[{"id":68,"date":"2022-04-28T18:38:04","date_gmt":"2022-04-28T18:38:04","guid":{"rendered":"https:\/\/edspace.american.edu\/el4799a\/?page_id=68"},"modified":"2022-04-29T00:23:33","modified_gmt":"2022-04-29T00:23:33","slug":"reflective-essays","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/reflective-essays\/","title":{"rendered":"Reflective Essays"},"content":{"rendered":"<p><strong>A Brief Summary of the Program:<\/strong><\/p>\n<p>The SPA Leadership Program is a 15-credit certificate program that utilizes interdisciplinary studies to teach leadership theories and skills. In the first-year of the program, students are placed into a small issue group that will work together on a research project and social action project. Throughout the first semester, students work with their issue group to develop a research question and conduct a research project. Simultaneously, students take a course on leadership theories. Then, in the second semester, students engage in a social action project based on the research project. Additionally, the course work for that semester focuses on practical applications of leadership. In the second year of the program, students conduct the same type of project, but instead of working with a small group, every students conducts their own individual project. Additionally, students take two courses expanding their leadership knowledge and understanding. Finally, in the last two years of the program, students complete an internship course based on an internship in the DMV and a Leadership Capstone course. The Capstone Course brings together the entire leadership experience and reflects on each students leadership understanding.<\/p>\n<p><strong>Essay on How the Program Changed My View of Leadership:\u00a0<\/strong><\/p>\n<p>The SPA Leadership Program changed my view of leadership by highlighting that everyone can be a leader. A leader is not always the person who the most vocal or outspoken person. This person could be someone with clear vision for the future or an individual willing to work hard for the benefit of the group. For instance, in my leadership experience with the AU Club Swim Team, I was not comfortable being the voice for the team and advocating for various policy changes. However, I was comfortable leading the team and improving the swimming technique of individual swimmers. Therefore, I took on a leadership role of head coach instead of president so that I could use my strengths to help the team. Overall, the leadership program taught me that leadership is about using your strengths and collaborating with others for the benefit of everyone.<\/p>\n<p><strong>Key Takeaway:\u00a0<\/strong><\/p>\n<p>My key takeaway from the SPA Leadership Program was that leadership is process not a position. The Program was the best example of how leadership is a process of continuous learning. For example, the program is cumulative and you can&#8217;t receive all the benefits without going through the whole program. Additionally, it was important to remember that it was not just a class, but a program. This clearly highlighted how leadership is a process, not just a role or position.<\/p>\n<p><strong>Essay on Leadership Growth:<\/strong><br \/>\nThroughout my experience in the SPA Leadership Program, I have invaluable skills and increased my deep understanding of leadership. When I first arrived at AU, my understanding of leadership was very narrow and mainly consisted of thinking that a leader was the person who took charge over a situation. I always viewed a leader as the individual with the most power who was placed in charge of making decisions or running a situation. However, throughout my time in the SPA Leadership Program, my understanding of leadership has become much broader, and I now have a more expanded definition of leadership. First, I have come to learn that a leader can be an extrovert or an introvert, meaning that a leader is not always the face of a situation. Some leaders lead outside of the spotlight and work within an organization to make a difference. For example, in politics, some leaders are the elected officials who have been chosen to lead the government. However, there are also extremely important leaders who work as staff members for these same spotlight leaders. Overall, leadership is a vast concept that explains how some individuals inspire and guide other individuals towards change or to achieve a goal.<br \/>\nThrough the SPA Leadership Program, I have come to understand myself as a leader much better. I have discovered that I am not a lion always fighting to have my voice heard. However, I am more passive and lead through individual actions and personal connections. For example, in my role as an Interclass and Community Coordinator, I was not comfortable standing up in big crowds of people and giving a speech to everyone who attended. In fact, I wasn\u2019t completely comfortable with talking on Zoom to a small group of people who can to study sessions. But the other ICC members were very comfortable with public speaking and engagement. Therefore, I would do a lot of the planning work, which highlighted my best abilities, and my fellow coordinators would use their strengths during the event. This was one of the greatest examples of leadership because we were working together as a team, collaborating, and using our strengths to make ICC events as positive and successful as possible.<br \/>\nDuring my time in the Program, I have built my theoretical and practical leadership skills through academic and professional experiences. Through the coursework in the program, I have learned leadership theories that will serve me well throughout my professional career. For instance, we learned extensively about adaptive leadership, which is very important for the time we live in. Through the social action projects and other professional experiences, I have learned practical leadership skills. First, I learned how to be collaborative and work with a group through the first-year project. Then, I learned more individual leadership skills through the second-year social action project. Finally, during my internship experiences, I witnessed leadership in action. I repeatedly observed various leadership styles used within the office. I also witnessed how every individual uses a different leadership style and staff members can often be a leader and follower within an organization. One of the most common leadership styles I witnessed in my internships was situational leadership. There were many times when I saw individuals serving as leaders for me but being followers in other situations.<br \/>\nOverall, the SPA Leadership Program has taught me that being a leader is not a position, but it is a lifelong, internal process. The program taught me that people can learn to be leaders and that even the lowest ranking individuals in a company can still be leaders. However, the journey through leadership takes time, dedication, and hard work. Therefore, it is essential to work every day on becoming a stronger leader and working towards making positive changes in the world.