Application For A - New York State Department Of Labor: Fill & Download for Free

Hundreds of thousands of New Yorker's can't get through to unemployment and are in danger of running out of food money. Why can't NY state fix their unemployment website?Its worse then that. Hundreds of thousands of people are getting hanged up on, listening to endless recordings and then getting hanged up on, and only the lucky speak to a claims representative.In my own case I called and called and called thousands of times over a three day period. I finally got through to an automated voice, answered some questions and then was told I had to call back to speak to a claims representative.I have been calling all day every day since Monday (today is Saturday) from 8 AM to 7 PM. I either get a busy signal or a long message that says it will transfer me to a claims representative and then another a message that says all claims representative are busy and then it promptly hangs up on me.Today is Saturday. Telephone lines opened at 7:30 AM. I am now using an auto-dialer to call. Less then two hours later I have called 168 times with the same results.The website is not much better. You start filling out one page, click next and it kicks you off. Rinse and repeat. If you start on the phone you cant log in to your account and finish on the website despite your information being in the website.Pronouncements of “the system is overwhelmed what can we do?” fall on deaf ears with me. Its 2020 for goodness sake. Call go-daddy and have them fix your website. Call Amazon (that probably does more business over the web in an hour then there are people in NY state) and find out how they do it. Hell, call Google if you have to. Do something though, this has been going on for weeks now.Let me be clear, this is not just a new problem brought on because of the Pandemic.State officials admitted as recently as last summer that there were problems with the technology used for such applications, describing New York’s unemployment-insurance systems as relics from the heyday of mainframe computers.The software programs that run the systems were “written in the 1970s and 1980s and remain constrained by the technology of that era,” officials wrote.He Needs Jobless Benefits. He Was Told to Find a Fax Machine.I wish NY government officials would just stop blaming it solely on the Pandemic and be honest. The bottom line is NY state is using 40- 50 year old technology and they knew this long before the pandemic. In the 1980’s we were using typewriters and carbon paper. NY state apparently still is.New Yorkers Have Been Trying to Call for Unemployment for Weeks. Now They’re Running Out of Money.Cuomo Apologizes for Crashing Unemployment Site;New York Unemployment Office Adds Over 700 Staffers, but Ex-Workers Still Struggle to FileI am one of the lucky ones. I can live with out it. But if you read some of these stories HELP US - NYS Unemployment Issues it will break your heart. Single mom with children with disabilities. Family of four living paycheck to paycheck worried about food. The horror stories go on and on.People cant pay their bills, people cant buy food, all through no fault of their own and all because a system that they pay into that is supposed to be a safety net doesn't work in the highest taxed state in the Union.I was in the military for 20 years. I have friends all over the country and none of them are having two and three weeks of calling to get through to their unemployment offices. Why are the people in my home town so different then the people that live in Georgia when we pay so much more in taxes?Whats most maddening though is what they have done to address the problem. Instead of looking for high tech help they just hired more people. The solution in the minds of the NY state government is instead of having to wait 3 months now people will only have to wait two. Yippee. They get to keep the antiquated labor intensive system going by throwing a temporary band aid on it.There are easy quick fixes to alleviate some of the problems but all we are getting from Albany is “I am sorry” and press conferences of Cuomo and his brother sharing bro love.Dear NYS Labor Department: 3 simple ideas from unemployed people who can’t reach you (Dear NYS Labor Department: 3 simple ideas from unemployed people who can’t reach you)1: Allow them to leave a name and number for someone to return a call in the order it was received. The current phone system tells people to call back later and hangs up.That means there is no orderly line. People who have not been able to file a claim for two weeks have the same chance of getting through as someone who laid off yesterday and it keeps the phone lines jammed.2: People who file online should be able to finish their applications online. The current system requires most people who file online to still call a representative to finish the claim.3: Allow people to download an application, fill it out and upload it or mail it in.I have heard hundreds of people say the same thing on social media but it just doesn't seem to filter up to the people making six figures in Albany. The only thing they say is, “I’m sorry”Commissioner Roberta ReardonNo, your not sorry. If you were actually sorry you would implement changes to the way you do business.—————-In the time it has taken me to write this I am up to 278 calls. Mental health break needed and my phone needs to be charged. The frustration in my answer is not about me. Its about those hundreds of thousands of NY’ers that are wondering how they will feed there family next week.To all those struggling with paying bills and are worried about feeding their family my heart goes out to you.Edit to add: On April 6th the state of NY issued a press release stating that they have contacted Google for help and that a new interface should be available soon.Whodathunkit?2nd Edited to add: It is now 7 weeks and I just spoke to a claims representative yesterday. Is this 2020 or 1970?

If you are highly talented and driven, it shouldn’t “matter”, unless you are looking for a very tiny segment of all jobs.Some people will say those who aren’t Ivy are “sour grapes”. I’ve gotten that before. My sincere rebuttal: I was accepted to an Ivy League school for undergraduate, but didn’t go because long-term costs were excessive relative to benefits.In almost every discretionary product market, what’s considered the pinnacle of quality is at a price much higher than what it’s intrinsically worth. However, overpriced doesn’t always mean bad. If the terms are favorable to highly specific goals, then you should consider biting the bullet. After continued deliberate analysis and soul-searching, I concluded the alternative was extraordinarily more favorable.Exception: Your family is from low-income/URM family to qualify for free tuition/scholarships. For me, that wasn’t the case and it wasn’t lack of trying for scholarships - I sent more than 200 applications and got <$300 in merit scholarship money, despite a perfect score.In short, I decided on state flagship in Texas at UT Austin, because in my case, I would save almost $500,000 difference in student loans for undergraduate and medical school. If including loan interest, that would make the Ivy League a million dollar mistake for someone like me. If I imagine I was an Ivy League graduate right now, I would gladly gain $1,000,000 to be where I am right now. (Jeff Bezos calls this the “regret minimization framework”) That being said, the analysis is more nuanced than that - factors such as educational quality, location, total costs and networking matter, my thought process is later explained.My dad went to Harvard.I am currently more wealthy than my dad. He had a 40 year headstart and an Ivy League degree.Here’s my thought process:My belief was and still is: Ivy Leagues are incentivized to select more talented people that will likely become successful, but not necessarily help them become more successful beyond what was intrinsic. This doesn’t mean that “selection” is necessarily a negative attribute, it’s closest to something in between a “club good” and “private good”. Ivy League schools has similar characteristics of a “Veblen good”, especially when it is a degree where it is more difficult to evaluate skills and quality i.e. liberal arts or business degrees.I’m not going to say names don’t matter at all. That is absolutely false. Names matter because it’s a brand - in essence a marketing signal. That being said, marketing is only useful if you get a return on it, otherwise you’re engaging in a high “marketing burn rate”. This strongly depends on what you’re applying to, what you are seeking, and how much the signal matters to who you’re sending the signal to. Ivies especially are critical for certain “extremely selective” employers as signalling for social closure in “elite” labor markets. Ivy League seniors