POPULARITY
4 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
3 episodes with Bard Prison Initiative
2 episodes with Bard Prison Initiative
Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different.In his book, College in Prison: Reading in an Age of Mass Incarceration (Rutgers University Press, 2017), Daniel Karpowitz chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI's development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. Interviewee: Daniel Karpowitz has worked on public and private sector systems change for over twenty-five years. He is the former director of policy and academics for the Bard Prison Initiative and the cofounder of the Consortium for the Liberal Arts in Prison, an organization that launches and cultivates college-in-prison programs across the country. Host: Schneur Zalman Newfield is an Associate Professor of Sociology and Jewish Studies at Hunter College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press). Visit him online at ZalmanNewfield.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different.In his book, College in Prison: Reading in an Age of Mass Incarceration (Rutgers University Press, 2017), Daniel Karpowitz chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI's development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. Interviewee: Daniel Karpowitz has worked on public and private sector systems change for over twenty-five years. He is the former director of policy and academics for the Bard Prison Initiative and the cofounder of the Consortium for the Liberal Arts in Prison, an organization that launches and cultivates college-in-prison programs across the country. Host: Schneur Zalman Newfield is an Associate Professor of Sociology and Jewish Studies at Hunter College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press). Visit him online at ZalmanNewfield.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
From the late 1940s to the mid 1960s, Peru's rapid industrialization and anti-communist authoritarianism coincided with the rise of mass-produced cookbooks, the first televised cooking shows, glossy lifestyle magazines, and imported domestic appliances and foodstuffs. Amy Cox Hall's The Taste of Nostalgia (U Texas Press, 2025) uses taste as a thematic and analytic thread to examine the ways that women, race, and the kitchen were foundational to Peruvian longings for modernity, both during the Cold War and today. Drawing on interviews, personal stories, media images, and archival and ethnographic research, Cox Hall considers how elite, European-descended women and the urban home were central to Peru's modernizing project and finds that all women who labored within the deeply racialized and gendered world of food helped set the stage for a Peruvian food nationalism that is now global in the twenty-first century. Cox Hall skillfully connects how the sometimes-unsavory tastes of the past are served again in today's profitable and pervasive gastronostalgia that helps sell Peru and its cuisine both at home and abroad. Dr. Amy Cox Hall is Associate Dean of the Bard Prison Initiative at Bard College, and a writer and cultural anthropologist who specializes in Peru and the U.S. with research focused on science, race, photography, national heritage, and most recently, food. She is the author of Framing a Lost City: Science, Photography and the Making of Machu Picchu (published by University of Texas Press in 2017),editor of The Camera as Actor: Photography and the Embodiment of Technology (published by Routledge in 2020), and A Taste of Nostalgia: Women, Race, and Culinary Longing in Peru (published by UT Press in 2024). Dr. Scott Catey is CEO of The Catey Group, LLC. and Executive Publisher of Rising Justice Publishing, a full-service multimedia publishing enterprise. Visit https://scottcatey.com/ for more information. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
From the late 1940s to the mid 1960s, Peru's rapid industrialization and anti-communist authoritarianism coincided with the rise of mass-produced cookbooks, the first televised cooking shows, glossy lifestyle magazines, and imported domestic appliances and foodstuffs. Amy Cox Hall's The Taste of Nostalgia (U Texas Press, 2025) uses taste as a thematic and analytic thread to examine the ways that women, race, and the kitchen were foundational to Peruvian longings for modernity, both during the Cold War and today. Drawing on interviews, personal stories, media images, and archival and ethnographic research, Cox Hall considers how elite, European-descended women and the urban home were central to Peru's modernizing project and finds that all women who labored within the deeply racialized and gendered world of food helped set the stage for a Peruvian food nationalism that is now global in the twenty-first century. Cox Hall skillfully connects how the sometimes-unsavory tastes of the past are served again in today's profitable and pervasive gastronostalgia that helps sell Peru and its cuisine both at home and abroad. Dr. Amy Cox Hall is Associate Dean of the Bard Prison Initiative at Bard College, and a writer and cultural anthropologist who specializes in Peru and the U.S. with research focused on science, race, photography, national heritage, and most recently, food. She is the author of Framing a Lost City: Science, Photography and the Making of Machu Picchu (published by University of Texas Press in 2017),editor of The Camera as Actor: Photography and the Embodiment of Technology (published by Routledge in 2020), and A Taste of Nostalgia: Women, Race, and Culinary Longing in Peru (published by UT Press in 2024). Dr. Scott Catey is CEO of The Catey Group, LLC. and Executive Publisher of Rising Justice Publishing, a full-service multimedia publishing enterprise. Visit https://scottcatey.com/ for more information. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latin-american-studies
From the late 1940s to the mid 1960s, Peru's rapid industrialization and anti-communist authoritarianism coincided with the rise of mass-produced cookbooks, the first televised cooking shows, glossy lifestyle magazines, and imported domestic appliances and foodstuffs. Amy Cox Hall's The Taste of Nostalgia (U Texas Press, 2025) uses taste as a thematic and analytic thread to examine the ways that women, race, and the kitchen were foundational to Peruvian longings for modernity, both during the Cold War and today. Drawing on interviews, personal stories, media images, and archival and ethnographic research, Cox Hall considers how elite, European-descended women and the urban home were central to Peru's modernizing project and finds that all women who labored within the deeply racialized and gendered world of food helped set the stage for a Peruvian food nationalism that is now global in the twenty-first century. Cox Hall skillfully connects how the sometimes-unsavory tastes of the past are served again in today's profitable and pervasive gastronostalgia that helps sell Peru and its cuisine both at home and abroad. Dr. Amy Cox Hall is Associate Dean of the Bard Prison Initiative at Bard College, and a writer and cultural anthropologist who specializes in Peru and the U.S. with research focused on science, race, photography, national heritage, and most recently, food. She is the author of Framing a Lost City: Science, Photography and the Making of Machu Picchu (published by University of Texas Press in 2017),editor of The Camera as Actor: Photography and the Embodiment of Technology (published by Routledge in 2020), and A Taste of Nostalgia: Women, Race, and Culinary Longing in Peru (published by UT Press in 2024). Dr. Scott Catey is CEO of The Catey Group, LLC. and Executive Publisher of Rising Justice Publishing, a full-service multimedia publishing enterprise. Visit https://scottcatey.com/ for more information. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/food
From the late 1940s to the mid 1960s, Peru's rapid industrialization and anti-communist authoritarianism coincided with the rise of mass-produced cookbooks, the first televised cooking shows, glossy lifestyle magazines, and imported domestic appliances and foodstuffs. Amy Cox Hall's The Taste of Nostalgia (U Texas Press, 2025) uses taste as a thematic and analytic thread to examine the ways that women, race, and the kitchen were foundational to Peruvian longings for modernity, both during the Cold War and today. Drawing on interviews, personal stories, media images, and archival and ethnographic research, Cox Hall considers how elite, European-descended women and the urban home were central to Peru's modernizing project and finds that all women who labored within the deeply racialized and gendered world of food helped set the stage for a Peruvian food nationalism that is now global in the twenty-first century. Cox Hall skillfully connects how the sometimes-unsavory tastes of the past are served again in today's profitable and pervasive gastronostalgia that helps sell Peru and its cuisine both at home and abroad. Dr. Amy Cox Hall is Associate Dean of the Bard Prison Initiative at Bard College, and a writer and cultural anthropologist who specializes in Peru and the U.S. with research focused on science, race, photography, national heritage, and most recently, food. She is the author of Framing a Lost City: Science, Photography and the Making of Machu Picchu (published by University of Texas Press in 2017),editor of The Camera as Actor: Photography and the Embodiment of Technology (published by Routledge in 2020), and A Taste of Nostalgia: Women, Race, and Culinary Longing in Peru (published by UT Press in 2024). Dr. Scott Catey is CEO of The Catey Group, LLC. and Executive Publisher of Rising Justice Publishing, a full-service multimedia publishing enterprise. Visit https://scottcatey.com/ for more information. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, Noah McClain, Assistant Professor of Sociology talks with the UC Riverside School of Public Policy about security and technology vulnerabilities within New York's Metropolitan Transportation Authority. This is the third episode in our 11-part series, Technology vs. Government, featuring former California State Assemblymember Lloyd Levine. Thank you so much to our generous sponsor for this episode, the Wall Street Journal. Activate your free school-sponsored subscription today at: WSJ.com/UCRiverside About Noah McClain: Noah McClain (PhD, New York University) is a sociologist with interests spanning the sociologies of cities, law, inequality, complex organizations, work, policing, and security, and how these intersect with technologies high and low. Dr. McClain has published a broad range of articles dealing with these topics in venues such as the Journal of Consumer Culture, Poetics, and Information, Communication, and Society. He has served on the faculties of Illinois Tech, and the Bard Prison Initiative, where he was also a postdoctoral research fellow. He is also a former investigator of police misconduct for the City of New York. Learn more about Noah McClain via https://www.linkedin.com/in/noah-mcclain-2b415769 Interviewer: Lloyd Levine (Former California State Assemblymember, UCR School of Public Policy Senior Policy Fellow) Watch the video version of this episode via: https://youtu.be/kKr6yODUQGQ Music by: Vir Sinha Commercial Links: https://spp.ucr.edu/ba-mpp https://spp.ucr.edu/mpp This is a production of the UCR School of Public Policy: https://spp.ucr.edu/ Subscribe to this podcast so you don't miss an episode. Learn more about the series and other episodes via https://spp.ucr.edu/podcast.
Ready to read this collection for yourself? ➡️ https://bookshop.org/a/81838/9781952177798 In this episode, we interview the editor of It Came From The Closet, a collection of essays blending LGBTQ+ experiences with horror. We discuss the inspiration behind focusing on queer stories in the genre, how essays were selected, and the recurring themes throughout the collection. The editor shares insights on amplifying diverse LGBTQ+ voices in horror, why the genre resonates with queer communities, and the impact he hopes the collection will have on discussions around representation. Want access to every episode early, ad-free content, and access to our discord server? Join our Community ➡️ https://www.patreon.com/ClosetedHistory
Systemic racism, kids of color forgotten by the system, and raised in a violent world with no escape, and a country who's not asking deeper questions of itself. Join Daniel Berthold, philosophy professor from Bard College who teaches at a maximum security prison through the Bard Prison Initiative. There is also a documentary on this subject by Ken Burns and Lynn Novick entitled College Behind Bars.Please listen to this evocative conversation. You won't think of this subject the same afterwards. Support the Show.
This week friends Shantira Jackson and Nnamdi Ngwe face off in four rounds of pub style trivia. Shantira is playing for Bard Prison Initiative and Nnamdi is playing for National Black Child Development. Pop music through the ages, rental car companies and up and down words! Follow us and playalong with @youshouldknowbetterpod .
