Mount Tamalpais College

Campus & Community

James Duff

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MAKE A GIFT IN HONOR OF THE CLASS OF 2025

My college experience has given me the ability to see the world with greater clarity and a broader perspective. I no longer act impulsively; instead, I am more pragmatic and thoughtful.

I can apply the knowledge and wisdom I have gained as keys to open doors, build support networks, and pave the way for my future success.

A particularly meaningful experience for me was taking philosophy with Professor Andrew Wood. His question, “What is a good life?” and our discussions about the “human becoming” theory continue to challenge the way I perceive the world. By applying the philosophies of Aristotle, Kant, Hume, Spinoza, and Xunzi, I believe we can each find our own answer to what it means to live a good life.

I am a sushi chef by profession. Like the process of preparing sushi rice, life requires care, balance, and constant turning. Each grain of rice—like each person—may be whole or broken, but none are perfect. Earning my college degree has taught me to transform my past into purpose, much like seasoning the rice to create sweet and savory umami flavors—flavors that reflect the diversity of our stories.

Now that I have completed my AA degree, I look forward to pursuing a bachelor’s degree in Hospitality and Tourism at CSU East Bay. This achievement proves that it is never too late to accomplish a goal. If I am willing to work diligently, soon my dreams will become reality. Most importantly, this degree shows my younger self that I am not a failure—I am good enough.

MEET THE CLASS OF 2025

Robert Barnes Jr.

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MAKE A GIFT IN HONOR OF THE CLASS OF 2025

This achievement means that I can—when seen as more than my worst decisions—welcome significant trials, tests, and adversities; reflect on and learn from both failure and success; and thrive as an integral part of an exceptional academic community like MTC.

I have newfound levels of resilience and mental toughness, improved work ethic and academic achievement, compassion and empathy for others and myself, and a confidence that moving forward, I can excel as a lifelong learner.

My greatest challenges occurred during the peaks of overcrowding at San Quentin, especially during the COVID-19 pandemic. Double-occupancy cells meant that not an available moment outside of the cell could be wasted. Effective time management became crucial, nearly as important as the subject matter being taught.

In a debate about homelessness in our California History class, taught by faculty members Ian Sethre and Andrew Klein, I was able to share my personal experiences with homelessness and mental health crises, and their nexus to my committing my life crime. This fostered discussion of the benefits, both in terms of decreased cost to taxpayers and increased public safety, of preventative and restorative justice models over current more punitive and reactionary ones. This particular instance was like many I experienced at MTC: emotionally engaging, deeply thought-provoking, and personally transformative.

I have tremendous gratitude for the gifts I’ve been given by MTC. Will I pay this forward as a writer or as a teacher, an engaged society member, or an advocate for education for the incarcerated? Yes, to all of these. As a student, I plan to further study interconnections between sociology, science, and technology, especially as they relate to innovations and reforms in environmental and social justice.

MEET THE CLASS OF 2025

Ian Sethre: Eight Years of Teaching Inside San Quentin

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In February 2025, Mount Tamalpais College Communications Associate Bonaru Richardson, an MTC alumnus, had the opportunity to sit down with longtime faculty member Ian Sethre. Ian has taught history and political science at the college for eight years and helped organize a mock election at San Quentin during the 2024 presidential campaigns; he is also a Professor of History at the College of Marin. In this thoughtful conversation, Ian reflects on the unique dynamics of teaching inside a prison, the deep intellectual connections he has formed with students, and the broader implications of education within the carceral system. 

What made you gravitate towards teaching at San Quentin? 

Many years ago, I tutored in a GED program at Cook County Jail in Chicago. I was in college and out of my element because I’m from rural Colorado. Still, I recognized, even at that point, how education and access to education can empower people, or– it is a critical piece that gets overlooked– can also perpetuate division. 

I know what you mean, but please give me an example. 

For example, on the extreme, elites in this country often attend exclusive schools like Harvard, Yale, or Stanford because their parents did, and that perpetuates a class system and a degree of wealth and power. Of course this happens throughout the four-year system. And then you look at people on the other end of the economic spectrum who are held back by unequal access to resources and economic barriers. They might see an ad for a for-profit university on television promising they can become a nurse or web designer in two years if they just pay this much money–and then they end up in deeper debt. That’s predatory. It’s a cliche at this point to say that education empowers and provides opportunities. It can, but it doesn’t always work the way it should.

How does your teaching at San Quentin differ from the College of Marin?

Often, the students in San Quentin have self-actualized in ways that younger students on the outside haven’t quite yet. Generally speaking, they’re older and more experienced, so they’re more aware of their strengths and weaknesses. That level of motivation in the classroom in San Quentin translates into more consistent, reliable, and quality participation. 

