Seeking Student Voices for Peer Support in Higher Education for Incarcerated and Formerly Incarcerated Individuals
We are seeking the voices of students who have experience with peer support programs in higher education, whether during or after incarceration. Their insight is essential in helping us build a toolkit that will strengthen and support peer programs addressing the unique challenges faced by incarcerated and formerly incarcerated individuals striving for educational attainment. If you know any students who fit this criteria, please encourage them to take 5–10 minutes to complete a critical survey that will directly impact the future of students in Higher Education in Prison (HEP) programs.
Why Does This Matter?
Peer support is more than just mentorship—it’s a lifeline for many who have faced significant challenges. In the context of higher education for those during and after prison, peer support often takes the form of near-peer relationships, where individuals who have faced similar struggles in education offer guidance, resources, and inspiration to others. Your experiences can help us ensure that these programs are designed in a way that truly meets the needs of those who rely on them.
Compensation
• Limited Gift Card Availability: By completing the survey, you become eligible for a gift card for your time and insights. The number of gift cards is limited and there is an emphasis on getting participation from currently and formerly incarcerated students (any compensation for currently incarcerated students will have to go to their loved one).
• Paid Interview Opportunity: All survey participants will have the opportunity to participate in a follow-up interview (45 minutes or less) and will be compensated for their time.
If you have any questions or need more information, please don’t hesitate to contact us at info@thecommunitynow.us.
Thank you for your time and your commitment to shaping a better future for students during and after prison.
Sincerely,
Kyra Scrimgeour, Membership and Communications Manager
Formerly Incarcerated College Graduates Network
APPR & CEPP Participatory Pretrial Training Seminar
Advancing Pretrial Policy & Research:
The Center for Effective Public Policy and partners are holding a Participatory Pretrial Training Session to the collective wisdom and evidence-based pretrial reform efforts published in CEPP's Gender Justice Pretrial Toolkit. This initiative was composed in collaboration with USM Opportunity Scholars with input from my currently and formerly incarcerated MCC Sisters Linda Small, Darlene George, and yours truly as CEPP Gender Justice Policy Advisors.
With funding from Apple's Racial and Equity Justice Initiative, we conducted listening sessions with directly impacted women and lent our own experiential expertise to inform a training curriculum for criminal-legal pretrial professionals and community stakeholders that will help foster a more inclusive and just pretrial process for women and gender nonconforming individuals.
If you are interested in radical, revolutionary, and common sense solutions that empower the voices of those with lived experience to improve our social and legal systems, come join us for our Participatory Pretrial Training Session by using the link below to register!
FICGN FIELD: Call for Participants in North Carolina
FICGN is inviting justice-impacted nonprofit professionals in North Carolina to join us for the first cohort of the Formerly Incarcerated Executive Leadership Development (FIELD) program. FIELD is a four-month training experience led by justice-impacted and nonprofit leaders. The program is designed to equip justice-impacted leaders with a robust set of tools to effectively drive positive change and will help participants advance their careers, hone leadership skills, and build a strong network of peers. Applications are open throughout the month of October. https://wkf.ms/4dmMCOZ
Program Details:
- Duration: 4-month cohort (First cohort: January - April 2025)
- Participants: 8-12 per cohort, North Carolina
- Format: Biweekly virtual meetings and a 3-day closing in-person retreat
- Support: Access to 1:1 executive coaching throughout the program
Application Requirements: All participants must be justice-impacted, mid to senior level nonprofit professionals.
Report: Exploring the Landscape of College and Community Reentry Partnerships
On 9/30/2024 Ithaka S+R released a new research report exploring how colleges and community organizations partner to provide reentry services.
The following text was posted on the Ithaka S+R blog to announce publication.
When revised federal Pell Grant regulations went into effect in July of 2023, one of the provisions stipulated that college in prison programs would be obliged to document how they provide reentry services or what organization(s) they partner with to do so. Ithaka S+R’s new report, Exploring the Landscape of College and Community Reentry Partnerships, examines how colleges and community organizations can best partner to deliver effective services for reintegrating students. This report represents the first findings from a multi-year project made possible with funding from ECMC Foundation.
Because there is a large body of scholarship on reentry needs and services, and it can be overwhelming to find a point of entry, we’ve designed this report to help professionals working in colleges, universities, and postsecondary education in prison programs begin to navigate the space. The report provides key takeaways from existing research and highlights from case studies of how postsecondary institutions serve their reintegrating and formerly incarcerated students.
