Mount Tamalpais College

Campus & Community

Prison University Project Releases Report on Best Practices for Higher Education in Prison

by

In partnership with the Alliance for Higher Education in Prison, the Prison University Project released the first comprehensive report written by and for practitioners to share recommendations for higher education in prison programs. Equity and Excellence in Practice: A Guide to Higher Education in Prison was co-authored by Prison University Project executive director Jody Lewen, Mary Gould (Alliance for Higher Education in Prison), and Tanya Erzen (Freedom Education Project of Puget Sound), with support from the Lumina Foundation. It offers practical advice for anyone seeking to launch, expand, or improve upon a program offering in-prison higher education. The report also offers guidance for funders, policy makers, researchers and college/university administrators to support quality higher education in prison and sustain the field.

“The Equity and Excellence in Practice report is rooted in the belief that all people deserve access to high-quality education. With that in mind, the report offers advice for how to overcome some of the most common challenges people face when delivering educational programs in prison. Recommendations pull from in-prison programs that rival high-quality programs on colleges and university campuses across the country,” says Mary Gould, director of the Alliance for Higher Education in Prison and co-author of the report.

The report details the most essential components of a quality in-prison higher education program:

  • Program Design: Attributes such as full-time dedicated staff, professional development opportunities and faculty and student advisory boards are essential.
  • Partnerships and Collaborations: Written agreements outlining the roles and responsibilities of the academic institution, non-profit organization, corrections department and/or other agencies are critical.
  • Faculty Recruitment, Training and Supervision: Ensuring that faculty and instructors are highly qualified, properly trained, and supported through continued professional development is necessary to ensure that instructors are able to respond effectively to challenges.
  • Curriculum: A comprehensive curriculum not only determines the course-of-study for students; it also communicates the values of the program and what the program believes students are capable of accomplishing.
  • Pedagogy: From recruiting faculty to providing ongoing training and support, program administrators have a significant role to play in ensuring the quality of instruction offered to students.
  • Instructional Resources: Students must have access to the tools and resources needed to succeed, including basic school supplies and library and technology services.
  • Student Advising and Support Services: Students with access to robust student support systems, such as academic planning and advising and academic reentry support, have a much higher likelihood of success during an academic program and after returning to the community.

The number of programs offering post-secondary education in prison has grown significantly in the past few years, yet, organizations and institutions involved in delivering higher education in prison continue to face numerous challenges related to developing quality programs, as well as funding, policy and public opinion.

Equity and Excellence in Practice: A Guide for Higher Education in Prison is available here.

About the Alliance for Higher Education in Prison
The Alliance for Higher Education in Prison, founded in 2017, is a national network dedicated to the expansion of quality higher education in prison, empowering students in prison and after release, and shaping public discussion about education and incarceration. The Alliance will host the 2019 National Conference on Higher Education in Prison in St. Louis (November 14-17). To learn more, visit: www.higheredinprison.org.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Introducing our new Chief Operating Officer

by

We are thrilled to welcome Reed Goertler as our new Chief Operating Officer.

Reed Goertler has been committed to working in organizations that address the needs of underserved populations throughout his career and is looking forward to assisting the Prison University Project in its important mission. In 1998 he began working in 501(c)3 institutions affiliated with UCSF and Stanford University that addressed inequities in alcoholism/addiction and cancer research and funding. Reed oversaw administration, assuming the positions of Chief Financial Officer, Chief Operating Officer and Legal and Regulatory Affairs Officer. His early professional career spans work in the nascent biotech industry in finance and business development. Reed lives in Lafayette with his partner and the youngest of their five children. When not working, Reed enjoys kayaking, hiking and is pursuing a Master’s degree in Counseling Psychology.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Prison University Project Hosts Book Club Discussion with Students and Outside Guests

by

“I’m just a regular guy, a voice in the middle of a sea of voices that don’t seem to matter to most—which is why we may forever be misrepresented unless we speak for ourselves.” —D. Watkins

On July 26, the Prison University Project hosted two book club discussion groups, each with ten students and ten guests. Students selected We Speak for Ourselves: A Word from Forgotten Black America by New York Times bestselling author D. Watkins, a nonfiction commentary on representation, activism, and black intellectual thought in modern-day America. Our goal with this event was to facilitate connections between students in the College Program and the outside community, and to create space for conversations about how the reading intersects with our daily lives and experiences.

Students and outside guests alike debated the effectiveness of D. Watkins’ arguments; there was a range of opinions, which produced a lively discussion. Some participants identified with his experience and articulation of “life on the streets,” while others questioned his authenticity and recognized his ambivalence about his own privilege. A common theme that emerged was that of the tension between individual agency and structural factors that limit social change. Accordingly, many participants acknowledged that though D. Watkins’ provided some useful strategies for advancing social justice, his book generally lacked a systemic analysis.

Our questions for discussion are included below along with bios of our book club facilitators:

  • Who is the intended audience? Does this remain constant throughout the book or does it change?
  • What was most surprising, intriguing, or hard to understand aspect of the book? Have you gained a new perspective—or did the book affirm your prior views?
  • What about the book most resonated with you? What (if anything) didn’t sit well with you?
  • What connects the book’s four parts? Is there a throughline? Did any part stand out or seem different?
  • Where do you see tension or ambivalence in this book? Why do you think that comes up?
  • Have you ever felt like someone was speaking on your behalf in a way that missed your concerns? How does this dynamic play out in other communities?
  • Is D. Watkins’ critique of black elitism compelling? Why or why not?
  • What is D. Watkins’ argument for rejecting patriotism? How does he reconcile that with his Baltimore pride?
  • What do we make of his discussion of violence?
  • What is D. Watkins’ view on the importance of reading? How does that relate to your life?
  • What is D. Watkins’ definition of social change? What are the benefits and drawbacks of that approach?
  • How does this book propose that one stays connected to the community one is brought up in? Does this reflect your own life experience? 
  • How does the culture and life experiences D. Watkins discuss differ from yours? How are they similar to yours?
  • What kind of language does D. Watkins use? Is it objective and dispassionate? Or passionate and earnest? Is it polemical, sarcastic? Does the language help or undercut the author’s premise?
  • What questions do you still have?

James King

James moved to Oceanside, CA from Ferguson, MO in 1992. He has an Associate’s Degree in Christian Ministry and is currently pursuing an Associate’s Degree in Liberal Arts through the Prison University Project. He also serves as a program clerk, helping to administer the College Program from the inside.