Former President Donald Trump is facing 34 felony counts in New York State and an additional 37 felony federal charges. None of this prevents him from freely campaigning for President and appearing before the media. Yet the reality for most people targeted by the criminal justice system is far different. Take Rikers Island Jail—where more than 80 percent of inmates have not been convicted of a crime. Legal reform advocate Dyjuan Tatro joins Rattling the Bars to discuss Trump's indictment and how it illustrates the two legal systems that exist side-by-side in the land of the free: one for the rich and white, and another for the poor that disproportionately targets Black and Brown people.Dyjuan Tatro is a publicly recognized legal reform advocate and strategist who has worked to bridge the gap between policy and practice. As an alumnus of Bard Prison Initiative, he has leveraged his education and experience to shift public policy in favor of expanding and incentivizing college in prison.Click here to read the episode transcript: https://therealnews.com/trumps-indictment-and-americas-two-legal-systemsPre-Production: Maximillian AlvarezStudio Production: David HebdenPost-Production: Cameron GranadinoHelp us continue producing Rattling the Bars by following us and becoming a monthly sustainer: Donate: https://therealnews.com/donate-pod-rtbSign up for our newsletter: https://therealnews.com/nl-pod-rtbLike us on Facebook: https://facebook.com/therealnewsFollow us on Twitter: https://twitter.com/therealnews
Former President Donald Trump is facing 34 felony counts in New York State and an additional 37 felony federal charges. None of this prevents him from freely campaigning for President and appearing before the media. Yet the reality for most people targeted by the criminal justice system is far different. Take Rikers Island Jail—where more than 80 percent of inmates have not been convicted of a crime. Legal reform advocate Dyjuan Tatro joins Rattling the Bars to discuss Trump's indictment and how it illustrates the two legal systems that exist side-by-side in the land of the free: one for the rich and white, and another for the poor that disproportionately targets Black and Brown people.Dyjuan Tatro is a publicly recognized legal reform advocate and strategist who has worked to bridge the gap between policy and practice. As an alumnus of Bard Prison Initiative, he has leveraged his education and experience to shift public policy in favor of expanding and incentivizing college in prison.Click here to read the episode transcript: https://therealnews.com/trumps-indictment-and-americas-two-legal-systemsPre-Production: Maximillian AlvarezStudio Production: David HebdenPost-Production: Cameron GranadinoHelp us continue producing Rattling the Bars by following us and becoming a monthly sustainer: Donate: https://therealnews.com/donate-pod-rtbSign up for our newsletter: https://therealnews.com/nl-pod-rtbLike us on Facebook: https://facebook.com/therealnewsFollow us on Twitter: https://twitter.com/therealnews
Dan Wilbur is a comedian, actor and author. He has a hilarious new stand up special titled "Husband Material" that drops April 12th. We discuss the new special, life in New York, opening for Patton Oswalt and more! 0:00:00 - Intro 0:00:38 - New Album "Husband Material" 0:03:40 - Crowd & Material on Special 0:06:13 - Depressive Realism, Cures & Anxiety 0:09:40 - Mania, Depression & Anti-Depressants 0:16:05 - Bad Thoughts, Weed, Edibles & CBD 0:22:00 - New York Life 0:27:42 - Celebrity Encounters 0:30:48 - Playing Guitar & Musicians 0:37:45 - Long Island Vs. New York City 0:42:54 - Opening for Patton Oswalt & Scott Seiss 0:52:10 - Exercise, Diet & Food 1:12:30 - New Album & Tour 1:14:20 - Bard Prison Initiative1:18:20 - Outro Dan Wilbur website:https://danwilbur.com/Bard Prison Initiative website:https://bpi.bard.edu/Chuck Shute website:https://chuckshute.com/Support the showThanks for Listening & Shute for the Moon!
Pacifists who fought against the Second World War faced insurmountable odds — but their resistance, philosophy, and strategies fostered a tradition of activism that shaped America right up to the present day. Daniel Akst's new book takes us into the wild, heady, and uncertain times of America on the brink of a world war, following four fascinating resisters — four figures who would subsequently become famous political thinkers and activists — and their daring exploits: David Dellinger, Dorothy Day, Dwight MacDonald, and Bayard Rustin. Shermer and Akst discuss: war • the left (old and new) • religious liberals • American Firsters and Isolationists • cluster of heterodoxy: anti-war/militarism, but also anti-racism, anti-capitalism, anti-colonialism, anti-apartheid, anti-power of the state, pro-labor, pro the rights of minorities, individual liberty on matters such as abortion and gender, anti-segregation • internment of 110,000 Japanese-Americans into concentration camps • civil disobedience (Thoreau, Garrison, Gandhi) • non-violent protests • moral equivalency • Just War Theory • Military Industrial Complex • moral progress with and without religion • the rise of Christian nationalism and authoritarianism. Daniel Akst is a writer whose work has appeared in the New York Times, Wall Street Journal, Slate and other leading publications. He was a board member of the National Book Critics Circle, and has taught at Bard College and in the Bard Prison Initiative. He lives in New York's Hudson Valley.
TODAY'S GUEST Lynn Novick has been directing and producing landmark documentary films about American life and culture, history, politics, sports, art, architecture, literature, and music for more than 30 years. The 80 hours of acclaimed PBS programming she has created in collaboration with Ken Burns include The Vietnam War, Baseball, Jazz, Frank Lloyd Wright, The War, and Prohibition. These landmark series have garnered 19 Emmy nominations. Lynn herself has received Emmy, Peabody, and Alfred I. duPont-Columbia Awards. College behind Bars, Lynn's first film as a solo director, premiered at the New York Film Festival and aired on PBS in 2019. The four-part series immerses viewers in the inspiring and transformational journey of a small group of incarcerated men and women serving time for serious crimes, as they try to earn college degrees in one of the most rigorous prison education programs in America — the Bard Prison Initiative (BPI). Lynn's latest series alongside Ken Burns, The U.S. and the Holocaust, explores the US knowledge of and responds to the Jewish Holocaust, the greatest humanitarian crisis of the twentieth century. It's now streaming on PBS and premiering later this month in Jerusalem. We spoke at the end of August 2022, and I was excited to talk to Lynn after watching her remarkable College Behind Bars series. I watched the series after listening to an interview she did with Sam Harris on his podcast, and it really floored me. It proved so eloquently and so simply the basic truth — that crime and poverty are more often than not the result of lack — lack of opportunity, lack of access, lack of information, and lack of belonging. It shows the transformative power of education, opportunity, respect, and high expectations, even on people convicted of violent crimes. And in that way it very subtly but powerfully condemns the system that doesn't provide such opportunities. It was wonderful to chat with Lynn, learn about her life in documentary making, and hear about her experience behind the scenes making College Behind Bars and her continued engagement with the students in the film long after the filming. EPISODE SUMMARY In this conversation we talk about: The US and the Holocaust documentary, and the antisemitism, xenophobia and nativism, and the rejection of Jewish refugees during the Holocaust. How the Watergate crisis led her down the path to documentary filmmaking. The power of documentaries to change views and bring truth to life. The films she made alongside Ken Burns covering the Vietnam War, jazz, the architect Frank Lloyd Wright, and many others. Her film, College Behind Bars, and the process of making it. The Bard Prison Initiative and why it is so special. The history of prison and education. The power of education. History of crime and punishment in the US. And many other topics. Lynn goes deep into topic after topic in American life, and as a result she's a broad and fascinating thinker and speaker. Beyond the incredible power of College Behind Bars, what stayed with me is the power of documentary film to start us thinking and talking about complex topics, and in some cases, like with College Behind Bars, to affect a change in policy. This conversation is one a dozen or so weekly conversations we already have lined up for you with thinkers, designers, makers, authors, entrepreneurs, and activists who are working to change our world for the better. So follow this podcast on your favorite podcast app, or head over to RemakePod.org to subscribe. And now, let's jump right in with Lynn Novick. TIMESTAMP CHAPTERS [5:52] Life in the Present [7:17] The U.S. and the Holocaust [14:55] History to the Masses [18:28] Early Childhood Lessons [21:47] A Journey to Film [25:16] Frank Lloyd Wright [28:27] Encapsulating America [34:54] College Behind Bars [40:00] The Bard Prison Initiative [52:37] After Production [54:19] Crime and Punishment in America [1:01:35] A Short Sermon EPISODE LINKS Lynn's Links
Incarcerated and justice-involved individuals are people with desires, goals, dreams and gifts, just like those of us “on the outside.” Dirk van Velzen, the founder and CEO of the Prison Scholars Fund, knows first-hand what it takes to discover and actualize the potential of people who are involved in our criminal justice system. In this episode, Dirk dives into the factors that led to his incarceration, and how his education in prison and in re-entry led to starting PSF, a nonprofit that helps other incarcerated and justice-involved individuals to build on their unique educational and vocational interests, skills, and abilities. Through the work of PSF, lives are changed and cycles of incarceration, recidivism, crime and poverty that hamper families and communities are being broken. Mentioned in the Episode https://www.prisonscholars.org/ (Prison Scholar Fund) https://www.ojp.gov/ncjrs/virtual-library/abstracts/abolition-pell-grants-higher-education-prisoners-examining#:~:text=The%20Pell%20Grant%2C%20a%20Federal%20grant%20subsidizing%20college,grants%20and%20the%20efforts%20to%20have%20them%20removed. (History of the Prison Pell program) https://mol.smeal.psu.edu/ (Penn State Organizational Leadership) https://catalog.colorado.edu/undergraduate/colleges-schools/arts-sciences/programs-study/psychology-neuroscience/psychology-bachelor-arts-ba/#fouryearplantext (University of Colorado Boulder Psychology) https://davidmyers.org/ (David G. Myers) https://exhibits.stanford.edu/spe/about/philip-g-zimbardo (Phil Zimbardo) https://www.prisonexp.org/ (Stanford Prison Experiment) https://annenberg.org/ (Annenberg Foundation) https://fconline.foundationcenter.org/fdo-grantmaker-profile/?key=BANN005 (Bannerman Foundation) https://www.gsb.stanford.edu/contact/bernadette-clavier (Bernadette Clavier) https://www.gsb.stanford.edu/experience/about/centers-institutes/csi (Stanford Social Innovation ) https://www.gsb.stanford.edu/experience/about/centers-institutes/csi (Jack Keroac- On the Road) https://www.amazon.com/Atomic-Habits-Proven-Build-Break/dp/0735211299/ref=sr_1_1?keywords=atomic+habits&qid=1648237050&s=books&sprefix=atomic%2Cstripbooks%2C54&sr=1-1 (Atomic Habits) https://www.prisonscholars.org/psf-and-coding-bootcamp/ (Prison Scholar Fund Coding Program) https://www.codingdojo.com/ (Coding Dojo) https://bpi.bard.edu/ (Bard Prison Initiative) https://www.codingdojo.com/ (Coding Dojo) https://bpi.bard.edu/ (Bard Prison Initiative)
On this episode, the Tahi, Denzel, and Avery explore Higher Education in the US Prison System. From conversations with Dave Keel with Rappahannock Community College to discussions with previously incarcerated individuals, we investigate the various benefits of such rehabilitative programs. By speaking with Shawnta Montgomery and Rodney Spivey-Jones, we take a special look into the Bard Prison Initiative, a higher education program featured in Lynn Novak and Ken Burns' Hit Netflix series "College Behind Bars". We also hear from prison reform activist and George Mason PhD candidate, Brandon Brown. We encourage you to give the episode a listen, watch College Behind Bars, and read Rodney Spivey-Jones' Senior Project Help our podcast grow by subscribing, leaving ratings, and engaging with us on Twitter @mainstspeaks and Facebook. We also love hearing from our listeners, so feel free to email us with any comments or questions at mainstreetspeaks@gmail.com
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies
Welcome to The Academic Life! In this episode you'll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men's medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren't an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
President Botstein shares insights from his remarkable career which started as the youngest college president in the U.S. at just 23, when he joined the experimental Franconia College in New Hampshire and has continued through 46 years as the visionary leader of Bard College. He describes in detail 4 major innovations he has launched at Bard: 1) the Early College network in 7 cities across the U.S., 2) the Bard Prison Initiative, 3) the Open Society University Network of dual degree liberal arts programs around the world that culminated in a $500 million matching gift from George Soros, and 4) the development of Bard as a leader in music education and performance, including a Conservatory, a Frank Gehry-designed performing arts center, and Orchestra Now, a Master's program that trains world-class musicians. He describes the differences along with some commonalities between being a top conductor, for the American Symphony, the Jerusalem Symphony and many leading orchestras, and a successful college president. David Finegold is the president of Chatham University. Learn more about your ad choices. Visit megaphone.fm/adchoices