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A Brief Summary of the Program: The SPA Leadership Program is a 15-credit certificate program that utilizes interdisciplinary studies to teach leadership theories and skills. In the first-year of the program, students are placed into a small issue group that will work together on a research project and social action project. Throughout the first semester, [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":65,"date":"2022-04-24T22:35:10","date_gmt":"2022-04-24T22:35:10","guid":{"rendered":"https:\/\/edspace.american.edu\/el4799a\/?page_id=65"},"modified":"2022-04-28T18:10:51","modified_gmt":"2022-04-28T18:10:51","slug":"compilation-of-leadership-experiences","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/compilation-of-leadership-experiences\/","title":{"rendered":"Compilation of Leadership Experiences"},"content":{"rendered":"<p>Compilation of Leadership Experiences &#8211;<\/p>\n<ul>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Research and Development Intern &#8211; Giffords Law Center<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>June 2021 to December 2021<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Monitored and reviewed new research on gun violence, tracked and coded relevant data for the team databases, and led discussion of current gun violence prevention research.<\/li>\n<li>Wrote literature reviews and research memos to support policy\/advocacy work, including a memo on youth gun safety and violence prevention programs and school response plans to active shooter situations<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Intern &#8211; Office of Congressman Jared Golden<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>February 2020 to August 2020<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Researched various bills being introduced on the House floor along with various issues arising in the Congressman\u2019s district.<\/li>\n<li>Development skills with communication mechanisms used by the Congressman\u2019s staff, including how to write press releases and form letters for the Congressman. Responded to inquiries from constituents, including phone calls.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Research opportunity and professional development.<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Undergraduate Research Fellow<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>May 2020 to August 2020<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Selected to conduct summer research on Death House Narratives by compiling many first-hand perspective writings from those directly impacted by the death penalty<\/li>\n<li>Developed research and investigation skills by finding writings from those on death row and then analyzing the documents. Pulled out themes from each narrative that highlight the conditions of living on death row<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Interclass and Community Coordinator<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>August 2020 to May 2021<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Coordinated the SPA Leadership buddy program by pairing first year students with upperclass mentors.<\/li>\n<li>Planned and executed events for the entire SPA leadership program. Designed events to introduce first year students to older students in the program and build a sense of community.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Second Year Teaching Assistant<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>May 2021 to May 2022<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Guided second-year students through the second-year course, including meeting with students individually each week, providing feedback on work, and assisting students on a research\/social action project.<\/li>\n<li>Lead students through an extremely difficult transition back to in-person learning.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Community Service<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>DC Reads Volunteer at Higher Achievement<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>October 2019 to June 2021<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Participated in an education-based community service activity in order to encourage young students to succeed and achieve their highest potential.<\/li>\n<li>Attended Higher Achievement Program where I instructed and engaged a group of young students through small lessons in STEM and Humanities.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>Core Leader for Prison Community Course<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>January 2022 to May 2022<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Assisted professor and students with various needs, including sending email updates, facilitating discussions, planning class activities, and serving as a role-model.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Professional Development<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>University College Program Leader<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>August 2020 to December 2021<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Assisted professor and students with various needs, including sending email updates, facilitating discussions, planning class activities, and serving as a role-model<\/li>\n<li>Planned academic and social events for students in The Prison Community course, so that they can utilize Washington D.C. as their classroom.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Extracurricular Activity<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>American University Club Swim Treasurer<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>May 2020 to December 2021<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Tracked the finances of the American University Club Swim Team. Collected money for Club Swim dues and other various expenses throughout the semester. Was elected to the position.<\/li>\n<\/ul>\n<\/li>\n<li>Type of Experience:\n<ul>\n<li>Extracurricular Activity<\/li>\n<\/ul>\n<\/li>\n<li>Name of Experience:\n<ul>\n<li>American University Club Swim Head Coach<\/li>\n<\/ul>\n<\/li>\n<li>Date or Time Frame:\n<ul>\n<li>August 2021 to May 2022<\/li>\n<\/ul>\n<\/li>\n<li>Description:\n<ul>\n<li>Planned workouts and practices five nights a week for Club Swim team. Worked with individual swimmers to improve swimming technique and build speed. Coached six swimmers to Nationals.