Michael David Lukas

Michael David Lukas is the author of The Oracle of Stamboul, a finalist for the California Book Award, the NCIBA Book of the Year Award, and the Harold U. Ribalow Prize, as well as The Last Watchman of Old Cairo, which won the Sami Rohr Prize, the National Jewish Book Award for Fiction and the ALA’s Sophie Brody Medal. His nonfiction has been published in the New York Times, Wall Street Journal, and National Geographic Traveler. Born in Berkeley, he lives in Oakland and teaches at San Francisco State University.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Meet the 2019 Graduates

by

Each June we celebrate the achievements of Prison University Project graduates and their successful completion of their Associate of Arts Degrees. This year we honor the hard work, dedication, and commitment of twelve men, who join the ranks of more than 160 fellow graduates over our 20 years in operation.

We interviewed each graduate about his experience in the College Program and what he hoped his legacy for the San Quentin community would be. We’re pleased to share excerpts from these interviews here, alongside beautiful portraits taken by R.J. Lozada.

Sumit Lal

Growing up, I was trapped between two worlds. On the one hand, my family always encouraged education and wanted me to go to college. On the other hand, the streets pulled me towards the kind of life that resulted in me coming to prison. When I was younger, I enjoyed learning but the peer pressure from those I believed to be my friends outside caused me to veer away from that path. The College Program brought me back to the kind of person I was always meant to be—the kind I always wanted to be, the kind my family wanted me to be and could be proud of. Today, I can hold intelligent conversations with people I truly respect. I have made the kind of connections that will last a lifetime and which showed me that I can be comfortable among educated people, that I belong with them and not with the negative influences that I allowed to take me away from the learning environment I always loved.

—

The most challenging part about being a college student is leaving behind the people and situations that I had become comfortable with. I was into a negative lifestyle that brought negative behaviors and kept me around negative people. I literally had to shed the person I had become in order to move through the whole college environment. It was not an easy thing to do. I had to end conversations that were not helpful to my succeeding. I had to re-evaluate relationships that would endanger my educational pursuits. I had to become the “nerd” that I had always joked about. I had to evolve and everyone who was not on this path I found myself on had to get left behind. Although I tried to bring as many people with me as were willing to change in order to succeed, I had to do what was best for me.

Being a college student made me change—not only my associations, but other changes as well. I had to keep a schedule, show up on time to classes, and begin a process that changed my language and my outlook.

—

I’m passionate about helping people reach their potential. That’s why I volunteer as a Teacher’s Assistant. I want to show people that they are more than they think they are. I realize that some have gone their whole lives being told a story about themselves that they came to believe and took on as an identity, regardless of whether or not it was true. My journey through the College Program forced me to look at myself and ask the question, “Am I more than this?” I want others out there to know that they are more than even they know. I want them to find their dreams and then give them the tools to realize them, even if all I can do is point them in the right direction.

Because I know what it’s like to be a young man in prison, I’ve tried to work with young people to show them another way. I’m the biggest recruiter for the College Program. I make sure that the young people coming into San Quentin know that they don’t have to do what everybody else does, they can choose another, more positive way that will have better results in their lives when they hit the streets.

—

I attribute my success to all the instructors and tutors who did not accept me as the student I entered the class as, rather they treated me as the student they knew I could become. These instructors—including Dr. Fisher in Philosophy, Laura and Paco in English 204, Aris, Will and James in Communications—all knew I could do better than how I showed up. These instructors actually cared that I learn the material rather than just pass the class. For that I am grateful. Last but not least, the whole San Quentin community and the struggles from my past have helped me succeed today.

Tommy “Shakur” Ross

Aside from the academic attainment, the College Program has had a huge impact on my life, identity, and my relationships. Since my arrival to San Quentin in 2012, and my acceptance into the College Program, my life has changed substantially for the better. I’ve become an A student, a radio/video journalist, peer health educator, group facilitator, circle process keeper, event planner/organizer, and restorative justice practitioner; but more importantly, I now accept full responsibility and am accountable for the crimes I committed. I’m no longer lying to friends and family­ denying, justifying, or blaming others for what I have done. Now that I have insight into my traumatic childhood, subsequent criminality, and how my negative actions harmed others, I know that I will never live that way again. It’s not only because I understand the contributing factors that led to my criminal thinking and bad decisions; or the remorse and regret I feel for hurting others; moreover, I realize that I am a kindhearted, loving and giving, good person. Consequently, I’m no longer doing time, I’m serving it.

—

In the fall of 2014, during the English 204 course, I wrote a research paper entitled, “Sexuality and Empowerment: A Feminist Perspective.” I am most proud of this work because it altered my worldview about women, igniting the initial spark that led to my identity as a feminist. During my research, I learned about the various waves, branches, and strands of feminism that have evolved throughout the course of history. For instance, first wave feminists challenged stereotypes and social constructions of women, which dictated that a woman’s place was in the home. These feminists rejected the notion of women as the second sex and therefore deficient. They confronted systems of sexism and patriarchy, thereby paving the way for second wave feminism. I learned that there were branches of second wave feminism which had opposing ideas about how to achieve sexual liberation and gender equality for women. To add to the contentious debate within the feminist movement regarding the relationship between feminism and sexuality, the third wave of feminism boldly asserted that feminism isn’t about what choice you make, but the freedom to make that choice. Thus, third wave feminists had conflicting views with older feminists, naming them as obstacles to the success of the women’s movement. Based on my research, I discovered that feminism is a spectrum, not a box for women to be locked in.

—

If I could share one piece of advice with incoming students, it would be to develop time management and set priorities for studying and doing homework. However, in order to do this, take your education seriously. For every hour you spend in class learning, spend at least two hours outside of class internalizing what you learned. This can be done in your cell, study hall, or any other space that’s available to you for studying. Develop a daily study routine and stay consistent, allowing no one to sidetrack your main objective. Progress can be measured; if my advice is adhered to, you’ll find yourself coming to class well prepared, ready to engage and actively participate in class discussions, contributing your thoughts, comments and questions about the course materials; but most of all, finding success in your identity as a college student. Stay focused and keep your eyes on the prize!

—

In my early semesters at Patten, I lacked the social skills required in a college/classroom setting. For me, this deficit was the most challenging part of being a college student. I believe it stems from my school experience during my child and adolescent years. I had issues with anger, behavioral problems and low self-esteem resulting from unprocessed trauma. Consequently, I found myself triggered by students and teachers inside the classroom. It seemed like oftentimes I’d raise my hand to speak, but the instructors would call on the more talkative students. It was frustrating to think that I was being ignored and/or forgotten. Naturally, this discouraged me from participating in classroom discussions, or asking for help. However, the more eager I became to learn, the more inquisitive I came to be. I began being more proactive by asserting myself, and raising my hand more often. I’d say things like, “I believe I was next,” or “Excuse me, I have something to say.” As a result, I began feeling more confident, and started sitting in the front of the class. I became motivated to be the best student I could be, and decided I will not deny myself the opportunity to learn as much as I could. The College Program taught me both social and coping skills, impacting not only my academic intelligence, but my emotional intelligence as well.

