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Question: “How was it possible that a family could be supported comfortably on a single income in, for example, the 1950s, yet today people struggle with two incomes?”OK. having actually lived in the 1950s and disagreeing with many of the posted answers I will have to answer this, giving real and verifiable examples. In particular, I must respond to an extremely inaccurate and misleading answer posted by Quora writer Heather Johnson.To put things in perspective, I grew up in southeastern and south central Wisconsin. My father was an engineer, i.e., he had a modest middle class income. My mother, although she had worked before marriage, was a housewife and parent without outside income. The family consisted of my parents and six children, all of whom went to college. Everything about our lives was normal mid-western, middle class.Johnson writes: “[A]ppliances were bought on 5yr hire purchase plans. Once you paid it off you kept it for 20 yrs”. NO. Just no!My parents paid cash for every appliance purchase, as did most people in the middle class. Credit cards, other than American Express and Diner’s Club, both for business use, did not exist. Consumer credit did not exist, other than time payments from Sears if you bought their Kenmore brand and small loans at bad terms from Household Finance stores which catered to the improvident. Sensible people never borrowed money. Other than gas cards, there were no non-business credit cards in the 1950s and ‘60s. No one had ever heard the term “Master Card” or the phrase “Minimum Monthly Payment”.Appliances, although well made and, unlike today, designed so that they could be serviced, seldom lasted for “20 years”. A heavily used automatic washing machine or dryer might last 5 to 7 years. A kitchen range might be kept for 10 years, after which maintenance issues involving heating elements, clocks, timers, and switches made replacement likely. Automatic dishwashers and garbage disposers and garage door openers all had limited life spans. Tube type televisions in the 1950s ran hot, needed frequent service, and lasted no more than 5 years before needing to be replaced.Johnson writes: “Houses were small…a kitchen resembling a walk-in closet.”NO. This is the house my family lived in in the 1950s.It had a very large kitchen, a separate formal dining room, a living room with masonry fireplace, 3 large bedrooms all with closets, a closed in porch, solid oak floors throughout, a full basement, a cedar shingle roof, and a separate garage, all on a large wooded lot on a quiet street. The quality throughout was far higher than that which one can buy today. There were two Bell System dial telephones, one in a telephone alcove in the dining room and one in my parent’s bedroom.It was a typical middle class home.In 1962 my father had this built.It had a large kitchen, with a dish washer (!), formal dining room, living room, two masonry fireplaces, family room, office, laundry room, four large bedrooms, 2 and ½ baths, hardwood floors, full finished basement (with a bar and a pool table), two car attached garage, patio, breezeway, all on a two acre wooded lot with a view. Again there were two dial telephones, one of which was in my parent’s bedroom. This was a very typical home for a middle class salaried employee. In the 1950s American middle class families did not live in tiny shacks.Johnson claims that Americans in the 1950s: “[B]ought one car and maintained it for decades.” NO! Cars did not last for “decades”.In the 1950s a car was considered old at 60,000 miles when it was traded in on a new model. It was unheard of to own a car whose odometer had turned over from 99,999 to 0. The odometers did not even have a 100,000 mile dial. Most people traded in their cars every 3 to at most 5 years. Many car guys had arrangements with their car dealer wherein they would trade in their car every 2 years for a new version of the same make and model for a fixed amount of money. These are some of the cars my father owned in the 1950s. Note the upward mobility shown by the car models over the years.And from 1958 on, like many middle class American families, we had two cars, one for my father and the other shared by my mother and the children. They always paid cash for their cars, regarding auto loans as wasteful.This was my mother’s car.Johnson writes: “You had a modest closet consisting of one Sunday best outfit, 2 work outfits and 2 casual outfits.NO! My father wore suits to work and casual slacks and golf shirts on the golf course. I never saw him in a t-shirt or a pair of jeans. My mother dressed nicely, owned a few outfits by Dior and Balenciaga and Chanel and had a seldom worn mink