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Compilation of Leadership Experiences &#8211; Type of Experience: Professional Development Name of Experience: Research and Development Intern &#8211; Giffords Law Center Date or Time Frame: June 2021 to December 2021 Description: Monitored and reviewed new research on gun violence, tracked and coded relevant data for the team databases, and led discussion of current gun violence [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-65","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=65"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/65\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":61,"date":"2021-11-01T02:23:20","date_gmt":"2021-11-01T02:23:20","guid":{"rendered":"https:\/\/edspace.american.edu\/el4799a\/?page_id=61"},"modified":"2021-11-01T02:23:20","modified_gmt":"2021-11-01T02:23:20","slug":"internship-experience","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/internship-experience\/","title":{"rendered":"Internship Experience"},"content":{"rendered":"<p>In June 2021, I began interning with Giffords: An Organization to Prevent Gun Violence. This is an organization founded by former Congresswoman Gabby Giffords after her personal experience with gun violence. As an intern, I have worked with the Research and Development teams on a wide variety of projects. I have gain excellent research skills, preparing me for any career that lies ahead. Overall, this experience has been extremely beneficial. To read more about the internship, <a href=\"http:\/\/edspace.american.edu\/el4799a\/wp-content\/uploads\/sites\/1450\/2021\/11\/Leadership-Reflection-4.docx\">click here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In June 2021, I began interning with Giffords: An Organization to Prevent Gun Violence. This is an organization founded by former Congresswoman Gabby Giffords after her personal experience with gun violence. As an intern, I have worked with the Research and Development teams on a wide variety of projects. I have gain excellent research skills, [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-61","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/61","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=61"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/61\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=61"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":55,"date":"2021-04-24T20:39:16","date_gmt":"2021-04-24T20:39:16","guid":{"rendered":"http:\/\/edspace.american.edu\/el4799a\/?page_id=55"},"modified":"2021-04-25T19:46:58","modified_gmt":"2021-04-25T19:46:58","slug":"reflections","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/reflections\/","title":{"rendered":"Reflections"},"content":{"rendered":"<p>The SPA Leadership Program has not only prepared me to be a leader in my future career, but has inspired me to chase my dreams and achieve my goals. The research and social action project have taught me the essential skills to conduct a successful project reaching a particular goal. Additionally, the leadership theories I have learned apply directly to the leadership roles I hold today. For instance, in many internship interviews, I discuss the leadership theories I have learned in this program, while also highlighting the leadership skills I have gained through completing a year long project. Not only that, I have gained confidence to achieve my academic and personal goals, through applying skills I have learned in the program. Finally, the Leadership program has opened a world of networking and opportunities that would not be possible anywhere else. Please read more about my reflections <a href=\"http:\/\/edspace.american.edu\/el4799a\/wp-content\/uploads\/sites\/1450\/2021\/04\/Leadership-Reflections.docx\">HERE. <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The SPA Leadership Program has not only prepared me to be a leader in my future career, but has inspired me to chase my dreams and achieve my goals. The research and social action project have taught me the essential skills to conduct a successful project reaching a particular goal. Additionally, the leadership theories I [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-55","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/55","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=55"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/55\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=55"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":52,"date":"2021-04-24T17:35:16","date_gmt":"2021-04-24T17:35:16","guid":{"rendered":"http:\/\/edspace.american.edu\/el4799a\/?page_id=52"},"modified":"2021-04-24T17:35:16","modified_gmt":"2021-04-24T17:35:16","slug":"leadership-final-report","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/leadership-final-report\/","title":{"rendered":"Leadership Final Report"},"content":{"rendered":"<p>Throughout my Sophomore year in the Leadership Program, I researched the impacts of physical and mental health on academic success. I specifically examined the impacts of health on academic success for elementary students. I found that mental health can be one of the most influential aspects on determining academic success. Therefore, for my social action project, I partnered with Big Brothers Big Sisters, in order to start a mentoring program on campus. I am excited to begin fostering mentor relationships on campus and within the DC community. Please read more about my project <a href=\"http:\/\/edspace.american.edu\/el4799a\/wp-content\/uploads\/sites\/1450\/2021\/04\/Larsen_Emily_Project_Plan.docx\">HERE<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Throughout my Sophomore year in the Leadership Program, I researched the impacts of physical and mental health on academic success. I specifically examined the impacts of health on academic success for elementary students. I found that mental health can be one of the most influential aspects on determining academic success. Therefore, for my social action [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-52","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/52","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=52"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/52\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=52"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":48,"date":"2021-02-28T19:52:50","date_gmt":"2021-02-28T19:52:50","guid":{"rendered":"http:\/\/edspace.american.edu\/el4799a\/?page_id=48"},"modified":"2021-02-28T19:52:50","modified_gmt":"2021-02-28T19:52:50","slug":"experience","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/experience\/","title":{"rendered":"Experience"},"content":{"rendered":"<p>During my first year at American University, I have been exposed to a vast array of knowledge and skills in regard to politics and criminal justice. As a student in American University\u2019s School of Public Affairs Leadership Program, I\u2019ve had the opportunity to participate in a social action project. Throughout this project, I have deepened my understanding of education policy within the United States, along with improving my research skills and the ability to work in groups. Additionally, I have become passionate about ensuring that all students have access to an equitable and high-quality public education.<\/p>\n<p>In addition to learning valuable research skills through courses at American University, I have been fortunate to be awarded an Undergraduate Research Fellowship. Through this project, I have collected first-hand accounts from those directly impacted by the death penalty, including personal narratives from inmates currently or previously on death row. I have analyzed each writing piece to identify common themes. Going forward, I will be using these themes and stories to examine the psychological impacts of the death penalty. The skills I have acquired through this fellowship can be easily transferred to future research projects.