—

Aside from the dedicated instructors and tutors, there are three people that I want to acknowledge, who have been instrumental in my success as a student: Fania E. Davis, Adrienne S. Roberts; and Joe Garcia. Fania is my cousin. She is a kind, insightful and loving person who has motivated me with her overall support, words of encouragement, and feedback on the writings that I’ve mailed to her over my years as a student. Adrienne is my girlfriend—my ride or die. She has been my inspiration for when I wrote papers on gender identity and feminism. I’d send her final drafts that were marked up and graded by my instructors, and she would add her comments and return the paper to me. Adrienne also challenged my perspective and worldview on the LGBTQ community, which has motivated me to be more inclusive, tolerant and accepting towards people who see themselves differently. Joe Garcia is a fellow incarcerated person, who I relied on daily during both the Elementary and Intermediate Algebra courses. Although he used shameful sarcasm as a method of tutoring, he was very effective because it challenged me to learn my lessons. What I really appreciate about Joe is that he dedicated his time to helping me, no matter how uncommon his common sense was.

—

To my fellow graduates: On our journey towards graduating, I’m sure that I’ve shared the classroom with most of you, if not all of you. We’ve faced a number of challenges, whether it was lockdowns, fog-lines, badgering officers, annoying classmates, or delayed count/late cell releases, etc.; but one thing is for certain: We stayed the course and made it to our destination! We did it! We are Patten University graduates! Let this moment serve as a testament that we can accomplish the things that we put our minds to. Being a student at Patten provided my life with meaning and purpose. Each day that I read, studied, wrote an essay, or prepared for an oral presentation, I could feel myself learning, growing, and becoming a better human being. It’s analogous to a caterpillar in a cocoon, metamorphosing into a butterfly and taking flight! We have come! In the words of Teddy Pendergrass, “Ain’t no stopping us now—we’re on the move!” Congratulations fellow Patten University Alumni!

Kamsan Suon

In the beginning, I doubted myself and didn’t know if I had the intelligence to make it through the program—I had never written essays before. Now, I’m a writer and a poet. Writing has become a crucial part of my healing process. Writing helps me identify what went wrong in my life and my childhood, and it allows me to heal by expressing it. My passion for writing personal narrative and nonfiction stories keeps me grounded. I’m able to escape from reality and be anyone and anything. I can go anywhere, anytime. I love writing about my childhood experiences in Cambodia, the early years in Oklahoma City, Oklahoma, and Modesto, California. I would always get excited when the assignment is to tell a story of my past, whether through writing or verbal description. In the future I plan on writing at least one book. I have an imaginative mind and want to put it to good use.

—

I am a refugee and a survivor of the Cambodian genocide in 1975 to 1979. My best piece of writing is a poem titled, “Uncharted Memories (Justice is Rape)”. The poem is about my experience in Cambodia where 1.7 million humans were murdered by the government, the Khmer Rouge. I wrote this poem many times and every time I revised it, I had tears in my eyes. For some reason I’m not ashamed of my tears any more. I know in order to heal I have to cry. Now I let my pain go instead of holding it in.

I performed the poem at Open Mic this past December. I wanted to share my pain with my peers. It was nerve-wracking because I had never been on a stage expressing my feelings. I’m glad I did it. The pain and resentment I held against the Khmer Rouge has been extinguished. I am free!

—

In the beginning, as a college student, I was always worried that the professor would ask me to comment on the assignment and questions. I prayed I would not be asked. Although I am at liberty to not participate in class discussions, I felt I would be disrespecting my instructors and classmates with my rebellious behavior. That worried me so much. I was a very quiet person who believed that my opinion was not significant. Also, I feared I would be judged for my comments. I didn’t want to feel ashamed for my comments because they were often off-topic or weak arguments. But as my education continued, I came to understand that my opinions do matter. Students and professors value each other’s opinions. So I started to comment on the assignments and questions during class discussions; I broke out of my comfort zone and enjoyed being able to share my thoughts without fear of judgment.

—

One piece of advice to new Prison University Project students is: Don’t quit. When you think that things are not going well and the only choice left is to quit, you realize this is the real reason why you wanted to accept this challenge. Don’t doubt yourself and always have a positive attitude. You will grow and be proud of your accomplishments. You will love the feeling when you get a good grade. The benefit is worth the pain. You will become a new person with new ideas on how to live your life. The Prison University Project is investing in you, so don’t give up on your education and goals.

Jerry Smith

I would like my actions as well those of others around me to show the world to not give up on people in prison. My father instilled in me the importance of being independent, but I took it to the extreme. I was stubborn and never allowed myself to accept help. Now I am very open-minded about accepting help, so all relationships nowadays—I know they are in my life for a reason.

—

My favorite school assignment is hard to pick. I have learned something of value from every assignment. If I had to pick, it would be sociology with Ms. Jane Yamashiro. We were asked to write on gender bias amongst other issues. That exercise exposed a bias I wasn’t aware of, so I really was grateful for that. Plus, she has a very unique style of teaching that really helped me in other classes.

—

The College Program made me aware of life beyond my immediate surroundings. Now my aim is to help young people in my community with problems and challenges they have in setting goals. I’m from Los Angeles, from an area that’s gang-infested. I keep in touch with a lot of young people in my family now—I feel super obligated—I want them to learn from my situation. They are the future. I write them and ask them directly to stay in school. I try to provide a vision for the youth in my community to shift their focus from negative thoughts, to make them aware that they have value, and to recognize their strengths.

—

The most common misunderstandings people have about the prison system are the flaws in the criminal justice system pertaining to wrongfully convicted individuals. I wish people understood how an incarcerated person is robbed of their identity.

—

To my fellow classmates, remember that taking that step forward—deciding to go to college—was courageous on our part. As a reward, we have taught our minds to think in a different way. It’s a major accomplishment to achieve this in this environment.

Juan Espinosa

I never thought that I would ever be able to get an A.A. degree, let alone even attend college. I never took my education seriously before because I thought I would never be able to accomplish anything in life. After receiving my A.A. degree I am planning on continuing my education. My next goal will be to get an M.B.A. degree, and if possible continue until I achieve my Ph.D. in molecular engineering.