stole. Although she knew how to dress well, this was not unusual or extravagant for the wife of a salaried engineer. In the 1950s and ’60s one dressed up to go shopping downtown or out to dinner or take an airline flight.Johnson claimed: “You ate out infrequently”.Not exactly. Fast food joints did not exist. Nor did family casual restaurants, aside from Italian pizzerias or the Friday fish fry at the neighborhood bar. Families seldom went out to dinner with the children. But my father frequently took my mother out on Friday nights to a nice supper club with dancing afterwards.My family in the 1950s lived this way while my parents, after having struggled through the depression and war years, paid off a mortgage, paid for parochial school for the children, sent six children to college, had no debt, and invested enough money in the stock market to be well off in retirement. Unlike what Johnson implies, the American middle class in the 1950s did not live in some sort of austere deprived poverty.OK, how was that possible? The economic system of the post-war period was different.Unlike today where all of the gains in productivity in the economy are directed to the 1%, from 1945 to 1980 productivity gains were shared and enjoyed by all segments of the working classes.Employment was secure. If you were employed and did your job well you did not have to worry that you would lose your job to a KKR or Bain Capital leveraged buyout scheme or some balance sheet manipulator’s desire to create paper “share holder value” or enhance his own stock options. The term “down sizing” had not been thought of. Looting of pension funds, a standard tactic of leveraged buyouts today, would have been a criminal offense in the 1950s and 1960s..The forty hour week was the norm. Workers were not expected to either work when they were not being paid or take work home. Blue collar workers got overtime for anything beyond 8 hours per day or 40 hours per week. And that overtime was enough to allow my wife’s machinist father to pay off the mortgage of a new house in five years.Medical costs were reasonable. Hospitals were run by religious orders or owned by municipalities, not predatory corporations. The cost of having a baby, including days recovering in a pleasant sun lit room, was ~$250.Companies paid good wages and salaries and all good companies included medical insurance and defined benefit pensions.Employment included paid vacation time.Unions insured safe working conditions and good wages for working men. In the 1950s more than 30% of the jobs were unionized. (Today that figure is 11%, and most of those are public employees, i.e., cops and teachers.) Those union wages set a floor that kept up the wages of non-union workers and white collar employees.Union Pensions allowed comfortable retirements. I will describe for example the work and retirement history of a friend with whom we discussed work in the 1960s yesterday: Went to work in the late 1960s immediately after high school for an automobile manufacturer. Worked as a sweeper, i.e., a janitor. Retired after 30 years, and not yet 50 years old, on generous full pension. Pension includes excellent medial coverage from Kaiser-Permanente. Has been retired for 20 years. Owns, for personal use, a home in Florida and a condominium in Colorado, and farm land in Wisconsin. Travels.The public schools were good and staffed with good teachers. The courses included typing and secretarial skills and mechanical trades as well as academics. Thus, students graduated prepared either for college or for a trade.The cost of higher education was reasonable and a college education was easily affordable, especially at one of the excellent land grant universities, by anyone in the middle class or skilled blue collar class who qualified.Savings and Loan Associations and the post-war GI Bill offered affordable home mortgages while not lending either to speculators or those who were trying to live beyond their means, thus adding to both the growth and stability of home ownership. For a fixed rate 20 year mortgage the interest rate was ~4.5% in the 1950s and ~5.5% in the 1960s.Public transportation was better and far more extensive than today, offering an alternative to private cars.Work was closer to home seriously reducing commuting time and expenses for those who chose to drive to work.Americans who were adults in the 1950s had lived through the Great Depression. That taught those who were intelligent the value of savings and the danger of debt. Thus, they avoided consumer loans, paid cash for appliances and cars, put a large down payment on their homes, paid off mortgages quickly, lived within their means, and saved and/or invested.Finally, one