Brian Mateo, associate dean of civic engagement and director of strategic partnerships in Bard College's Globalization and International Affairs Program and security fellow at the Truman National Security Project, discusses how higher education administrators can encourage student civic engagement and participation in global issues. FASKIANOS: Welcome to CFR's Higher Education Webinar. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic if you would like to reference after today's discussion. As always, CFR takes no institutional positions on matters of policy. So with that, I'm delighted to have the pleasure of introducing Brian Mateo to talk about how higher education administrators can encourage student civic engagement and participation in global issues. We've shared his bio with you, so I'll just give you a few highlights. Mr. Mateo serves as associate dean of civic engagement at Bard College, where he works with faculty and students across the Open Society University Network on experiential learning and civic engagement opportunities. Previously he worked with public diplomacy programs sponsored by the U.S. State Department Bureau of Educational and Cultural Affairs on U.S. foreign policy and engagement. He's also a security fellow at the Truman National Security Project, a term member at the Council on Foreign Relations, and a trained climate reality leader under former Vice President Al Gore. So, Brian, thank you very much for being with us. If we could just dive right in to talk about what is the role of higher education in civic engagement? How do you define it, and how do you encourage administrators and students to get more involved? MATEO: Thank you very much for having me here today at the Council on Foreign Relations, Irina. I'm very excited for this opportunity. So, yes, what is the role of higher education institutions when it comes to civic engagement? So the American Psychological Association defines civic engagement as individuals and collective actions designed to identify and address issues of public concern. At the core of Bard's mission is to be a private college in the public interest. And how we do that is by providing access and education, especially for students that are underrepresented or may not have access to a liberal arts education. This is evidenced by our Bard Early Colleges, which are high school—which are for high school aged students that can take up to a year or two years of free college credit to be able to accelerate their college career. It's also evidenced by our Bard Prison Initiative, which is the largest prison education program for incarcerated individuals in the nation. So when we think about how do we do this, I see—I can't help but think about Astin's model of student development, which says that for students that are hyper-involved in their institutions, they get to be more engaged and involved, and the quality of their involvement goes up. And if we provide high level of programs and resources, students are more likely to be engaged. And then Astin also encourages us to make sure that we are providing resources and programmatic efforts that are meeting the needs of the students today. And I will begin to talk about how we do this from the student level, the faculty/staff level, institutionally, and also talk about how we work with communities. And before I begin, Bard also is a founding member of the Open Society University Network, which is comprised of over forty academic and research institutions. So not only are we also collaborating with our local communities, we also have a transnational network that we're working with. So how do you engage students? We do this by making sure that we're merging the curricular and co-curricular learning. This is also evidenced by our Certificate of Civic Engagement Program, which is a structured path for undergraduate students that are interested in deepening their knowledge and understanding of civic engagement and community engagement. And students are able to participate in this program and also earn a certificate that will also be added to their transcript. We also provide students with grants and opportunities to pursue internships that are unpaid, which are—which are called Community Act Awards. So students that find unpaid internships related to civic engagement and also social justice issues can apply for a grant to be able to supplement that, and making it more equitable for our students. We also provide what are called microgrants, which are seed funding for students that want to be able to do community-based projects. For faculty and staff, we encourage them to teach courses on experiential learning. And these courses enable students to not only work with the community but bring the community also into our classroom. And looking at David Kolb's experiential learning cycle, where students need—where students start with concrete experience, work on reflection, and also thinking about the experience while then planning and learning what they've—and executing what they've learned, is very important when it comes to civic engagement work because students are—students are introduced to some of these issues in the classroom, and then they have the ability to work through those issues with a professor and community members as well. And some example of these courses are—I teach a course on civic engagement myself, where the course is historical, theoretical, and experiential. And we look at social movements in America that help effect change. And we look at the civil rights movement, women rights, LGBT rights, climate activism and climate action, as well as the role of the media and what is misinformation and disinformation. And in this course, students also have to conduct what's called the Community Needs Assessment. And the Community Needs Assessment, students come with a research question and then work to interview community members to see what are the issues that are happening there. For faculty that also want to learn more about how to create courses on experiential learning, we also offer an experiential leaning institute where faculty from the OSUN network can participate. And then students—examples of work that faculty have done with students have been implementing a digital platform to assist with teaching or tutoring practices, historical tours and workshops, and also storytelling and interviews of community partners as well. Faculty that teach experiential learning, students say that about 89 percent of them say that engagement this way has helped their awareness to social justice and community issues. And in 2020 we had over eight hundred students that participated in about eighty courses. And those courses worked with ninety-five community agencies or organizations. We also help faculty and graduate students on conducting engaged research and scholarship practice. So some of examples of these are looking at LGBT issues in South Africa, the intersection of how music supports education with people—with people with disabilities, and also peacebuilding and storytelling as well. And we also help staff and faculty create civic action plans, which help colleges around the OSUN network institutionalize civic engagement and strategically think of how these four pillars can work together. While working with community partners, we're also very intentional in making sure that we have equitable practices. We developed what's called the Principles of Equity, where faculty/staff and community members can read on our website on how we work with the community, and making sure that it's reciprocal, making sure that it's—that we're deepening and creating sustainable partnerships while also engaging community with resources and developing shared resources as well that can benefit both the community and students and the institution. When it comes to institutional engagement, I gave examples of the Bard Early Colleges and Bard Prison Initiative. Bard has also been able to work with student-led—with other student-led initiatives that have become part of the institution. Examples of these as well are Brothers At, which is a mentoring and college-readiness program nationwide for young men of color, as well as Sister to Sister, that does similar work but with young women of color. And recently, Bard also has worked with trying to evacuate nearly two hundred Afghan students and helping them get an education throughout our network as well. So those are some examples of institutional engagement at Bard—at Bard as well. And I constantly think to myself: What is it that we want our students to gain when they participate in our—in our program, or engage with our network? And looking back at Astin's theory of student involvement, we see that Astin talks about inputs, which are what students come with, the environment, what is it that we're providing for our students, and the outputs. As a result of a student attending our universities, what is it that we want them to get out of this, aside from just, you know, the academic knowledge. But how do we want them to be involved? And in my opinion, I feel like there's a few outputs that we would want, as higher education administrators. And I'll state them and then conclude my presentation. So I strongly believe that, you know, we want them to be critical thinkers. We want them to understand and practice equity, be strategic problem solvers, understand the power of reflection and active listening, community builders, practice empathy, be lifelong learners, and also ultimately be engaged individuals. Thank you. FASKIANOS: Brian, thank you very much. Let's go to all of you now. (Gives queuing instructions.) So I'm going to go first go to Manuel Montoya. Please unmute yourself and tell us your institution. Q: Yeah. Hello. My name's Manuel Montoya and I am from the University of New Mexico. Thank you, Irina, for setting this up. I think this is an important discussion. And thank you, Mr. Mateo, for your presentation. I'm pleased to hear all the work that you're doing. That's inspiring. I will, I guess, do two parts. I will share some of the work that I've done and then share a question that I think is germane to this particular issue. We recently set up a global experiential learning curriculum at the university that is designed to get students to merge theory with practice and some sort of practical impact in terms of the global economy and other things. And we have a—we have a group of students that work with the largest folk art market in the world, which is based in Santa Fe. And we're trying to get them to work with indigenous communities throughout the world to try to have a larger platform for market entry. And we're—we've been in talks for the past four years to try to get the Olympic games to have some sort of mini pop-up folk art market that represents these types of market activities. And inside of that there is a lot of issues about human rights, but also about the value of crafting economy. There's all sorts of things that students are trying to engage with that require a liberal arts education. My question, or my frustration, often happens at places that aren't like Bard College, places that don't necessarily see community-engaged learning as having some sort of incentive structure for faculty. I'm one of many faculty members that does that, likely because I care about the issues and also because I think that it does make research and other forms of academic and intellectual contributions valuable. So my question to Mr. Mateo, or just generally to whoever's participating, is how are we creating an incentive structure for faculty and for other people who are engaged within the university system to make this transition to do the kind of work that Mr. Mateo is talking about? And what is that—what is that going to take in places that are embedded a little bit more traditionally in the way that higher education either incentivizes or evaluates faculty and stuff in more traditional ways? MATEO: Yes. Thank you so much for your question. And it's a question that we're all grappling with, right, as well. Some of us—some of us are doing the work deeper and, you know, sometimes taking risks, and others are in the inception piece. So I'll elaborate by saying this: Students more and more are asking how do I apply what I'm learning in the classroom to a job? How do I make sure that, as a result of me attending this institution, I'm also going to be competitive or be able to contribute to society, right? So I think that—I think that more and more institutions and faculty are thinking about this, because you—you know, students are less inclined to go be taught something and not be able to apply it. At the same time, students also want to see themselves, their history, and also what's going on in the community into the curriculum too. So this is also driving the conversation. It is not easy to teach courses on experiential learning. It takes a lot of time. It also takes resources. And you have to embed reflection and community engagement into the syllabus. And sometimes when you're teaching two days a week for an hour or an hour and a half—you know, fifteen-week curriculum for the semester, that can be difficult to do. So what we've done is that we've developed an experiential learning institute to help faculty understand how to bring this thing into it, how to work with community, how to start that timeline. Because it's very different to develop a syllabus than to bring in community, because you sometimes have to start setting that up earlier. And also, we provide grants to support them to be able to do either—to buy resources for transportation, if they need to hire a student intern to help them with this work as well. So those are some of the ways that we have tried to do this. I also want to talk about data and assessment, because I can't stress enough how much—how important that is. Because when you're measuring students' learning and you see that their learning has grown exponentially from an experiential based course, you cannot argue with that, right? So we try to do our best to make sure that we are—that we're also assessing learning and making sure that when—that when we are asking for funding or that when we are trying to create new programs and initiatives, that we are doing this not only evidence-based in theory and practice, but also on the data that proves that this is something that is of a benefit to the community, to our students, and our institution. Q: Thank you, Mr. Mateo. I guess I have one follow-up question, if it's permissible, Irina. FASKIANOS: Sure. Go ahead, Manuel. Q: Yeah, yeah. So I think you're entirely right. I think that assessment at the student level and the student engagement level, being able to see how this connects to the vocational and even their social destinies is a really, really important factor. I've noted that many institutions across the country are having a great difficulty trying to incorporate or embed community engagement as how they evaluate their faculty. And I'm a tenured faculty at the university, and it's a research one institution. It's not a liberal arts institution. But, you know, publish or perish becomes still one of the ways in which I'm evaluated. So I have to—I have to attend to this kind of master of publishing in peer-reviewed journals, while at the same time my heart and really the most effective work that I do is during community engagement work. So I guess my question is also fundamentally about how we're—how we're transforming institutions to be able to adapt and really incorporate the type of community engagement work that you're talking about, Mr. Mateo, while at the same time valuing and validating its value with the assessment of faculty every year. Because I would say that you'd get a ton of faculty who'd be really good at doing this kind of work, but they're disincentivized to do it because they're only evaluated by their peer-reviewed journal work. So how does one connect the two? What is the frontier for that in higher education that you guys have seen? And I'd really, really like to know, because I think that's going to be a really important part of the frontier of what higher education is dealing