survey shows they aim for law (25%), finance/IB (17%), management consulting (12%). That’s over half the class looking to move to extremely selective prestigious job markets. The “Ivy-to-Wall-Street” pipeline is quite real. Recruiters seduce you early on with a familiar “elite selective” structured application processes and fancy offices, insulating you from the start. These “elite” labor markets are generally competitive even among Ivy League graduates, so they rarely look at any other schools.Ultimately, this boils down to economics, unless money doesn’t matter to you at all. I have always believed in avoiding competition unless absolutely necessary, because that’s where you really make the most value.Let this fundamental but often overlooked concept of economics digest - in a capitalistic environment, perfect competition is the anti-thesis of the accumulation of capital, because competition will compete away all your profits in the long run! I'm not saying people should always be motivated by money or something like that, but I think we should be a little bit more critical of perfect competition as a rationalization, and look at cost-benefit ratio for prestige brands.We should also be wary about not making a fundamental error on market sizing. A new Italian restaurant with a new recipe in an area without Italian restaurants is not devoid of competition, but is likely operating in a highly competitive market of the restaurant industry. Most customers likely don’t care if your recipe is better than your grandma’s recipe.When I was deciding which school (state flagship vs. Ivy) to attend, here is what my decision process yielded:Opportunities of Ivy relative to state flagship:Specific employers in “top-tier” law firms, financial companies and management consulting firms use Ivy as the major hiring heuristic and recruitment. Relative to state flagship, there is a significant benefit for those specific employers that make up a tiny percent of all employers. If you need the “name brand” to get into those “top tier” firms, I would suggest getting a top 10 MBA after a flagship undergraduate, paid by your employer who will write it off taxes unless you get a free ride in an Ivy League. Why pay exorbitantly more for prestige when you don’t have to? You don’t need to chase an expensive Ivy League for undergraduate to do that. In the same state, flagship schools have an excellent reputation. In other states, it likely won’t hurt your employment opportunities, because it’s still a strong reputation. My fiancé is also from a state flagship - University of Florida with a full ride - and got a 6 figure engineering job quite easily here in Texas. Outside of the tiny amount of “elite” labor markets, what matters is individual effort, smarts, and personality. My fiance out-earns 75%+ of all Ivy League graduates. I will out-earn 90%+ of Ivy League graduates, on a physician salary doing what I love. This does not take into account real earnings - when you include state taxes, size of student loans and cost of living. If we include that, my fiance will out-earn 90%+ of Ivy League grads. In fact, we can both retire at 40 - if we wanted to.Connections and alumni network are supposedly “superior”. You’ll undoubtedly make contacts that feed into the “elite job markets”, but I highly suspect that depends on the person. “Superior at X” is not the same as “superior”. Personally, the alumni network in UT has been highly valuable to me, while it didn’t really do anything notable for my dad because Ivy League students have an additional layer of selection amongst themselves. If you can’t connect with people by joining the in-group, then you’re not going to get much out of the network. You’re going to get weeded out of friendships based on what you can afford (it’s easy to tell from family background and occupation). I couldn’t afford what I saw going on in Harvard. The UT alumni network landed me multiple opportunities in entrepreneurship and helped me close software contract sales. It is also much larger. UT has 40,000+ undergrads and 500,000+ alumni. Alumni are very “prideful” about the school and it’s often called “bleeding burnt orange” - don’t take my word for it, search for it yourself - alumni always give a second look if they hear UT and classmates are much more empathetic. In addition, size does matter - UT has the most Fortune 1000 CEOs and it doesn’t pale much compared to Ivy in those types of job markets when it increases your sheer chances substantially at “the numbers game”.Resources are supposedly “superior”. This depends on a lot of variables and there’s no clear cut general answer. There is no doubt Harvard and Yale has a overall huge amount of resources, relative to state flagships. That being said, when we look at relative resources - in my case, UT has the 3rd largest endowment in the nation and is one of the three that received an AAA rating from S&P for strong and stable financing outlook, even in a recession. I had no trouble getting research opportunities or outstanding professors. This really depends on the school, department and what resources you seek. You have to do your own research.Costs of Ivy relative to state flagship:Extremely high cost of attendance. I personally save ~$60,000 a year for 8 years (B.S. + M.D.) from the difference in cost of attendance - that’s half a million in student loans, not including interest - which can balloon to ~$1,000,000 dollars in just one decade after school. The high cost does not pay off either - you generally do not get a significant earnings advantage, unless that is you get a free ride by being from a low-income family or as a underrepresented minority. In state-funded schools, the tuition is partly subsidized by the state.There is a selection bias among Ivy League graduates towards track dependency of prestigious “elite job markets” that are landlocked in highest-cost of living areas. What cities do Ivy League grads overwhelmingly stay at? New York City, NY; Boston, MA; San Francisco, CA. $100,000 in Houston, TX is easily $200,000 in those areas (see the “lifestyle trap”). My cost of living (rent+utilities+meals) is about $7,050 a year right next to campus with my private apartment. Harvard “estimates” the cost of living is $30,000 per year and can be much higher depending on the individual, and they’re more likely to keep paying that early on after graduation since their identity is intertwined with living in a certain way. Savings rates are estimated to be about 12% on average for these people. (Wealth Inequality in the United States since 1913: evidence from capitalized income tax data. Emmanuel Saez & Gabriel Zucman) If you want to stay in a certain area, you should consider locale-specific reputation for those specific careers. It’s 10x easier to amass professional connections with your neighbors in a community based on proximity. Most jobs are based on who you know. They already know what’s it like to work with you and can give you a convincing recommendation.Increased risk of burnout. Health > Money. Staying healthy in mind and body is much harder than making extra bucks. The cost of burnout is much higher than you think in Ivy League. Burnout costs employers $150–300 billion a year. This is not a ticket to slack off, but one must also consider the risks of overloaded expectations in a cut-throat environment. My medical school has an emphasis and culture of chillness and cooperativity. That increases productivity because we are there to help each other out, not outcompete each other by a few points with relatively obscure medical knowledge that will be forgotten after graduation. Stress is already high in medical school, why add to it with irritated attendings and cut-throat classmates if it doesn’t increase your salary substantially? On top of that, 58% of Princeton students report feeling well rested only three or fewer days per week. It is one thing to have a strong work ethic (presumably), but another to undergo sleep deprivation. Sleep deprivation is directly counterproductive to memory, learning and creativity. This is particularly well-documented in the literature with strong evidence, yet Princeton claims they cultivate students to be “creative” in their marketing materials. They should focus on getting their students well rested first.Talented students at non-Ivy universities can possibly get more attention from professors (depends on the culture). Personally, I would get the time of the day from the department heads in state flagships really easily. To my understanding, the best academians only conduct research, and even if they offer a course, it’s not easy to get a spot. Look at the rankings of RateMyProfessor or any other data regarding how professors treat students (US News doesn’t take this into account, and basically rooted as a popularity contest amongst college presidents), here's how all the Ivy