Re-entry/Entry Symposium: Pedagogy, Programs, and Policies that Support and Sustain Justice-Involved CUNY Students

May 3, 2019

Justice involvement is a broad term that refers to individuals who are leaving prison (over 600,000 individuals leave federal and state prisons and re-enter their communities annually), as well as the millions of others who have spent time in local jails, juvenile facilities, or have a record of criminal convictions.

Countless works of research and autobiography have attested to the power of education to transform lives—during and after incarceration. The City University of New York—which welcomes all comers and has always been a “portal of opportunity” for New Yorkers—has emerged as a national leader in educating justice-involved students. By welcoming and supporting justice-involved students into our institutions we open doors to education and economic opportunity.

This conference will take stock of current efforts at CUNY and look to chart a course for the future. What are the unique needs and challenges of students with justice involvement? What kinds of programs and policies have been/can be implemented within the university to ensure that such students are afforded the support necessary for their academic and career success? What can we learn from the best of what we’ve accomplished for these students to further improve what we offer them?

About the conference

This symposium, made possible by a grant from Trinity Church Wall Street, will provide CUNY scholars, CUNY program staff and administrators, re-entry experts from Community Based Organizations (CBOs), as well as justice-involved students and alums, an opportunity to share research, best practices, knowledge and experiences. In so doing, we can reduce barriers, transform programs, coordinate efforts, and deepen productive relationships—all in an effort to diminish stigma, and promote equity and inclusion for justice-involved students in higher education and beyond.

We welcome qualitative, quantitative, case study, or research in the scholarship of teaching and learning (SOTL), as well as theoretical, historical, or ethnographic, auto-ethnographic and narrative works.

Call for Proposals