The report also briefly highlights some of the ways that reentry programming and student basic needs programming overlap, an issue that will be important to consider in future research. Moreover, colleges and universities that serve, or plan to serve, substantial populations of nontraditional students would do well to consider whether their programs are designed and staff are trained to reach and serve students impacted by the criminal legal system.
Below we offer key findings. See the full report to explore case studies of the New Jersey Scholarship and Transformative Education in Prisons, Emerson Prison Initiative, Washington University in St. Louis Prison Education Project, and the College Gateway Program at Red Rocks Community College.
Key Findings
- The field of providers serving the needs of returning citizens is at once large and disaggregated.
- Contextual factors such as education, and employment; family and social support networks; state, local, and charitable service and program offerings; and college support services all influence individual reintegration needs and priorities.
- Reintegration needs, therefore, must be individually assessed and prioritized for each student on a case by case basis.
- Colleges employ a variety of partnership structures and service coordination strategies to ensure that reintegrating students have their needs met. While there is no one-size-fits-all solution, it is clear that cross-departmental and cross-organizational collaboration—both within and beyond the university—communication, and coordination are important to aid successful transition to college on the outside.
Report: Exploring the Landscape of College and Community Reentry Partnerships
On 9/30/2024 Ithaka S+R released a new research report exploring how colleges and community organizations partner to provide reentry services.
The following text was posted on the Ithaka S+R blog to announce publication.
When revised federal Pell Grant regulations went into effect in July of 2023, one of the provisions stipulated that college in prison programs would be obliged to document how they provide reentry services or what organization(s) they partner with to do so. Ithaka S+R’s new report, Exploring the Landscape of College and Community Reentry Partnerships, examines how colleges and community organizations can best partner to deliver effective services for reintegrating students. This report represents the first findings from a multi-year project made possible with funding from ECMC Foundation.
Because there is a large body of scholarship on reentry needs and services, and it can be overwhelming to find a point of entry, we’ve designed this report to help professionals working in colleges, universities, and postsecondary education in prison programs begin to navigate the space. The report provides key takeaways from existing research and highlights from case studies of how postsecondary institutions serve their reintegrating and formerly incarcerated students.
The report also briefly highlights some of the ways that reentry programming and student basic needs programming overlap, an issue that will be important to consider in future research. Moreover, colleges and universities that serve, or plan to serve, substantial populations of nontraditional students would do well to consider whether their programs are designed and staff are trained to reach and serve students impacted by the criminal legal system.
Below we offer key findings. See the full report to explore case studies of the New Jersey Scholarship and Transformative Education in Prisons, Emerson Prison Initiative, Washington University in St. Louis Prison Education Project, and the College Gateway Program at Red Rocks Community College.
Key Findings
- The field of providers serving the needs of returning citizens is at once large and disaggregated.
- Contextual factors such as education, and employment; family and social support networks; state, local, and charitable service and program offerings; and college support services all influence individual reintegration needs and priorities.
- Reintegration needs, therefore, must be individually assessed and prioritized for each student on a case by case basis.
- Colleges employ a variety of partnership structures and service coordination strategies to ensure that reintegrating students have their needs met. While there is no one-size-fits-all solution, it is clear that cross-departmental and cross-organizational collaboration—both within and beyond the university—communication, and coordination are important to aid successful transition to college on the outside.
Revised Instructions for Applying to be a Prison Education Program
On September 30, 2024, the Department of Education significantly revised its instructions that allow schools to apply to be official Prison Education Programs. The announcement details the new instructions and provides some process clarifications. You can find more information on the NASFAA PEP WebCenter, located at nasfaa.org/pep. The link to information about starting a Prison Education Program, including the announcement, can be found at https://www.nasfaa.org/starting_pep
We are assessing the impacts of this. If a program wants to discuss their particular situation with NASFAA, you can reach us at pep@nasfaa.org.
FICGN is accepting new institutions for Higher Education in Prison (HEP) Orientations next year!
We are excited to announce that the interest form and onboarding process for the Higher Education in Prison (HEP) Orientation program is now open!
This professional development opportunity is designed to enhance the skills of faculty, staff, and stakeholders working in Prison Education Programs. Participants will engage in interactive modules, group discussions, and hands-on activities aimed at building strong learning communities within carceral spaces. Participants will have the chance to collaborate with student body representatives inside facilities to build learning communities and create pathways for more inclusive and effective education environments.