League schools fared: 111. Princeton University 152. Columbia University 187. University of Pennsylvania 196. Brown University 213. Yale University 247. Harvard University 294. Dartmouth College 414. Cornell University. Out of ~600 schools. Abstract matters, such as credit/recognition, generally warps academia. Clearly, most schools are biased towards tweaking their numbers in terms of what increases their rankings, and tend to de-prioritize anything that doesn’t increase their rankings, such as actually getting more quality professor time at a reasonable cost. Becoming a professor is extremely competitive at good state schools, so you really aren’t missing out relative to Ivies. In fact, the honors courses always had the most outstanding faculty with no trouble enrolling, since the spots were fixed to honor students only.Don’t ask whether Ivy League matters. What you should ask is - what matters to you? There are areas with significantly higher social impact - such as research, startups, politics, grantmakers and non-profits that require highly skilled people. Work backwards - if getting into an elite bulge bracket IBD is your dream, I highly encourage you to consider top “prestigious” Ivy League schools they care most about. However, you should be assessing whether crunching mind-numbing Excel sheets for 100 hours a week as a entry level grunt is what you’d enjoy as a career. If it’s only the money you’re after, then you should still consider opinion on Wall Street: A Wall Streeter Tackles An Age-Old Debate — Do You Take Prestige Or Money?According to the article, in short: “A better decision metric would have been: F**k prestige, get money.”For those who are not just for the money which I assume is a substantial crowd - think about this - a big company teaches you how to work for a big company - generally slow, bureaucratic and frustrating. A small company or self-employment will pile more valuable responsibilities to the most talented person at a breakneck rate. That prepares you for everything and sets you up for maximum impact - no risk, no reward. To give some color - small businesses make up 99.7% of US employers. Nobody cares where you come from if you bring enormous value. Non-monetary value dictates you are missing out on the entire universe which has immensely high value by only joining the extremely narrow range of big companies. In fact, it might well be riskier, since big companies don’t do “watch jobs” anymore. It is past the time where you stay at the same company for life. Everyone is essentially disposable in a recession, unless they are the few that are “critically needed”.Ultimately, what matters is what sort of career you seek, what are the costs, how you relate to people, and what value you bring. The notion that you’ve got to do X, Y, and Z or else your life is over is clearly flawed. All I can say is that you have to follow your own dreams, think critically, and make well-informed decisions. Ask in-depth questions such as “Best how?”, “Best for whom?”, “Best at what price?”, rather than the undefined superlative of “Best?”. Rankings generally focus on the superfluous, and doesn’t always make the best personal fit.Other considerations:Contrary to what Ty Doyle says: In medicine, Ivy prestige does not increase your future salary or medical school acceptance rates. This is a common misconception. I will point to my current medical school class - only 1–2 Ivy League graduates out of 220 students. Take a look at salaries for doctors from state vs. Ivy League schools. There is no premium. In fact, the average board exam scores (which is the top determinant of your residency match and consequently, salary) for my state flagship are higher than almost all the Ivy League medical schools. Ask any doctor and he/she will agree that salaries won’t be higher. This makes it clear that the quality of curriculum, attitude of the professors, and individual drive are more important than getting the most prestigious name in medicine. To sweeten the deal, physicians salaries AND real earnings are generally significantly higher in Texas and in-state tuition is the lowest in the nation. That being said, I agree with Ty for law school - being in the top 10 matters a lot for prestigious law firms, with some rare exceptions - the bimodal distribution of salary inflates the average law graduate salaries.In response to Alex K. Chen: Don’t just base it on class size as a whole, but find out how each school breaks the class down from a whole into its smaller parts. It wasn’t commuter for me. Both private and school dorms were right next to campus. My college and medical school dorm cost me ~$400/month including utilities with my own private room, right next to school. On the contrary, it wasn’t hard to break into “friend groups” as people in Austin are quite open to new friends. This depends on the culture, rather than size. It was not hard to make friends in a “big school” as the amount of diversified choices in interest groups and classes are high. Also, my current class size is 220, but the small group PBL sessions are 6–7 people per faculty.Attention matters. Everybody has a scarce resource called time. Two of the department heads would entertain my request for meeting in one room for joint research with me by taking out time from their busy schedule and coordinate a meeting. If you had the experience of coordinating busy schedules, it’s quite messy. It’s not a matter of being “too busy”, but ultimately what their priorities are. I think students should consider schools that have more strong faculty who make students a priority, whether Ivy or not. With higher Ivy grade inflation and lackluster general undergraduate lecture quality, we should question the assumption that Ivy Leagues have generally better teacher attitudes and class/academic rigor without proper analysis. The priorities are skewed towards not adding value to students, but publishing papers in prestigious journals to maintain the brand prestige. Although this can heavily depend on the individual professor as well. The main point is you are more likely to shine if the professors prioritize cultivating talented students. These professors are going to be the network base for which you get references and contacts. Almost all of the department heads have top credentials in my medical school, so I really maximize bang for buck.Location matters. This is another factor I looked at in the process of choosing which school to attend. If your network is in the same state, it will be highly advantageous for your pursuits. Not to mention, Texas has no state income tax, strong asset protection, and favorable tort reform. With the new tax bill, real earnings are even better than before relative to high tax states such as NY, MA and CA. Texas has ~2% effective state taxes for high income earners. It’s also one of the most business and landlord friendly states out there. If you plan to obtain high leverage in real estate markets, Texas is an excellent choice for inflation protection, because asset prices stayed steady throughout 2009 when the housing bubble burst. Houston especially is a good location for my RE investment purposes because the “no zoning” allows supply to meet demand, which reduces the likelihood of a real estate asset “bubble” and increases long-term health of the city by keeping rents low for both commercial and residential.Higher education predators. On the other end of the spectrum, don’t mistake colleges that are known to be predators, you know - mostly the ones that offer an easy degree on advertisers that only see the dollars. Don’t believe the average college degree makes you richer “hype”, asymmetric outcomes are more likely to happen because there is a lot of noise and dilution. There is a clear problem with new institutions, especially specific for-profit colleges that prey on students that can’t make it anywhere else. If you are just looking for a 9–5 “white-collar” job, look carefully at the value of your degree - in particular student loan default rates and similar career profiles on LinkedIn to assess the job market. There are many more people in college these days, so attending a “diploma mill” doesn’t mean much.You don’t need the name or even college for that matter to make as much as a Ivy League graduate in an “elite” investment banking job. You make your own fate by working as smart and hard as possible. If you follow “avoid competition unless absolutely necessary”, you should be very careful how you select your college institution for a lasting, sustainable edge over a lifetime, or consider alternatives you may enjoy, such as trade schools. Focus your efforts on what matters to you and do your own research. Prestige should only be a tool, not an idol. Don’t go into Ivy just because your high school friends hype it up. Think critically beyond the hype - and assess what’s the best