with. MATEO: Well, yes, thank you. And, you know, as a field of higher education we're here not only teach, but provide knowledge, and hopefully that that knowledge helps better communities or help create an awareness, right? So that's something that needs to—that needs to be a driving source and conversation because, you know, what we try to do is to incentivize faculty whenever they aren't conducting research, and also students as well, when they want to do community-based work, to see who they can partner with, how they can go about and do that. And making sure that we're amplifying voices and showing the level of work that people are doing so, like, that their work can be recognized and that it also shows that there's a value to this as well. So that's what I would say there. It's still something that I think institutions grapple with, but more and more I believe that as institutions begin to see the value of being civically engaged, because at the end of the day, you know, we all also exist in the community. Our colleges and our campuses are within our community, within a community, within a domestic national and international realm. And, you know, what is it that we want to do? We want to contribute. And that's one of the reasons why we also provide engaged research grants for faculty too. So I hope that that answers your question, Manuel, and I'm happy to elaborate more. Q: I'll yield to other questions. But thank you very much. I appreciate it. FASKIANOS: I'm going to go next to Laila Bichara, who has a raised hand. And if you could unmute and identify your institution. Q: Hi. Well, I work for SUNY Farmingdale. And generally speaking, I teach with experiential learning. I use all kinds of newspapers and case studies and current affairs to make sure that the theory we cover in global business, you know, management and all other courses are, you know, applied and showing the results and what's going on. That said, I am currently serving on an adjunct staff to work on couple of issues. One is social mobility and the second is community engagement, and I see a lot of interrelation between this and experiential learning. And I just wanted to see if there is any work done or papers done in the social mobility, because our students are typically first-generation college students. They don't have role models at home and they rely heavily on us to guide them, and they're usually kids or, you know, students in their twenties that have two or three jobs to pay for their education. So any ideas, any links, any guidance for me to start to make advancement in that project and help my students. MATEO: Great. Thank you. So what I hear you say is that looking at the linkages between social mobility, community engagement, and which one was the third one? Q: Experiential learning as well. MATEO: Experiential learning. Yes. Q: Yeah. It's all a kind of, like, spiral to me. You know, that's how I see it. MATEO: Yes. So when allowing students to do experiential learning into the classroom and bringing into the classroom, you're also helping them get applied skills, and yes, so there is at times a level of—a disadvantage when a student is working three jobs while also studying and then you're telling them like, oh, go volunteer, or go do this, right. By embedding experiential learning into the curriculum, you're still teaching students with some of these applicable skills that they can use as a part of a resume and also can speak to in an interview and saying, like, this is how I was able to do this as evidenced by that, right. And that, in turn, helps students to be able to find other opportunities as well. In terms of links, so we do have resources at our Center for Civic Engagement website, which is cce.bard.edu, and there's a resource link there, and then we also have resources as well on our OSUN website, osun.bard.edu. So those are—those are places that you that you can find some of these resources. FASKIANOS: Great. And we'll send out after this a link to this webinar as well as with those URLs so that people—websites so people can go back and dig deeper. So I'm going to go next to David Kim's written question. He's an assistant professor at UCLA. Thank you for this discussion. I'd like to hear more about insights into community engagement on an international or global level. What are some best practices when faculty, communities, and students work across borders—international borders? How are they different from community engagement at a local or national level? MATEO: Thank you. So we have to be aware of, you know, what we can provide and also what is it—what are some of the needs or how it can be reciprocal. So a lot of listening and intentionality has to be brought into it because sometimes, you know, we can come in with our own mindset of, oh, this is how we do it and we do it well, and then you meet other counterparts and then they're, like, well, but this is also another way of doing it. So there has to be a collaborative and reciprocal way or a mutual, respectful, reciprocal way of engaging, and, typically, you know, how we've done that is that we've partnered with other universities. We've also seen who are the community partners that are there in the international realm and how we can work around that, too. So I would say being intentional, making sure that you have capacity for what you are doing so, like, that you can deliver and also having a mutual reciprocal approach as well as active listening, and be willing to learn also from our international partners, too. FASKIANOS: I think, Brian, you mentioned that you were looking at LGBTQ+ issues in South Africa. Do you have any partnerships? Can you sort of give us examples of how you're doing that? MATEO: Yes. That's one of the research grants that we have provided to someone to be able to do that research. So the individual there is partnered with organizations and are conducting that research, and once that research is done we will make sure to publish it. FASKIANOS: Great. OK. I'm going to go next to Isaac Castellano from Boise State University. Our career center just landed a grant to pilot a program to pay students for their internship experiences. For us, a lot of students—our students have to work and this is another way beyond embedding experiential learning into their coursework. So I think he's sharing more than asking a question, but maybe you have a reaction to that. MATEO: Yes, and thank you so much, Isaac. So yeah. So we piloted this a couple of years ago and it's been very successful, and the way that it—the way that it works is it's for summer internships and students can request up to $3,000 for any unpaid internship. And we have them submit an application as well as a supervisor form and an agreement of what the students will be doing for that organization. And then, in return, the students will write one to two reflection papers on their experience, and then when they come back to campus the next semester they get to present about their experience and what they've done for that internship. So that's how we—that's how we run our community action awards, and it's been super successful. It has been able to provide access to students that wouldn't otherwise be able to do an unpaid internship, and the students submit a budget of up to $2,000 and then we see how we can—how we can help fund that. So I highly encourage you to definitely do that pilot, and if you do want any other insight or how to be able to do that, I'm happy to share my email as well with Irina when she sends out the resources. FASKIANOS: Great. And Isaac has a follow-up. Where does the money come from, that paid summer program that you're talking about? MATEO: It could—grants. We also try to fund—try to find funding and resources as well. So it comes through various sources, and so that's how we try to support our students. FASKIANOS: Great. Thank you. OK. So the next question is another written question. And people can ask their questions, too, but this is from Chip Pitts at Stanford University. Have you encountered obstacles in this environment characterized by major demographic changes and increasing polarization, e.g., mandates against critical race theory, based on the perceived political nature, even leftist nature of, quote/unquote, “social justice” and “human rights” or “environmental community engagement efforts”? And if so, or for those in places where there are more conservative values, what have you seen or would you suggest to shore up and spur more courage and leadership among the reluctant or shy faculty and administrators and overcome and avoid such blockages? MATEO: Mmm hmm. Thank you. So you have to meet communities where they're at, right, and making sure that they also understand that we're here to work with them, too, and this is why active listening and making sure that there is a reciprocal approach to this is important. And it's not—sometimes it can be fairly easy to be able to say, hey, we want to collaborate with you, and other times it can be extremely difficult and tenuous. But continuing to demonstrate and show the level of learning or how that community is continuously being engaged is something that's very important because, in my opinion, I think that sometimes, you know, we have a hard time of showing all the great work that we're doing, and in order for us to be able to partner and work more with community members we also have to show the research and demonstrate and be able to present this so people understand what we are trying to do. So there are times that it is challenging, and there are some things that will work with some communities and some things that will not. So where then are you able to then find what can work and how you can make it happen, and then from there be able to build up from there—from the ground up. So yeah, so there are some communities where you can do, like, one to ten things and then other communities that you can do one to three things and, hopefully, that you can start to do four or five, but then how do you still provide that access and education and equity as well. FASKIANOS: Brian, what would you say are the—in your opinion, the global issues students are most interested in? And, you know, if a college can only take on or faculty can only take on one issue that they're trying to push, you know, what would be the one, or to drive a—foster more civic engagement? What do you think would be a viable and a good starting—steppingstone to sort of expand this into their community and both on campus and off? MATEO: Wow. That's a great question, Irina. I would say that students are very interested in gender equity, LGBT. They're also very interested in making sure that underrepresented populations are included in conversations, as well as awareness in disability. An all-encompassing issue that students are also passionate about because most of them experience this globally every day is climate change, and making sure that, you know, how we can engage students through there. So that—so out of everything that I mentioned, this also encompasses these issues as a major one, and Bard, through the Open Society University Network, is actually having a global teach-in, which is—you can find this in the Solve Climate by '30 and I can send the link to Irina as well—where all colleges and universities can come in and do a global teach-in and as well get resources, and we're providing opportunities for students around the world to also be able to receive opportunity to get engaged, too. So we're doing this in March, and we're trying to get a robust number of institutions to participate in this because climate doesn't only affect, you know, our living environment, but it also affects students' educational pursuits. Harvard conducted a study called Heat and Learning that showed that for every degree Fahrenheit that goes up student learning goes down by 1 percent. It's also shown disparities that—you know, climate change also has, you know, a disproportionate effect on young people of color because of regions where people live in cold and hot environments, as well as disparities when it comes to gender. Women are more likely to be taken out of the classroom when there are climate change disasters to be caretakers, and we're also seeing a rise in child marriages because of that, too. You know, it also—you also talk about sanitation when it comes to climate change and educational environments. You know, if you start to—if your building starts to get moldy and also if students start to get sick because of the infrastructure or it gets too hot, you're going to see an increased rate of students showing up—not showing up and being absent or dropout rates as well. So climate change exacerbates or, as it's called, a threat multiplier, and this is something that as higher education administrators we have to also make sure that we are—that we're constantly thinking and showing how can we, based on students' interests, can help to solve climate as well. FASKIANOS: Great. So if others have questions—Manuel, I don't know if you had a follow-on. You said you would cede the floor but you can come back on. You can raise your hand or write—type your question in the Q&A box, or I could ask more. Just waiting to see if Manuel wanted to come back in. OK. There is a—oh, Manuel said his question was answered. OK. Great. So—sorry, I'm just looking—toggling a lot of things. All right. So my next question would be—you did talk about this earlier—you know, there has been a lot written about what is a college education worth, and I think this connection of the critical thinking and the internships and the experiential learning. But could you talk a little bit more about students' educational performance and career path and how they can leverage these—you know, what they're doing, civic engagement, into their future career plans? MATEO: Yes. Thank you. FASKIANOS: And then I have another random question. Mmm hmm. MATEO: Yes. So helping students to understand that some of the work that they do outside of a classroom could also translate both inside as well because when I have—when I see students when they're thinking about their career path, they're like, oh, but I've never done an internship before, or, oh, but I've never actually had a job here or there. But then when you start to look at the classes that they're taking and the application piece in those courses, you can sort of say, yes, but you also in this course did storytelling of a community and also created a podcast. So this is also an application piece where you can add to your resume, too. So helping students to think and link experiential learning to application, and demonstrating that is definitely an added plus, and this is why a lot of these courses are also very popular and very highly rated for students because they're starting—they start to see that they're also gaining transferable skills while engaging in these courses, too, that they can then add to their resume and be able to speak to at an interview as well. Like, I'll give you the example of the community needs assessment that the students that I work with conduct. You know, they can talk about research. They can talk about, you know, being able to work