experiences due to structural barriers has got them to the point in the education that they are. This is especially important because these are students who need someone to meet them where they are at, whether they have only finished part of high school or plan to complete an associates or bachelors degree. When practicing with this competency it will allow me as an adult educator to be able to create an inclusive environment for the inmates and affirm their previous educational experiences by creating programming and designing curriculum that is culturally responsive and relevant to what they need for their futures after serving their sentences. Many incarcerated learners have had negative prior educational experiences and by applying the SJI principles it helps to encourage us as educators to recognize their trauma and challenge the students to figure out their strengths and potential (Honeywell, 2016). I hope to use my knowledge regarding internal systemic inequality to help push for increased access and funding for these types of programs so that inmates can experience true rehabilitation rather than just punishment. This can include advocating for expanding access to technology and reentry support services.

I would consider myself to be at an entry level for this competency because while I am very knowledgeable about social justice, political issues, and inclusivity, I do not have a lot of experience advocating for change. While I am a very outspoken person, and do have the tools to do more advocacy, I am not completely sure why I haven’t done more. I have been looking for ways through my graduate assistantship to be able to become more of an advocate by having myself and our student office workers do more tabling on campus so that for the students who may not know where our office is located to be able to come ask general questions. This is also a chance to hear from students on their specific needs overall when it comes to the residential campus experience.

Artifact: Created Informational Advertisements to Promote Our on campus Academic Residential Communities for Students Interested in the different ones offered

Options- Honors, The Den (Roar 2 Success), Sankofa, The Studio, LGBTQ Gender inclusive, Athletics

Current Projects

Buffalo State University Fall 2026 Housing Marketing Materials

ROOM SELECTION NOW AVAILABLE! (18 x 12 in).png

PROFESSIONAL PROCLAMATION

During my time in my undergraduate, I attended Slippery Rock University in Pennsylvania. When I entered as a freshman in the fall of 2021, I was a Human resource Management major, and was planning to do the 3+2 accelerated HR to Arbitration track and transfer to Rutgers University after 3 years. After an extremely mentally, emotionally, and physically tumultuous first semester, I was at a loss of what I was even doing in college, was debating if I even wanted to be there, and had hated my classes so much and couldn’t see myself continuing the program I was currently in. During my first semester I not only struggled academically to keep myself encouraged, but faced many problems with roommates, friends, mental health, being away from home, and my social life. After this semester while I was home for my winter break, one day I was over at my friend Jenna’s house and was having a mental breakdown while talking to her and her dad. My friend Jenna has been my best friend for years and we have known one another since we were 11 years old. Her father over the years also became a confidant of mine, since he had personally gone through a lot in his life and I appreciated his perspective on life. Jenna’s father, was formerly incarcerated for 10 years in a minimum security prison in Pennsylvania for white collar crimes back in the early 2000s. While he served his time he attained a psychology degree and his license to do mental health and substance abuse counseling. He also was appointed as the head of his unit in prison as well and advocated for his fellow inmates through meetings with the corrections officers and warden. After his release in August of 2021, he has gone on to work as a Psychology professor at two universities in the Buffalo area and also counsels at-risk youth in the city with drug problems. This 180 degree change in his life, outlook, and perspective I found to be extremely interesting and impressive given his circumstances. After speaking with Jenna and her dad I was able to recenter my focus and intentions as to why I was going to college; to better myself as a person, gain knowledge in a specific field, and become a positive contributor to society.

Once returning to Slippery Rock for my spring freshman semester I was walking to class one day in January and noticed a flyer advertising that they were hiring for Freshman Orientation Ambassadors. I had originally thought this was the people who gave the campus tours to prospective students, but after meeting the director of Orientation, Robert Lagnese, he explained it would be a job where I would help incoming freshmen prepare for the transition into college, which piqued my interest. During my interview for the position I went into great detail to Mr. Lagnese and his assistant director Genevieve and explained my time at Slippery Rock so far and the struggles I had faced and what actions I was currently taking to turn things around. What I spoke about in my interview really resonated with them since I was one person who would be able to represent what a lot of other students face in their first year; not living up to their previous academic standards, abusing the freedom of being away from home, mental health struggles, and trying to navigate life in college in general. Once accepting the position, I completed my training and started working the spring orientation sessions. Before the end of the semester when it came time to schedule for fall classes, I pulled Mr. Lagnese aside and inquired about if there was any way to change my major to something more aligned with working at a University down the road. This was my direct introduction to Higher Education and Student Affairs Administration. He took some time to explain to me that my best route was to change my major to Psychology and that I would be needing to look into attending a graduate program for HESAA. Mr. Lagnese himself attended Slippery Rock and completed both his undergraduate in Psychology and Masters in HESAA, and has worked at SRU for about 25 years now.