must not forget that in the 1950s, because much of Europe had not yet recovered from the devastation of the war, American industry was given an extremely profitable decade and the American dollar was substantially overvalued making imports of goods to the United States, or travel by Americans to Europe, extremely inexpensive.The 1950s and 1960s were different. The American middle class in those decades did not live simple austere pleasureless lives. Nor did they lack nice things. But the difference was caused: 1) by a “Depression Mentality” which taught those who experienced the depression to avoid the debt trap, and 2) by structural differences in government regulations, differences in the tax system and who it was designed to serve, differences in business ethics, and differences in the economy. The different type of government in the 1950s and ’60s and different economy in that era allowed middle class families in the 1950s and 1960s to live nicely on one earner’s salary.As Quora writer Denis O’Sullivan said in the comments (see below): “ The old tradition of the poor getting poorer returned in the 1980′s. It was a good run from 1940 to about 1980 for both blue and white collar employees.”Note re wages and prices in the 1950s: In 1957 the Federal Minimum Wage was $1.00 per hour. Adjusted simply for inflation that would be $9.20 today. The Georgia State Minimum Wage today is $5.15…half of what adjusted for inflation the Federal Minimum Wage was in 1957. The median income for an engineer with 10 years experience in 1957 was $10,000. Beginning pharmacists earned $125 per week or $6,500 per year. In 1955 the median income of a physician in general practice was $15,000. In 1957 a classroom teacher in a city of 50,000 earned $4,500 per year. The hourly wage for an automobile assembly line worker worker was $2.27 per hour, for a tool and die worker $2.95 per hour or $118 for a 40 hour week. The price for the 1950 Ford Deluxe V8 shown in the above photos was ~ $1,100. The 1953 Nash Ambassador sold for $3,100, the 1958 Oldsmobile $4,200. The two story colonial house shown in the photos sold for $17,500 in 1957. It was originally built in 1937. The 1962 house with attached garage was built for $34,000. In 1950 an Admiral black and white console television with radio and phonograph cost $500. In 1954 a top-of-the-line Admiral Dual-Temp two door refrigerator-freezer cost ~$500.Note re union wages in the 1950s: In unionized plants workers were paid time and one-half for hours worked over 40 hours per week and double time for working on holidays. Overtime was available based on seniority. My wife’s father was a skilled machinist at an automobile plant. Having started his employment there as a young man before enlisting in WWII, he was one of the 6 most senior employees in a factory of thousands of workers. He, thus, could bid for and get well paid overtime work whenever he wanted. One year he worked every day of the week including Saturdays and Sundays and Holidays for at least 8 hours per day, taking off only for one day, Christmas. By doing so he paid off the mortgage on a new home in five years. The UAW Pension allowed one to retire after 30 years regardless of age at full pension. That pension included full medical coverage including eyeglasses and dental care.Note re charge plates: The embossed aluminum charge pates issued by some department stores,gasoline station charge plates, Diners’ Club cards, and American Express cards used in the 1950s and ’60s were not credit cards as we use the terms today. These cards had to be paid off in full monthly. Diners’ Club and American Express cards, which were printed on paper with typed in names and addresses, were for business, not personal, use and were only available to the trustworthy and wealthy.Note that the above card from 1955 is described as a CREDIT IDENTIFICATION CARD. It was a card that informed the merchant that the holder’s income and reputation for paying his bills had been verified. Merchants and restaurants who accepted charge card placed the sticker(s) for the card(s) they accepted on the entry door. But you could not trust that. Restaurant owners would terminate their contract with the credit card issuer without removing those stickers.Department store plates could only be used at one store or one association of stores. They were often limited to a relatively small amount, often $50 or less. These were in use into the 1970s. Gas station cards, of course, could only be used at named gas stations. Sears did offer a “Revolving Credit Account” to holders of its charge cards. But these, again, could only be used for purchases at Sears stores. The Sears Roebuck and Co. card eventually became the Discover