with communities. They also have to interview a leader in that community, whether that be a politician or a school leader or anyone. You know, so there are skills that they can then say here are some tangible outcomes as a result of this assignment, and that's why experiential learning can also help when it comes to merging career paths for students. FASKIANOS: Great. So a few more questions in the chat. Jim Zaffiro, who is at Central College, has asked what recommendations would you have for incorporating civic engagement into a common first-year experience course? MATEO: Mmm hmm. Yes. So looking back at Astin's model of input-environment-outputs, right, so we need to figure out, like, you know, how can we create a baseline for students to best understand what it means to be civically engaged and the environments piece of it. So what I would say, making sure that they understand the community they're a part of, what are some of the issues and needs, providing reflection for them to talk about how they have been engaged, how do they see themselves as engaged citizens and providing opportunities for them to get exposure to working with community members and working outside of the community as well. So we do this starting from our orientational language and thinking, where we start to not only provide articles and readings on this but we're also getting students to volunteer and get—and having students to think about how they want—how they want to be involved, and showing them a lot of the student-led initiatives that we offer that they can either get involved or start on their own. And then throughout the first year they also have what's called the Citizen Science Program, which is a January term, where students start to see how science and citizenship come together and work together. And during that time, we also have our MLK Day of Engagement, which is a day for students to also go out and volunteer into the community and reflect on their volunteer work as well. So that's kind of how we've embedded a lot of engagement for our first-years to making sure that we're providing them with engagement, adding courses for them to think about what does it mean to be engaged in either a civic engagement course or experiential learning courses and opportunities throughout the year for them to be involved, which, ultimately, we were then promoting for them how they can—how they can apply for these community action awards and also for the summer, but also what are ways for them to get engaged through the broader OSUN network. FASKIANOS: Great. How has the pandemic exacerbated preexisting community needs? How have you at Bard deepened students' civic engagement in order to help alleviate the pandemic-related effects that we are seeing in our communities? MATEO: Yes, and as we all know, when it comes to community-based work in civic engagement, you know, we all had to, you know, come indoors, and we had this notion that we had to be there to be able to engage with the community. So we developed—and this is also part of our civic engagement website—a tool kit on how to do engagement virtually, how to be able to do blended learning as well, and making sure that we still had a commitment to our community leaders. And our community partners also were able to come into our classes via Zoom and engage with students as well, and we helped students find virtual engagement, whether it be tutoring, whether it be, you know, helping to analyze something and sending it back. So these were some of the ways. But it did definitely create a halt, though we quickly found ways to not only build and provide resources but also pivot and making sure that we provide opportunities for students that were online and making sure that we showed a commitment to our partners as well. FASKIANOS: So John Dietrich at Bryant University asks for examples, more examples in practice of bringing experiential learning into the classroom, so if you could put some— MATEO: Yes. Yeah, so we have a course that's called All Politics is Local and what we do in that—and what the faculty members do in that course is that they're able to pair students with local internships in different government organizations, so not only are students learning about local government in the class but they're actually interning at the same time in different local governments. Another example of a professor that teaches studio arts is a class called Portraits and Community where they get to talk to community members and identify the history of that community, also talk with Congress—with a member of Congress while painting these community members and learning their stories, learning how to tell their stories but using art as a way of engagement. Another example is being able to develop tool kits, so, for example, looking at, you know, if you're a professor in biology or in chemistry and you have a local river or you have, you know, an ecosystem or environment, you know, how has that changed throughout the years and how can students create experiments and be able to then provide knowledge for local leaders or community members to see if there has been change that has been happening there? So I hope that this gives you some examples of community-based learning and education when it comes to doing it in the classroom. Podcasts have also been something that have been very important because students not only learn the skill on how to run a podcast and how to do a podcast, but then they also get to interview community members and do it—and be able to speak and provide the opportunity for storytelling as well. FASKIANOS: Can you talk a little bit about the role civic engagement plays in international students' educational experience? I mean, a lot of campuses have international students, and what does it mean for them and what are they taking back to their countries? MATEO: Yeah, so working with the OSUN network I've learned a lot about what other campuses have been doing and how they do civic engagement, and at some campuses civic engagement is embedded from the beginning. They are taking courses, they have to graduate with a certain amount of hours to be able to get their degree, you know, and some institutions in the United States do that, some don't per se, you know, so—and then also thinking about what—so for them also thinking about what does it mean to be engaged in their communities, and what are some of the work that they are doing as well? So civic engagement can look differently, so some of it can be tutoring. Some of it can be, you know, mostly youth engagement. A lot of it can be gender equity and working to raise awareness on gender issues. So there has been a great sense of education knowledge on my part on seeing how other institutions work on civic engagement. At the same time, it's also great because we're able to talk about civic engagement and develop that baseline and learn how we can grow together, and what are some things that they're doing that we can do and vice versa? So that—so I would say that in some institutions globally, civic engagement is embedded from the beginning and students have to make sure that they are taking courses on engagement. Some of them have, like, first-year sophomore-, junior-, senior-level seminars on engagement, and then others, you have to have a requirement of graduation for a certain amount of hours. So that's how, kind of, it's worked. FASKIANOS: Brian, you talked about inputs and outputs and metrics, so have you measured how civic engagement, the programs that you're doing are affecting students' perspectives on diversity, equity, and inclusion? MATEO: Yes, we have, actually, and—I have this here in my notes—yes, and 89 percent of them say that it has created an awareness of social justice issues and it has also enhanced their learning. So we're seeing that this is something that is showing and demonstrating that by engaging, and also at times engaging with difference, it has helped their learning. And over 90 percent of students say that they would continue to engage our—engage with arts and science courses or experiential courses as a result of that. FASKIANOS: Do you do that survey after each semester or is it at the end of the academic year? How are you doing that? MATEO: Yeah, so we do that survey at the end of each semester when it comes to faculty courses. When it comes to the engagement that students are doing outside of the classroom we also try to assess that, too, which I do midway and also at the end, and some students also do culminating projects, as well, that they are incorporating—at the end of their academic career they are talking about how civic engagement has helped them. So an example of that is—and this is the certificate in civic engagement that we've recently launched. You know, students will be able to apply for what's called an engaged senior project grant that they can get funding to be able to add civic engagement into their final project too, so that's—we're measuring and seeing how many students are interested and want to be able to engage in that. So I would say all together we are doing—you know, and sometimes, you know, we capture a lot of data and sometimes, you know, so we try to make sure that we're doing it as holistic as possible but we do it at the end, so at the end of each semester if a course qualifies as experiential learning, we are doing—so it's a separate evaluation outside of the normal class evaluation, and then we start to see and look at the metrics and what students have learned and, like, now we can start to gather and tell stories behind, you know, what these courses are doing. FASKIANOS: Great. So we have a follow-up question from Manuel Montoya: How does experiential learning and community engagement avoid essentializing the communities you engage with? On a related note, how does one navigate who gets to represent community needs when working on issues of engagement? MATEO: Yeah, this is a very, very, very, like, a thin line. Right? And it comes, again, with mutual respect, reciprocity, active listening. Some of the time community partners come to us and say, hey, we have a need and then we evaluate it and see how we can help that need. Other times, faculty or even students are like, hey, here is something that we should be working on and then we do that. Right? So an example of that is the Bard Prison Initiative. A student came and said, hey, look, we should be working on this and then it became an institutional part of Bard and now it's one of the largest prison education programs for incarcerated individuals across the nation. You know, so—and it takes a lot of reflecting and making sure that the community's needs are also in the forefront, because we don't want to usurp or take on, you know, or say, like, oh, this is ours now. No, this is “in collaboration with.” This is not a “we do this” per se. So that's why we have developed the principles of equity, and I'll share that, as well, with Irina so you can get a sense—that talks about this is, how can we make this equitable? How can we acknowledge and reflect on the work that we're doing? How do we—how are we not making sure that we're showing up and saying, like, oh, look, we're here, as like, you know, how—saving a community. But no, we're here to help enhance a community while they're enhancing our learning and providing assistance for us as well. So it has to be reciprocal in order for you to maintain a deep and sustained relationship. FASKIANOS: Great. And I'm just going to flag—I don't know if people are looking at the Q&A but Chip Pitts was building on what you talked about the importance of climate as a health issue. There's a study that's worth looking at, www.thelancet.com/countdown-health-climate, so you can look there. MATEO: Thank you, Chip. FASKIANOS: We do have another comment. I've benefited immensely from this discussion, bringing to fore the relevance of community engagement for students and faculty. I'm seeing new areas I can suggest for experiential learning to my institution. Terrific. That's great. MATEO: Thank you. I'm glad. FASKIANOS: Really appreciate that from NenpoSarah Gowon—and the last name is cut off. All right, so I wanted to ask you about—in your view, do you—I mean, you've been doing this for a long time. What do you see as the challenges that you've faced in sort of bringing this along in your community? And what have been the unexpected surprises and the receptivity to this approach of experiential learning and critical thinking, et cetera? MATEO: Thank you. That's an excellent question and here's reflection, you know, as we talk about experiential learning. Right? So I would say that my—so I was—so I'm fortunate enough to be able to work with the OSUN network to be in—and become a lifelong learner myself and learn how other institutions have been doing this. And going back to what Manuel was alluding to is that when something is new it's hard to bring in change. Right? So when asking people, hey, do you want to teach a course on experiential learning or asking a student, hey, do you want to also do this type of civic engagement work, what sometimes is heard is, oh, this is more work; this is going to be too hard. Right? So how do you show those benefits, right? And in the beginning, initial stages, it's going to be an uphill battle. But once you have one or two or a group of people doing it and talking about how great it is and how their students are engaged—like, in some of the assessments students are asking for more time in those courses because they're like, this is so—this is great, that we want to make sure that we meet more or we want to make sure we have more time to do—to engage in these courses, so now we're seeing that students want more of these courses and not just of the courses in general but maybe adding a third section instead of just meeting two times a week per se. You know? And then—and funding can also be something that's very—that can be challenging because, you know, you need to make this a commitment in saying, like, yes, we are going to fund, let's say, for example, thirty student internships over the summer because we believe that this is going to help engage their learning. We believe this is going to create an opportunity for them moving forward. Right? So—and researcher—sometimes, you know, if you're in a metropolitan area, it's easier for you to say, yeah, we're going to go to a museum or we're going to go to this community because we can all just take public transportation. But if you're in a rural environment, you're relying on vans and buses and so on and so forth, and that can sometimes run you $500 to $2,000 per visit, you know. So you also have to think really strategically and think smarter, not harder, and how are you engaging? Right? Because one of the detriments is that great, we went to one community once and as a result of that, like, what would happen—because, again, it goes back to sustained, deepening relationships, so those are some of the things that can be some of the challenges. Some of the breakthroughs for me is when you start to see the learning connect, when a student's like, you know—you know, I once had someone from the New York City's mayor's office come