Evergreen State College Writing Lab Course Resources
The Evergreen State College developed a writing lab course that provides weekly writing opportunities for students to experiment, observe, or practice. This 4-credit course is a “laboratory” offered in coordination with the BA Colloquium; it features direct instruction along with hands-on practice in a variety of tried-and-true techniques focused on “the 5 Rs”: Reading, Writing, Arithmetic, Resilience, and Rhythm (a.k.a. time management).
University of Puget Sound Instructor Handbook
Developed by the Freedom Education Project Puget Sound (FEPPS), this guide is separated into three sections: Getting to Know the Environment, Pedagogy in Practice, and Curriculum Details & Logistics. The first section of this guide, Getting to Know the Environment, provides an overview of prison infrastructure, terminology, and policies, in addition to how they impact the day-to-day reality and education of our students. The second section, Pedagogy in Practice covers FEPPS Pedagogical principles, as well as foundational knowledge of important educational frameworks: Trauma Responsive Teaching & Universal Design for Learning, that should inform your teaching practice. Throughout these two sections are ‘Implementation Considerations,’ which highlight responsive strategies and best practices FEPPS staff and instructors have utilized to implement pedagogy in practice and be responsive to the challenges of the prison environment. The third section, Curriculum Development Details & Logistics includes details about the classroom, supplies, and logistical processes for developing & executing your course curriculum with FEPPS. Finally, this resource concludes with additional recommendations for continued learning, citations, and an appendix of examples referenced throughout the document.
Preparing Instructors to Support Students in Prison: Recommendations From the Formerly Incarcerated College Graduates Network (FICGN)
With Pell Grant access fully restored as of July 2023, the Formerly Incarcerated College Graduates Network (FICGN) has identified a gap in the existing resources and support available for instructors teaching in a prison setting for the first time. Orientations and trainings offered by correctional institutions 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 (JFF) Center for Justice & Economic Advancement to support the development of high-quality postsecondary education programs in prisons that pave the way to economic advancement. The recommendations presented in this resource are designed to enhance the effectiveness of future orientation and training initiatives.
SUNY HEJI Prison Education Faculty Recruitment Toolkit and Training Resource Guide
Created by SUNY.
This toolkit and guide were created by The State University of New York's (SUNY) Higher Education for the Justice Involved (HEJI) team to help support administrators and professors to best serve students by considering their power and responsibility inside the prison context. The first goal of this document is to help guide programs through developing hiring and training practices that can support quality programming inside the correctional facility. The second goal is to generate a larger conversation about what programs consider to be best practice and how hiring, training, and supporting faculty contribute to the overall goals of building and maintaining quality college in prison programming.
To that end, Part I of this toolkit is designed for program administrators who are developing or overseeing hiring for their college in prison program. It outlines the role of the professor in prison settings and identifies the qualities to look for in candidates applying to teach in prison. Part II, which was created for both faculty and program administrators, speaks to training for faculty once they’ve been hired and ongoing professional development. It offers a set of best practices for faculty who are considering teaching in prison. These materials are created with the acknowledgement that programs need to develop their own unique processes and practices conducive to their campus settings and capacities, and thus there should be expected variation.
The Ohio Prison Education Exchange Project (OPEEP) Instructor Handbook
This manual will help prepare you to teach courses in Ohio’s correctional facilities as part of the Ohio Prison Education Exchange Project (OPEEP). Teaching in prison classrooms is unique and requires specialized training and many new considerations. This manual is meant to offer a guide as you plan your OPEEP courses and navigate the bureaucratic steps on campus and at the prison location where your class will convene.
Also attached to this resource is an OPEEP training slideshow that includes an introduction to OPEEP's mission and vision for the program.
Saint Louis University's PEP Pedagogy Training Powerpoint and Worksheets
A slideshow on effective pedagogy, culturally responsive teaching, and trauma informed practices developed by Saint Louis University Program Director, Christopher Grabau, PhD.
Also attached to this resource are training worksheets designed to be used alongside the slideshow.
The State University of New York's Vision of Educational Equity for Incarcerated New Yorkers
With the reinstatement of Pell and TAP funding, and in collaboration with the New York State Department of Corrections and Community Supervision (DOCCS) and other identifiable stakeholders, the State University of New York (SUNY) seeks to increase and expand incarcerated individuals access to quality post-secondary education, both during and after incarceration. Included in this resource are 13 principles that guide the design, implementation, and metrics for success of SUNY’s programs inside prisons, jails, and federal correctional facilities in New York State.