By the time I was at the end of my first full year of college I had changed my major to a Bachelor of Science in Psychology, along with adding a minor in Political Science since it was a personal interest of mine that I felt could be helpful when it comes to cultural and political context on University campuses. I had also decided during this time that I did not want to do the traditional career path of most people in HESAA, but rather I was going to start researching and learning about what prison/ jail education programs currently existed in the United States, how those in them were performing, and if this education was assisting in decreasing recidivism rates for those incarcerated. I do plan after graduating from my masters program in May of 2027 to work at University for a couple years before attempting to start my prison education program so I can gain some hands-on experience first and be better informed. Currently I am also in the midst of gaining approval to go visit the Albion Correctional facility in New York to meet with the professionals who run their educational and vocational programs there, as well as interview some of the female inmates who are currently enrolled in their different programs.

My main motivator in pursuing a masters in HESAA is my best friends dad, and his story and experiences since he showed me how even if someone is dealt a bad hand in life, or makes some bad decisions, every deserves a second chance and the more knowledgeable and well educated a person is, the more likely they are able to succeed in life. From the Student Learning Imperative the following quote is something I feel is of utmost importance when taking the holistic approach to higher education, “The realization of this objective- the full maturing of each student- cannot be attained without interest in and integrated efforts toward the development of each and every facet of his personality and potentialities" (Williamson, 1949). This statement also supports the concept that education should be available to all no matter their circumstances or background. It places emphasis that higher education has a responsibility to support and encourage the development of every student, reinforcing the principle that it is inclusive and accessible to all. Another thing that has contributed to my motivation to pursue this field is just the way in which inmates and those incarcerated are treated as non-humans. The fact that we strip those incarcerated of the majority of their rights as individuals is appalling to me, especially considering the majority are nonviolent offenders, and usually people that were never given the right tools in life to succeed. I look at myself in comparison, I am a white young female who grew up in a two parent and income household in which both my parents have degrees, my mother having 5 herself including 2 masters degrees. When I look in comparison at those that are currently incarcerated I see how the privileges in my life have benefited me and how for others it can be nothing but obstacles. I believe receiving education can be the way in which we are able to provide true corrections in prisons in America. While there are certain prison education programs that currently exist, I hope to be able to contribute in a way that helps to advance them so that there can be strong attention put on making sure that the certifications and degrees offered are truly helping inmates so they do not reoffend.

When it comes to what I hope to gain from my investment in the academy, I do not have anything I desire. I find education to be a tool and investment into oneself, as Robert Hutchins stated, “The object of education is to prepare the young to educate themselves throughout their lives” (Hutchins, 1952). To treat education as something in which I am to gain from others educational achievement I think would be wrong. In general I believe in the working to be able to live mentality, not living to work. I want my work to be something I look forward to doing every day and a place in which I can use the skills I have been blessed with to make a difference in someone else's life.

I plan to be a higher education administrator who advocates for the student first. This means grounding every decision in the question of: How does this impact the students' learning, personal development, and well being? This type of student philosophy aligns with the idea that education exists for the growth of individuals to be able to positively contribute to society. In practice this means prioritizing access, equity, and holistic outlook and support over traditional institutional prestige and trying to make money. I plan to be someone who intentionally listens to students and their experiences to be able to better develop policy based on students' mental health, finances, and what gives them the best sense of belonging. Advocating properly for students in today's era of higher education also requires ethical courage to challenge systems that cause disadvantages and attempt to get rid of things that are hurting rather than helping students. Being transparent and responsive with students to keep an open line of communication builds trust and can ensure that all feel seen and heard.

PRISON EDUCATION IMPORTANCE

Prison education plays a critical role in helping individuals successfully reenter society after incarceration. many people leaving prison face significant barriers including limitations on job opportunities, stigmas surrounding being a felon, gaps in basic skills, and poor communication skills. Access to educational programs while incarcerated, such as GED completion, vocational training, and college level coursework can help equip these individuals with the skills, critical thinking abilities, and a sense of purpose in society. Research has showed that those who participate in these style of programs are less likely to reoffend and return to incarceration, and instead are more likely to maintain secure stable employment. Not only does this benefit the individual, but also can assist in strengthening families, communities, and broader local economies.

Beyond just the practical impact, providing education to those incarcerated is a moral responsibility that the American population holds since Education is held in such high regard in our society and is a fundamental pathway to opportunity and personal growth. A justice system that only places emphasis on punishment without offering any sort of alternative paths for transformation is a ethical shortfall. Supporting prison education reflects a commitment to fairness, human dignity, and providing second chances, which are values that America holds and we must do in order to create a equitable society.