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>During my first year at American University, I have been exposed to a vast array of knowledge and skills in regard to politics and criminal justice. As a student in American University\u2019s School of Public Affairs Leadership Program, I\u2019ve had the opportunity to participate in a social action project. Throughout this project, I have deepened [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-48","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/48","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=48"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/48\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=48"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":37,"date":"2019-09-26T20:46:27","date_gmt":"2019-09-26T20:46:27","guid":{"rendered":"http:\/\/edspace.american.edu\/el4799a\/?page_id=37"},"modified":"2019-10-03T03:10:14","modified_gmt":"2019-10-03T03:10:14","slug":"contact-information","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/contact-information\/","title":{"rendered":"Contact Information"},"content":{"rendered":"<p>4400 Massachusetts Ave NW<\/p>\n<p>Washington D.C. 20016<\/p>\n<p>el4799a@student.american.edu<\/p>\n","protected":false},"excerpt":{"rendered":"<p>4400 Massachusetts Ave NW Washington D.C. 20016 el4799a@student.american.edu<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-37","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/37\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":19,"date":"2019-08-22T16:42:21","date_gmt":"2019-08-22T16:42:21","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=19"},"modified":"2021-04-24T17:16:44","modified_gmt":"2021-04-24T17:16:44","slug":"work-sample","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/work-sample\/","title":{"rendered":"Work Sample"},"content":{"rendered":"<p>This is an essay I wrote for Introduction to Justice Research. As our final assignment, we were asked to write a research proposal for a study to answer our research question. Throughout the semester, we learned the process of properly creating a research project and we were asked to design our own study at the end of the semester. Please read the full version below.<\/p>\n<p style=\"text-align: center\"><strong>Final Research Proposal<\/strong><\/p>\n<p><strong>Research Question:<\/strong> What are the most effective intervention programs for juvenile offenders in order to achieve the goal of reintegration into society and reduce overall recidivism rates?<\/p>\n<p><strong>Significance:<\/strong><\/p>\n<p>In the United States, sentencing guidelines for juvenile offenders are limited and vary greatly from state to state. However, there is a general consensus that juvenile sentences should have a greater focus on rehabilitation rather than incapacitation and deterrence. Therefore, it is important to explore different sentencing methods or for juvenile offenders and examine which methods are most effective. Although some cases do require incapacitation for young offenders, many states are now using alternative methods to sentence juveniles. All in all, the juvenile justice system must find unique effective methods of sentencing, which meet the unique needs to juvenile offenders.<\/p>\n<p><strong>Literature Review and Theoretical Framework:<\/strong><\/p>\n<p>In the United States criminal justice system, there are many different systems of sentencing and punishments for criminal offenders. In fact, each state is given the power to develop their own laws and system to enforce laws. Additionally, the federal government is also charged with developing a system of holding those who commit a federal crime accountable. Therefore, the sentencing methods for criminal offenders in the U.S. is extremely complex and certainly in need of reform. Not only is the adult criminal justice system in desperate need of reform, but the juvenile justice system also needs critical reform. Specifically, the various sentencing methods for juvenile offenders across the country must be examined in order to determine the most effective methods of sentencing to reduce recidivism rates among juvenile delinquents.<\/p>\n<p>In current times, the juvenile justice system has some protections for youth offenders and tends to have a more restorative approach to sentencing. However, there are also still some states that allow violent juvenile offenders to be tried as adults. With this being said, there are two important Supreme Court cases to note in regard to juvenile justice in the United States. First, in Roper v. Simmons, the United States Supreme Court declared that under the eighth and fourteenth amendment any person convicted of committing a capital offense as a juvenile could not be sentenced to the death penalty. In other words, \u201cthe U.S. Supreme Court ruled that the execution of offenders under the age of 18 at the time of their criminal offense was unconstitutional\u201d (Flexon et all. 2009). In addition, in Miller v. Alabama, the Supreme Court ruled that regardless of the crime, juvenile offenders could not be sentenced to life imprisonment without the chance of parole. This means that every juvenile offender will be given the right to a parole hearing, potentially allowing them to return to society at some point in the future. These two Supreme Court cases were important milestones in the fight for juvenile justice reform and severely reduced the harsh punishments that could be given to juvenile offenders.<\/p>\n<p>Although the two Supreme Court cases discussed above were great steps forward for the United States, they do not address the most effective sentencing methods to reduce recidivism rate among juvenile offenders. Over the past several years, there have been multiple studies conducted on various juvenile justice sentencing programs across the United States. In many published research articles, experts report that intervention programs are significantly more successful at preventing juvenile recidivism than incarceration. Additionally, some researchers have found that prevention programs may be the best investment for states in order to reduce juvenile delinquency and therefore, reduce recidivism rates.<\/p>\n<p>Throughout the country, there are numerous of different juvenile justice programs, all of which are slightly different from another. For instance, there are intervention programs, which can include mandatory community service, a drug treatment program, or an extended stay at a Youth Development Center. All of these programs have the potential to have a long lasting, positive impact on a juvenile\u2019s life, if they are implemented correctly and effectively. However, in the current system, many jurisdictions do not have these types of intervention programs available or do not effectively implement the program. Therefore, it is essential for researchers to determine which rehabilitation and intervention programs will be effective in reducing juvenile delinquency and researchers must develop an implementation method which will have a similar effective.