Have you had interactions with incarcerated students where they put up a brick wall?

As a teacher, you can’t let one person – and I still make this mistake; I’m preaching something that I have a hard time internalizing – you can’t let one person’s disposition shape the entire class dynamic. It’s a matter of making sure that all of the students maintain a culture of the classroom that’s empowering and collaborative, and also recognizing that, while this one person may be resistant or skeptical, on the whole, they probably want to be there. In that case, it’s a matter of time and persistence, and allowing those particular students to find their place and comfort level. And it’s a mistake for anybody to go in there and feel that just because they maybe have good intentions, they’re automatically going to be trusted by the people that they’re trying to reach. 

What would you like to prioritize in your classroom? 

Being able to relate to each other on an intellectual level. There is a socialization piece. I think that everybody in there feels that this educational enterprise is making them a better person.

The experience of being in the classroom, which has to be a deviation from the unpleasantries of so many of the other carceral settings in this state, hopefully, makes people feel that they have a more enriched existence. 

You don’t just teach, you go outside of your realm of teaching and run extracurricular activity classes. What motivates you to do this? 

I don’t mean to be trite about it, but I have discovered a real, genuine learning community in San Quentin. And that exists on a few different levels. The students themselves value that community and they perpetuate it. They’ve defined the culture of the place, and I like being around that energy. I respect their motivation, resilience, and dedication. So I guess a shorter answer would be to say I like to be a part of something larger and contribute what I can that may be of value to it.

I heard you play in a band. 

Music has been an outlet for me for most of my life, and it’s another social opportunity to be part of something bigger, fun, and invigorating. I’m in two bands, actually, and we play at various bars around the Bay Area, usually about once a month with each. Soulbillies played a really fun show in the chapel at San Quentin about five years ago. 

How do you see the future of education in the carceral system evolving? 

For about a decade, there’s been increased popular consciousness about mass incarceration. There was the Ava DuVernay documentary, 13th, and several others, and Ear Hustle has done a lot to humanize incarcerated people. Unfortunately, the crisis of the COVID-19 outbreak drew a lot of attention to the prison system, especially here. Black Lives Matter and the awareness of police brutality. I do think that there’s more attention and expectations perhaps of change. 

I’m hoping these reforms don’t stop with San Quentin, because it is treated like the crown jewel, when it should be a model for what these rehabilitation centers–if we’re going to use the term–are supposed to be. 

Due to their circumstances, sometimes the people I’ve met inside seem to have done more soul-searching and coming to terms with who they are and who they want to be than a lot of people on the outside have.

I’m not even going to comment on that. 

Well, I mean, maybe you don’t agree. I respect that. 

Well, I’ve been incarcerated, so it’s going to be biased. 

That’s another important point. I’m aware that I’m working with a very small segment of the incarcerated population who have self-selected out of the general population. I have to be careful about what I do when I’m outside of prison because there are a lot of ways that I feel like information gets misinterpreted. One is that some people want to hear horror stories. They expect to hear that prison is a scary, violent place. I’ve been asked if I wear a sidearm in the classroom. I’m also uncomfortable with the whole concept of altruism–the whole white savior complex and “isn’t it great what you’re doing?” because that’s simplistic and unhelpful. 

I don’t like that either. 

That’s something that we need to be very conscious of. The reality is that the system has been structured in such a way for so long that sometimes it’s white people of privilege who are in a position to do something, but there has to be a self-awareness that comes with that. And that’s a hard thing to teach.

There is a quote attributed to Nelson Mandela,

“…no one truly knows a nation until one has been inside its jails.”

That sentiment resonates. And the guys in there? All “People of California vs.” whoever, and we have an obligation to know what is being done in our name. And if this is about correction and rehabilitation, we should be involved in that, too. 

Photo courtesy of R.J. Lozada

Donor Testimonial: Vishal Saluja

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MTC staff had the opportunity to ask donor Vishal Saluja, Managing Partner at Indico Capital, about what motivates his investment in the College. Vishal shared his thoughts about his experience as a math tutor, the impact he was able to have with his investment, and his pragmatic and personal reasons for becoming an MTC donor. 

You’ve invested in Mount Tamalpais College and have encouraged others to invest. What motivates you? 

Everyone I dealt with at Mt. Tam College was very committed, and caring about the mission. You could pick up very clearly that the staff was very heavily invested in the community for the long run. Education is a basic necessity, but it becomes almost a privilege in a prison setting. MTC’s work provides a basic building block that is absolutely necessary for improving the lives of inmates – it builds confidence, improves core skills, and fosters a more positive self-image for inmates.