Across the United States, access to high-quality higher education in prisons remains limited, uneven, and inconsistent, despite clear evidence that postsecondary education is one of the most effective interventions for reducing recidivism and improving reentry outcomes. Although recent policy changes, such as the restoration of Pell Grant eligibility for incarcerated students have created new opportunities, they have also exposed significant gaps in program quality, oversight, and delivery. Many existing prison-college programs rely on outdated materials, lack accredited instruction, offer inconsistent course sequencing, or provide minimal academic advising and reentry support. As a result, incarcerated learners often struggle to progress toward a degree, transfer earned credits, or access meaningful career pathways upon release. National research repeatedly demonstrates that incarcerated students who participate in college programs experience higher employment rates, improved institutional behavior, and dramatically reduced reincarceration, yet these benefits are not fully realized when programs are under-resourced or poorly designed. Federal and state correctional agencies acknowledge persistent barriers: limited technological access, insufficient faculty training, fragmented partnerships between prisons and colleges, and inadequate evaluation mechanisms. In many facilities, education remains an add-on rather than an integrated component of rehabilitation. At the same time, successful international models, for example, Norway’s normalization-based approach and university-corrections partnerships in Europe, show that well-designed, well-supported prison education systems can transform both institutional culture and long-term outcomes. Given these disparities, there is an urgent need for a comprehensive, high-quality prison higher-education program that provides accredited coursework, equitable access, robust academic support, and clear pathways to post-release success. Without such investment, thousands of incarcerated individuals will remain excluded from life-changing educational opportunities that benefit not only learners, but also families, communities, and public safety.

BLOG POSTS

Blog 1-

NASPA is the leading professional association dedicated to the advancement of student affairs practices in higher education for professionals in the field. Their mission is centered on supporting students' learning, development, and success through the use of research-informed practices, developing leadership skills, and community building amongst those actively in the field. NASPA promotes equity, inclusion, civic engagement, and the holistic approach to student support which aligns with professionals who work in nontraditional spaces, including those in correctional education programs like I plan to be. Their membership usually costs typically range from $80-$200 annually depending on the role of the professional and their institutional affiliation. They do offer discounted rates for graduate students and those new to the profession.

For myself since I plan to work in higher education for those in prisons, NASPA offers significant benefits. Through their Knowledge Communities, research publications, and national conferences, their members are able to gain access to best practices related to student development theory, assessment, persistence over terms, and equity centered programming which are all things I plan to place as priorities for my program in the future. Joining NASPA could strengthen my professional identity and and expand my knowledge and experience with evidence based practice to be able to connect myself as a prison educator to others in the higher education field and expand the national conversation surrounding educational access and how it can provide social mobility for those who may not have other ways to do so.

The ACPA is grounded in a mission to transform higher education through the use of values such as equity, inclusion, and social justice. This association places emphasis on being culturally responsive in their practices, continuing one's leadership development, providing scholarships, and taking into account critical reflection. The ACPAs core values include integrity, inclusivity, and the advancement of holistic student development theory. To have a professional membership is $179 a year, and they provide reduced rates for those that are graduate students. Members are able to access journals such as the Journal of College Student Development, professional development webinars, leadership opportunities, and discounted conference registration.

Joining the ACPA may be beneficial for myself and my future career because incarcerated students often face structural inequities and systemic marginalization. The ACPAs strong emphasis of upholding social justice and inclusive practices aligns directly with the efforts put forth by those in the ACPA to expand educational opportunity within the correctional setting on a state and federal level. Membership in this group may help to deepen my theoretical grounding, connect prison education practitioners with scholar practitioners focused on equity, and reinforce a professional commitment to education as a transformative force for those in this underserved population.

The ACUHO-I is an international association that serves campus housing and residence life professionals. Their mission focuses on the advancement of the residential experience for students based on research, leadership development, and operational excellence. Their membership cost ranges from $70-$200 for professional affiliates. Some of their benefits include access to specialized research reports, the Journal of College and University Student Housing, annual conferences, and leadership development institutes.

While they primarily serve those that are housing professionals, their emphasis on community development and structured living-learning environments can be something that is relevant to my future work in correctional education. Prisons function as a residential environment, and educational programming in them depends on understanding that specific communities dynamics as well as the student populations engagement within their confined living spaces. This groups previous research on fostering belonging on campuses could be beneficial in creating educational environments for those incarcerated.

Blog 2-

My ideal institutional department would be a career center on a university campus. I would model it after the student-centered approach, like the department at my undergraduate, Slippery Rock University. This type of student resource department is not just a place for reviewing resumes and learning about job postings, rather it is a hub on a campus that prioritizes the holistic development of students by preparing them for life beyond graduation. A career center operates with a ‘student first’ mentality to ensure that every service, program, and interaction is intentionally designed to support our students long term success in their professional and personal lives.