<\/p>\n<p>One study conducted at Princeton University examined prevention and intervention programs for juvenile offenders. In this study, researchers argue that \u201cit costs billions of dollars a year to arrest, prosecute, incarcerate, and treat juvenile offenders\u201d (Greenwood 2008). Therefore, Greenwood argues that investing in successful delinquency-prevention programs would be more beneficial for the state. However, Greenwood also argues that this process is extremely slow and determining successful programs is the most difficult hurdle. However, he strongly believes that if meaningful prevention programs were implemented for youth, juvenile delinquency rates would significantly decrease. In the same study, Greenwood examined the effectiveness of intervention programs for juvenile delinquents. He found that implementing evidence-based reforms to current programs will be the best method of achieving successful intervention program. Although Greenwood does evaluate some current intervention programs available to juvenile offenders across the country, he does not provide an analysis of which program is the most beneficial to implement. He focuses more on providing suggestions for jurisdictions to evaluate their current systems. Therefore, Greenwood\u2019s study is missing information about which specific intervention programs should be implemented to reduce juvenile delinquency recidivism rates.<\/p>\n<p>Another study that was conducted in 2013, examined the impacts of juvenile probation programs on juvenile recidivism. This particular study evaluated training programs for probation officers who would be working directly with juvenile offenders. Additionally, researchers were looking to develop a training program that would reduce recidivism rates among juvenile delinquents. The study found that \u201cone the most\u201d effective training programs would \u201cfocus on service-oriented supervision, and on engaging youth and families in planning and behavior change\u201d with an emphasis placed on skill-building exercises (Young et all. 2013). This study concluded that if these training programs were implemented and proper reforms to juvenile probation were applied, the juvenile recidivism rates would decline. Although this study provides an excellent program to reduce recidivism, it mainly focuses on juvenile offenders who have recently been released from an institution. Therefore, it does not provide information on what programs can be implemented before a young offender is released in order to reduce recidivism rates.<\/p>\n<p>One interesting study examined the effectiveness of juvenile drug courts on reducing recidivism rates. In a 2014 study, Christopher Sullivan discovered that on the whole, the juvenile drug courts \u201cwere generally ineffective in reducing recidivism\u201d (Sullivan 2014). This was an enlightening discovery because it highlighted that juvenile drug courts are not nearly as effective as they are intended. Sullivan found that juvenile drug courts only have approximately a 5% reduction in recidivism, compared to adult drug courts which have about a 10% reduction in recidivism. Therefore, it was recommended that juvenile drug courts do a comprehension evaluation of their services, in order to increase their reduction in juvenile recidivism rates.<\/p>\n<p>With all of this being said, it is clear that the current juvenile justice system in the United States is in desperate need of reform. The first step is determining which sentencing methods will be the most effective in reducing recidivism rates, while continuing to protect public safety. Additionally, it is important for a study to examine what types of rehabilitation and intervention programs will yield the most success in reducing recidivism rates. Specifically, a study must examine the current rehabilitation programs available and how the most successful of those programs can be improved to help the juvenile justice system. All in all, in order to create meaningful change in the juvenile justice system, various potential sentences must be evaluated and implemented in jurisdictions around the country.<\/p>\n<p><strong>Methodology: <\/strong><\/p>\n<p>In the United States criminal justice system, there are various legal systems that can vary from state to state. Each state is given the liberty to create their own specific legal system, with a police force, court procedures, and corrections system. Although there are certain federal regulations that each state must implement within their own criminal justice systems, each state may create their own unique rules, regulations, and procedures. This means that there are more than 51 different criminal justice systems in the United States.<\/p>\n<p>In addition to varying adult legal systems, there are also many different juvenile justice systems in the United States. Each state uses various regulations to protect the development of juvenile delinquents within their community. However, with many different systems, there are also many levels of success at the juvenile level. There are various programs in each state, which are designed to rehabilitate juvenile offenders in some manner. But each program has pros and cons, with some programs being much more effective than others. Therefore, it is important to examine which programs are most effective and how they can be implemented in many different systems throughout the country. Throughout this methodology paper, it will highlight how the legal system can determine the most effective intervention programs for juvenile offenders in order to achieve the goal of reintegration into society and reduce overall recidivism rates.<\/p>\n<p>Before determining the research methodology, it is important to identify the conceptual and operational definitions of the key terms within the research. First, juvenile delinquents are individuals who present antisocial behavior during childhood or exhibit some type of lawbreaking behavior during their youth. Therefore, an offense committed by an individual under the age of 18 is typically funneled through the juvenile justice system. Within the juvenile justice system, there are many different forms of punishment or sentences that can be given to a young offender. Unlike the adult criminal justice system, the juvenile system typically has significantly different sentencing options available and really takes time to assess the situation before handing out a firm sentence. In many cases, the sentence given to a juvenile offender is enrollment in an intervention program. An effective intervention program would be defined as a program which provides support or punishment for the juvenile offender, but effectively keeps them from offending again or entering the adult criminal justice system. Overall, the goal of juvenile justice intervention programs should be to ensure that young offenders are prepared to reintegrate into society, while also reducing the chance that young offenders will enter the system again.