You spoke of the staff’s fidelity to the mission. How does the mission of the College connect to you personally?

It’s two elements. For me, education is what matters most, as it is what ultimately creates opportunities at all levels of society. I grew up in a culture that emphasized academics. Hence, I view the ability to give through education as a top priority.  The second element relates to helping those that are the most needy–a lot of the students at Mt. Tam College are very socioeconomically disadvantaged. Being able to make that connection between education and the most needy is very powerful for me personally. 

Tell me about your experience as a math tutor for the College. 

Being a tutor was an incredibly rewarding experience–you have to give a lot of yourself, and in return, you really feel like you helped someone. On both those fronts, I found my experience in tutoring over two-quarters something that really felt very good for me. 

Specific to my situation, I had a student who had perennially failed algebra, who had a lot of bluster but very low self-confidence with math, and was on the verge of giving up. I knew I was going to help this person get over this hump. He put in tremendous effort, saw the results come through, and subsequently requested that I tutor him through the next quarter so that he could finally finish his entire mathematics requirement. Helping someone accomplish what was a seemingly insurmountable task for them was deeply gratifying. 

You’ve helped raise money from friends or colleagues. What do you tell people about Mt. Tam College to convince them to invest in this organization? 

My first gift was during COVID. San Quentin inmates were suffering disproportionately from the COVID epidemic, and providing care packages through Mt Tam College was an easy way to help. More recently, I spearheaded Mt. Tam’s effort to fund an onsite computer lab–this was a discrete project that required capital for 70-80 computers and peripherals, with a goal of enabling every student to have a dedicated computer for their academic work. I underwrote the anchor gift, and raised funds from friends and family, getting 10-15 additional people to contribute. Last fall, a group of us donors visited the computer lab and we were thrilled to see a room full of students deeply engaged on new computers working on their assignments. 

Any final thoughts to share?

My charitable work through Mt Tam has allowed me to build a bond with a community that is far removed from my everyday existence. Helping San Quentin inmates, even in the smallest of ways, has been a way to build perspective, humility, and gratitude in my own life.  That is a real gift.

Donor Testimonial: Drew Behnke

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I am not only a donor to MTC but also a volunteer faculty member. Teaching at the college gives me a first-hand perspective as to how necessary the programming is to the population inside San Quentin. MTC students are hungry for knowledge and have largely been denied access to high-quality education. I hold MTC students to the same standards I would have for any student at UC Santa Barbara or any other higher education settings where I have taught. I have come to see that it is not only the access to education that students value, but being treated as intellectual equals. 

MTC has an amazing volunteer community but we would be nothing without the administrators and support staff. For example, there is a learning specialist for students with learning differences. There is a director of education technology working to get students access to laptops. We have program directors helping faculty shape curriculum and develop courses to be successful. These are but a fraction of the amazing support staff that help make MTC what it is, and I know my donation supports these necessary roles. I donate to MTC because I know my donations help make the college successful. I love MTC because everyone deserves equal access to education.

Staff Spotlight: Meet Zaw Htet

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An Interview with Zaw Htet, MTC’s Math & Science Program Director

Zaw Htet, Math & Science Program Director at Mount Tamalpais College, is one of many dedicated teachers who provide innovation and hope where it is not always found. We interviewed  Zaw to gather important insights into the teaching journey, unique challenges, and groundbreaking approaches to prison education.

A Journey of Dedication

With a background in engineering physics and biophysics and a passion for teaching, Zaw initially taught intermediate algebra classes, led a “Frontiers in Science and Technology” workshop, and volunteered in many organizations that provide education opportunities for minorities such as Upward Bound, Refugee Transitions, Be A Scientist, and Bridges to Baccalaureate Programs.

Zaw, who has been working at MTC since November 2022 says, “I love teaching or education in general. I strongly believe that access to affordable quality higher education is fundamental to empowering individuals, reducing inequality, and fostering societal progress.” Zaw’s role at MTC includes teaching math and science, managing and supporting faculty, and developing curricula tailored to the unique environment of a correctional facility.

Overcoming Obstacles

Teaching in prison presents myriad challenges that extend beyond the classroom. The challenges of Zaw’s role are not unique to teaching Math and Science; they are those faced by anyone learning or operating a college in a prison setting. Security concerns, limited resources, and the diverse educational backgrounds of those people incarcerated are just a few of the hurdles Zaw faces daily. 