speak to the students in my class and it really warmed my heart when a student was like, I didn't know that I had access; I didn't realize that someone like me could be able to speak to someone from the mayor's office. And I'm like, but you're also a citizen of New York City and this is what—you know, so there was that disconnect for the student; it was like, wow, I can do this. Another student wants to—is pursuing, you know, a degree in political science and stuff like that. You know, or even when a student did a research project on the tolls of the taxi in New York City because that student felt they had a personal connection to this, and then they were able to see how, you know, some stories were similar to what—to the narrative that they had and be able to then share some possible solutions and show that they can also be active citizens and engage and be empowered. That is the other piece that, like, once you see that people start to be empowered, they want to continue doing this work and it's, you know, my job and the job of others at other higher education institutions to continue to empower and continue to provide opportunities and shed light, you know, because some of this is also exposure. You know, thinking about outputs; it's like sometimes you know what you know, but then when you meet a professor that's doing some type of research that you're just like, wow, this is so intriguing; I never knew I could do this. That's something that is also very influential for the student. And I'll give you a personal anecdote about myself. I myself have been an experiential learner. You know, I went to college and I got my master's in higher ed administration, but all of a sudden I'm working with international communities, I'm also part of the Council on Foreign Relations doing research on climate, and teaching experiential learning. And that is as evidenced by Bard being a private college for public interest, and also enabling us to be a part of the system that we ourselves can be experiential learners and be able to do different things and sometimes, you know, like, not necessarily shift our careers but find new interests, because this is what we want to do and develop the system that can be reciprocal for our students, faculty, staff, and community. FASKIANOS: Well, with that, we've reached the end of our hour. Brain Mateo, thank you very much for sharing what you're doing at Bard, your stories, and we will circulate to everybody the resources that you mentioned, and, you know, just want to thank you for your dedication. And to everybody on this call, I mean, it really has brought home for me the important work that you all are doing to raise the next generation of leaders, and we need them and you all are role models for young adults who, as somebody said, their parents have never gone to college and really need some guidance on next steps. So thank you to you, Brian, and to everybody on this call for what you're doing in your communities. We will share Brian's email address and you can follow him on Twitter at @brianmateo. So I encourage you to follow him there. Our next Higher Education Webinar will be in November, and we will send the topic speaker and date under separate cover. And so I encourage you to follow us, @CFR_Academic on Twitter, and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for more resources. And of course, as always, you can email cfracademic@cfr.org, with suggestions of future topics or speakers you would like to hear from. We're trying to be a resource for all of you and support you and the important work that you are doing. So Brian, thank you again. MATEO: Thank you. And I'll make sure to share resources with you. Have a great day. FASKIANOS: Wonderful. (END)
Jessica Neptune is Director of National Engagement for the Bard Prison Initiative and leads BPI's Consortium for the Liberal Arts in Prison at Bard College. She is the founder of BPI's Women's College Partnership at the Indiana Women's Prison. Prior to her return to BPI, an organization she helped start as an undergraduate, she was an ACLS Public Fellow where she worked on criminal justice reform with the Obama Administration's Federal Interagency Reentry Council. She holds a Ph.D. in American History from the University of Chicago. Her scholarship is on the making of the carceral state and the policies and politics of punishment. Djyuan Tatro is a Bard Prison Initiative alumnus, Senior Advisor of Strategic Outreach at the Democratic Congressional Campaign Committee (DCCC), and Board Member at The Fortune Society. Please watch the amazing PBS documentary "College Behind Bars" now on Netflix. Support BPI by visiting https://bpi.bard.edu/ and learning more. Books Recommended by Jessica Neptune: College in Prison - Daniel Karpowitz The Fire Next Time - James Baldwin Freedom Dreams - Robin D.G. Kelley Getting Tough - Julilly Kohler-Hausmann We Do This 'Til We Free Us - Mariame Kaba Books Recommended by Dyjuan Tatro: Presumed Criminal - Carl Suddler The New Jim Crow- Michelle Alexander The End of Policing - Alex S. Vitale Until We Reckon - Danielle Sered College Behind Bars (Documentary) - Netflix or PBS About The Inquiring Mind Podcast: I created The Inquiring Mind Podcast in order to foster free speech, learn from some of the top experts in various fields, and create a platform for respectful conversations. Learn More: https://www.theinquiringmindpodcast.com/ Instagram: https://www.instagram.com/theinquiringmindpodcast/ Facebook: https://www.facebook.com/theinquiringmindpodcast Twitter: https://twitter.com/StanGGoldberg Subscribe to the Inquiring Mind Podcast: Spotify: http://spoti.fi/3tdRSOs Apple: http://apple.co/38xXZVJ Google Podcasts: http://bit.ly/3eBZfLl Youtube: https://bit.ly/3tiQieE
Max Kenner, founder and executive director of the Bard Prison Initiative--which offers college degrees to prisoners--talks with EconTalk host Russ Roberts about the program, which replicates the coursework of students at Bard College. The Bard Prison Initiative was profiled in a four-part PBS documentary, College Behind Bars. Kenner talks about the origins of the program, what students experience, and the injustice he sees in both the criminal justice system and the educational system in the United States.
In this episode, we learn more about the Bard Prison Initiative. A prison education program that was started by students and is now one of the foremost prison education programs in the country.
Without Bard Prison Initiative, Stacy Burnett says she would have “rotted in a prison cell.” My guest today is Stacy Burnett, who got her college degree in her forties while she was in prison. Stacy was part of the groundbreaking program BPI, or Bard Prison Initiative, which was featured in the acclaimed documentary, College Behind Bars. The program enrolls hundreds of incarcerated students full-time in college programs. When these students graduate, they cross that stage with a real degree from Bard College in their hands. Stacy has worked for years as a writer and now works for College & Community Fellowship in New York, where she helps criminal justice-impacted women get into college. In the episode, she shares the life-altering impact of a higher education—and who's worthy of it, the criminalization of mental health issues especially for women, and the grief of being a mother behind bars. You can follow Stacy on Twitter @stacylynburnet2 You can find a full transcript of this interview here. --- Send in a voice message: https://anchor.fm/ashley-asti/message
With over 5 million children in the U.S. with an incarcerated parent, Antoine Patton came up with a vital tech business while going to college behind bars. His daughter, Jay Jay was just three-years-old when he went to jail six hours away for gun possession. Jay Jay’s mom became a single parent raising two children on her own and couldn’t afford to take her kids to visit their dad. The letters and photos Antoine relied on getting from his family to keep communication and a bond alive were costly to print and send and there was always a delay. Antoine enrolled in the Bard Prison Initiative and was able to get a liberal arts college education, an opportunity he didn’t have growing up in Buffalo, New York. He learned how to code on his own before being released in 2014. With the help of his cousin, he launched the Photopatch Foundation, a non-profit, so inmates could stay in touch with their children without putting any additional financial burden on them, sending close to a million photos. Wanting to spend as much time with Antoine as possible now that he was in her life, Jay Jay learned how to code from her dad. She launched a Photopatch mobile app, making it easier and more accessible for kids like her to send letters and photos to their parents. At just fifteen-years-old, Jay Jay was just named one of Teen Vogue’s 21 Under 21 this year for changing the world by teaching hundreds of kids the fundamentals of coding, a business she continues to run and fundraise with her dad. Jay Jay and Antoine Patton understand the importance of keeping the family connected and stopping people from being incarcerated again by developing tight family bonds that turn into safety nets through communication. Together they continue to help others better their lives by not allowing a financial deterrent to get in the way of learning. Their coding lessons are affordable and accessible to all communities, especially people of color who may lack exposure. You are going to absolutely love this most dynamic father/daughter duo who will make you feel so incredibly inspired, hopeful, and proud, and remember the importance of second chances. SHOW NOTE LINKS: Photo Patch Foundation Bard Prison Initiative Jay Jay Patton on Instagram Antoine Patton on Instagram Antoine Patton on Facebook Unlock Academy Jay Jay in Teen Vogue with photo by Vikki Law CONNECT WITH US! *Dear Family, Podcast Page *Write Now Rachel Website *Rachel's Blog @Medium *Rachel’s Twitter *Facebook *Instagram PLEASE JOIN: *Dear Family Members, the Private Facebook Group WAYS TO HELP THE PODCAST: *PLEASE Leave a 5-Star Review and Subscribe! Thank you! Your support means the world to me. Wishing you love, happiness, and good mental health always.
Episode 7 - How Do I Read Like A Writer?Stop Press! Pete gets very excited receiving his first fan mail, even more so when it is a book he once had, but disappeared not long after Laura once visited! Thanks to Sheri, Pete has his own copy of - ‘The Artist's Way.'THE WRITERS' ROOM - What's the biggest problem you are experiencing with writing this week?In the Writers' Room this week, Pete and Laura chat about how reading as a writer changes when you want to understand more about the craft of writing. ‘Hi Laura and Pete, the question I have is this, ‘How do I read as a writer?' I've heard people talking about this and wonder what you think? To read like a writer is an active task - Collect and ReflectOUR CURRENT PROJECT UPDATES - What writing projects are we working on & what's happened this week?Peter is still trying to take an hour a day to work on the first edit of his book about India and explains how much he found the Writing Wednesday newsletter from Steven Pressfield on Practice = ProfessionalTurning Pro - Steven PressfieldLESSONS WE'VE LEARNED THIS WEEK - What have we learned about writing & publishing this week?Pete realises that editing is the work just as much as writing, and Laura understands that Morning Pages is the work - they are all in the long-term plan for success whatever that is for each of us.Recommended Product of the Week - ScrivenerPete uses Scrivener for his writing. The creators of Scrivener say it is the go-to app for writers of all kinds, used every day by best-selling novelists, screenwriters, non-fiction writers, students, academics, lawyers, journalists, translators and more. Scrivener won't tell you how to write—it provides everything you need to start and keep writing.Interested in buying Scrivener? By using our link, it costs you the same, but it helps support the work of Derbyshire Writing School. Thanks!BOOKS WE ARE READING AND RECOMMEND - What books are we reading this week?Peter raves over News of the World: A Novel by Paulette Jiles. Laura talked about a documentary she watched that highlighted the power of literature. College Behind Bars - A BBC Storyville Film - This film following students of the Bard Prison Initiative is a tribute to their ambition and endeavour.PERSONAL UPDATES - What's going on in our lives?Pippa The Office Dog gets a lead role in a local nativity! Lockdown is constricting life for everyone, but the opportunity to walk with friends brings gratefulness
The accessibility of a college-level education in prison has been a controversial topic for decades. While some view it as an innovative solution to reduce recidivism and help prisoners better understand themselves and the world around them, others see it as a waste of taxpayer funded resources. Brent talks to Max Kenner, the founder and Executive Director of the Bard Prison Initiative, a fully-accredited college program in the New York State correctional system, about the importance of educational equity, the history of education in prison, and how the liberal arts can set prisoners up for success in the modern workforce.
Here is the Reddit comment that inspired us to reach out to Garry. This is the Vice news article that started the thread. As you can see, the ban has affected a lot of books that would seem to have little bearing on cybersecurity. "Rejected books that are geared towards hacking, such as Justin Seitz’s Black Hat Python, may represent a clearer threat to the Department of Corrections, which fears that prisoners could use those tools to compromise their systems. But how did books such as Windows 10 for Dummies, Microsoft Excel 2016 for Dummies, and Google Adsense for Dummies (marked as posing "clear and present danger"), fail the prison’s security test?"If you want to read about programs helping prisoners learn to code, check out this story on the Bard Prison Initiative. We also did a podcast episode back in January of this year that focused on The Code Cooperative, an organization dedicated to teaching software skills to formerly incarcerated individuals.
Here is the Reddit comment that inspired us to reach out to Garry. This is the Vice news article that started the thread. As you can see, the ban has affected a lot of books that would seem to have little bearing on cybersecurity. "Rejected books that are geared towards hacking, such as Justin Seitz's Black Hat Python, may represent a clearer threat to the Department of Corrections, which fears that prisoners could use those tools to compromise their systems. But how did books such as Windows 10 for Dummies, Microsoft Excel 2016 for Dummies, and Google Adsense for Dummies (marked as posing "clear and present danger"), fail the prison's security test?"If you want to read about programs helping prisoners learn to code, check out this story on the Bard Prison Initiative. We also did a podcast episode back in January of this year that focused on The Code Cooperative, an organization dedicated to teaching software skills to formerly incarcerated individuals.