decision for your situation.Heck, even a “blue-collar” government janitor (How one Bay Area janitor made $276,000 last year) made much more than Ivy graduates living in cramped Manhattan apartments for the right to “slave” away on Excel sheets at Goldman Sachs and pay NYC ~13% top state taxes on top of Uncle Sam’s 37% top federal tax rates with a maximum $10,000 SALT deduction. In short, every extra $1 you make, you pay ~$0.5 in taxes if you work for GS in NYC at the highest income tax bracket, if you work for someone else.The janitor’s general manager made ~$500,000 on public salary record: 'Grace Crunican' - Transparent Public Salary Search. If you are a top 5% plumber with your own growing business and employees, you can make $1,000,000 a year (at the lower 21% corporate tax rates and effective <17% tax rate I might add!) in some geographical areas. Billionaire Michael Bloomberg recommends to consider forgo paying $60,000 tuition a year at Harvard for plumbing. If you have the talent and drive to get into Goldman Sachs (~3% acceptance rate among already “top” Ivy talent, which selects top high school talent at ~5%), there is no reason you can’t do this, if you can already make the top 0.15% of candidates. Even fewer of those candidates who are bald, white men have a shot to become the CEO. It is much better to take fate into your own hands if you have a different vision of “minimizing regret”.How are the most millionaires made in America? Look it up - it’s laundromats.

Here's what I found. I know this might be more than you were asking, but I figured if anyone else is interested this is good information to share.Universities Offering Inmate College CoursesALABAMAAlabama Prison Arts and Education Project (APEAP)http://www.auburn.edu/apaepAuburn UniversityKyes Stevens, Founder/[email protected];[email protected] Served: Incarcerated students in Alabama state prisonsProgram Description: The Alabama Prison Arts + Education Project is a program dedicated to providing access to sustained and quality educational experiences in the arts and humanities to incarcerated students in Alabama.The program believes that it is important for incarcerated people to gain a quality education, and also to build a relationship with learning that will continue to grow for the rest of their lives. The goals of APAEP have always been to place rich creative and intellectual opportunities into Alabama’s prisons.ARIZONARio Salado CollegeIncarcerated Re-Entry2323 West 14th StreetTempe, AZ 85281Phone: 480-517-8345Toll-free: [email protected] Served: Rio Salado College has partnered with the Arizona Department of Corrections (ADC) to teach the incarcerated population the skills necessary for integration into society upon release.Program Description: Rio Salado College offers many distance learning classes that provide the incarcerated population an opportunity for college credit that lead to certificates and degrees. Rio offers more than 90 classes in printbase and/or mixed media format. There are classes that meet General Education requirements such as English Composition, Social and Behavioral Sciences, Mathematics, Natural Sciences, and Humanities.CALIFORNIAPrison University Project (PUP)Prison University ProjectPost Office Box 492San Quentin, CA 94964Jody Lewen, Executive [email protected], ext 3Population Served: Any San Quentin State Prison inmate who is classified as general population and holds either a GED or high school diploma is eligible to enroll in the College Program.Program Description: Program offers courses in the humanities, social sciences, math, and science, leading to an Associate’s degree, as well as math, science, and foreign language courses required for transfer to UC and Cal State schools. All instructors work as volunteers. Prison University Project has five paid staff people. The degree is offered through Patten University, a small independent university in Oakland, CA.UC Santa Cruz Project for Inmate Education (UCSC PIE)Mark [email protected] Served: Incarcerated students in the Santa Cruz county jailProgram Description: UCSC PIE is an organization founded by members of the UCSC astronomy and physics departments that are dedicated to providing free education to incarcerated people in local jails. UCSC PIE started operating in spring 2009 with an algebra class for students at the Santa Cruz County Jail.COLORADOAdams State College Prison College ProgramJames Bullington (Coordinator), Prison College [email protected]@yahoo.com303-241-0550Population Served: Incarcerated students throughout Colorado and the United StatesProgram Description: At Adams State College we know how important education is to all individuals, especially for those who happen to be incarcerated. For over nine years Adams State College has worked extensively inside Colorado prisons offering on-site face-to face courses. During this time we have also worked with thousands of prisoners throughout the United States by helping them obtain their dream of a college education. ASC is committed to addressing the specific needs of incarcerated students by offering the following benefits:GEORGIAThe Certificate in Theological Studies at Lee Arrendale State for Women (CTS)Dr. Liz Bounds, Program [email protected] Zappa, Program [email protected] Bishop, Chaplain at Arrendale PrisonPopulation Served: Incarcerated women at Lee Arrendale State Prison with high-school diploma or equivalentProgram Description: CTS is designed to offer selected incarcerated students academic theological instruction that is ecumenical in scope and to train them to serve as lay religious leaders both in prison and after their release. The program’s other major goal is to provide unique teaching opportunities to seminary and doctoral students from the participating institutions as well as formative experience for congregational leadership for M.Div. studentsUniversity of GeorgiaOffice of Academic ProgramsIndependent and Distance Learning ProgramGeorgia Center for Continuing Education, Suite 193Athens, GA 30602-3603Phone: 706-542-3243Toll-free: 800-877-3243http://www.distance.uga.edu/Mercer [email protected] Justice Projecthttp://www.educationjustice.net/Population Served: Incarcerated men at Danville Correctional Center who have completed a minimum of 60 hours of coursework in the lower-level courses.Program Description: The Education Justice Project of the University of Illinois offers advanced undergraduate courses to qualified men incarcerated at Danville Correctional Center, a men’s medium-high security prison about forty miles from the Urbana-Champaign campus. EJP’s mission is to create a model university-in-prison program that demonstrates the transformative impacts of higher education upon incarcerated people, their families, the communities from which they come, and society as a whole. The Illinois Department of Corrections makes GED courses available at Danville and other state prisons. Danville Area Community College(DACC) has offered lower-division courses. The University of Illinois’s program picks up upon where DACC leaves off; offering upper-division courses to ones who seek to continue their education past the Associates’ level.INDIANAPurdue University North Central at Westville Correctional FacilityDavid CrumDirector, Correctional Education Programs(219) [email protected] BorawskiPost-Secondary Education Coordinator(219) [email protected] Served: Incarcerated students at Westville Correctional FacilityProgram Description: Academic Program leading to Associate Degree in Organizational Leadership & Supervision; Bachelor’s Degree in Liberal StudiesOakland City University Prison Ministries ProjectsContacts:Dr. Bernard Marley: [email protected] Served: Incarcerated students in Indiana correctional facilitiesBranchville Correctional FacilityMadison Correctional FacilityMiami Correctional FacilityRockville Correctional FacilityNewcastle Correctional FacilityIndiana Women’s PrisonProgram Description: Preparing people to serve others — OCU’s motto is: Enter to Learn, Go forth to ServeInside-Out Prison Exchange Program (Plainfield & Indianapolis)Steve HinnefeldIUB University [email protected] [email protected] [email protected] Facilities Served: Plainfield Re-Entry Educational Facility and Indiana’s Women’s Prison - Incarcerated students and IUPUI studentsProgram Description: UPUI faculty members Hyatt and Roger Jarjoura completed Inside-Out instructor training in the summer of 2006. Hyatt is an associate professor of anthropology in the School of Liberal Arts. Jarjoura is an associate professor of criminal justice in the School of Public and Environmental Affairs. The first Inside-Out class in Indiana took place at the Plainfield Re-Entry Educational Facility in 2007.Inside-Out Prison Exchange Program (Bloomington)Instructor [email protected] Served: Incarcerated students at Putnamville Correctional FacilityProgram