Another challenge is communicating with students promptly. “I find the logistical barriers imposed by the prison most challenging,” Zaw shared. “ For example, due to the lack of reliable educational technology, instructors are not able to communicate with students in real time. Every communication takes longer and involves more logistics in prison education.”

Transformative Teaching Approaches

Despite these obstacles, Zaw has introduced several innovative approaches that have significantly enhanced the learning experience for students at MTC. Having led a “Frontiers in Science and Technology” workshop, Zaw’s methods emphasize practical application and hands-on learning, which resonate well with the students. “I would like to add exposure to cutting-edge science and technology breakthroughs from world-class scientists and researchers from Berkeley, UCSF, and Stanford,” Zaw stated.  Students were able to observe antimatter particles using the cloud chamber in the workshop.

Zaw asserts that classroom teachings “do not change drastically” when teaching at San Quentin vs. in other education institutions. However, Zaw focuses on creating a supportive and motivating classroom environment. “The most important practice I have used to engage the class effectively,” Zaw said, “is to recognize and treat students as active participants in their learning journey rather than passive recipients of information. I have focused and intentionally incorporated trauma-informed teaching practices.”

Looking Ahead 

Looking ahead, Zaw is optimistic about the future of prison education. Zaw advocates for increased support and resources, emphasizing that education is a crucial component of rehabilitation and reintegration. However, with all those tools, there is one component that must be integrated, and that is trust. “Trust,” Zaw said, “is really important in the classroom and building trust is the key to fostering a respectable learning environment for the students. …having an honest conversation builds trust in the classroom.”

“Creating a dynamic and inclusive learning space where students feel respected and empowered leads to deeper engagement and meaningful learning experiences,” Zaw says. “This varies from classroom to classroom and I am still learning from each class I have taught.”

Donor Testimonial: Susan Hirsch

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I don’t believe in prisons. I do believe in higher education. Every day I teach we have count; that feels like prison. Every day I pass through three checkpoints; that feels like prison. But when I am in the classroom looking at students’ faces, when I read their words, hear their voices, I am renewed in my belief that a gathering place where we can discuss ideas and question our intent is meaningful. Last class, a student said that the classroom is a haven where intellectual thought is honored and prison talk left outside. He called the space sacred. There’s liberation in imagination. There’s freedom in the classroom. As an MTC donor and faculty member, this is what I am supporting.

Alumni Spotlight: Antoine ‘Aziz’ Brown

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One of the many Alumni who attended Mount Tamalpais College, Antoine “Aziz” Brown, is eager to share how the college inspired him to inspire others. 

Aziz arrived at San Quentin in 2010, the same period when Governor Arnold Swartznegger added Rehabilitation to the name of the California Department of Corrections. Aziz was surprised to see that there was an on-grounds college campus at San Quentin, free of charge, and it was not one of the many opportunities that got cut in the budget that year.

While at San Quentin, Aziz completed many college courses and self-help groups before he earned his release on August 17, 2018. After he joined the outside world after 23 years of incarceration, Aziz wanted to continue his juvenile advocacy work, similar to what he did while incarcerated. He joined Re:Store Justice, a Los Angeles-based organization that addresses many issues including the harm caused by criminal justice systems. 

Navigating public transportation to get back and forth to work proved one of the most challenging aspects of Aziz’s transition. His fear of encountering ex-rival gang members in his changed state added an extra layer of difficulty to his parole conditions. 

He also stated that those situations are similar to his college courses, recalling scenarios where he had to use critical thinking skills. “We learned to turn challenges into opportunities while sitting in a classroom,” Aziz said. “I wanted to use this to help my community, even if they are my ex-rival gang members.”  

That inspiration to help others led Aziz to graduate from The Forestry and Fire Recruitment Program (FFRP), who was then hired to serve as a wildland firefighter with The Urban Association of Forestry and Fire Professionals, a non-profit Fire Department. In his role, Aziz actively trains individuals to become professional wildland firefighters. The FFRP is stationed in various locations throughout California and is currently promoting a pilot program in Calabasas where they partnered with LA County to start training in Camp Gonzalez. 

There is a chapter in Oakland for those interested in connecting with Aziz and the organization. They welcome individuals who share their passion and commitment to making a positive impact through firefighting. Watch their trailer here.

Alumni Spotlight: Aly Tamboura

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Aly Tamboura, a distinguished 2015 graduate of Mount Tamalpais College, has proven to be a leading figure in the criminal justice reform space. After his release from San Quentin, Aly took on a pivotal role as the Criminal Justice Reform Program Manager at the Chan Zuckerberg Initiative (CZI), a Philanthropic foundation started by Mark Zuckerberg and his wife Priscilla Chan, who both toured San Quentin in 2014.