Gordon Davis was 16 when he was tried as an adult and sentenced to from 25 years to life in prison.After 3 years in jail, he was transferred at 19 to the Clinton Correctional Institute. And from there, the harrowing and dehumanizing effects of our prison system just got worse.He applied and, after the third attempt, was accepted into the Bard Prison Initiative that has since been made famous by Lynn Novick’s documentary series “College Behind Bars”.Mr. Davis committed to and met the challenges of Bard’s grueling course work, which is equal to and in some ways more demanding than that of its New York campus counterpart. He earned a BA in literature from Bard and an MA in professional studies from the New York Theological Institute.His life is proof that the notion of “once a criminal always a criminal” is not only bogus but counter-productive. It leads to branding, marginalizing and destroying human lives based upon a thing they did or — as the Innocence Project has proved time and again — did NOT do, at the single worst moment of their lives.Mr. Davis’s determination to broaden his mind and improve his life, coupled with the opportunity to do so via a college education in prison, has made all the difference in the world.He was was granted release at his very first appearance before the New York State parole board and left the walls, bars and razor wire behind him on May 11th of this year.Now you can hear his first-hand account of growing up behind bars, the emancipatory power of education, how language changes structure, what life is like for our incarcerated citizens during a pandemic, and what improvements are necessary for a brighter future for humanity.Gordon Davis (a short film)Gordon’s FacebookGretchen Primack: The friend and patron mentioned but unnamed in the episodeFree Minds Book Club & Writing Workshop
This week in La Voz en Breve, journalist Mariel Fiori has a show on education and family. I spoke with Kwame Holmes, Professor at Bard College in the Human Rights program and the Bard Prison Initiative, about a housing study in... Read More ›
This week in La Voz en Breve, journalist Mariel Fiori has a show on education and family. I spoke with Kwame Holmes, Professor at Bard College in the Human Rights program and the Bard Prison Initiative, about a housing study in... Read More ›
For more delicious news, go to www.GoodNewsGoodPlanet.com, and scroll to bottom for more ways to find the feel good stuff!* COLLEGE BEHIND BARS The likelihood of actually being rehabilitated in prison without education is minimal. Studies prove that education is the best insurance against repeat offenders enduring another term of incarceration. Bard College, a small Private University in New York State, offers the Bard Prison Initiative, or BPI, to interested inmates who have committed serious crimes and are serving lengthy terms. The over 300 enrolled students, are currently serving sentences inside of six different New York State Prisons. BPI provides high level education and results that rival some of the most prestigious colleges. The BPI debate team has won debates against Harvard, Cambridge, and the University of Pennsylvania. The only teams to have ever won against BPI are Brown University and West Point— however BPI has won three matches against West Point. For those who struggle with the notion of state funded, free college for lawbreakers, it’s actually a cost saving program as well as a progressive win. The annual cost of housing a prisoner is around $69,000, where as the BPI is around $9,000 for each student annually. Typically, over 67% of released prisoners are rearrested within three years and over 76% of those released, are rearrested within five years, yet over 97% of BPI Graduates NEVER go back, and over 75% of educated offenders find steady income. Ultimately, graduates learn how to lift themselves up and make wiser decisions in the world. So this successful prison college program actually saves taxpayers a large amount of money and benefits society as a whole To get a more in depth look at this program, you can view the Ken Burns documentary, ‘College Behind Bars’. BPI and programs like it offer inmates hope through education, and give them a chance for redemption. Because education is always the key to a better life for all. #### *Hungry for more of the Good Stuff? Search "Good News Good Planet" on YouTube, Instagram, Patreon, Alexa and wherever you listen to your favorite podcasts.
In January 2020 Josie Duffy Rice and her producer, Florence Barrau-Adams, traveled to Fishkill Correctional Facility in Beacon New York to interview Rodney Spivey-Jones and Max Kenner. Max is the founder and Executive Director of the Bard Prison Initiative, and Rodney received his bachelor’s degree from Bard College in 2017 through the Bard Prison Initiative. Rodney has been incarcerated for 17 years, and is currently incarcerated at Fishkill. Both are featured in the PBS documentary series College Behind Bars. They joined Josie to discuss why Max started BPI 20 years ago, Rodney's experience as part of BPI, and what he hopes to do upon his release. For more information please visit theappeal.org
On this episode of Justice in America, Josie Duffy Rice and her co-host Derecka Purnell talk about education in prisons. They'll discuss the impact of having access to education, the dire lack of available programming, and what happened to prison education after the 1994 crime bill. They're joined by Dyjuan Tatro and Wesley Caines, alumni of the Bard Prison Initiative. The Bard Prison Initiative is a college program offered through Bard College in six New York State prisons. It's also the subject of a critically acclaimed new documentary series on PBS, called College Behind Bars. For transcripts and more information please visit theappeal.org.
Wesley Caines is the Chief of Staff at the Bronx Defenders and an alum of the Bard Prison Initiative or BPI and Dyjuan Tatro, works at the Bard Prison Initiative as their Government Affairs Officer and he’s also an alumnus of the program. Wes and Dyjuan joined host Josie Duffy Rice to talk about their reading recommendations. For show notes and more information please check out theappeal.org.
In this bonus episode, Josie Duffy Rice and her co-host Derecka Purnell talk to Lynn Novick and Sarah Botstein, the creators of College Behind Bars. College Behind Bars, which was directed by Novick and produced by Botstein, is a four-episode documentary series about the Bard Prison Initiative, one of the most innovative and challenging prison education programs in the country. Josie and Derecka talk to Sarah and Lynn about the years they spent making the film, what they learned, and the future of prison education in America. For transcripts please visit theappeal.org
This week, we talk about the documentary College Behind Bars - a film which highlights the Bard Prison Initiative. A program which educates convicts in the New York prison system. The documentary shows the astounding transformation of the students enrolled in the program and how even though the graduates might still be in literal prison, there is no question they have been freed of their own mental prisons. Have a listen!
The Bard Prison Initiative is a revolutionary program that provides a rigorous college education to men and women in prison. In one of our most power episodes ever, BPI’s founder Max Kenner and recent graduate Sebastian Yoon join Adam this week to discuss how lifechanging the program is, and how it proves that every person deserves an education, no matter the circumstances.
Max Kenner, Executive Director of the Bard Prison Initiative joins David to discuss what the BPI does, why college-in-prison programs are essential to reducing recidivism and how prisons are adapting and preparing for the coronavirus. The conversation begins with a discussion about the effectiveness of college-in-prison programs, how these programs benefit inmates, and how prior to the 1994 'Clinton Crime Bill,' these programs were found nationwide. The conversation then turns to the current reality of prison inmates and staff in light of the recent increase in the spread of COVID-19. Kenner talks about the concerns advocates have about elderly inmates who susceptible to coronavirus, and the moral imperative society has to protect the most vulnerable populations, including those incarcerated. Finally, they close out the discussion on the power the governor of New York has to release various inmates populations including the elderly and those granted parole but awaiting release. Miranda Warnings is hosted by NYSBA's 118th President David Miranda.
WAMC’s Alan Chartock is In Conversation with Dr. Ellen Condliffe Lagemann, the Levy Institute Research Professor at Bard College; Distinguished Fellow in the Bard Prison Initiative and author of Liberating Minds: The Case For College In Prison.
WAMC’s Alan Chartock is In Conversation with Dr. Ellen Condliffe Lagemann, the Levy Institute Research Professor at Bard College; Distinguished Fellow in the Bard Prison Initiative and author of Liberating Minds: The Case For College In Prison.
Max Kenner, founder and executive director of the Bard Prison Initiative in the United States, discusses the impact of prison education with Sarah Brown. As he says, ‘nothing does more to create a sense of hope and purpose in otherwise desperate places than the opportunity to learn’. A leading advocate for his cause, Max’s programme enrols jailed men and women in academic courses that culminate in a degree from the prestigious Bard College in New York. He has a battle on his hands to make the case for prison learning in a country with the highest incarceration rate in the world, which sees 630,000 prisoners released annually, only for nearly 50 per cent to end up back in prison within five years.
Filmmaker Lynn Novick’s new documentary “College Behind Bars,” set to air on PBS later this month, follows the journeys of men and women pursuing academic degrees while in prison. In doing so, it illustrates the life-changing nature of educational opportunity while also putting a human face on mass incarceration and, as the film’s website puts it, “our failure to provide meaningful rehabilitation for the over two million Americans living behind bars.” Prison education programs including the one featured in Novick’s film, the Bard Prison Initiative, are among efforts to address that failure across the nation. Locally, both St. Louis University and Washington University run programs that bring faculty members to several of the region’s correctional institutions to lead college-level classes. And like other such programs, they boast extremely low recidivism rates for participants who have since been released from prison. In this episode, Novick sits down with host Sarah Fenske to discuss her film and the critical issues it puts in the spotlight. An alumnus of the Bard Prison Initiative, Salih Israil, participates in the conversation, too, as does Paul Lynch, the director of SLU’s Prison Program.
There are more than two million people incarcerated in the United States. Over two-thirds of them lack a high school diploma, and less than 13% have attended college. But where nearly half of all formerly incarcerated people return to prison within three years, the students working towards associates and bachelor's degrees through the Bard Prison Initiative, or BPI, have a recidivism rate of just 4%.
Today on Boston Public Radio: Shannon O’Brien and Charlie Chieppo discussed the latest headlines around the 2020 presidential race and the House impeachment inquiry. Charlie Chieppo is principal of Chieppo Strategies, Senior Fellow at the Pioneer Institute and Adjunct Professor at Suffolk University. Shannon O'Brien is former State Treasurer and Democratic nominee for governor. Charlie Sennott discussed President Trump’s foreign policy in Lebanon, Brexit, and The Authoritarian's Playbook, a new podcast from the GroundTruth Project. Sennott is a WGBH News Analyst and CEO of the GroundTruth Project. We opened the lines to callers to ask: how do you feel about the verbal abuse of high school sports referees? TV critic Bob Thompson discussed Sesame Street’s 50th anniversary special, and reviewed Apple TV’s “The Morning Show” and “Dickinson.” Inaugural poet Richard Blanco discussed the vibrant world of ecopoetry. Director/producer Lynn Novick, producer Sarah Botstein, and Bard Prison Initiative alum Sebastian Yoon of the new PBS documentary College Behind Bars stopped by to discuss the film. We re-opened the lines to ask callers for their thoughts on the prison education system.
Comedian Dan WilburChuck Shute Instagram:https://www.instagram.com/chuck_shute/Dan Wilbur Instagram:https://www.instagram.com/danwilburcomedy/Bard Prison Initiative:https://bpi.bard.eduSupport the show (https://venmo.com/Chuck-Shute)
Delia Mellis is the Director of Program and Faculty Development for the Bard Prison Initiative and an alum of the Graduate Center's PhD Program in History. The post History at Bard Prison Initiative (feat. Delia Mellis) appeared first on Career Planning and Professional Development.