Interested?
Visit our website for full details and to submit your interest form. For any questions, feel free to reach out at info@ficgn.org.
Webinar: Finding and Welcoming PEP Students: Continuing the Conversation
Title: Finding and Welcoming PEP Students: Continuing the Conversation
Date: Thursday, September 19, 2024
Start Time: 12:30 p.m. ET
Duration: 90 minutes
Price: Free to All
Registration Link: https://event.on24.com/wcc/r/4698694/91D05DA347F67CA71F98DF536D9CCA27
Description:
At the NASFAA convening Breaking Barriers: Bridging Worlds in Prison Education and Student Advising convening in June 2024, the National Association for College Admission Counseling (NACAC) led a panel discussion exploring questions and practices in recruiting and admissions in higher education programs for students who are incarcerated. This webinar continues that conversation. People who are incarcerated have limited access and agency when trying to learn about options and make responsible decisions about their educational pathways. Often, correctional system policies create restrictive barriers and define limits for recruitment and admissions that need to be considered. Colleges and universities doing prison education have to find compromises that accommodate environmental constraints while still ensuring compliance with institutional policies.
event.on24.com
Finding and Welcoming PEP Students: Continuing the Conversation
Thursday, September 19, 2024 at 12:30 PM Eastern Daylight Time.
Webinar: Academic Advising in Prison Education Programs: Strategies for Successful Implementation
Academic Advising in Prison Education Programs: Strategies for Successful Implementation
Date: Friday, September 13, 2024
Start Time: 2:30 p.m. ET
Duration: 90 minutes
Price: Free to All
Presenters: Sheila Meiman, Dr. Paula Pitcher and Dr. Wendy Troxel
Registration Link: https://event.on24.com/wcc/r/4698549/1521A938619C03D5EA7F863C93F07BF0
Description: This session, sponsored by the National Association of Student Financial Aid Administrators (NASFAA) is designed for anyone involved in supporting students who are incarcerated, such as advisors who anticipate working directly with these students; campus-advisors who are in institutions involved with prison education; faculty; and prison education program coordinators. The presenters, representing Achieving The Dream and NACADA, partner organizations of the Advising Success Network, will share strategies for successful implementation of advising strategies tailored to the unique needs of inside scholars. Attendees will gain practical knowledge and tools to enhance their advising practices, ensuring they effectively support students in navigating educational opportunities and overcoming barriers within the carceral environment. Participants will leave with actionable strategies and a deeper understanding of how to create a supportive and impactful advising environment.
Note: This is the second in a series of webinars addressing student academic advising with students who are incarcerated. We encourage registrants to view the first webinar, Academic Advising in Prison Education Programs: Opening the Conversation.
JOB OPPORTUNITY - Research Director, Jobs for the Future's Center for Justice & Economic Advancement
Jobs for the Future recently launched a search for a Director, Research. This NEW role will join a dynamic Research, Evaluation & Analytics team and be fully integrated into the Center for Justice & Economic Advancement. The inaugural Director will bring research expertise related to the criminal legal system, reentry, and economic advancement for people with a history of arrest, conviction, or incarceration. In collaboration with internal and external stakeholders, the Director will lead the development of the Center's research agenda and aligned activities including evaluating our impact/initiatives, conducting original research, and engaging field-building research opportunities across our talent development, employer change and policy & systems change impact areas.
Here is the link to the job description on JFF’s website and below are a few details of the ideal candidate profile:
- Experience with the criminal legal system and/or professional experience leading research and evaluation efforts related to economic advancement for people with records, through both qualitative and quantitative methods
- An analytical researcher, skilled at developing, piloting, recruiting for, and fielding surveys and interview protocols for research and evaluation
- A strategic leader, eager to collaborate with colleagues and help build pathways through research fellowships and other partnership opportunities to amplify the perspectives of people with a history of a record, conviction, or incarceration
How to Sow the Seeds of Postsecondary Success in Prison
"While there are unquestionably good and decent people at every level of corrections, just as there are people who resist change based on their oppressive mindsets, there are many people whose actions are only as good as the system will allow them to be."
Check out this article by Will Anderson, who is currently incarcerated in Minnesota Correctional Facility-Faribault, as they offer postsecondary leaders advice about overcoming challenges they may face when launching college programs in corrections facilities.