Description: Micol Seigel, IU Bloomington assistant professor of African American and African Diaspora Studies, completed Inside-Out Instructor Training in the summer of 2009 and launched the first IU Bloomington Inside-Out course this spring with the help of Indiana University-Purdue University Indianapolis faculty members Susan Hyatt and Roger Jarjoura. The course is the first involving IU Bloomington in the Inside-Out program, which brings together students and incarcerated people — “outside” students and “inside” students — for a college-level course in which people from different backgrounds learn together as peers.Grace College Prison Extension ProgramJohn Teevan, [email protected] Krynock, [email protected] Ramsey, [email protected] Green, [email protected] Served: Incarcerated maximum-security individuals within the Indiana Department of CorrectionsProgram Description: The Prison Extension Program is part of the institution’s School of Adult and Community Education and operates as a contractor with the State of Indiana’s Department of Corrections (DOC) to provide post-secondary education to qualifying incarcerated people.Corrections Education Program (CEP)Indiana State UniversityKathleen WhiteInterim Director and Coordinator (Putnamville)Phone: [email protected] Served: Incarcerated individuals within the Indiana Department of Correction’s Putnamville Correctional Facility, Plainfield Correctional Facility, Rockville Correctional Facility, Wabash Valley Correctional Facility, and the Terre Haute Federal Correctional ComplexProgram Description: The mission of the Correction Education Program is to extend the programs and services of the University to support individuals in Indiana’s Correctional Facilities. The ISU mission applies to two specific student groups, benefiting both correctional staff and approved incarcerated populations as identified by the Department of Corrections.Ball State University Correctional Education ProgramOnline and Distance EducationCarmichael Hall, Room 200Ball State UniversityMuncie, IN 47306Ted WardDirector, Correctional Education [email protected]: 765-285-1593Fax: 765-285-7161Population Served:Incarcerated men from Pendleton Correctional FacilityIOWAGrinnell Liberal Arts in Prison ProgramA private liberal arts college in IowaEmily Guenther, Program [email protected] Served: Incarcerated students in the Newton Correctional FacilityProgram Description: “As a teaching and learning community, the College holds that knowledge is a good to be pursued both for its own sake and for the intellectual, moral, and physical well-being of individuals and of society at large.” — Grinnell College Mission StatementThe Liberal Arts in Prison Program extends these convictions to incarcerated students at local prisons in order to engage them in experiences of new knowledge, respectful exchange of ideas, and progressive levels of achievement. The college believes this program supports the work of corrections staff to protect communities and transform lives, making the prisons safer, and preparing incarcerated people to return renewed to their families and communities.KANSASLansing Correctional Facility Program at Donnelly CollegeDonnelly [email protected] (Assistant to President’s Office)Population Served: Students of any category – Lansing Correctional Facility;minimum, medium or maximum security are eligible, as long as they have a record of good behavior.Program Description: Donnelly College offers an on-site Associate Degree program to incarcerated students of the Lansing Correctional Facility in Lansing, Kansas. As a Catholic institution, it believes that the program has a Christian aim to assist prisoners and directly complements the school’s founding mission “to provide education and community services with personal concern for the needs and abilities of each student, especially those who might not otherwise be served.”After earning accreditation for a second, satellite campus in 2001, Donnelly began offering classes at Lansing Correctional Facility. Since then, more than 325 students have taken courses: 14 have earned associate degrees and 155 (or 48% of former students) have been released from prison.LOUISIANALouisiana State UniversityIndependent & Distance Learning1225 Pleasant HallBaton Rouge, LA 70803Phone: 225-578-2500Toll Free: 800-234-5046Population Served: IncarceratedStudents of any federal correctional of state detention facility nationwide; as long as they have a record of good behavior.Dr. Norri Grubbs, John RobsonPopulation Served: Incarcerated students AT Angola Prison who scored satisfactorily on a pre-college exam given by NOBTS staff, and additionally hold a high school diploma or a GED.Program Description: New Orleans Baptist Theological Seminary (NOBTS), Judson Baptist Association, and the Louisiana State Penitentiary planned and organized a program of theological training for church leaders at the Louisiana State Penitentiary at Angola during the summer of 1995 and was established in August of that same year.MAINEMaine State PrisonGary Upham, Principal807 Cushing RoadWarren, ME 04864Phone: [email protected] Served:Incarcerated individuals within Maine State PrisonProgram Description:The Maine State Prison Education Department offers a wide variety of academic and life skill programs. Two professional certified teachers oversee the academic programs and two days a week a computer lab is available. Available services included GED tutoring in math and English, high school completion courses through PLATO, art, music, and ABE tutoring on a weekly basis. We also have outside programs and tutors who work with small groups and individuals. A full time college program and vocational options are also part of the education department.MASSACHUSETTSBoston University Prison Education ProgramPrison Education Program | Boston UniversityJenifer Drew, Ph.D., DirectorBoston University Prison Education Programc/o Undergraduate Student ServicesDepartment of Applied Social Science808 Commonwealth AvenueBoston, MA617-353-2000, direct: [email protected] Served: Incarcerated men and women in BU program at MCI/Norfolk; MCI/Framingham; MCI/Bay State and a few Harvard sociology studentsProgram Description: The Boston University Prison Education Program was founded by labor organizer, tenant activist, and poet Elizabeth Barker. Together with BU President John Silber, Barker worked to have the Boston University Prison Education Program offer its first credit-bearing college courses at MCI/Norfolk, in 1972. In 1989, the Prison Education Program expanded to a second medium-security prison for men (MCI/Bay State), and by 1991 included MCI/Framingham Massachusetts’ only penal institution for women. BU continues to be a nationally recognized leader for its contribution to the lives of prisoners in the Program, and by extension, its contribution to the prisons they inhabit, the families they left behind, and the communities to which they will return.Inside-Out Prison Exchange Program (Northampton & Ludlow)International Headquarters of The Inside-Out Prison Exchange ProgramSimone Davis, Kristin Bumiller, and Martha Saxton (current professors in the program)Program Description: Amherst College and Mount Holyoke college professors Kristin Bumiller and Simone Davis adopted the Inside-Out model developed by Lori Pompa, who began the program to try to remove the boundaries created by classism, racism, and the stigma attached to incarceration. Under the Inside-Out model, college students and incarcerated students with all varying levels of prior education can enroll in courses at local jails. There are equal numbers of inside and outside students.Population Served: People who are incarcerated at Hampden County Correctional System and Hampshire County House of Corrections (also currently exploring expanding the program to other county facilities in the region)MICHIGANPrison Creative Arts Project (PCAP)Prison Creative Arts ProjectThe Prison Creative Arts ProjectUniversity of Michigan3187 Angell HallAnn Arbor, MI [email protected] Alexander, Founder4210 Eastgate DriveAnn Arbor, MI 48103734-426-4819Program Description: Founded in 1990, The Prison Creative Arts Project (PCAP) is committed to original work in the arts in Michigan correctional facilities, juvenile facilities, urban high schools, and communities across the state. PCAP’s process is guided by respect and a spirit of collaboration in which vulnerability, risk and improvisation lead to discovery. PCAP make possible the spaces in which the voices and visions of the incarcerated can be expressed. The program is housed in the Department of English language and Literature, and supported by English and the School of Art and Design at the University of Michigan. The following is taken from the program’s mission statement, “we believe that everyone has the capacity to create art. Art is necessary for individual