—

My favorite school assignment was writing my essay and my presentation for biology class. It was a bit challenging but I learned so much about fungi—specifically about why it is so difficult to eradicate. Apart from being resistant and destructive, I learned that it is difficult to get rid of because its cell structure is similar to our body’s cells, therefore any medication we use for nail fungus not only attacks the cell of the fungus but also other cells in our body.

—

The advice I would give to incoming students would be that no matter how hard and difficult the classes or the assignments are—never give up. You will have plenty of help and support with teachers, tutors, teaching assistants, and all the personnel that are part of the Prison University Project. All you have to do is ask—never be afraid to ask.

—

For me the most challenging part of being a college student has been the language barrier. English is my second language and I have had to double up in my efforts to understand some of the lecture concepts given by the professors. There were lots of times when I did not understand something in class. I would not ask the teacher to repeat it because I did not want to look dumb in front of the whole class. Then, when it was time to give my presentation I really had to push myself because my English is not that good and I wanted to make certain that my teachers and peers could understand me.

—

To my fellow graduates—I congratulate all of you for your accomplishments. I would like to commend you for your hard work and dedication you have put forth in an effort to better yourselves in life. This is a tremendous first step in building a better life and future for all of us. I encourage you to commit yourselves in continuing your academic education far beyond what you have accomplished today. Do not be content with an A.A. degree; keep on pushing yourselves until you accomplish all other goals you have set. This is a huge step toward your life accomplishments. Never stop until you reach the pinnacle of success in life and know that you will impact the lives of others in a positive manner through the hard work and dedication you’ve demonstrated.

Matthew Nguyen

The College Program allowed me to better myself intellectually. It enabled me to have better relationships with my family by allowing me to communicate more effectively with them. The program helped me build up more self-esteem and changed my negative identity—one of a convicted felon—to a more dignified one as a college graduate.

—

The piece of work I was most proud of was a research paper. It was the top of Mount Everest to me because I had never written any paper over 1,000 words before and this assignment suggested 4,500 to 5,000 words. This was not an easy assignment and I worked on it practically every day. Once I finally reached the top and finished the paper, I felt more confident and believed that I would be able to actually finish the College Program and get my degree.

—

I would like to name Jody, Amy, Heather, Allison, Neil and Derrius as those especially influential to my experience as a student. They impacted me by showing genuine concern and care about my progress. They helped me when I asked and made me feel welcomed. Seeing the college’s staff working hard and putting serious effort to keep the program running, it inspired me to keep going. I knew that when there was a lockdown, the college’s staff would quickly get my butt into those chairs in class, and that made me feel very thankful and grateful for everything they had done.

—

To my fellow graduates—In one of the worst circumstances to be in, we are able to accomplish this milestone in our lives. Now, imagine what else we can accomplish!

Nythell Collins

College has impacted my life by allowing me to become more informed on a wide range of topics and issues. I was very limited in what I knew previously. Now with the knowledge I’ve gained so far, I’ve come to learn that there’s still more that I don’t know. College has also impacted the way I see myself. I once thought I wasn’t smart enough to take college courses due to my past experience with school. I no longer hold that belief. It’s because of my effort, determination, and will—along with college instructors and staff members who encouraged, challenged, and supported me—that I now consider myself able to do anything academically when I put my mind to it.

I want to leave a legacy of empowerment. I hope that my life inspires men to seek education because knowledge is power, and with more power we can make meaningful changes in our lives and communities. Also, I would hope that my life shows members of outside communities that even though we’ve made bad choices that led us to prison, we are human, we can change, and we value education.

—

What I would share with incoming students would be this: regardless of the difficulties you may face in furthering your education, don’t give up. There’s help available if you ask. Also, having a positive attitude is key to having a successful college experience. A positive attitude makes it a little easier to get through the difficulties that will arise during your time in college. It’s okay to not know and being frustrated is natural. Remember anything worth having should be hard to obtain. Growth is not easy, nor impossible to those who apply themselves. As Winston Churchill said, “Success is not final and failure is not fatal.” To do nothing at all is the tragedy.

—

All my teachers and tutors were very influential in my college experience. However, the most influential teacher I have had was Jane H. Yamashiro, Ph.D., my sociology teacher. Jane made me feel like I belonged in college and that I could go as far as I wanted to. Her belief in my ability as a student really touched me because most of my life no one ever believed in me or saw me as smart. She did and I’ll always be grateful to her for her kindness.

Timothy Young

I never in a million years thought that I would be able to seek higher learning as well as attend college-level classes while incarcerated. This was both exciting and challenging because I never had the opportunity to do so prior to my incarceration. Now, as I prepare to graduate, I hope to leave a legacy for all new students demonstrating that hard work and perseverance is crucial in anything you set out to achieve in life. Maybe the work that I have done and continue to do will inspire others to do the same. I hope someone notices me and thinks, “If he can do it, I can do it.” I would then say to that person, “You can do more.”

—

I would love to talk about the Prison University Project’s Open Mic Night. This program affords all alumni, current students, and staff an opportunity to share a talent—whether it’s a spoken word piece, a short story, poetry, comedy, a dance, music, and more. I think that this event is very important because it creates a positive and creative arena for conversation.

I learned how to play the guitar while studying in the College Program and on December 28, 2018, I presented an instrumental on acoustic guitar entitled, Music From My Soul. It was interesting playing my guitar in front of an audience of 300-plus people. It was amazing and definitely a learning experience. Before I picked up the guitar, I said, “I’m going to share something personal that emerged from my soul. It’s raw, it’s original and it’s me.” Some said I played like a pro. I am thankful for that opportunity and also grateful that those who did attend were able to share a personal experience with me. Thank you to the Prison University Project for additional programs like Open Mic Night.

—

I believe that the study of Liberal Arts allowed me to rise above in a positive way, viewing things through a brand new lens. Prior to my studies, the way I saw myself, others, and the world was drastically impaired. The study of Liberal Arts opened a new door of conscious thought for me and changed how I perceive the world and my life. Studying topics such as social ethics, sociology, philosophy, U.S. history, literature, world religions, public health, algebra, and more—I realize that there was no place that I could not go. I could envision great new possibilities in life. Now I can actually be the man that God created me to be. The study of Liberal Arts changes lives.

Corey McNeil

I’d like to leave behind a “you-can-do-it” legacy, to be inspirational and show others what is possible. I dropped out of school around the 7th grade and got my GED in prison. After earning my degree, I no longer think of life as if I’m on the outside looking in. It’s put me on equal footing. It allows for better understanding and compassion in all of my interactions with people and in my personal relationships.