LINK TO ARTICLE: https://info.jff.org/normalizingeducation/how-to-sow-the-seeds-of-postsecondary-success-in-prison
PROPOSALS DUE 8/23/2024 BY 5:00pmEDT for Identifying and Scaling Programmatic Technical Assistance Resources in Higher Education in Prison -- REQUEST FOR PROPOSALS
Our mission at the American Institutes for Research® (AIR®) is to generate and use rigorous evidence that contributes to a better, more equitable world. In partnership with Ascendium, we are embarking on an initiative that promises to benefit the field of Higher Education in Prison through the release of open resources and opportunities for shared learning.
We have issued a Request for Proposals that invites Higher Education in Prison (HEP) programs to submit a proposal that addresses high-leverage technical assistance needs in the field. Selected grantees will engage in a dynamic community of practice that focuses on refining, scaling, and disseminating resources to the broader HEP field.
What Grantees/Recipients Will Deliver
Cohort grantees will:
• Generate Evidence -- Grantees will demonstrate the effectiveness of their resources within their unique contexts, contributing to fieldwide knowledge.
• Refine and Disseminate -- Resources will be refined for applicability in other contexts and will be shared with the broader field.
For more information on the application process, to access the RFP as well as the webinar recording and FAQ document, please click here.
Please also reach out to us at HEPResourceCohort@air.org if you have any questions.
Best regards,The AIR Project Team:
Ellen Cushing, Heather Erwin, & Christina Yancy
Students in Correctional Education: Developmental Education’s Forgotten Population
The Office of Correctional Education was created through an Act of Congress in 1991 to oversee and coordinate prison education programs as a way to reduce recidivism (Carl D. Perkins Vocational and Applied Technology Education Act, 1990). However, correctional education completion rates are extremely low. Therefore, we used secondary data from the Program for the International Assessment of Adult Competencies survey to show that students in prison would benefit from developmental and student supports. Survey data represented 1,319 prisoners and 8,670 from the household population. We used descriptive analysis, chi-square tests, and Welch’s t-tests to analyze survey data. We conclude that those in the prison sample had a greater potential need for student support programs than the household sample and would benefit from increased developmental and student supports.
Full article available as an attachment.
Introducing the Ascendium-AIR Initiative: Identifying and Scaling Programmatic Technical Assistance Resources in Higher Education in Prison -- REQUEST FOR PROPOSALS
Our mission at the American Institutes for Research® (AIR®) is to generate and use rigorous evidence that contributes to a better, more equitable world. In partnership with Ascendium, we are embarking on an initiative that promises to benefit the field of Higher Education in Prison through the release of open resources and opportunities for shared learning.
We have issued a Request for Proposals that invites Higher Education in Prison (HEP) programs to submit a proposal that addresses high-leverage technical assistance needs in the field. Selected grantees will engage in a dynamic community of practice that focuses on refining, scaling, and disseminating resources to the broader HEP field.
What Grantees/Recipients Will Deliver
Cohort grantees will:
• Generate Evidence -- Grantees will demonstrate the effectiveness of their resources within their unique contexts, contributing to fieldwide knowledge.
• Refine and Disseminate -- Resources will be refined for applicability in other contexts and will be shared with the broader field.
Please Join Us!!
We invite HEP program practitioners who are passionate about education equity to submit a proposal and be a part of our transformative journey. Your support is key. Together, we can unlock potential, foster equitable pathways, and create a brighter future for each learner.
The RFP is attached here. Please reach out to HEPResourceCohort@air.org with any questions. Stay tuned for updates, webinars, and opportunities to engage with us. For more information on the application process, click here.
Best regards,
The AIR Project Team:
Ellen Cushing, Heather Erwin, & Christina Yancy
Needed Specialists for a Challenging Task: Formerly Incarcerated Leaders' Essential Role in Postsecondary Programs in Prison
This research paper examines the development and administration of Hudson Link for Higher Education in Prison, an in-prison college program run and staffed primarily by its own formerly incarcerated graduates. This paper also explores the impact of lived experience on managing and teaching in the program, as well as strategies for academic partners looking to best support interventions led by those who are closest to the problem and, in turn, closest to the solution.