and societal growth, connection and survival. It should be accessible to everyone. The values that guide on process are respect, collaboration in which vulnerability, risk, and improvisation lead to discovery and resilience, persistence, patience, love, and laughter.”Correctional Facilities Served: individuals incarcerated in Michigan (Michigan prisons and juvenile facilities), and the formerly incarceratedMINNESOTAInside-Out Prison Exchange Program (St. Paul)Jennifer J WingrenAssociate ProfessorSchool of Law Enforcement & Criminal Justice763-657-3760LECJECSt. Paul, [email protected] Served: The incarcerated at Dakota County JailProgram Description: The School of Law Enforcement and Criminal Justice has held two successful classes at the Dakota County Law Enforcement Center. The Inside-Out program brings college students and incarcerated people together in a seminar setting to study criminal justice issues.The Inside-Out Prison Exchange Program is a dynamic partnership between institutions of higher learning and correctional systems. It is designed to deepen the conversation about and transform approaches to understanding crime, justice, freedom, inequality and other issues of social concern.Inside-Out Prison Exchange Program (Owatonna)Steele County Human ServicesKelly Harder, director507-444-7510kelly.harder@[email protected] Served: The incarcerated at Steele County Detention CenterProgram Description: Kristin Klamm-Doneen, an ethics professor at Riverland, adapted Lori Pompa’s Inside-Out national program to fit the needs of the county facility. She presented the concept to county officials who were receptive to the idea. The program was approved in fall 2008 and had its first offering in January, with a for-credit course called Philosophy of Social Justice.Minnesota Correctional Education Foundation (MCEF)1450 Energy Park Drive, Suite 200St. Paul, MN 55108651- 361-7200School Improvement and AccountabilityGoal 1: Create a learner-focused education system designed to close the achievement gap and produce mastery learning for all DOC offenders.Quality Program and ServicesGoal 2: Develop and deliver all DOC programs at the highest quality level. Transition SuccessGoal 3: Prepare each student for a successful transition to school, the workplace and life in their community.Leveraging TechnologyGoal 4: Integrate technology into the education program and improve operations, delivery of programs and support services.Correctional Education PresenceGoal 5: Advance correctional education’s presence through active collaboration, beneficial partnerships and enhanced public awareness.Facility LocationsMCF-Faribault, 1101 Linden Lane, Fraribault, MN 55021, 507-334-0700MCF-Lino Lakes, 7525 Fourth Avenue, Lino Lakes, MN 55014, 651-717-6100MCF-Oak Park Heights, 5329 Osgood Avenue North, Stillwater, MN 55082, 651-779-1400MCF-Rush City, 7600 525th Street, Rush City, MN 55069, 320-358-0400MCF-Saint Cloud, 2305 Minnesota Blvd SE, St. Cloud, MN 55379, 320-240-3000MCF-Shakopee (Women), 1010 West 6th Avenue, Shakopee, MN 55379, 952-496-4440MCF-Stillwater, 970 Pickett Street, Bayport, MN 55003, 651-779-2700MCF-Willow River/Moose Lake, 1000 Lake Shore Drive, Moose Lake, MN 55767, 218-485-5000MISSISSIPPIUniversity of Mississippi – “Ole Miss”Mailing Address:Ole Miss OnlineP.O. Box 1848University, MS 38677Physical Address:617 All-American Drive371 Martindale Student Services Center, Suite MUniversity, MS 38677phone: 662-915-1267Fax: 662-915-1221Online degree programs: [email protected] Courses: [email protected] are committed to providing quality online teaching and learning opportunities at the University of Mississippi. The goal of Ole Miss Online is to:Partner with academic departments to identify and develop comprehensive distance education programs and to increase course offerings,· Empower Ole Miss colleagues to create quality online courses and continually enhance online courses through faculty development that fosters personal and professional growth,· Utilize technologies as tools to enhance academic instructions and connect people within the university community,· Increase awareness of online learning to the Ole Miss community, and· Provide high quality support services for faculty and studentMISSOURISaint Louis University Prison ProgramKenneth L. Parker, Director, Prison [email protected] Gould (Assistant Professor, Communication)[email protected] Johnston (Associate Professor, English)[email protected],314-.977-.3013Co-directors Prison Arts and Education Program.Population Served: Incarcerated men and prison staff at the Eastern Reception, Diagnostic and Correctional CenterProgram Description: Theology professor Kenneth Parker, Ph.D., founded the SLU Prison Program after watching a story on 60 Minutes about a similar effort at Bard College in New York. With the approval of University administrators and state officials — as well as funding from the Incarnate Word Foundation — SLU began offering a certificate in theological studies to incarcerated people in early 2008. Fifteen incarcerated students completed the five-course program in May 2010.University of MissouriParent Link (Parenting Information for Incarcerated Parents)College of EducationPhone Toll-free: 800-552-8522NEW JERSEYPrison Teaching InitiativePrinceton University - HomeAndrew NurkinSenior Program CoordinatorPace Center, Princeton UniversityPrinceton, NJ [email protected] KnappProfessor of Astrophysical SciencesPrinceton UniversityPrinceton, NJ [email protected] Served: Incarcerated individuals from the Garden State Youth Correctional Facility and Albert C. Wagner Youth Correctional FacilitProgram Description: Mark Krumholz started the program, now called Prison Teaching Initiative, partly because of his experiences as a graduate student at the University of California, Berkeley. He taught math and science courses at San Quentin State Prison in a long running program that offered about a dozen classes per semester. PTI has grown slowly since, and now offers 9-10 courses per semester which supplement other courses taught by paid instructors from Mercer County Community College. The College of New Jersey has recently joined the partnership.Partnership for Religion and Education in Prison (PREP)Drew UniversityMargaret Quern AtkinsPREP CoordinatorDrew Theological [email protected] Served: Incarcerated students from Edna Mahan Correctional Facility for Women (Clinton); Northern State Prison for Men (Newark) and theological students from DrewProgram Description: PREP is a theological educational program that creates opportunities for a joint theological learning environment between theological students and students within State correctional facilities. Based in several models of prison educational programming across the country, PREP forges new partnerships between places of theological learning, organizations with educational programs in the prisons, and correctional institutions. PREP uses contextual education and tenets of practical theology as it offers Drew’s theological students, faculty, and practicing ministers a chance to connect with the outside world through meaningful pedagogical methods. Through combined classrooms, a diverse student body can interact and engage with one another in meaningful academic discourse.The College of New Jersey (TCNJ) Center for Prison Outreach and EducationCelia [email protected]@tcnj.eduPopulation Served: Juvenile and adult “youth” offenders under age 35 at targeted facilities such as Albert C. Wagner Youth Correctional Facility, Garden State Youth Correctional Facility (both in Bordentown NJ), and other central NJ detention centers. The population of the principal facilities, AC Wagner and Garden State, consists of males ages 18-35 at minimum, medium, and maximum levels of security.Program Description: TCNJ Center for Prison Outreach and Education coordinates and oversees new Associates degree tracks and a year-round, non-credit academic enrichment and tutoring program for incarcerated people of Albert C. Wagner Youth Correctional Facility and Garden State Youth Correctional Facility. It provides varied educational experiences in other penal institutions in central New Jersey, as well.NEW YORKNew York Theological Seminary Master’s of Professional Studies ProgramNew York Theological SeminaryDale Irvin (President of NYTS)[email protected] Served: Incarcerated people serving at Sing Sing, Green Haven, Arthurkill, Fishkill, Mid-Orange, Eastern, and Woodbourne Correctional Facilities possessing a high school diploma or its equivalent and are engaged in ministry or community service while incarcerated. All faiths are welcome.Program Description: In 1981, Ed Muller, a Pastor and chaplain at Green Haven Prison and KarelBoersma, a pastor and volunteer at Green Haven, came to Dr. Webber with a request that the seminary create a curricular extension program for incarcerated Christians and