—
One of the most interesting classes to me was sociology. Learning how sociologists use various theories to understand and explain society was impactful for me. It was also challenging in that it created a tension. For example, Emile Durkheim’s theory on asylums—where you imagine the world as a stage and everyone on the stage is performing scripts that are naturally there. I believe these “scripts” are being created all the time and people can define themselves and decide how they show up in life. We can bring awareness to our own scripts which allows us to continue to reinvent ourselves. This is what education has afforded me.

Now that I’ve graduated, I’d like to continue my education in some shape or form. I’m happy to say I was accepted to Project Rebound. If all goes well and I’m out in November, I’ll probably start the program in January or in the summer of 2020. I’d like to have some time to get my feet under me before getting started. I’m interested in majoring in public administration or counseling—something interactive, where I’m working on the ground with people in need.
—

This college experience is something that I will never forget. It has taught me the value of going through a journey, with all its ups and downs. That is why I’m inspired by people who push themselves, show up, and are determined, resilient, and focused. I aspire to be that way.

James Evans

The best instructor I had was Jennifer Fisher. She is an ethics and philosophy professor. I liked her classes because she told her students at the beginning that the class was going to be very hard and said, “If you want you can leave now.” I took both philosophy and ethics with Dr. Fisher and I was only able to earn C’s but it was a powerful experience of learning that I will carry through my life. She was influential to me because she aroused in me a creative effort not just in my work but the way I push myself in life.

—

The people who helped me succeed were all of the people associated with Patten University. The community brings out the best in a person. I have stepped into a new world where I want to learn so much with so little time to do it. But I have learned so much and from time to time, my confidence on subjects comes through and I feel great—I feel empowered.

—

My favorite school assignment was Biology. We studied living organisms and removed body tissue. There’s so much to learn in Biology that you can’t learn it all in a class setting, but I tried and received an A for it. I loved it.

—

The College Program changed my identity, and my relationship to life. It has left a tranquility in me.

Louis Calvin

I would like to leave an environment which was improved by my participation in the College Program. I would like to encourage others who are affected by dyslexia and ADD to pursue educational achievement by my example. It will be interesting to see if the academic fundamentals I learned at the Prison University Project hold up in a regular college setting.

—

I surprised myself with creative writing assignments in ENG 101B and ENG 102. I was able to tie course assignments to my own experiences in California in what turned out to be a very pleasurable exercise.

—

The greatest obstacle I’ve had to overcome is my lifelong struggle with dyslexia and ADD. Our instructors gave me just enough flexibility and consideration to allow me to flourish in a rigorous academic environment in which there are no modern technical adaptations available for those of us challenged by learning disabilities.

—

One instructor, Dr. Paco Brito Nunez, was especially influential during critical points and not only in my liberal arts education, but in my struggle to adjust to long-term incarceration. His guidance and patience got me through tough times here in prison.

—

To my fellow graduates—we should all be encouraged to continue with positive programming. In the same way that we have had assistance from generous volunteers here in school, it is incumbent on us to show the way to those who come after us. Our education gives us the tools to make things easier for everyone around us. Let us set about our tasks in the same spirit of generosity which our volunteer advisors demonstrate here in the College Program.

Luis Lopez

Being accepted to the College Program in 2011 was one of the most important events of my life. At that time I had not been in a classroom for 15 years. From the very beginning, I noticed and liked the college’s commitment to excellence. The staff created a well-structured atmosphere that helped me feel confident and self-assured and challenged me to excel. My fellow students—eager to learn like me—helped me to fully engage in every single class.

—

English is my second language and this limitation, without a doubt, has been the most challenging part of being a college student. I pushed myself to the limits of my understanding and at some point (finally) I started thinking in English. It wasn’t until that point that I was able to form my own ideas and responses to what I was learning. This disadvantage required me to work hard and stay determined. It also makes me confident in knowing anybody can earn their degree—it just takes consistency and dedication.

—

The most influential teacher in my experience as a student was definitely Dr. Fisher. Her unique method of teaching, grading, and explaining ethical theories is simply exceptional. Dr Fisher’s proficiency in ethics helped to shape my current understanding of how societal norms and expectations are determined.

—

My beloved and wise mother Mercedes Molina is a formidable woman who believes that education is the most valuable thing a human being can pursue—that it allows one to live healthily, decently, comfortably, and to die honorably. She is so passionate about her belief that it feels magical. I believe every single word she says. I don’t like to think too much about what I’m going to do in my future life, but I can say this: whatever I decide to do, I’ll be able to ask logical questions, perceive solutions, weigh consequences, apply past insights to new contexts, and demonstrate self-evaluation in order to make wise decisions.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Introducing Our New Grants Officer and Executive Assistant

by

We are thrilled to welcome Sharyl McGrew as our new Grants Officer and Wendy Quezada as our new Executive Assistant.

Sharyl McGrew is excited to bring her extensive experience in nonprofit fundraising and higher education administration to the Prison University Project development team. Prior to joining the Prison University Project, she worked as a grant writing and project management consultant for a range of education and social service clients, raising over $40 million. She also worked for 7 years at the WASC Senior College and University Commission, overseeing several key accreditation processes and making policy recommendations related to innovation and change in higher education. From 2009-16, she taught English and Communications classes for the Prison University Project and also volunteered with San Quentin’s Alliance for Change. Sharyl earned a BA in English Literature from UC Santa Cruz and an MS in Community and Regional Development from UC Davis.

Prior to joining Prison University Project, Wendy Quezada worked in higher education and non-profits in the Bay Area. As the first in her family to obtain a college degree, she is passionate about access to quality education for all.  In her spare time, she loves taking her two dogs on long hikes, and spending time with her husband and two young daughters. Wendy holds a B.A. in Anthropology and a Master’s Degree in Public Administration.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Introducing New Board Members

by

Published in the April 2019 newsletter, which you can read in its entirety here.

In 2018, the Prison University Project welcomed six new members to the board of directors.

  • Elana Leoni
  • Haley Pollack
  • Jeff Feinman
  • Kathy Richards
  • Patrice Berry
  • Theresa Roeder

Theresa Roeder is Professor of Decision Sciences in the College of Business at San Francisco State University. There, she is actively involved in improving student access to education as well as the education itself. She earned her Ph.D. in Industrial Engineering and Operations Research at UC Berkeley, where she also occasionally teaches. Theresa is a current Prison University Project math tutor and has co-taught Introduction to Business and Communications. She previously served on the Board of Directors for and as webmaster of the Oakland Symphony Chorus.