Needed Specialists for a Challenging Task: Formerly Incarcerated Leaders' Essential Role in Postsecondary Programs in Prison
This research paper examines the development and administration of Hudson Link for Higher Education in Prison, an in-prison college program run and staffed primarily by its own formerly incarcerated graduates. This paper also explores the impact of lived experience on managing and teaching in the program, as well as strategies for academic partners looking to best support interventions led by those who are closest to the problem and, in turn, closest to the solution.
Needed Specialists for a Challenging Task: Formerly Incarcerated Leaders' Essential Role in Postsecondary Programs in Prison
This research paper examines the development and administration of Hudson Link for Higher Education in Prison, an in-prison college program run and staffed primarily by its own formerly incarcerated graduates. This paper also explores the impact of lived experience on managing and teaching in the program, as well as strategies for academic partners looking to best support interventions led by those who are closest to the problem and, in turn, closest to the solution.
Fall 2023 SUNY HEP Newsletter
The State University of New York's (SUNY) annual newsletter that details SUNY HEP programs and degrees, an interview with Chancellor John King Jr., graduation highlights, and alumni and faculty highlights.
Fall 2023 SUNY HEP Newsletter
The State University of New York's (SUNY) annual newsletter that details SUNY HEP programs and degrees, an interview with Chancellor John King Jr., graduation highlights, and alumni and faculty highlights.
Perspectives on Higher Education in Prison
"Perspectives on Higher Education in Prison," a series of essays from the State University of New York (SUNY), showcases the stories of SUNY students and others connected to higher education in prison—stories that inspire, challenge, and enrich their communities. By sharing these lived experiences, SUNY aims to illuminate the broader significance of prison education programs and garner the support needed to expand SUNY's exceptional offerings, ensuring equitable access to higher education for all incarcerated individuals.
Perspectives on Higher Education in Prison
"Perspectives on Higher Education in Prison," a series of essays from the State University of New York (SUNY), showcases the stories of SUNY students and others connected to higher education in prison—stories that inspire, challenge, and enrich their communities. By sharing these lived experiences, SUNY aims to illuminate the broader significance of prison education programs and garner the support needed to expand SUNY's exceptional offerings, ensuring equitable access to higher education for all incarcerated individuals.
Perspectives on Higher Education in Prison
"Perspectives on Higher Education in Prison," a series of essays from the State University of New York (SUNY), showcases the stories of SUNY students and others connected to higher education in prison—stories that inspire, challenge, and enrich their communities. By sharing these lived experiences, SUNY aims to illuminate the broader significance of prison education programs and garner the support needed to expand SUNY's exceptional offerings, ensuring equitable access to higher education for all incarcerated individuals.
Participation & Outcomes in SUNY College-in-Prison Programs
This research report offers findings to guide discussions with program administrators, faculty, and formerly incarcerated students on how to improve student access, curriculum choice, retention, and completion. To see how SUNY programs serve people in New York prisons and after they leave incarceration, SUNY’s Office of Higher Education in Prison (SUNY HEP) created a longitudinal data system that links regularly collected student data from the SUNY Institutional Research Information System (SIRIS) and the National Student Clearinghouse with individual-level corrections data from DOCCS. This report, the third in a series (Gais, et al. 2019; Gais, Grace, and Wilner 2021), draws on these data to analyze incarcerated student enrollment, diversity, course subject areas, retention, and completion.
Participation & Outcomes in SUNY College-in-Prison Programs
This research report offers findings to guide discussions with program administrators, faculty, and formerly incarcerated students on how to improve student access, curriculum choice, retention, and completion. To see how SUNY programs serve people in New York prisons and after they leave incarceration, SUNY’s Office of Higher Education in Prison (SUNY HEP) created a longitudinal data system that links regularly collected student data from the SUNY Institutional Research Information System (SIRIS) and the National Student Clearinghouse with individual-level corrections data from DOCCS. This report, the third in a series (Gais, et al. 2019; Gais, Grace, and Wilner 2021), draws on these data to analyze incarcerated student enrollment, diversity, course subject areas, retention, and completion.
Measuring Reentry Success Beyond Recidivism
This resource brief explores the limitations of recidivism as a measure of reentry success and why other outcomes should be measured. It identifies alternative outcome measures and data sources that reentry programs can use to gauge program effectiveness and participant progress in areas relevant to their respective programs. It also discusses the importance of engaging people with direct reentry experience—either as program participants or staff—in defining meaningful outcome measures.