<\/p>\n<p>Throughout my research process, my hypothesis will be that rehabilitative intervention programs that focus on skills-based development are more effective than punitive measures or ridged programs for juvenile offenders. The independent variable in this research is the type of intervention program used by the juvenile justice system in any particular area and the resources available within a particular jurisdiction for juvenile justice related programs. The dependent variable is the effectiveness of these programs in lowering recidivism rates and successful reintegration into society. My independent variable will be measured on a nominal level and my dependent variable will be measured on a ratio level.<\/p>\n<p><strong><u>Relationship Between Variables: <\/u><\/strong><\/p>\n<p>In order to prove my hypothesis, I will compare official and secondary data from various juvenile justice programs around the country. Specifically, the two jurisdictions I will be focusing on are Washington D.C. and Chicago, Illinois. In order to collect tangible data, I will look in many different areas of the juvenile justice system. First, I will collect data on how many juvenile offenses are committed in yearlong time span. These can be any types of offenses that are reported to the police, including violent crimes and misdemeanors. From there I will track the next steps in the juvenile justice system, which may include an appearance in front of a judge, an immediate entrance into an intervention program, or simply allowing a parent to handle the situation. Finally, I will collect data on how many juvenile offenders are arrested or enter the criminal justice system after the completion of an intervention program. Once I have collected this baseline data, I can begin to see which programs yield the greatest success.<\/p>\n<p>The first juvenile justice program that will be examined is the D.C. Juvenile Justice System. I will first determine what types of rehabilitation services and intervention programs are provided in Washington D.C. for juvenile offenders. For example, an intervention program could include being sentenced to a period at a detention center, working with a rehabilitation group in the community, or a unique sentencing program which focuses on teaching essential skills for a successful reintegration into society. Second, I will be comparing data collected in Washington D.C. with data collected in Chicago, Illinois. Both jurisdictions have widely different intervention programs for youth offenders and greatly different resources being funneled into the juvenile justice programs. By comparing the two different juvenile justice systems, I hope to determine which programs could easily be implemented into the juvenile justice system, while also yielding excellent success results.<\/p>\n<p>For this study, mainly official and secondary data would be collected. No surveys would be conducted, which is especially important because this study focuses on young offenders, who have special protections in the United States. The largest amount of data collected in this study will come from government agencies. This can include police arrest records, data from the prosecutor\u2019s office, or data from juvenile corrections centers. Additional data would come from secondary sources, such as government agencies and private intervention programs who partner with the legal system. On the whole, this data should be fairly easy to collect, since nearly all government agencies report statistics on a regular basis. Overall, this data will be collected on official websites or directly from government agencies, which keep public records or statistics.<\/p>\n<p>Not only will government agencies be able to provide essential information for the research, but there are also secondary data resources available with important data on the success of juvenile justice intervention programs. Importantly, these secondary sources can often collect data from former juvenile offenders, which the government may not have important information on or may be restricted from sharing. One organization that I will collect data from is the National Archive for Criminal Justice Data. This database has information from all 50 states, plus the federal government, with data on specific intervention programs. Additionally, the NACJD has a database of most programs provided by different jurisdictions for juvenile offenders, which will streamline the process of discovering what types of programs are available in specific areas of the study. Finally, this information is open to the public, making it easy and legal to access.<\/p>\n<p>Overall, this study will be conducted over a yearlong period. The data produced by intervention programs and the two jurisdictions will be continuously collected throughout the year. After that time frame has expired, a complete analysis will be conducted to determine the success of individual intervention programs. Finally, suggestions will be made on which intervention programs should be implemented in various jurisdictions, with note to how many resources are available.<\/p>\n<p><strong>Discussion: <\/strong><\/p>\n<p>After conducting yearlong research as outlined above, the expected results would support the hypothesis. First, I would expect that Washington D.C. has greater funding for juvenile justice intervention programs, allowing them to have greater success within their programs. I would expect to find that Washington D.C. has several programs that are adaptable for the needs of each child, which would offer a more individual experience with the juvenile justice system. Most likely, Chicago does not have the same funding as D.C., making it more difficult for that jurisdiction to implement effective and successful juvenile intervention programs. Therefore, I would predict that Washington D.C.\u2019s intervention programs have greater success and lower recidivism rates than the programs in Chicago, Illinois.<\/p>\n<p>In order to prove the hypothesis, the results would have to highlight an individual or several different programs which yield greater success in rehabilitating the lives of juvenile offenders. Additionally, there would need to be data that proves that intervention programs are improving the lives of young offenders, which is directly reducing recidivism rates and aiding in the reintegration process. Without substantial proof of lower recidivism, improved reintegration, and general overall success, it would be extremely difficult to prove the hypothesis accurate. Therefore, the study must examine tangible data which can advocate for specific intervention programs offered to juvenile offenders in various jurisdictions.<\/p>\n<p>Although there are procedures to lower the risk of threats to validity, there are always some types of threat to internal and external validity. In this particular study, one threat to internal validity is testing and time. One important note about juvenile offenders is that no individual offender has the same needs; therefore, finding intervention programs that address individual needs is essential. However, this quasi-experiment will only be conducted over a yearlong period. Therefore, the test results may be unique to the individuals directly being studied, rather than providing data for all juvenile offenders. Therefore, the lack of time could certainly be a threat to internal validity.