What role have universities in the United States played in the making and continuation of settler-colonialism, white supremacy, and more recently neoliberal capitalism? Have universities been the unwilling victims of the corporatization of higher education, or have they been active agents in their own neoliberal transformation? And how true are common narratives that universities once experienced a golden age of progressive knowledge production and shared governance in a post-WWII United States? All of these questions and more are discussed in this episode with our guests Eli Meyerhoff and Zach Schwartz-Weinstein. Meyerhoff and Schwartz-Weinstein also open up the conversation to discuss potential alternatives to modern universities in their exploration of abolitionist university studies, inspired by abolitionist movements against slavery and prisons in the US. Abolitionist university studies poses a left-wing critique of universities that traces their lineage to the making of racial capitalism and settler-colonialism in the US, and seeks to move beyond current university configurations toward more liberatory modes of education. Suggested further reading for this episode include: Abolitionist University Studies: An Invitation by Eli Meyerhoff, Zach Schwartz-Weinstein, Abbie Boggs, and Nick Mitchell https://abolitionjournal.org/abolitionist-university-studies-an-invitation/ Beyond Education: Radical Studying for Another World by Eli Meyerhoff https://www.upress.umn.edu/book-division/books/beyond-education (get a copy for 30% off using code MN85410- expires December 31, 2019) Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities by Craig Steven Wilder https://www.bloomsbury.com/us/ebony-and-ivy-9781608193837/ Eli Meyerhoff is academic staff at Duke University and author of the recent book, Beyond Education: Radical Studying for Another World published by University of Minnesota Press. He has worked for the Social Movements Lab and participated in two separate unionization efforts to organize graduate student workers at the University of Minnesota. Zach Schwartz-Weinstein is an adjunct most recently at Bard Prison Initiative. He served on the Graduate Student Organizing Committee (GSOC) at NYU where he participated in a 7-month strike during 2005-2006. Swartz-Weinstein currently researches food service, maintenance, and clerical workers at US universities and is working on a book about a series of strikes conducted by Yale food service workers in the late 1960s throughout the 1970s.
WAMC’s Alan Chartock In Conversation with Dr. Ellen Condliffe Lagemann – the Levy Institute Research Professor at Bard College, Distinguished Fellow in the Bard Prison Initiative, and Author of Liberating Minds: The Case For College In Prison.
As a college kid in 1964, he went to Mississippi for Freedom Summer. Later he began working with the Bard Prison Initiative, and he’s now a dean at Columbia’s Mailman School of Public Health. In a sense, his work remains the same: the pursuit of of social justice. Music from Piedmont Bluz.
Max Kenner is the founder and executive director of the Bard Prison Initiative, a college that is spread across six interconnected prisons in New York State. We discuss the enduring value of the liberal arts, the immense power of an education on reducing recidivism, and the critical importance of deep investments in human beings. Education must be high quality The students at BPI have a drive to learn that reflects their awareness of the stakes of their education for the future. Thanks to the high-quality education that BPI delivers, students are able to compete for coveted spots for graduate programs at universities like Columbia, Yale, and NYU, and successfully complete their degrees there. Many BPI alumni go on to careers in the public sector that affect their home communities. Be Fearless Despite the many naysayers and the persistent cynicism that Max faced, he marched on and did what was said to be impossible. He was so successful at convincing the United States that higher education should be returned to its prison systems, that the Bard Prison Initiative is now collaborating with the Consortium for the Liberal Arts in Prison to launch and sustain college-in-prison programs across the country. Prisons are human institutions The time that human beings spend incarcerated is as real and as relevant as any other time that is spent anywhere else, as opposed to lost or wasted time. Providing college education in prison is an opportunity to invest in the people who we know will eventually rejoin, and increase the likelihood that they enrich, our communities as fully participating members of our society. Find out more: Max Kenner is the founder and executive director of the Bard Prison Initiative, a college that is spread across six interconnected prisons in New York State. He is also co-founder of the Consortium for the Liberal Arts in Prison, and recipient of numerous awards, such as the Smithsonian American Ingenuity Award in Education.
Roland Augustine is an art dealer, tireless activist, and active member at the Bard College Prison Initiative. We discuss the necessity of finding new ways of activism for social justice in our daily lives. Be an Advocate: Civic engagement means becoming an advocate for social equality and social justice. It can begin at the most basic level such as your town or school. You can give hands-on support and/or money to a cause that is important to you. Consistent and rigorous advocacy creates more knowledge and inspire change. Art Matters: The visual arts can effectively transform one's thinking. There are many powerful works of art, from paintings to monuments, that serve as beautiful and potent reminders of inhumanity in our collective history. Use your voice: Our silence on the world's humanitarian crises is deafening. Use your voice in your community to start a conversation about what we can do right now. Start with forwarding this podcast to your friends and family. Find out more: Roland Augustine is on the board of trustees at Bard College, where he is actively involved in the Bard Prison Initiative, as well as in supporting refugees at Bard College Berlin. He is also an active member of the Equal Justice Initiative in the US.
In this episode, Kelly speaks with Jessica Neptune, the Associate Director of National Programs of the Bard Prison Initiative and Director of BPI’s Chicago office, about the history of BPI and Bard College's success in educating students in prisons in the liberal arts model and placing them into a range of careers after graduation.
In this episode, Kelly speaks with Jessica Neptune, the Associate Director of National Programs of the Bard Prison Initiative and Director of BPI’s Chicago office, about the history of BPI and Bard College's success in educating students in prisons in the liberal arts model and placing them into a range of careers after graduation.
Among the most powerful and equally insidious aspects of the new global politics of religion is the discourse of religious moderation that seeks to produce moderate religious subjects at ease with the aims and fantasies of liberal secular politics. For Muslim communities in the US and beyond, few expectations and pressures have carried more weight and urgency than that to pass the test of moderation. In her brilliant new book, Making Moderate Islam: Sufism, Service, and the Ground Zero Mosque Controversy (Stanford University Press, 2016), Rosemary Corbett, Visiting Professor at the Bard Prison Initiative, interrogates the tensions and ambiguities surrounding the moderate Muslim discourse. Far from an exclusively post 9/11 phenomenon, she presents the long running historical and political forces that have shaped the demand for moderation, especially in the equation of Sufism with moderate Islam. The strength of this book lies in the way it combines a deep knowledge of American religious history with the historical narrative and contemporary dynamics of American Islam. Written with breathtaking clarity, this book will spark important conversations in multiple fields including the study of Islam, American Religion, and secularism studies. SherAli Tareen is Assistant Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at stareen@fandm.edu. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices
Among the most powerful and equally insidious aspects of the new global politics of religion is the discourse of religious moderation that seeks to produce moderate religious subjects at ease with the aims and fantasies of liberal secular politics. For Muslim communities in the US and beyond, few expectations and pressures have carried more weight and urgency than that to pass the test of moderation. In her brilliant new book, Making Moderate Islam: Sufism, Service, and the Ground Zero Mosque Controversy (Stanford University Press, 2016), Rosemary Corbett, Visiting Professor at the Bard Prison Initiative, interrogates the tensions and ambiguities surrounding the moderate Muslim discourse. Far from an exclusively post 9/11 phenomenon, she presents the long running historical and political forces that have shaped the demand for moderation, especially in the equation of Sufism with moderate Islam. The strength of this book lies in the way it combines a deep knowledge of American religious history with the historical narrative and contemporary dynamics of American Islam. Written with breathtaking clarity, this book will spark important conversations in multiple fields including the study of Islam, American Religion, and secularism studies. SherAli Tareen is Assistant Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at stareen@fandm.edu. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices
Among the most powerful and equally insidious aspects of the new global politics of religion is the discourse of religious moderation that seeks to produce moderate religious subjects at ease with the aims and fantasies of liberal secular politics. For Muslim communities in the US and beyond, few expectations and pressures have carried more weight and urgency than that to pass the test of moderation. In her brilliant new book, Making Moderate Islam: Sufism, Service, and the Ground Zero Mosque Controversy (Stanford University Press, 2016), Rosemary Corbett, Visiting Professor at the Bard Prison Initiative, interrogates the tensions and ambiguities surrounding the moderate Muslim discourse. Far from an exclusively post 9/11 phenomenon, she presents the long running historical and political forces that have shaped the demand for moderation, especially in the equation of Sufism with moderate Islam. The strength of this book lies in the way it combines a deep knowledge of American religious history with the historical narrative and contemporary dynamics of American Islam. Written with breathtaking clarity, this book will spark important conversations in multiple fields including the study of Islam, American Religion, and secularism studies. SherAli Tareen is Assistant Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at stareen@fandm.edu. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices
Among the most powerful and equally insidious aspects of the new global politics of religion is the discourse of religious moderation that seeks to produce moderate religious subjects at ease with the aims and fantasies of liberal secular politics. For Muslim communities in the US and beyond, few expectations and pressures have carried more weight and urgency than that to pass the test of moderation. In her brilliant new book, Making Moderate Islam: Sufism, Service, and the Ground Zero Mosque Controversy (Stanford University Press, 2016), Rosemary Corbett, Visiting Professor at the Bard Prison Initiative, interrogates the tensions and ambiguities surrounding the moderate Muslim discourse. Far from an exclusively post 9/11 phenomenon, she presents the long running historical and political forces that have shaped the demand for moderation, especially in the equation of Sufism with moderate Islam. The strength of this book lies in the way it combines a deep knowledge of American religious history with the historical narrative and contemporary dynamics of American Islam. Written with breathtaking clarity, this book will spark important conversations in multiple fields including the study of Islam, American Religion, and secularism studies. SherAli Tareen is Assistant Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at stareen@fandm.edu. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices
Among the most powerful and equally insidious aspects of the new global politics of religion is the discourse of religious moderation that seeks to produce moderate religious subjects at ease with the aims and fantasies of liberal secular politics. For Muslim communities in the US and beyond, few expectations and pressures have carried more weight and urgency than that to pass the test of moderation. In her brilliant new book, Making Moderate Islam: Sufism, Service, and the Ground Zero Mosque Controversy (Stanford University Press, 2016), Rosemary Corbett, Visiting Professor at the Bard Prison Initiative, interrogates the tensions and ambiguities surrounding the moderate Muslim discourse. Far from an exclusively post 9/11 phenomenon, she presents the long running historical and political forces that have shaped the demand for moderation, especially in the equation of Sufism with moderate Islam. The strength of this book lies in the way it combines a deep knowledge of American religious history with the historical narrative and contemporary dynamics of American Islam. Written with breathtaking clarity, this book will spark important conversations in multiple fields including the study of Islam, American Religion, and secularism studies. SherAli Tareen is Assistant Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at stareen@fandm.edu. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices
Lee Alan Dugatkin on the world’s cutest science experiment, which transformed wild foxes into cuddlebugs; Ellen Lagemann makes the case for college in prisons; and an underground poetry reading promoting this weekend’s March for Science. Go beyond the episode: • The Science Stanzas curated by Jane Hirshfield for the March for Science • Lee Alan Dugatkin and Lyudmila Trut’s How to Tame a Fox • Ellen Lagemann’s Liberating Minds and the Bard Prison Initiative • Read more about Stalin’s geneticist henchman, Trofim Lysenko, in our review of
Ellen Lagemann, Levy Institute Research Professor at Bard College and Distinguished Fellow in the Bard Prison Initiative, joins hosts Katherine Klein and Nick Ashburn to discuss her book "LIBERATING MINDS: The Case for College in Prison" and whether or not higher education for prisoners could transform the lives of the incarcerated and those re-entering society on Dollars and Change. See acast.com/privacy for privacy and opt-out information.
We All Have Our Shoes On Amii LeGendre has taught dance to incarcerated men in New York through two programs: the Bard Prison Initiative and Rehabilitation Through the Arts. She is a wellness coordinator and dance professor at Bard College, and is currently performing a new dance/theatre solo called "I'm looking at you as if" about her experience teaching dance to men in prison. In this podcast, she reads a piece she wrote for Contact Quarterly about her experience with the Bard Prison Initiative, and reflects why dance education for incarcerated communities is so powerful.
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