Measuring Reentry Success Beyond Recidivism
This resource brief explores the limitations of recidivism as a measure of reentry success and why other outcomes should be measured. It identifies alternative outcome measures and data sources that reentry programs can use to gauge program effectiveness and participant progress in areas relevant to their respective programs. It also discusses the importance of engaging people with direct reentry experience—either as program participants or staff—in defining meaningful outcome measures.
The Limits of Recidivism: Measuring Success After Prison
This book finds that the current measures of success for individuals released from prison are inadequate. The use of recidivism rates to evaluate post-release success ignores significant research on how and why individuals cease to commit crimes, as well as the important role of structural factors in shaping post-release outcomes. This book highlights the unique and essential insights held by those who have experienced incarceration and proposes that the development and implementation of new measures of post-release success would significantly benefit from active engagement with individuals with this lived experience.
The Limits of Recidivism: Measuring Success After Prison
This book finds that the current measures of success for individuals released from prison are inadequate. The use of recidivism rates to evaluate post-release success ignores significant research on how and why individuals cease to commit crimes, as well as the important role of structural factors in shaping post-release outcomes. This book highlights the unique and essential insights held by those who have experienced incarceration and proposes that the development and implementation of new measures of post-release success would significantly benefit from active engagement with individuals with this lived experience.
Ensuring the Confidentiality of Participant Data in Reentry Program Operations and Evaluation
This brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) team at RTI International and the Center for Court Innovation discusses best practices in protecting and ensuring the confidentiality of participant data.
This brief also provides tips that are relevant to reentry practitioners seeking to protect client data as well as to research partners who are collecting or working with data as part of their evaluation.
Ensuring the Confidentiality of Participant Data in Reentry Program Operations and Evaluation
This brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) team at RTI International and the Center for Court Innovation discusses best practices in protecting and ensuring the confidentiality of participant data.
This brief also provides tips that are relevant to reentry practitioners seeking to protect client data as well as to research partners who are collecting or working with data as part of their evaluation.
Best Practices for Collecting Primary Data from Reentry Populations for Program Evaluation
This resource brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) Project at RTI International and the Center for Court Innovation provides guidance on key decisions that need to be made when undertaking primary data collection with reentering populations for reentry program evaluation.
The brief helps evaluators determine what data need to be collected, from whom, when, and how, and summarizes best practices in designing your data collection instrument and developing and implementing data collection protocols.
Best Practices for Collecting Primary Data from Reentry Populations for Program Evaluation
This resource brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) Project at RTI International and the Center for Court Innovation provides guidance on key decisions that need to be made when undertaking primary data collection with reentering populations for reentry program evaluation.
The brief helps evaluators determine what data need to be collected, from whom, when, and how, and summarizes best practices in designing your data collection instrument and developing and implementing data collection protocols.
Surveying Participants to Strengthen Behavioral Health-Criminal Justice Programs
Participant satisfaction surveys help behavioral health-criminal justice programs assess the quality of service being provided and their impact on individual outcomes, as well as help them to determine if there are disparities in program and service delivery. This brief presents important considerations when developing these surveys for people with behavioral health needs in the criminal justice system and ways to integrate survey feedback meaningfully.
Conducting Prison Research with a Racial-Equity Frame
This brief sets forth guiding values and recommendations for grounding prison research in principles of racial equity. These values are intended to help researchers more accurately capture and measure racial biases, and design and conduct research that can elevate and disrupt systemic biases.
Participatory Research in Prisons
This brief is part of a larger research agenda for the Prison Research and Innovation Initiative, a fiveyear effort to leverage research and evidence to shine a much-needed light on prison conditions and pilot strategies to promote the well-being of people who live and work behind bars. The forthcoming research agenda aims to change the national narrative on corrections so that it embodies data-driven transformative innovations for reform and inclusive research approaches to build transparency and accountability for safer and more humane environments for people confined and working in them.
Two Regimes of Prison Data Collection
In this column, political scientist and historian Kaneesha Johnson traces the changing form and content of prison data and questions how and why different communities and institutions collect the data they do. In particular, she compares the data gathered about crime and incarceration by the U.S. government with data gathered by incarcerated people and their communities in part to show that what we measure, collect, and count is always a reflection of the world we are trying to create.
Research trauma in incarcerated spaces: Listening to incarcerated women's narratives
This paper discusses researcher emotional experiences evoked while conducting narrative interviews in a research project that explored the rehabilitation experiences of 18 incarcerated women.