Muslims of strong faith who had a desire to provide pastoral care inside of the prison. They claimed that pastoral care needs were so great that outside chaplains could not address them all. Dr. Webber agreed and collaborated with Rev. Dr. Earl Moore, Deputy Commissioner of the New York State Department of Corrections, responsible for Ministerial and Family Services, and an NYTS alumnus, to create a Master in Professional Studies (MPS) degree for incarcerated people.Inside-Out Prison Exchange Program (Poughkeepsie)Program Website:N/AVassar professors:Mary [email protected] [email protected] Inside-Out Program at Taconic is coordinated through Hudson Link for Higher Education in PrisonPopulation Served: Incarcerated women Taconic Correctional Facility for Women and Vassar studentsProgram Description: The two professors, along with 10 Vassar students, traveled from Poughkeepsie to the medium security women’s prison in Bedford Hills, Westchester County, once a week during the spring 2009 semester to join with 12 incarcerated students for a two-and-a-half hour class.Unique Features: The course marks the first time that the DOCS in New York State has permitted a mixed classroom of traditional college students with the incarcerated as part of a curriculum for college credit.Hudson Link for Higher Education in PrisonHome | www.hudsonlink.orgSean Pica, Executive [email protected]. Box 862Ossining, NY [email protected] Link for Higher Education in PrisonPopulation Served: Men and women who are incarcerated at Fishkill, Sing Sing and Sullivan Correctional Facilities for Men and Taconic Correctional Facility for Women; requirements include either a GED or high school diploma. We also assist Hudson Link graduates after they are released from prison.Program Description: Hudson Link for Higher Education in Prison provides college education, life skills and re-entry support to incarcerated men and women to help them make a positive impact on their own lives, their families and communities, resulting in lower rates of recidivism, incarceration and poverty.Unique Features: Hudson Link has expanded its programming to include a pre-college program to prepare potential students for the rigors of obtaining a college degree. Hudson Link Alumni work as tutors and mentors to the pre-college students.The Consortium of the Niagara FrontierRobert Hausrath, [email protected] Served: People who are incarcerated in Attica Correctional Facility and the Wyoming Correctional Facility. Students must have a GED or a high school diploma and must pass a basics skills exam to be accepted into the program. While enrolled, students must maintain a 2.0 GPA in their courses to continue to participate in the program.Program Description: Established in 1975 at Attica Correctional Facility, a maximum security prison for men in Wyoming County, New York, the Consortium of the Niagara Frontier is one of the oldest PSCE programs in New York State. Offering Associate’s and Bachelor’s degrees in Social Sciences or Humanities, the Consortium consists of Niagara University, Canisius College, and Daemen College. In 2001, the Consortium left Attica and now operates only at Wyoming Correctional Facility, a medium security prison for men also located in the town of Attica.Cornell Prison Education ProgramCornell Prison Education ProgramDr. James (Jim) Schecter, Executive [email protected] Prison Education ProgramRobert Turgeon, Faculty [email protected] Served: Incarcerated women of Bedford Hills Correctional Facility; Applicants to the program take placement examinations in basic mathematics, reading comprehension, and essay writing. Depending upon their scores, they are either placed into non-credit preparatory courses or matriculate directly into credit-bearing classes.Program Description: The Cornell Prison Education Program was established to provide college courses to incarcerated students at a maximum and medium security prison in upstate New York, and to engage Cornell faculty and students with the vital issue of the country’s burgeoning incarceration population. The Cornell Prison Education Program is dedicated to supporting incarcerated persons’ academic ambitions and preparation for successful re-entry. We believe that Cornell faculty and student engagement as instructors at correctional facilities manifests Ezra Cornell’s commitment to founding an institution where “any person can find instruction in any study.”Population Served: Incarcerated men and corrections staff at Auburn and Cayuga Correctional FacilitiesBedford Hills College ProgramAileen Baumgartner, [email protected] ext. 4514Program Description: Through the Bedford Hills College Program, Marymount Manhattan College offers non-credited College-preparatory courses and credit-bearing courses leading to Associate of Arts degrees in Social Science and Bachelor of Arts degrees in Sociology at the Bedford Hills Correctional Facility, a New York State maximum-security prison for women.In 1995, laws were passed preventing federal monies from being used for educating the incarcerated, causing many prison programs across the country to close their doors – including the one at Bedford Hills. A task force, chaired by then-superintendent Elaine Lord and comprised of education specialists and the incarcerated at the facility, found that the impact of higher education substantially reduced re-incarceration rates. To re-establish the college program without state and federal funding, the taskforce created a consortium of schools that would donate funds and faculty to continue the college program.Unique Features: In addition to supplying the necessary classroom space, the correctional facility supplies room for a learning center that contains the college’s computer lab and the on-site library, staffed by a dedicated coterie of volunteers from the Bedford Hills area.Bard Prison Initiative (BPI)Bard CollegeDaniel Karpowitz, Director of Policy & [email protected] Kenner, Executive [email protected], 845-758-7308Bard CollegePO Box 5000Annandale-on-HudsonNY 12504-5000Population Served: Women and men who are incarcerated at the Eastern Correctional Facility, Woodbourne Correctional Facility Elmira Correctional Facility, Green Haven Correctional Facility, otBayview Correctional Facility; students must have a GED or high school diploma and program administrators cap admission at 15 spots each year.Program Description: BPI offers college inside three long-term, maximum-security prisons and two transitional medium-security prisons. Founded in 1999 by former Bard student Max Kenner, BPI gives men and women the opportunity to earn a degree from Bard College, a highly regarded private liberal arts university. Providing curriculum in line with a traditional liberal arts program, BPI offers Associate’s and Bachelor’s degrees and holds classes identical to those taught at Bard College at Annandale-on- Hudson. The admissions office on Bard’s traditional campus makes decisions about acceptance into the Bachelor’s program based on an incarcerated student’s perceived preparedness and regardless of class size at the correctional facility. Incarcerated students are required to have a Bard Associate’s degree before they can apply to the Bachelor’s degree program. BPI now enrolls nearly 200 women and men fulltime in a rigorous and diverse liberal arts curriculum, offering both associate and bachelor degrees.John Jay College/CUNYPrisoner Reentry InstituteJohn Jay College of Criminal Justice555 W. 57th Street, 6th FloorNew York, NY 10019Phone: 212-484-1399NORTH CAROLINAUniversity of North Carolina at Chapel Hill’s Friday Center for Continuing Education with North Carolina Department for CorrectionsHome - The William and Ida Friday Center for Continuing EducationBrick Oettinger, Associate Director for Correctional [email protected] Served: Incarcerated individuals from approximately twenty-five participating North Carolina correctional facilities (on-site classroom courses)with a GED score of at least 250, a WRAT reading grade level of at least 10.0, or prior college academic credits. The sentence criteria exclude all whose parole eligibility and discharge dates are more than 10 years in the future. 