Card. The first actual Credit Card was the Master Card. (known as Interbank from 1966–1969 and Master Charge from 1969–1979). The first Interbank Cards were issued in 1958 to a restricted group. Charge Cards were not widely distributed until well into the 1970s. And even in the ’70s one had to check with restaurant servers before ordering to determine if your card or any card was valid at that restaurant. Many businesses refused to accept charge card purchases below a set amount.As late as the 1970s women desiring a Department Store Charge Plate had to get it in their husband’s name and the application needed his approval and signature, regardless of the wife’s employment or income. My wife encountered this when she applied for an account at Charles A. Stevens, a woman’s fine clothing store in the Chicago Loop, and was told she needed my approval and signature although she had a better job and higher salary than I did!Note re Changes in Relative Costs: In the 1960s my best friend’s father was a factory worker at the big dirty, but unionized, Fairbanks-Morse plant. My blue collar family friend could afford to take flying lessons and, before he was allowed to drive a car, had a private pilot’s license and enough flying hours by the time we were in high school to have both an instrument rating and a dual engine rating.As teenagers we were allowed and could afford to rent and fly aircraft, usually a Cessna, over Southern Wisconsin and Northern Illinois, sometimes taking our dates out for night flights. We were high school students, and we paid for those flights with our own earnings from part time or summer jobs. Today flying lessons and airplane rentals are only available to the rich.Life was very different in the 1950s and 1960s.

I’m currently learning Mandarin and a dab of Vietnamese!Is it difficult?Well, for Mandarin,I would say no. I made attempts at learning Mandarin back in high school (this was about 6yrs ago). So, I already have a bit of a foundation going. I studied really hard back then, but for several reasons not related to language learning at all , I stop studying. However，getting back into the swing of things, nah, it’s not really hard. It wasn’t really hard back then either, just watched some Youtube vids to understand tones and pronunciation in a few days. I must say, I don’t learn as quickly as I once had, but it’s all coming back to me! I learn new phrases everyday and speak with Chinese speakers via HelloTalk. I also have a tutor who helps me every Tuesday and Thursday, who I found via Italki .[1][1][1][1] I am taking a Chinese class at a Chinese language school as well. So, it’s coming together!Vietnamese…oh dear, don’t get me started! Learning the pronunciation has been a bit of a nightmare! The fact that there are 3 dialects (with only two relevant ones being Northern and Southern…central should be avoided at all cost, since even Vietnamese people don’t understand those speakers) makes it hard to find just the right materials. I personally wish to learn Southern, since most overseas Vietnamese people are from the south and my spouses family speaks that dialect. Yet, since Northern is the “official” way to speak, most learning materials are made for it. However, you can occasionally find programs/software/books that are specifically for Southern dialect or go over both Northern and Southern. I didn't have nearly this many issues just saying a word in Mandarin (knowing nothing about the language) like I am having with Vietnamese. The tones are another thing all together, I think they are much more difficult to decipher than in Mandarin…. I believe this and pronunciation will be the biggest hurdle; after that, I think it will be an easier ride.Is it fun?Mandarin, yes, it’s fun! As I’ve already stated, I like speaking with Chinese people, so Mandarin as a whole is a joy for me! Vietnamese on the other hand…it kind of frustrates me. I had a tutoring session for Vietnamese and it was really disheartening since I felt like I couldn't say anything right…I still have that feeling when learning honestly; but I’m sure it will get better and I’ll grow to like it more.Why?My reasons for learning Mandarin are not the same as when I was a teen, but as a young adult, I wish to learn Chinese because I enjoy conversing with Chinese people. There’s something about how welcoming most Chinese people are, that draws me to them and their language, as well as culture. I couldn't be any farther from looking Chinese (I’m black), but feel welcomed by Chinese people! :) I aspire to go to China and see all the different places, try all the different foods, see all the different sites, etc. I’d like to possibly study there and maybe work their in the