Guidelines for Conducting Meaningful Research in Jails
This resource details key elements of successful strategies in proposing and conducting jail-based research.
Guidelines for Conducting Meaningful Research in Jails
This resource details key elements of successful strategies in proposing and conducting jail-based research.
Navigating the Approval Process for Prison Education Program Technology
Getting the approval for the technology and equipment necessary to operate high-quality postsecondary education in prison programs can present challenges. The steps in this resource from Jobs for the Future can help postsecondary and corrections education leaders develop a strategic approach to gaining buy-in for, implementing, and growing the use of technology to enhance and expand opportunities for quality postsecondary education in facilities.
Preparing Instructors to Support Students in Prison: Recommendations from the Formerly Incarcerated College Graduates Network (FICGN)
While correctional institutions provide orientation and training sessions to help instructors navigate the logistical and security aspects of teaching in such facilities, these efforts often have limitations. Notably, they tend to lack comprehensive guidance for instructors on effectively engaging students from a diverse range of cultural backgrounds and tailoring their pedagogical approaches to support students as they pursue their studies within the unique context of a correctional facility.
In response to this identified gap, FICGN has collaborated with Jobs for the Future’s Center for Justice & Economic Advancement to support the development of high-quality postsecondary education programs in prisons that pave the way to economic advancement. Together, they have formulated the following guidance to offer support to program staff members and instructors. The recommendations presented in this resource are designed to enhance the effectiveness of future orientation and training initiatives. Their aim is to ensure that these programs adequately address the needs of instructors and other key stakeholders who will directly interact with students who are incarcerated for the first time.
Preparing Instructors to Support Students in Prison: Recommendations from the Formerly Incarcerated College Graduates Network (FICGN)
While correctional institutions provide orientation and training sessions to help instructors navigate the logistical and security aspects of teaching in such facilities, these efforts often have limitations. Notably, they tend to lack comprehensive guidance for instructors on effectively engaging students from a diverse range of cultural backgrounds and tailoring their pedagogical approaches to support students as they pursue their studies within the unique context of a correctional facility.
In response to this identified gap, FICGN has collaborated with Jobs for the Future’s Center for Justice & Economic Advancement to support the development of high-quality postsecondary education programs in prisons that pave the way to economic advancement. Together, they have formulated the following guidance to offer support to program staff members and instructors. The recommendations presented in this resource are designed to enhance the effectiveness of future orientation and training initiatives. Their aim is to ensure that these programs adequately address the needs of instructors and other key stakeholders who will directly interact with students who are incarcerated for the first time.
Preparing Instructors to Support Students in Prison: Recommendations from the Formerly Incarcerated College Graduates Network (FICGN)
While correctional institutions provide orientation and training sessions to help instructors navigate the logistical and security aspects of teaching in such facilities, these efforts often have limitations. Notably, they tend to lack comprehensive guidance for instructors on effectively engaging students from a diverse range of cultural backgrounds and tailoring their pedagogical approaches to support students as they pursue their studies within the unique context of a correctional facility.
In response to this identified gap, FICGN has collaborated with Jobs for the Future’s Center for Justice & Economic Advancement to support the development of high-quality postsecondary education programs in prisons that pave the way to economic advancement. Together, they have formulated the following guidance to offer support to program staff members and instructors. The recommendations presented in this resource are designed to enhance the effectiveness of future orientation and training initiatives. Their aim is to ensure that these programs adequately address the needs of instructors and other key stakeholders who will directly interact with students who are incarcerated for the first time.
The 2023 Colby College Justice Think Tank
The 2023 Colby College Justice Think Tank included 12 scholars from across all 5 Maine prisons selected through a competitive application process and stipended by the Alliance for Higher Education in Prison. During 2023, the Justice Think Tank Fellows conducted a research of their own design, supported by Colby faculty and staff ‘walkalongs’ who helped with document access, interview arrangements, and general support. The selected topic for 2023 was on the restorative alternatives that Maine could develop to keep emerging adults out of the criminal legal system, that could reform the Maine Criminal Code to be more restorative and less punitive, and that could support a more restorative pathway to reentry from prison.