18- to 25-year-old individuals funded by Federal Youth Offender Act grants must be within five years of parole eligibility or discharge date.Program Description: The North Carolina Department of Correction works with UNC-Chapel Hill’s Friday Center for Continuing Education to provide a variety of tuition-free university courses and educational services to incarcerated people. Only those incarcerated in the North Carolina prison system qualify for the Correctional Education Program.Programs Offered: Self-paced Correspondence Courses:These courses have a nine-month enrollment period. A renewal of four months is available for a $30 fee (paid by the Correctional Education Program).Unique Features:N/AHeadquarters:NCCorrectional Facilities Served:OHIOInside-Out Prison Exchange Program (Cincinnati)All for One. One For All.Peg HubbardDepartment of Criminal [email protected] ShimrockFacilitator, Inside-Out [email protected] Served: Incarcerated men and Xavier students; The men at Lebanon Correctional Institution (LeCI) go through the same screening process as Xavier students. They fill out a similar application and are interviewed by the same panel. The intention of the instructors is to choose a mix of students (race, socioeconomic, opinions, criminal history, education, etc.) to ensure class discussion is enriched by varying viewpoints.Program Description: The Inside-Out Prison Exchange Program is a semester-long overview of current social justice topics, taught inside a local prison. Curriculum includes exploration of why people commit crime; what prisons are for; analysis of the Criminal Justice system; punishment and rehabilitation; victims and victimization; restorative justice; myths and realities of prison life.Inside/Outside (ISOS)Jefferson [email protected] Served: Adults from River City Correctional Center with substance abuse issues who would otherwise be sent to Ohio penitentiaries.Program Description: Inside/Outside began in February 2001 with the participation of individual artists and collaborating organizations in an intensive training conducted in Cincinnati by the Pat Graney Dance Company of Seattle. The training involved Cincinnati participants in the creation of an integrated arts program for women at River City.Ohio University College Program for the Incarcerated (CIP)MFEWelcome to Ohio UniversityKen Armstrong, Director of Independent [email protected]@ohio.eduHaning Hall 222Ohio UniversityAthens, OH 45701800-444-2420800-444-2910Population Served: People who are incarceratedProgram Description: Since 1974, the College Program for the Incarcerated (CPI) has provided incarcerated men and women with courses and degree opportunities to further their educational goals. Ohio University seeks to meet the diverse needs of incarcerated distance learners. Through CPI, both associates and bachelor’s degrees are available. Each student is assigned an academic advisor to assist in successfully planning a degree program.Although CPI cannot offer financial aid to incarcerated students, or the option of partial payments, a significant discount through the Comprehensive Fee Plan is offered. Some students may qualify for VA benefits. Ohio University is accredited by the North Central Association of Colleges and Schools. The College Program for the Incarcerated is administered by the Office of Independent Study.Zane State CollegeLinda Applegarth (Interim Coordinator of Prison Education)[email protected] Served: People who are incarcerated at the Belmont Correctional InstitutionProgram Description: The College provides instructors who offer credit courses in two short-term certificate programs.OREGONInside-Out Prison Exchange Program (Wilsonville)Julie Kopett, Director of [email protected] Spring, Assistant Director of Community-University [email protected] Served: People who are incarcerated at the Coffee Creek Correctional FacilityProgram Description: The Inside-Out Capstone course provides an opportunity for a small group of students from Portland State University and a group of residents from Coffee Creek Correctional facility to exchange perceptions about crime, justice, and how societal structures and culture define crime and justice. The course is called “Inside-Out Prison ExchangeInside-Out Prison Exchange Program (Salem, Oregon State University)[email protected] Served: People who are incarcerated at the Oregon State PenitentiaryProgram Description: Inside Out is a program that began in 1997 with a select group of Pennsylvania incarcerated individuals and students who had the common goal of studying crime, justice and social issues that affect society at large. Since then it has expanded and through the help of Professor Michelle Inderbitzen the program has made its way to Oregon State University. The goal of Inside Out at OSU is first and foremost to exchange ideas and perceptions and gain a deeper knowledge of crime, the criminal justice system, corrections and imprisonment.Inside-Out Prison Exchange Program (Salem, University of Oregon)Steven Shankman, Professor of English and [email protected] Served: People who are incarcerated at the Oregon State PenitentiaryProgram Description: Since 2007, University of Oregon (UO) Professor Steven Shankman has taught three Inside-Out Classes through the Clark Honors College (CHC) at the Oregon State Penitentiary. Courses are taught in an integrated classroom with outside students (from the Honors College) and inside students (who are incarcerated at Oregon State Penitentiary). Students study course materials together, and participate in dialogue about the texts and the larger questions of social justice and social inequalities. Since then, more than sixty CHC students have participated in Inside-Out classes at the Oregon State Penitentiary.College InsideNancy Green, Director of Corrections [email protected] Served: Incarcerated individuals from designated institutions (Oregon State Penitentiary, Oregon State Correctional Institution, Mill Creek Correctional Facility) with less than five years left on their sentence, a high school diploma or equivalency, and 18 months of clear conduct. Those meeting the education and clear conduct requirement that have outside funding or can self-pay also enroll in the program.Program Description: The College Inside program is a degree program designed to allow incarcerated students to obtain a two-year college degree that can transfer to a four year university with a focus on general studies, Business or Automotive Technology. College Inside allows students to be in control of their own educational and employment future. The program requires students to think and plan for the future, outside of prison. The program is not just something to do while in prison. It requires effort, responsibility, drive, and commitment.PENNSYLVANIAThe Inside-Out Prison Exchange Program (Philadelphia)Temple UniversitySuite 331, MB 66-101810 Liacouras WalkPhiladelphia, PA 19122Phone: 215-204-5163 | Fax: [email protected] Served: Prisons and jails in 25+ states - In each program branch: 9-18 campus-enrolled undergraduates and 9-18 incarcerated (or sentenced) students (in equal numbers)Program Description: Headquartered at Temple University, The Inside-Out Prison Exchange Program® is a national program that offers semester-long, college classes behind bars to groups of students of whom half are incarcerated and half are college students from outside. These seminars are offered in many academic disciplines, but they always emphasize collaboration, critical thinking, and dialogue, with course themes usually focusing on the study of some aspect of our society’s approach to crime and punishment. Every year at least three week-long intensive instructor training institutes prepare faculty from around the country and abroad to build effective correctional-academic partnerships in their home region, to find means to offer credit to inside students wherever possible.This work is fundamentally shaped by the perspectives of people in prison.Community College of Allegheny CountyDistance Learning Center800 Allegheny Avenue; Room 123Pittsburgh, PA 15233412.237.2239fax: 412.237.8187Proctored testing fax: [email protected] learning 412-237-8700For incarcerated individuals: any prison administrator such as a warden or medical administrator, a prison counselor or prison librarianNorthampton Community College3835 Green Pond RoadBethlehem, PA 18020610-861-5300Serving the Lehigh Valley and beyondProgram Description: NCC has helped students of all ages and backgrounds answer one of life's biggest questions.NCC is committed to quality, affordable higher education. We strive for accessibility, with courses scheduled at multiple campuses and locations during the day and evening, on weekends and online. You can choose from nearly 100 transfer and career programs leading to associate's degrees, certificates and diplomas.RHODE ISLANDRhode Island Department of Corrections Education UnitYour Page TitleRalph [email protected] Served: Incarcerated individuals at any Adult Correctional InstitutionProgram Description: Participants have the opportunity to earn college credits for various liberal arts and/or business offerings in classes offered by the community college. Course offerings vary by semester. Academic requirements of the AA degrees are followed to enable students to attain the AA degree while incarcerated or allow them to continue to pursue the AA degree upon release. Vocational post-secondary offerings vary by semester and lead to the obtainment of trade related certificates of completion and/or licenses as applicable.