Jeff Feinman is the West Coast Executive Director of Springboard Collaborative, a nonprofit that supports school districts to close the reading achievement gap through family engagement. Prior to leading Springboard, Jeff was the Vice President of the Boys & Girls Clubs of the Peninsula where he redesigned all college access programming. A Bay Area native and UC Berkeley and USF alum, Jeff also led Mission Graduates as its Executive Director from 2006-2012 and founded The DJ Project — an urban arts program that leverages hip-hop pedagogy and entrepreneurship to engage young adult populations. The program celebrates its 20th anniversary in 2019.

Patrice Berry is currently a FUSE Corps Executive Advisor in the Office of Mayor Libby Schaaf in Oakland, CA. Previously, she was the Director of College Track, East Palo Alto. Prior to College Track, Patrice served as director of the Student Success Center at the Netter Center for Community Partnerships and co-founded the Leaders of Change program. Patrice earned her B.A. in political science from Swarthmore College and holds an M.Ed. from the University of Pennsylvania’s Graduate School of Education, where she was a Woodrow Wilson-Rockefeller Brothers Fund fellow. She currently is completing her Ph.D. at Temple University.

Haley Pollack is the Principal of College and Career Pathways at Five Keys Schools and Programs. She has been an educator for over ten years, working in a variety of capacities to help students meet their own educational goals and gain confidence in their own innate abilities. After receiving her Ph.D. from the University of Wisconsin-Madison, she taught History and Gender Studies to a wide range of students at San Francisco State University, Diablo Valley College, and Santa Clara University. As a volunteer with the Prison University Project, Haley taught a number of classes, including working in study hall as a writing tutor. As an advisor at College Track, she worked with low-income and first-generation college students, helping them to achieve their goals of a college degree.

Kathy Richards, J.D., retired from a solo law practice focused on family and dependency law. She has served as an instructor since 2014 for the Prison University Project and as coach for San Quentin’s Ethics Bowl team. Kathy is currently the Treasurer on the Board of Directors of the Sonoma Speakers Series. Previously, Kathy served as a Board member for the Lawyer Referral and Information Services under the auspices of the SF Bar Association and as a Board member and Secretary of the Willmar Family Grief & Healing Center. She has taught as an Adjunct Professor of Legal Writing and Research at Golden Gate University School of Law and Adjunct Professor of Family Law at SF State Paralegal Program.

Elana D. Leoni is the Founder of Leoni Consulting Group LLC, a boutique consultancy aimed at helping edtech organizations with their online marketing efforts, specifically focusing on social media, influencer, and content marketing, along with authentic community building. Prior to this, Elana spent eight years as the Director of Social Media Strategy & Marketing at Edutopia / The George Lucas Educational Foundation. Elana also spent five years within a marketing capacity at a SaaS corporate philanthropy startup, specializing in CSR and corporate volunteerism. Elana graduated Summa Cum Laude with a Bachelors in Business Administration from Cal Poly, San Luis Obispo and recently graduated from the Haas School of Business at UC Berkeley with her M.B.A.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Building Bridges: Reflections on the Criminal Justice Reform and Philanthropy Workshop

by

Published in the April 2019 newsletter, which you can read in its entirety here.

This fall brought, for me, an entirely fresh outlook on life when I was given the opportunity to enter the Criminal Justice Reform and Philanthropy workshop. A bit before the beginning of the semester I received an invitation, as all Prison University Project students did, to apply for the workshop. The process consisted of writing a short paper on what I saw as the element needed for effective criminal justice reform. I admit to having some degree of hesitation before deciding to apply. I just didn’t look at myself as the kind of person who could impact this world in any substantial way. Then a friend posed this question to me: “Who better to contribute to the solution than those closest to the problem?” So I wrote on the need for those of us with the vision for change to be able to build bridges to those with the power to make that change happen.

And I’m so grateful I submitted that writing, because building those bridges then became possible. Once in the class, I was given a chance to study and begin to understand the great many dynamics of power and the structures through which it takes form. Many of the readings were a lot to take in, but I couldn’t imagine when or where else I’d get the opportunity to read any works such as those by John Pfaff. And I got not only to meet, but to also sit with and learn from some of today’s greatest minds in the world of change, including people such as Jack Dorsey (co-founder of Twitter).

Here I am in prison, and I had a bonafide research assistant (RA). It was amazing to be able to tell that and inspire a fun bit of jealousy to loved ones back home (who themselves with master’s degrees have never had RAs!). With the help of those RAs and my classmates, my ideas finally coalesced into an actual proposal. I then presented that proposal along with the rest of my class to a room full of people who cared enough about our ideas to come into San Quentin on a Saturday and hear them. I will never forget how it felt to watch guys with whom I’ve joked and chatted transform into inspirational leaders of change, as one by one they bravely went up before this crowd and presented their visions for change to a room full of strangers.

It was then I realized what this meant to me. I felt humbled by the gift given to me that semester. I was inspired to see that people did care about my situation, and that I could make a difference. The bridges we built are still there, and even though the workshop is over, the work continues.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Students Competed in Second Annual Ethics Bowl at San Quentin

by

On February 15, 2019, Prison University Project students participated in the second annual Ethics Bowl competition against a team of undergraduates from UC Santa Cruz. During this non-confrontational alternative to the traditional competitive form of debate, teams discussed restoring voting rights to ex-felons and issues of animal welfare vs. religious freedom in a new Belgian law regarding the slaughter of animals. We are proud to say that the San Quentin team—comprising Randy Atkins, Angel Flores, and Roosevelt “Askari” Johnson—won for the second year in a row. They prepared their arguments and cases over the course of two semesters with the help of coaches Kathy Richards, Kyle Robertson, and Connie Krosney.

Presenting first, Prison University Project students argued that ex-felons should regain the right to vote, but only after they’ve completed their sentence and fully rehabilitated. They argued that disenfranchising ex-felons is to condemn them to a “social death,” and publicly reassert that they don’t matter and aren’t valuable. Though the students acknowledged that clear racial dynamics were in play in preventing people of color from voting, the students turned to social contract theory to argue that breaking a law means forfeiting rights. Thus, one must rehabilitate to regain that right. In their rebuttal, the UC Santa Cruz team agreed that ex-felons should regain the right to vote, but they pushed back on this question of forfeiting and regaining rights asking, “What if reform programs are not available? And what if one can’t rehabilitate?” They also raised the issue that this argument plays into the assumption that incarcerated people “are broken” or have something wrong with them that need to be fixed. Challenged by the judges as well, the Prison University Project students grappled with whether or not voting was an absolute or conditional right.