The 2023 Colby College Justice Think Tank offered two public presentations to showcase their research and methodology. The first, From the Inside Out: Systemic Political Transformation in Action, took place on Thursday November 9, at the National Conference on Higher Education in Prison in Atlanta, Georgia. The second, sponsored by the Goldfarb Center for Public Affairs at Colby College, was held on November 28 and hosted by the Goldfarb Center Student Executive Board, with introductions by Catherine Besteman, Justice Think Tank Founder, and Ved Price, Executive Director of the Alliance for Higher Education in Prison.
The 2023 Colby College Justice Think Tank
The 2023 Colby College Justice Think Tank included 12 scholars from across all 5 Maine prisons selected through a competitive application process and stipended by the Alliance for Higher Education in Prison. During 2023, the Justice Think Tank Fellows conducted a research of their own design, supported by Colby faculty and staff ‘walkalongs’ who helped with document access, interview arrangements, and general support. The selected topic for 2023 was on the restorative alternatives that Maine could develop to keep emerging adults out of the criminal legal system, that could reform the Maine Criminal Code to be more restorative and less punitive, and that could support a more restorative pathway to reentry from prison.
The 2023 Colby College Justice Think Tank offered two public presentations to showcase their research and methodology. The first, From the Inside Out: Systemic Political Transformation in Action, took place on Thursday November 9, at the National Conference on Higher Education in Prison in Atlanta, Georgia. The second, sponsored by the Goldfarb Center for Public Affairs at Colby College, was held on November 28 and hosted by the Goldfarb Center Student Executive Board, with introductions by Catherine Besteman, Justice Think Tank Founder, and Ved Price, Executive Director of the Alliance for Higher Education in Prison.
Language Matters - How to Use Words to Promote Equitable Economic Advancement for All
This user-friendly Language Matters Gide builds on Job for the Future's 40 years of experience in the education and workforce ecosystem. The guide offers suggest ions on how to write and speak about people in ways that promote equity, dignity, and a focus on each individual's potential—rather than labeling them based on the systemic barriers they face.
Topics covered include skills and socioeconomic status, race and ethnicity, criminal justice, and more. Because language is fluid, the recommendations will evolve.
Language Matters - How to Use Words to Promote Equitable Economic Advancement for All
This user-friendly Language Matters Gide builds on Job for the Future's 40 years of experience in the education and workforce ecosystem. The guide offers suggest ions on how to write and speak about people in ways that promote equity, dignity, and a focus on each individual's potential—rather than labeling them based on the systemic barriers they face.
Topics covered include skills and socioeconomic status, race and ethnicity, criminal justice, and more. Because language is fluid, the recommendations will evolve.
The First Year of Pell Restoration: A Snapshot of Quality, Equity, and Scale in Prison Education Programs
This report from the Vera Institute of Justice provides a snapshot of the Second Chance Pell Experimental Sites Initiative (SCP) a year after Pell Grants were restored for incarcerated students. Drawing on data collected from surveys to SCP colleges and corrections agencies, the report aggregates individual responses to evaluate the adequacy and the system of education offered to incarcerated people.
Listserv Re-post: [Higher Ed in Prison] Prison Education: Topics in Educational Access, Outcomes, and Student Success
Colleagues -
Greetings and happy Monday (or whatever day it is that you read this). Many of you know that the Bloomsbury Prison Education Handbook is coming out October 3, 2024 so we're less than 4 months out. Given what seems to be a very positive internal response to the text, there have been conversations about a potential second book. As a result, I'll be putting together a proposal for said second text, with the hope that it covers the topics we didn't address in the handbook and expands on some that ARE in the handbook.
But the success of the proposal, and the text overall, depends upon the desire of folks to contribute chapters. So, for those who are interested in contributing to this second piece, please complete this Google Form that asks for a chapter title and abstract. For those who can provide this opportunity to incarcerated students, please provide them with a printed off version of the form and ask them to mail it to:
Dr. Erin S. Corbett
Second Chance Educational Alliance, Inc.
360 Bloomfield Avenue
Suite 301
Windsor, CT 06095
For those with technology access, this form will be open until Friday, June 28, 2024 at 5pm Eastern. For incarcerated persons, we will accept submissions through July 12, 2024.
Please share with your international networks for a larger reach. Hope to hear from many of you!
- E
Erin S. Corbett, EdD
Pronouns: She/Her/Hers
Founder, Chief Executive Officer
Second Chance Educational Alliance, Inc.
860.578.8242 | ecorbett@sceainc.com
Appointments Available HERE