<\/p>\n<p>One important note is that the threat to external validity is relatively low in this experiment. However, juvenile offenders are very unpredictable. Therefore, one threat to external validity could be that a major event occurs for one program, impacting their results for the year. This could severely impact the positive or negative results of the particular program, which would also impact the study. Finally, with juvenile offenders, it is difficult to guarantee that a study could be conducted again and achieve the same results. Therefore, this study would most likely need to be conducted several times to gain a true understanding of the effectiveness of intervention programs for juvenile offenders.<\/p>\n<p>Currently in the juvenile justice system, there are hundreds of different intervention programs, with each jurisdiction using a slightly different variation. Therefore, many studies have focused on the significance or impact of a single intervention program. However, studies have not been conducted to determine which programs are the most successful. This study would compile data from Chicago and Washington D.C., in order to determine which intervention programs, provide the most success and effectiveness for juvenile offenders. Overall, the goal is to determine which intervention programs are the most effective in reducing recidivism rates, in order to make suggestions to local jurisdictions on which juvenile offender programs should be implemented.<\/p>\n<p>Works Cited:<\/p>\n<p>Bolin, R., Applegate, B., &amp; Ouellette, H. (2021). Americans\u2019 Opinions on Juvenile Justice: Preferred Aims, Beliefs About Juveniles, and Blended Sentencing.\u00a0<em>Crime and Delinquency<\/em>,\u00a0<em>67<\/em>(2), 262\u2013286. <a href=\"https:\/\/doi.org\/10.1177\/0011128719890273\">https:\/\/doi.org\/10.1177\/0011128719890273<\/a>.<\/p>\n<p>Caudill, J., &amp; Trulson, C. (2016). The hazards of premature release: Recidivism outcomes of blended-sentenced juvenile homicide offenders.\u00a0<em>Journal of Criminal Justice<\/em>,\u00a0<em>46<\/em>, 219\u2013227. <a href=\"https:\/\/doi.org\/10.1016\/j.jcrimjus.2016.05.009\">https:\/\/doi.org\/10.1016\/j.jcrimjus.2016.05.009<\/a>.<\/p>\n<p>Flexon, J., Stolzenberg, L., &amp; D\u2019Alessio, S. (2011). Cheating the Hangman: The Effect of the Roper v. Simmons Decision on Homicides Committed by Juveniles.\u00a0<em>Crime and Delinquency<\/em>,\u00a0<em>57<\/em>(6), 928\u2013949. <a href=\"https:\/\/doi.org\/10.1177\/0011128709333726\">https:\/\/doi.org\/10.1177\/0011128709333726<\/a>.<\/p>\n<p>Kretschmar, J., Tossone, K., Butcher, F., &amp; Marsh, B. (2018). Examining the impact of a juvenile justice diversion program for youth with behavioral health concerns on early adulthood recidivism.\u00a0<em>Children and Youth Services Review<\/em>,\u00a0<em>91<\/em>, 168\u2013176. <a href=\"https:\/\/doi.org\/10.1016\/j.childyouth.2018.06.010\">https:\/\/doi.org\/10.1016\/j.childyouth.2018.06.010<\/a>.<\/p>\n<p>KURLYCHEK, M., &amp; JOHNSON, B. (2004). THE JUVENILE PENALTY: A COMPARISON OF JUVENILE AND YOUNG ADULT SENTENCING OUTCOMES IN CRIMINAL COURT.\u00a0<em>Criminology (Beverly Hills)<\/em>,\u00a0<em>42<\/em>(2), 485\u2013515. <a href=\"https:\/\/doi.org\/10.1111\/j.1745-9125.2004.tb00527.x\">https:\/\/doi.org\/10.1111\/j.1745-9125.2004.tb00527.x<\/a>.<\/p>\n<p>Parag Dharmavarapu. (2019). Categorically Redeeming Graham v Florida and Miller v Alabama: Why the Eighth Amendment Guarantees All Juvenile Defendants a Constitutional Right to a Parole Hearing.\u00a0<em>The University of Chicago Law Review<\/em>,\u00a0<em>86<\/em>(5), 1439\u20131495.<\/p>\n<p>Peter Greenwood. (2008). Prevention and Intervention Programs for Juvenile Offenders.\u00a0<em>The Future of Children<\/em>,\u00a0<em>18<\/em>(2), 185\u2013210. <a href=\"https:\/\/doi.org\/10.1353\/foc.0.0018\">https:\/\/doi.org\/10.1353\/foc.0.0018<\/a>.<\/p>\n<p>Roman, J., Butts, J., &amp; Roman, C. (2011). Evaluating systems change in a juvenile justice reform initiative.\u00a0<em>Children and Youth Services Review<\/em>,\u00a0<em>33<\/em>(1), S41\u2013S53. <a href=\"https:\/\/doi.org\/10.1016\/j.childyouth.2011.06.012\">https:\/\/doi.org\/10.1016\/j.childyouth.2011.06.012<\/a>.<\/p>\n<p>Sullivan, C., Blair, L., Latessa, E., &amp; Sullivan, C. (2016). \u201cJuvenile Drug Courts and Recidivism: Results from a Multisite Outcome Study.\u201d\u00a0<em>Justice Quarterly<\/em>,\u00a0<em>33<\/em>(2), 291\u2013318. <a href=\"https:\/\/doi.org\/10.1080\/07418825.2014.908937\">https:\/\/doi.org\/10.1080\/07418825.2014.908937<\/a>.<\/p>\n<p>Underwood, L. A., &amp; Washington, A. (2016). Mental illness and juvenile offenders.<em>\u00a0International Journal of Environmental Research and Public Health,\u00a013<\/em>(2), 1-14. doi: <a href=\"http:\/\/dx.doi.org.proxyau.wrlc.org\/10.3390\/ijerph13020228\">http:\/\/dx.doi.org.proxyau.wrlc.org\/10.3390\/ijerph13020228<\/a>.<\/p>\n<p>Young, D., Farrell, J., &amp; Taxman, F. (2013). Impacts of Juvenile Probation Training Models on Youth Recidivism.\u00a0<em>Justice Quarterly<\/em>,\u00a0<em>30<\/em>(6), 1068\u20131089. <a href=\"https:\/\/doi.org\/10.1080\/07418825.2012.673633\">https:\/\/doi.org\/10.1080\/07418825.2012.673633<\/a>.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This is an essay I wrote for Introduction to Justice Research. As our final assignment, we were asked to write a research proposal for a study to answer our research question. Throughout the semester, we learned the process of properly creating a research project and we were asked to design our own study at the [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-19","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/19","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=19"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/19\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=19"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":16,"date":"2019-08-22T16:42:21","date_gmt":"2019-08-22T16:42:21","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=16"},"modified":"2021-04-25T19:47:48","modified_gmt":"2021-04-25T19:47:48","slug":"about-me","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/","title":{"rendered":"About Me"},"content":{"rendered":"<p><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-39 aligncenter\" src=\"https:\/\/edspace.american.edu\/el4799a\/wp-content\/uploads\/sites\/1450\/2019\/10\/IMG_8392-e1570070997326-683x1024.jpeg\" alt=\"\" width=\"330\" height=\"480\" \/><\/p>\n<p>My name is Emily Larsen and I am pursing an undergraduate degree at American University in Washington D.C., in their School of Public Affairs. I am currently majoring in Justice and Law with a concentration in Terrorism and getting a certificate in Advanced Leadership Studies.