In the second round, UC Santa Cruz presented first on the question of whether or not a Belgian law banning unstunned slaughter of animals was ethical to enact though it conflicts with religious traditions of Islamic and Jewish communities (halal and kosher practices). They argued that the law was not unethical; there was no outright ban on meat, it was not based on anti-Semitic or anti-Muslim sentiment, and it was actually a more compassionate way to slaughter animals. UC Santa Cruz took a consequentialist perspective thinking of the outcomes of the law—animals are more humanely slaughtered and religious communities are still able to access meat. To them, the state’s intent was to alleviate animal suffering, not curb religious freedom. Prison University Project students argued an opposing stance, questioning if the research proves it is actually more humane to stun before slaughtering. They raised the point that halal and kosher practices were created specifically for humane slaughter, and that the modern Belgian law was clearly motivated by discriminatory sentiment. By painting Jews and Muslims as barbaric “others” for how they slaughter animals, the Belgian government was sowing further discord between religious communities. The judges engaged once again and asked UC Santa Cruz where the line is drawn between the state promoting compassion and limiting personal and religious freedom.

After a tally of votes, the judges concluded that the Prison University Project beat UC Santa Cruz by a slim margin. All participants and attendees agreed that the Ethics Bowl format was a wonderful intellectual exercise of bringing philosophy out of the academy and into everyday life and—in this case—into prison. For more information, see San Quentin News‘ coverage of the event and video footage from the 2018 Ethics Bowl.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Symposium on Criminal Justice Reform and Philanthropy—Students Reimagine Reform

by

On January 26, the Prison University Project hosted a Symposium on Criminal Justice Reform and Philanthropy in partnership with the Chan Zuckerberg Initiative. This event showcased proposals developed by students of the College Program at San Quentin State Prison through an intensive workshop during the fall semester. Guided by two facilitators and four research assistants, students first learned about theories of power and the foundations of philanthropy before crafting their own solutions to mass incarceration. The symposium allowed those most impacted by the criminal justice system to claim their rightful seat at the table of reform and contribute to the conversations surrounding their lives and futures. Summaries of some of the students’ proposals are featured below.

Randy Akins
Akins proposes the creation of a speakers bureau of formerly incarcerated people and their allies to inform the public about the impacts of mass incarceration and to help instigate conversation about alternatives to the current system that has caused such harm, especially in African-American communities. His proposal highlights the potential of facilitating ways for formerly incarcerated people to contribute to their communities and to the conversation around criminal justice reform. Due to their intimate familiarity with the system, the voices and efforts of formerly incarcerated people in working to improve the system and strengthen their communities are significant.

Wayne Boatwright and Clark Gerhartsreiter
Gerhartsreiter and Boatwright propose the creation of a startup research institute – The Institute for Decarceration Studies – that finds, structures, and scales solutions for criminal justice reform with the particular goal of reversing mass-incarceration. The Institute aims to do this through the discipline of academic inquiry, combined with strategic synthesis and analysis of the best research and data. Operating from within a state prison and staffed by incarcerated persons, the Institute would publish a quarterly academic research journal. It will also conduct off-site parallel operations through a scholar-in-residence program in collaboration with a major research university.

Steven Brooks
Brooks proposes that CDCR implement an incentivized, rehabilitative program intended to reduce or eliminate the possession, use and sale of addictive substances within its institutions. Brooks believes that this would also help facilitate incarcerated people’s focus on rehabilitation. Today, California’s prison system is full of drugs, drug users and drug dealers, and often incarcerated people are forced through default to “hustle” for survival. Even those who are serious about their rehabilitation process often lose their willpower to abstain from illegal trading after too many nights of going to bed hungry. To encourage prisoners who have little or no family support to choose participation in rehabilitation programs, CDCR could offer incentives for participation in substance use disorder treatment and drug counseling programs. They would not only benefit the participants by helping them recover from addictions, but make CDCR institutions less punitive and more rehabilitative in nature.

Conrad Cherry
Cherry proposes the funding of re-entry “advocates” who will use technology to help incarcerated people get housing and employment. Currently, people preparing for release, and especially those preparing for parole hearings, have a hard time connecting to available programs and services because of technological and logistical barriers. It is difficult for many people, especially those without family support, to prove to the parole board that they will be able to support themselves in the community because they cannot communicate with potential employers or transitional housing providers easily. Funding advocates to assist people in locating, communicating with, and applying for employment and housing would greatly improve people’s chances for success when they re-enter the community and improve their ability to demonstrate their ability to function successfully in the community to the parole board.

Roberto DeTrinidad
For the average U.S. citizen, our current judicial system is a vast web of protocols, technicalities and jargon. There is, effectively, a language barrier preventing clear understanding. DeTrinidad proposes a pilot project that seeks to alleviate the gaps in understanding that exist within today’s court rooms. DeTrinidad proposes creating a panel of psychologists, linguists, educators, justice system stakeholders (i.e., District Attorneys, Public Defenders, etc.) and average U.S. citizens of varying reading levels to review and simplify the language used in court and court documents. In addition, beginning with a single courtroom, this pilot project would test a system where judges and other courtroom actors would have to confirm a defendant’s understanding of each discussed item before proceeding, as well as create a space for open dialogue in the courtroom.

Ronell Draper
Community reform and prison reform should go hand in hand; there needs to be a conversation between the two. Instead of only focusing on self-help programs inside prisons, people working on prison reform should also work on community building in order to address past traumas and prevent future traumas. Draper’s proposal addresses the need for criminal justice reform to co-exist with community reform efforts – to humanize returning citizens while the community can have real interaction with the incarcerated by attending self-help groups alongside one another, becoming allies and champions for one another.

Teddy Fields
Fields seeks funding to support a ballot initiative to reform California’s Three Strikes Law. The People’s Fair Sentencing and Public Safety Act, originally proposed for the 2018 ballot, would change the language of the Three Strikes Law to ensure that individuals whose triggering offense is nonviolent no longer be exposed to a lengthy life sentence. It would also change the way that the law classifies certain crimes that are currently considered “serious” crimes or violent felonies despite not involving any actual violence. It would ensure that these individuals are able to secure release into society without racking up extra time for repeated non-violent convictions, and it would save the taxpayers millions of dollars. This Act seeks to rectify this illogical practice by amending the Penal Code to make a distinction between violence and nonviolence. Under Federal guidelines, this very distinction exists; 18 USC 3559 (3)(H)(i), (ii). The amendments will serve to protect nonviolent offenders from suffering miscarriages of justice.

Chung Kao
Kao proposes broad funding for the expansion of higher education programs across prisons in the United States, which would allow those who are incarcerated to obtain post secondary degrees. Based on the overwhelming success of the Prison University Project, Kao would like to see this model funded and replicated across the United States. If funded, Kao believes that this initiative will lead to a significant decrease in the overall rates of recidivism. It would also provide a space for incarcerated folks to gain the knowledge and skills they need to gain employment upon release. Finally, similar programs have been proven to have positive effects on self-identity, mental health, relationships as well as race relations.