The primary values of this type of office would include accessibility, equity, experiential learning, and career readiness. During my time working in the career office at my undergraduate I was able to see how these values were used on a daily basis, an example of this being that we were in an office physically in the middle of campus so that students could visibly see us as often as possible and we would often host events outside in the courtyard by our building which helped with promoting our services we offered. Accessibility ensures that all students regardless of their major, socioeconomic background, or prior experiences can benefit from the resources our office provides. Equity is embedded through outreach to underrepresented populations to ensure fair access to opportunities. Experiential learning can be emphasised through encouraging students to participate in internships and real world experiences since they are an essential component to education and can be a chance for a student to truly see what day-to-day work in their desired field is like. Career readiness focuses on equipping students with both technical and transferable skills such as communication, teamwork, professionalism, and critical thinking, which can be offered through workshops and shared resources.

The values of a career office are enacted through a variety of intentional practices since this type of office offers individualized counseling for careers by helping students explore their interests, strengths, and develop actionable career plans. This type of office hosts workshops for creating resumes, practice interviews, networking events, and career fairs to connect students directly to employers. Having partnerships with faculty to integrate career development into the curriculum could assist in ensuring that students are able to see the relevance and relation of it to their academic work. I found the website LinkedIn to be extremely helpful for the students I worked with during my time in the SRU career office because it is a way to connect with people and see what their position within a company entails and what opportunities are available.

Having a specific culture to this type of office is important to me as a professional because it aligns with the belief that higher education extends beyond academic knowledge and that it is important to include preparation for real-world success. Having a career center that can prioritize students in this way helps to acknowledge that just receiving their degree alone is enough for their future but that we also must help them feel confident, capable, and connected as they transition into the work force. Providing a space on a campus to help students grow, be included, and receive training that can be practically applied, this center is able to be a transformative space for students to work towards their future and goals.

I would bring a strong commitment to students and advocate for them on campus through this office because I believe career centers are one of the most important student support offices on a university campus. I believe the best way to do this would be to create innovative programming to help connect students to having real-world career experiences, an example being ‘speed interviewing’, where students go around to different tables and practice answering different types of interview questions. My work would help to emphasize building relationships with the students and create connections to other faculty and employers.

Blog 3-

For myself I am planning to work in the future, within the Higher Education and student affairs realm by serving in the programs for incarcerated individuals who are looking to pursue college degrees, which I believe to be a way in which I can create equity and liberation in a prison/jail environment. The article from this week on Conscientious Practice I found to be interesting and provide a direct correlation as to how I should use self-awareness and intentional actions to advance my prison program overtime as a form of social justice for inmates. The article identified critical consciousness as a framework for us practitioners to be able to recognize systems of oppression and how and when to take action in order to address inequalities (Boss, et. al., 2018). I have always found this concept to be very interesting especially since my background from my undergraduate having had studied psychology, the idea of unconscious biases and how as humans we have to actively make ourselves more aware of the ways in which we are unfair to one another based on an unrecognized internal mental process is super interesting to me. To properly use critical consciousness we must recognize the systems of oppression that exist to be able to position ourselves as professionals in a way that we can make sure to not contribute more to them.

For myself, wanting to work in a correctional education setting this framework will definitely be essential since incarcerated individuals often are faced with systemic barriers that the average person will never experience or understand. Some examples of this being, limited access to education, social stigma, and structural inequities rooted in race, class, and impact from different public policy and laws. By applying critical consciousness I will be able to move beyond simply providing just the access to education, but also challenge the broader systems that restrict those incarcerated from receiving education and the barriers they face during reentry back into society.

The use of Conscientious practice also highlighted how there is a strong importance of navigating social justice within complex systems. The article from this week noted how professionals early in their career tend to struggle with finding the right balance between advocating for the students they serve and their institution's constraints. This struggle will definitely be present when working in prisons due to the intense policies and rules that are enacted there in order to keep all inmates and employees safe, while trying to provide true rehabilitation and education. I will have to learn how to create the best equitable learning environment so the students feel liberated by the knowledge they are gaining and advocate for the expansion of these types of programs.

During my time in my role working in correctional facilities I have taken into consideration the emotional factor that I will play in these peoples lives since many of them have not had a lot of support systems in their lives or something to empower them to be able to make a true change for themselves post-incarceration. The article from this week suggests that using an integrative social justice model alongside student development theory can enhance making the inmates experience inclusive in practice (Boss, et. al., 2018). Incarcerated students that are able to gain access to higher education not only receive the education itself, but also critical thinking skills and a strong sense of self which can help their mental health to be able to provide them with outcomes so they do not turn back to crime as an end to means. Not only will this help individuals in their pre-reentry transformation but also contribute to a broader sense of societal change, since educated individuals are better equipped and informed as to how to advocate for themselves and others.

PROFESSIONAL DEVELOPMENT PLAN

Core Competency addressed: Assessment, evaluation, and research

PD GOAL 1: Gain experience completing assessment of some sort for the residence life office