Technology in Carceral Facilities: Trends, Limitations, and Opportunities for Libraries
San Francisco Public Library’s Jail and Reentry Services librarians and information workers conducted a literature review of
academic articles, books and book chapters, and popular materials related to this topic published from January of 2020 to December of 2022.
The California Rehabilitation Center Writing Center Handbook Sample
Literacy Sponsorship in Carceral Contexts
The California Rehabilitation Center (CRC) Writing Center Handbook
Edited by Kimberly Drake, Molly Yeselson, Damian Busby, and James Avila
This book is a short sample of the Handbook created for writing center inside the California Rehabilitation Center with Scripps College. In this book, the writers acknowledge that violent literacy sponsors play roles in a larger network of intersectional oppressions, and that beginning with early literacy education, these sponsors indoctrinate students into accepting a particular place in a social hierarchy. More literacy sponsors who can challenge this indoctrination and help students develop their selfexpression and communication with others through collaboration are needed.
More than the Diploma: Why a Sense of Belonging is Vital for Incarcerated Students
Becoming an alumnus is about more than just a diploma or a completed program. It's about the memories forged, the friendships made, and the enduring sense of belonging that can enrich a person's life long after graduation. I know this feeling intimately. Though my time on campus was brief, I’ll always be a Colorado Buffalo. That shared identity keeps me connected to a broader network, allows me to support future students, and inspires me to proudly wear my CU gear whenever the Buffs play.
This powerful connection isn't unique to traditional college graduates. Whether it’s a high school, a dance team, a church, or even a professional sports team, humans inherently seek to belong. Psychologists and higher education researchers alike confirm that this sense of connectedness is crucial for long-term mental well-being—as vital, in fact, as the degree itself for college students (Maslow, 1943; Strayhorn, 2012/2019).
With the 2023 renewal of Pell grants for incarcerated learners, higher education in prison (HEP) programs are expanding, bringing this transformative sense of belonging directly into correctional facilities. For individuals behind bars, becoming an alumnus of a HEP program can offer far more than just a degree. It can significantly improve mental health and provide a critical foundation for successful reintegration into society.
Currently, prisons often contend with the negative pull of gang affiliations and other harmful forms of belonging. Even when individuals are incarcerated for years or decades, the fundamental human desire to fit in and be part of something larger than oneself remains. What if we offered a more positive alternative: a sense of belonging derived from an institution focused on education and personal growth? This could fundamentally shift the internal culture of prisons.
Prisons are not disappearing anytime soon, which means we have an opportunity, and a responsibility, to use these institutions to foster positive change. Educating incarcerated individuals costs less than re-incarcerating them. With millions of people already incarcerated, why not use that time to equip them with the tools and support they need to turn their lives around?
Think about it: people proudly wear college gear and cheer on their alma maters for decades. Alumni associations help graduates secure jobs and build networks. Individuals re-entering society from prison desperately need structural support for continued education and employment. A strong sense of belonging is intrinsically linked to sustained mental health, which directly impacts recidivism rates.
That's why we need more HEP programs that fully embrace and cultivate this culture of belonging. This could mean simple things like T-shirts with college logos that students can wear in the recreation yard or during visits. More importantly, it should absolutely include robust alumni associations where graduates can support each other, both pre- and post-release. These programs offer more than just degrees; they offer a lifeline of connection and hope.
This is not out of the question, but it requires a cooperative effort. It means getting buy-in from correctional leadership at each institution. It means the college or university needs to provide systemic support beyond just offering classes. It means valuing the students and listening to their needs. This all-hands-on-deck approach will be well worth the effort, as it will significantly improve the culture within facilities and enhance the readiness of individuals returning to society.
References:
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational success. New York, NY: Routledge.
Employment opportunities at Community Education Project (mostly in-person, Central Florida)
Dear all,
we are hiring for three new positions in our program - Community Education Project (https://www.stetson.edu/other/cep/). They are all part-time and predominately in-person with more info in the corresponding links:
- Writing and research specialist: https://jobs.silkroad.com/Stetson/Careers/jobs/1473
- Academic Success Coordinator: https://jobs.silkroad.com/Stetson/Careers/jobs/1472
- Editor of in-house publications: this position is for a contractor with more info is available in the attachment.
Please apply or share with those who may be interested, and contact us at communityeducation@stetson.edu.