future, if I can!Why Vietnamese? Well, I honestly only have a few reasons; that might not seem very deep or passionate when compared to Chinese; but my spouse is Vietnamese-American and even though his parents speak Vietnamese, I feel like maybe I could be closer to them if I spoke it. He also has relatives and family friends that don't speak English, so I’d really like to communicate with them. Not only those people, but he has Vietnamese coworkers and has Vietnamese customers; I’d like to communicate with them as well. I feel like I’m always surrounded by Vietnamese (the language) since I moved to live with him and since I hear it whenever I go outside(to the asian markets, at Costco, at the park, etc); I might as well learn it, right? I don’t have a love for it, like I do Mandarin, but the point to learn a language is to communicate right? I’d like to be able to reach more people and knowing their language is the best way to do that!How often do you practice?For Chinese, I take Chinese class, which is 2hrs long, every Sunday. I also have my tutoring sessions every Tuesday and Thursday for an hour. Throughout the week I’ll make flashcards for what I’ve learned, go over notes, rewrite characters over and over again (so I can recognize them), and then use some time watching Taiwanese dramas and talking to Mainland Chinese speakers online/on Hellotalk.I don’t have a set plan or time that I practice Vietnamese, though, after Chinese class I do go to my spouses work and hear Vietnamese spoken by him and the customers and occasional speak with Vietnamese people and ask questions. I’ll make a set plan when I find a bit more time for the language…Chinese takes up a lot of my time so far.What resources do you use?Maybe I’ll come back to this question and post links of what I use; but I’m a bit lazy now. I have most of the Vietnamese tools linked already…It’s mostly the Chinese ones I’ll get back to…unless I forget lmao!For Chinese I use ChineseSkill, HelloChinese, and Pleco as my dictionary of choice. I also have the Samsung Chinese input method to type in Chinese on my phone. For speaking to people I use Hellotalk & I used to use Interpals, and for tutoring I use Italki[2][2][2][2], which I love since you can find Chinese tutors; you can find a price (ranging from $4–30+hr）that suits you and learn on your own time via Skype/Wechat/QQ/etc. Back in the day, I got My Chinese Coach for the DS (this comes in other languages as well), which is a fun way to learn if you already own a DS/3DS/3DSXL. You can find software and audio tapes; like Pimsluer, Rocket Chinese, and Rosetta Stone (which I don’t really recommend, due to the price and what you get for that price, but I got it at a discounted rate at my old job). There’s also the books Practice Makes Perfect (it’s more well known for it’s Spanish textbooks), Speak Mandarin in Five Hundred Words - which is free online for download[3][3][3][3][4][4][4][4] and on PDF[5][5][5][5] , provided by the Taiwanese government, FSI Languages - free from the United States government….however it is a bit old but still useful and well made, and Integrated Chinese - this is popular with colleges. I’d also like to mention, you should try and see if you have a Chinese language school in your area, it costs about the same or less than a college coarse(mine was $182 after all the fees, including the textbook). You’d likely not have that many students in your class either. It’s also much better than trying to find an in person tutor, which can be expensive. There are many more programs/books/software, there’s a lot for Chinese now that didn't exist before, when I first was learning! I just mentioned the ones that I’ve PERSONALLY used! :)Here’s some Chinese music recommendations!Ann白安【是什麼讓我遇見這樣的你What brings me to you】 *pop ballad徐佳瑩 - 綠洲 (字幕版) *pop balladZTAO - Hello, Hello ft. Wiz Khalifa *hiphopLuHan 鹿晗【Lu】 *hiphopMiss A - I Don't Need A Man *Cpop (also a kpop song, this is the Chinese ver)Steven Universe - It's Over Isn't It (Taiwanese Mandarin Chinese)Here’s some Chinese anime, yes it’s not a dub, it’s 100% Chinese, press CC for subs in English! Great for those anime fans who are learning Mandarin! You even get that Chinese culture in their, since it’s a Chinese animation!Nuwa's Diary [女娲成长日记]Cupid's Chocolates *harem《灵契》Ling Qi/Soul Contract - *BL/Shounen-ai (more evident in the manhua) Also, this show has such a great theme song, omg so good!Fox Spirit Matchmaker [狐妖小红娘] *comedyYou can find more shows, subbed, here: Bayi Subs - Club - MyAnimeList.netTools from Vietnamese aren't nearly as vast! However, I feel like I have a good variety of tools for those interested in learning! To start, I’d personally get Elementary Vietnamese and Vietnamese for Beginners, since they both have audio tapes.VIETNAMESE RESOURCES[Free] Northern Illinois University - Lesson table of contentPimsleur - This you can pay for (buy it online) or use for free at your local library. You can probably torrent it honestly; but I’m not gonna encourage that LOL.