Graduating from Mount Tamalpais College marked a crucial turning point in his life, providing him with more tools and knowledge to fuel his passion for criminal justice reform. Mount Tamalpais College, known for its commitment to educating incarcerated and formerly incarcerated individuals, played a pivotal role in shaping Aly’s commitment to social justice.

Aly’s firsthand experience with the criminal justice system ignited a genuine determination to advocate for change. After graduating from Mount Tamalpais College, Aly transitioned into a career dedicated to transforming criminal justice from punitive to centering on healing and reconciliation. As a Criminal Justice Reform Program Manager at CZI, he was a crucial voice in building non-profit coalitions and supporting reform initiatives across the United States. 

Aly collaborated with prominent organizations and leaders, like the Formerly Incarcerated Convicted People and Families Movement (FICPFM), The Last Mile, and Florida Rights Restoration Coalition, and served on MTC’s board of directors for three years.

Aly’s collaboration with FICPFM has been instrumental to its ability to achieve significant milestones in criminal justice reform. Notably, the coalition contributed to the success of Louisiana’s Amendment 2, overturning a Jim Crow-era law on non-unanimous juries. Additionally, CZI’s support led to reinstating federal Pell Grants for incarcerated students, opening doors to education and opportunity.

After his work at CZI, Aly joined the Anti-Recidivism Coalition as their Director of Strategic Partnerships. His continued dedication to dismantling barriers and supporting individuals with criminal convictions underscores his commitment to creating a more just and inclusive society.

Aly’s continued contributions to the reform movement testify to his belief that everyone has the potential for positive change, even in the face of adversity. To have gone from Mount Tamalpais College graduate to a key player in criminal justice reform exemplifies the transformative power of education and advocacy. His unwavering commitment to change, fueled by personal experience and a solid educational foundation, inspires others to pursue justice and equity.

Photo courtesy of Aly Tamboura and Phoeun You. Aly is in Cambodia with alumni Phoeun.

Alumni Spotlight: Jesse Vasquez

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Mount Tamalpais College, known for its commitment to providing quality education to incarcerated individuals at San Quentin, played a crucial role in shaping Jesse Vasquez’s perspective and fueling his desire for positive change and growth.

Jesse has become a driving force in the nonprofit sector. As the Executive Director of Friends of San Quentin News and Pollen Initiative, he spearheads initiatives that empower incarcerated individuals through multimedia programs, including San Quentin News and ForwardThis Productions. These initiatives, not only provide avenues for self-expression but also contribute to breaking down societal barriers and stereotypes associated with incarceration.

As a juvenile, Jesse Vasquez spent almost two decades within the California Department of Corrections and Rehabilitation. However, former Governor Jerry Brown commuted his sentence, offering him a second chance outside prison walls.

One of Jesse’s accomplishments out of many is his graduation from college. “Having the opportunity to graduate from college underscores the power of education, showcasing how learning becomes a catalyst for personal growth and empowerment,” Jesse said.

During the height of the COVID-19 pandemic, Jesse’s commitment to community service shone brightly as he worked with the Alameda County Community Food Bank. His efforts in distributing resources to thousands of families showcased his dedication to addressing immediate needs during challenging times, exemplifying the values of compassion and solidarity.

Jesse’s impact extends far beyond the confines of Arsola’s Distribution Center and the reentry resource centers he has helped establish in East Oakland, CA. His unwavering commitment to providing tangible support for formerly incarcerated individuals is a demonstration of his dedication to social change. Through his adept coordination of housing and resources, Jesse actively engages in the reintegration process, acknowledging the myriad challenges faced by those transitioning back into society.

In addition to his professional endeavors, Jesse Vasquez generously dedicates his time to volunteer work in local high schools. Drawing upon his own lived experiences and the wisdom acquired on his journey, Jesse becomes a leader of inspiration for teenagers navigating adversities. His invaluable insights and guidance serve as a source of empowerment, enabling young individuals to recognize and seize the array of options and opportunities available to them. In doing so, Jesse plays a pivotal role in fostering resilience and determination among these teens, empowering them to overcome challenges and construct brighter futures, regardless of their environmental circumstances.

Furthermore, Jesse’s advocacy extends into the realm of societal norms within the criminal justice space. His tireless efforts to encourage transformative changes have positioned him as a true inspiration, challenging established norms and promoting a more compassionate and just system. Jesse Vasquez stands as an example of the profound impact one individual can have on both the lives of those directly affected by incarceration and the broader transformation of societal attitudes toward growth and change.