Thank you!
What are the benefits of higher education in prison and how can those benefits be extended to all the women?
The past few years we have heard about Pell grants that are allowing those in prison to attend college. There are many who do not qualify for the prison programs. Some women do not have a high school education or a GED. In some places, prison rules exclude some women from college programs. For example, Ohio used to have a rule that prisoners had to be within five years of the parole board to attend college.
Here is my question: What benefits are the women in college programs getting and how can those benefits be extended to the women who are not in college? I am presenting on this at ASC in November and I would like to hear what you think. I talked about this with some women at ORW who could not attend the college program and they felt like they were being treated unfairly because they could not attend college. I feel like we have created another stratification layer in the prison with some women getting benefits that others cannot have.
Comments?
Fair Chance Hiring for Higher Education: Summer School & Fall Series
Jobs for the Future's Center for Justice and Economic Advancement will be holding their first ever Fair Chance Hiring for Higher Education Summer School & Fall Series which focuses on helping higher education institutions build fair chance hiring practices that include justice-impacted talent.
These sessions help unlock the potential of your campus workforce through our two-part Learning Journey designed for HR professionals, campus leaders, faculty, and administrators at colleges and universities to build fair hiring practices that include justice-impacted talent. Participants will gain actionable tools, a strategic roadmap, and a certificate of completion with a LinkedIn badge. The cost to participate is $2,500 for up to five institutional representatives.
- Summer School (Accelerated Learning): Tuesdays in July, 2:30-4 p.m. EST. The Summer School offers an accelerated learning experience featuring Fair Chance 101, targeted workshops, a post-assessment, and a hands-on capstone project to help your institution develop a campus-ready implementation plan.
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Fall Series (Deep-Dive Learning): Wednesdays in October 2:30-4 p.m. EST. The Fall Series offers a deeper dive, exploring policy alignment, inclusive recruitment, campus culture-building, safety, and sustainable partnerships.
Use this link (https://forms.office.com/r/qxgzs8mYeP) to sign up for the Summer and Fall sessions!
Participants Needed- Scholar Identity
RESEARCH PARTICIPANTS NEEDED
Are you a Black man with past involvement in the carceral system who has pursued education?
Share your educational journey and help others understand the power of scholar identity development
We Want to Learn From Your Experience If You:
- Identify as a Black/African American man
- Are 25 years or older
- Have previous involvement with the carceral system
- Have participated in educational programs prior, during or after involvement
- Are willing to share your educational experiences
Carceral System Involvement- refers to individuals (juvenile/adult) who have had direct involvement with the criminal justice system, including individuals arrested, detained, incarcerated, placed on probation or parole, or have had interaction with law enforcement agencies or legal proceedings. Participants must be at least 3 months post-release.
Scholar Identity – A integration of the individual's academic capabilities with their cultural identity and personal agency. For Black male scholars specifically, it represents the powerful intersection of academic excellence with cultural wealth and masculine identity, manifesting through eight measurable dimensions as a positive self-concept that embraces both intellectual achievement and cultural authenticity.
Participation Involves:
- Two 60–90-minute confidential interviews
- Follow-up meeting
- Share your journey of education and personal growth
- Up to $70 compensation for your time
Note: Interviews focus only on educational experiences and journeys as a scholar. No questions will be asked about arrests or criminal charges.
Your Story Matters Help us understand how Black men develop scholar identities despite system involvement
Contact: Rahsaan A. Dawson Doctoral candidate-researcher
Texas A&M University, College Station
rahsaandawson@tamu.edu, 469-573-4109
Hudson Link Employment Pathways Strategy - Request for Proposals
I wanted to share an RFP from Hudson Link for Higher Education in Prison, seeking a consultant to help design an employment pathways strategy for our alumni. The project focuses on connecting college-educated, formerly incarcerated individuals to quality jobs through partnerships and existing resources.
Please see the attached RFP for details—and feel free to pass it along to anyone who might be a good fit.
Best,
Sara Alpert
Director of Strategic Initiatives
Hudson Link for Higher Education in Prison
(332) 219-2563
Webinar: Critical Partnerships in Administering a Prison Education Program
You're invited to join a webinar on PEP administration tomorrow!