<\/p>\n<p>The experience that solidified my desire to pursue a degree in politics and government was participating in Dirigo Girls\u2019 State. This opportunity provided a comprehensive understanding of the function of government and concrete examples of how civil service work can benefit the lives of others, such as passing legislation that protects civil rights or gun safety laws. Not only did this experience has increased my excitement about a career in civil service, but it underscored how critical public policy work is to improve the lives of others, not only in this country but globally.<\/p>\n<p>I am excited to continue to grow my knowledge of politics and leadership during my time at American University and in Washington D.C.!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>My name is Emily Larsen and I am pursing an undergraduate degree at American University in Washington D.C., in their School of Public Affairs. I am currently majoring in Justice and Law with a concentration in Terrorism and getting a certificate in Advanced Leadership Studies. The experience that solidified my desire to pursue a degree [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-16","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/16","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=16"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/16\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=16"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":13,"date":"2019-08-22T16:42:21","date_gmt":"2019-08-22T16:42:21","guid":{"rendered":"https:\/\/edspace.american.edu\/spatemplate\/?page_id=13"},"modified":"2021-02-28T19:55:32","modified_gmt":"2021-02-28T19:55:32","slug":"resume","status":"publish","type":"page","link":"https:\/\/edspace.american.edu\/el4799a\/resume\/","title":{"rendered":"Resume"},"content":{"rendered":"<p><strong>Emily Larsen<\/strong><\/p>\n<p>4400 Massachusetts Ave NW, Washington DC 20016 (207) 485-7015 | <a href=\"mailto:el4799a@american.edu\">el4799a@american.edu<\/a><\/p>\n<p><strong>Education<\/strong><\/p>\n<p><strong>American University, <\/strong>School of Public Affairs<strong> (<\/strong>SPA)<strong>, <\/strong>Washington D.C \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0May 2023<\/p>\n<p>Bachelor of Arts in Justice and Law and Political Science<\/p>\n<p><em>Honors:<\/em> SPA Leadership Program, Current GPA: 3.91<\/p>\n<p><em>Relevant Courses and Projects:<\/em><\/p>\n<ul>\n<li>Harsh Justice: Studied several different aspects of the American Prison System; such as youth incarceration, solitary confinement, conditions for female inmates, and the death penalty. Connected with several individuals and groups working directly with the prison population.<\/li>\n<li>Introduction to Systems of Justice: Explored the three components of the American justice system. Attended several hours of trials at D.C. Superior Court, then reported in a formal paper and presentation.<\/li>\n<\/ul>\n<p><strong>Experience <\/strong><\/p>\n<p><em>Communications Director, <\/em><strong>2020 Maine Books Challenge<\/strong>, Educate Maine \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0April 2020-June 2020<\/p>\n<ul>\n<li>Designed daily social media posts for the organization that included taking photos, sharing stories, and developing new ideas to promote the project. Maintained an Instagram and Facebook page.<\/li>\n<li>Communicated with leaders in education, such as teachers and literacy specialists, along with owners of local bookstores, to promote the challenge and collect stories to share with the public.<\/li>\n<\/ul>\n<p><em>Intern, <\/em><strong>Office of Jared Golden, <\/strong>U.S. House of Representatives \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0February 2020-August 2020<\/p>\n<ul>\n<li>Researched various bills being introduced on the House floor along with various issues arising in the Congressman\u2019s district.<\/li>\n<li>Developed skills with communication mechanisms used by the Congressman\u2019s staff, including how to write press releases and form letters for the Congressman. Responded to inquiries from constituents, including phone calls.<\/li>\n<\/ul>\n<p><em>Undergraduate Research Fellow, <\/em><strong>School of Public Affairs,<\/strong> American University\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0May 2020-September 2020<\/p>\n<ul>\n<li>Selected to conduct summer research on Death House Narratives by compiling many first-hand perspective writings from those directly impacted by the death penalty.<\/li>\n<li>Developed research and investigation skills by finding writings from those on death row and then analyzing the documents. Pulled out themes from each narrative that highlight the conditions of living on death row.<\/li>\n<\/ul>\n<p><strong>Campus and Community Service<\/strong><\/p>\n<p><em>Program Leader, <\/em><strong>Complex Problems<\/strong>, American University. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0August 2020-December 2020<\/p>\n<ul>\n<li>Assisted professor and students with various needs, including sending email updates, facilitating discussions, planning class activities, and serving as a role-model.<\/li>\n<li>Planned academic and social events for students in the Harsh Justice Complex Problems course, so that they can utilize Washington D.C. as their classroom.<\/li>\n<\/ul>\n<p><em>Volunteer<\/em>, <strong>DC Reads<\/strong>, American University \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0October 2019-present<\/p>\n<ul>\n<li>Participate in an education-based community service activity in order to encourage young students to succeed and achieve their highest potential.<\/li>\n<li>Attend Higher Achievement Program where I instruct and engage a group of young students through small lessons in STEM and Humanities.<\/li>\n<\/ul>\n<p><em>Member, <\/em><strong>SPA Leadership Program,<\/strong> American University \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0September 2019-present<\/p>\n<ul>\n<li>Selected to study leadership theories and develop leadership skills through an advanced research process and implementation of a social action project in local areas of need.<\/li>\n<li>Researched education policies within the Washington D.C. area, specifically relating to high school graduation and discovered that D.C. Public Schools are well-below the national average with a 68.5% graduation rate.<\/li>\n<\/ul>\n<p><strong>Skills<\/strong><\/p>\n<p>Computer: Microsoft Word, Excel, and PowerPoint<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Emily Larsen 4400 Massachusetts Ave NW, Washington DC 20016 (207) 485-7015 | el4799a@american.edu Education American University, School of Public Affairs (SPA), Washington D.C \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0May 2023 Bachelor of Arts in Justice and Law and Political Science Honors: SPA Leadership Program, Current GPA: 3.91 Relevant Courses and Projects: Harsh Justice: Studied several different aspects of the [&hellip;]<\/p>\n","protected":false},"author":2907,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/users\/2907"}],"replies":[{"embeddable":true,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"wp:attachment":[{"href":"https:\/\/edspace.american.edu\/el4799a\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]