[APP/Southern Dialect] L-Lingo: Vietnamese - L-Lingo Online Application[Southern Dialect] Vietnamese for Beginners - Vietnamese for Beginners They stated to me in an email that they will make an intermediate version; only if there is continued interest in the Beginners series; so I encourage buying it from the publisher; they also have the best pricing when compared to Amazon.[Northern Dialect] Elementary Vietnamese, Third Edition: Moi ban noi tieng Viet. Let's Speak Vietnamese. (MP3 Audio CD Included): Binh Nhu Ngo Ph.D.: 9780804841726: Amazon.com: Books[Northern Dialect] Continuing Vietnamese: (Audio CD-ROM Included): Binh Nhu Ngo Ph.D.: 9780804847636: Amazon.com: Books[Free/Southern Dialect] FSI Languages - FSI Vietnamese I believe FSI was created and funded by the US government; but don’t quote me on that one. Think it was for people in the military who get stationed abroad; so they had to learn the local language. It’s free; so it’s worth trying. I’m not sure about the Vietnamese version; but I’ve heard positive reviews on FSI. Though, it’s a bit dated.Tuttle Publishing - Vietnam - Tuttle Publishing They have a variety of Vietnamese language material; including the Elementary and Continuing Vietnamese books I posted above; but they have more; so I figured I’d like to the company as a whole. They have plenty of products for other Asian languages as well!Vietnamese Language Schools or College Classes - Learning Vietnamese Language Online (ASU Vietnamese Online Coarse). So, this can vary…if you live in an area with a large Vietnamese population; you’ll likely find a Vietnamese language school (this applies to other languages too, like Polish/Russian/Chinese language schools). They often are located at churches or at Universities/community college campuses. From my experience; language schools can be MUCH cheaper (can range from $100 - $400; I’ve even known some to be FREE) than getting a private tutor. I’ve even had a language class with only 2 other students! So, the focus can really be on learning at your own pace for half the price of 1-on-1 tutoring! If you are a student; Vietnamese language classes are possible as well! It is likely more expensive though; and will have more students. It’s still a great way to use the language regularly though, and have a schedule. Sometimes learning on your own can make you go astray.[Free] Memrise - Vietnamese courses on Memrise—————You’re gonna need a place to use that Vietnamese you've learned thus far, right? So, I’d make an effort to watch Vietnamese media! You can try watching some dramas!VIKI - Explore 65 shows from VietnamThere are also Youtube channels that you can watch as well; just find what you’re interested in and add “tiếng Việt” or “Vietnam/Việt Nam” (or something along those lines) at the end. Your listening skills should improve! If you happen to have the Vietnamese channel on your TV, I’d try that too!^Pokemon Go, anyone?Lets not forget music as well! It’s a nice passive way to hear the language as well; it is also encouraging, if you want to understand the song meaning! I used to feel that Vietnamese songs were those dreadful ballads for old people you’d hear in your parents car or at a restaurant; but there’s much better more modern songs today!^This is mah jam ;D^Really catchy! Oh，the earworm! <3^Has a bit of a Kpop/EDM feel too it!Anyway, whatever it is you wish to learn, do your best and you will succeed! :)Hope this helped someone! I spent quite a long while with this answer…o_o;Upvotes are always welcome friends ;D LOL.Footnotes[1] https://www.italki.com/i/C6A6E0[1] https://www.italki.com/i/C6A6E0[1] https://www.italki.com/i/C6A6E0[1] https://www.italki.com/i/C6A6E0[2] https://www.italki.com/i/C6A6E0[2] https://www.italki.com/i/C6A6E0[2] https://www.italki.com/i/C6A6E0[2] https://www.italki.com/i/C6A6E0[3] eBook Store[3] eBook Store[3] eBook Store[3] eBook Store[4] e-Learning Portal for Chinese Education[4] e-Learning Portal for Chinese Education[4] e-Learning Portal for Chinese Education[4] e-Learning Portal for Chinese Education[5] http://edu.ocac.gov.tw/interact/ebook/digitalPublish/MPDF-s%5CE-H-Y.pdf[5] http://edu.ocac.gov.tw/interact/ebook/digitalPublish/MPDF-s%5CE-H-Y.pdf[5] http://edu.ocac.gov.tw/interact/ebook/digitalPublish/MPDF-s%5CE-H-Y.pdf[5] http://edu.ocac.gov.tw/interact/ebook/digitalPublish/MPDF-s%5CE-H-Y.pdf

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.