Webinar: Critical Partnerships in Administering a Prison Education Program
Date: May 29, 2025
Time: 2:00 PM ET
Duration: 75 Minutes
Price: Free
Launching and sustaining a Prison Education Program (PEP) requires more than just collaboration with the financial aid office—though that’s often where the process begins. Even the initial application to become a PEP involves key financial aid considerations. But did you know that several other college administrative offices are just as vital to a program’s long-term success?
In this dynamic webinar, we’ll spotlight the often-overlooked—but absolutely critical—roles of the Admissions Office and the Registrar’s Office. Join representatives from AACRAO (American Association of Collegiate Registrars and Admissions Officers) and NACAC (National Association for College Admission Counseling), along with NASFAA (National Association of Student Financial Aid Administrators), as we explore how these partnerships can empower your institution to build a more effective, collaborative, and sustainable PEP.
Register here: https://www.nasfaa.org/critical_pep
NEPEC Event: “Building and Sustaining a Prison Education Program."
The New England Prison Education Collaborative invites you to the second session in our quarterly virtual workshop series, “Building and Sustaining a Prison Education Program.”
Date and Time: Wednesday, June 18, 3-4 P.M. EDT
Registration Link: https://lnkd.in/eEXqe_N7
Location: Microsoft Teams
Event Details: This workshop will bring together a panel of experts to explore strategies for developing and maintaining effective Pell-eligible Prison Education Programs (PEPs). Topics will include building institutional support for PEPs, building strong program provider and Department of Corrections partnerships, an overview of the PEP approval process, and developments related to proposed changes to federal financial aid (including Pell grants) that could affect incarcerated students.
Expert Panelists:
- Ruth Delaney, Initiative Director for Unlocking Potential at Vera Institute of Justice
- Daniel McGloin, Director of the Prison Education Partnership at the University of Maine at Augusta
- Gena Bianco, Dean of the Extension School (RWU EXT) at Roger Williams University
- Leah Maciejewski, Vice President of Academic Affairs at White Mountains Community College
A brief portion of the session will be reserved for open discussion, offering stakeholders and attendees a chance to ask questions, raise concerns, and receive focused technical assistance. We encourage all attendees to come prepared to engage and collaborate.
If you’re unable to attend, we would be grateful if you could engage with and reshare our LinkedIn post on the event to help spread the word.
If you have any questions or need additional details, please don’t hesitate to reach out to nepec@nebhe.org. We hope to see you there.
How to Contact the U.S. Department of Education (Fact Sheet)
The U.S. Department of Education has released a new factsheet that provides general information and instructions on how students who are incarcerated and student loan borrowers can contact the Office of Correctional Education and the Student Loan Ombudsman Office by postal mail.
Mend: A Publication of Project Mend, Syracuse University (2025)
Mend, a publication from Project Mend of Syracuse University, celebrates the lives and creative work of incarcerated and formerly incarcerated people as well as individuals who have been impacted by the criminal justice system. This annual publication showcases writing of all types, including fiction, poetry, and nonfiction. While prospective authors may submit pieces that describe their experiences with incarceration, the publication welcomes contributions on any topic.
The Best Interest Determination (BID) Toolkit: Guidance for Oversight Entities
This Best Interest Determination (BID) Toolkit was created by the Vera Institute of Justice, in partnership with a BID Council and the members of the 2024 Corrections Education Leadership Academy (CELA), to be a resource for corrections agencies to prepare their BID system with all processes, procedures, and stakeholders in place, as necessary, to assess postsecondary institutions offering a PEP, according to federal regulations. To maintain their PEP status, postsecondary institutions must work with their correctional partner, otherwise known as the oversight entity, to complete a program review termed the Best Interest Determination (BID). The final regulations require that the BID must take place, at minimum, within two years of the PEP being approved by the U.S. Department of Education (ED) and must be repeated every time the postsecondary institution renews its Program Participation Agreement or earlier if required by the oversight entity.
This Toolkit is designed to assist oversight entities with meeting the BID requirements, as outlined in 34 CFR
668.241 of the final regulations, ED’s FAQs that outline the BID process in more detail, and referenced in ED’s
optional form, “Best Interest Determination- Prison Education Program.” Some of the specific suggestions
outlined in this Toolkit are not required by regulations; however, based on a review of the regulations, Vera
recommends oversight entities create the following four tools:
- Create a policy describing how the BID will be conducted,
- Develop template reports for postsecondary institutions offering approved PEPs to complete,
- Design a BID feedback template for participating stakeholders to complete, and
- Create a response letter to the postsecondary institution offering the PEP that documents the BID
outcome.