James King
King proposes investment in a new media company that will provide an online platform for people who are directly impacted by the criminal justice system. In particular, this media platform would provide a system for educating and sharing information with people who are currently incarcerated and an outlet for incarcerated people to directly share their stories, thoughts, and observations about life on the inside. If funded, King would expand the Re:Vision blog (a current project of Re:store Justice) to provide an avenue for incarcerated people to learn about, shape, and independently lead the criminal justice reform conversation.

Chan Lam
Lam proposes the creation of a job-seeking platform designed specifically to help recently paroled people find employment. This platform seeks to explicitly outline the federal financial incentives for hiring people with felony convictions and features a streamlined filing application so employers can receive their refunds. There are no upfront costs for companies or people on parole to use the site and it features a rating system similar to GlassDoor. Lam’s mission is to connect more parolees with meaningful, long-term employment and financial independence. Funding for this platform would help him achieve this fundamental purpose and improve employment opportunities for people coming home from prison.

Isaiah Love
Love argues that prisons should be transformed into academies for higher education and for building new, pro-social habits. This culture would help incarcerated people change their lives and adopt new habits during their time in prison, which, in turn, would allow them to succeed in the community upon release. Orienting correctional institutions around cultural and behavioral transformation would mean providing opportunities for all incarcerated people to access high quality higher education, to develop and maintain new habits, and to create new identities.

Michael Mackey
Mackey’s proposal involves reforming how the justice system interacts with and treats people with mental illness. He believes that the current system does not address the needs of people with mental illness sufficiently. Access to assessment, treatment, and (when necessary) referral for mental illness (including substance use disorder) should be a part of the general health services available to all incarcerated people. People with mental illness in prison, he says, should have access to the same types of psychotropic medication and psychosocial support as people in the community outside of prison.

William Merlen
Merlen proposes a program to help address and heal feelings of social inadequacy that are common among incarcerated people and that cause real harm to their ability to heal, develop supportive social networks, and re-enter the community successfully.

Lonnie Morris
Far too often, the criminal justice reform agenda is created without sufficiently utilizing the specialized knowledge and lived experiences of currently incarcerated men and women. In order to remedy this problem, Morris proposes to conduct a series of workshops on criminal justice reform strategies and priorities (entitled “Resetting the Criminal Justice Reform Table”) for philanthropists, businesses, community based organizations (CBOs), judges, lawmakers, district and defense attorneys, law enforcement and other drivers and influencers in the criminal justice reform movement. These workshops would bring the perspective of currently incarcerated people “back to the table” and allow them to help shape more inclusive, meaningful, and sustainable criminal justice reform policies, strategies, and priorities.

Rahsaan Thomas
Thomas seeks to fund a new project of Prison Renaissance, which is an organization that Thomas co-founded that uses art to support the healing of incarcerated people and to connect them to the wider community. This project, called We Rehabilitate Us Program (WRUP), would create opportunities for incarcerated artists to collaborate with outside artists. Although rehabilitative programs like art therapy are proven to reduce recidivism, CDCR inconsistently maintains art programs. Unlike CDCR programs, which rely on state funding, outside funding and collaboration with volunteers would enable WRUP to pursue its goals free from bureaucratic constraints. Through WRUP, Thomas envisions a future of reduced disciplinary infractions in prison environments. He hopes WRUP will serve as the catalyst to create mentorships and collaborative relationships between incarcerated people and communities outside, financially empower artists by producing three journals a year that pay artists for their work, and reduce recidivism rates to zero for program participants.

Jesse Vasquez
Vasquez writes, “Relatively few people adversely impacted by public policy are involved in the decision-making process. The vast majority of inner city Americans, especially black and brown people, are at a disadvantage in the public arena because they lack knowledge of the governmental framework that regulates how bills and ballot measures become law. Few of them know whom to address their concerns to and the rest of them assume that no one will care enough to listen.” He proposes the funding of a “Civic Empowerment Program” designed to strengthen socio-political bonds by providing everyone with a platform of political expression. Through a program serving middle school, high school and college students, as well as others eager to learn, Vasquez envisions an education infrastructure bolstering the US democracy and engagement within it. This infrastructure will increase civic engagement and, therefore, hold the capacity to transform the current criminal justice system.

Charles Williams
Williams proposes funding for a holistic rehabilitation program for people ages 35 and older who have been incarcerated for 15 years or more. The main components of this program would include: mental health professionals guiding participants through confrontational therapy and coping skills, developing a mechanism of community responsibility that clusters participants into accountability groups, and an investment in each participant to support their successful transition into society. Williams further proposes that the Mental Health Department play an integral role in both developing the curriculum and providing adequate psychological evaluation of incarcerated persons prior to their release. If funded, Williams believes that this initiative will serve as a holistic approach for incarcerated people who are preparing for their release to successfully reintegrate into society with minimal barriers.

Van Wilson
Wilson proposes an alteration to CDCR policy in order to allow incarcerated people to own and use cell phones. He believes that providing access to cell phones would promote the independence, self-reliance, self-esteem, and community ties of incarcerated people. Opponents of this idea claim that incarcerated people would use cellphones behind walls to invite criminal activity. Wilson envisions a cellphones-behind-walls policy that works for everyone and improves public safety; calls would be monitored via authorized ID codes and the provider would be equipped with technology that prevents incarcerated people from accessing sensitive information. A working policy has the potential to eliminate unauthorized cell phone contraband and protect public safety, while improving self-esteem, self-actualization, and family and social ties for incarcerated people. The value of providing an outlet for self-expression and connection would be seen in the increased safety of CDCR institutions and smoother re-entry when people leave prison.

Phoeun You
You proposes the creation of a 13-week seminar on the causes and impacts of, coping mechanisms for, and strategies for healing from trauma led by incarcerated facilitators for prison staff and volunteers. This “Trauma Academy” would aim to build empathy, cultivate a deeper understanding of personal traumas, guide healing and uncover coping skills. Funding for the seminar would help pay for facilitation fees as well as marketing materials, a website and workshop training. You believes that once the pilot program achieves success at San Quentin, it can expand to prisons across the nation and include workshops for society at large. Processing, understanding, and healing from trauma is an important way to make communities safer. This seminar aims to both transform individuals’ lives and make prisons safer and healthier for staff and incarcerated people alike.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Oral History at San Quentin Prison

by

Last fall, Voice of Witness, an organization that advances human rights by amplifying the voices of people impacted by injustice, held three classes that introduced Prison University Project students to the oral history process. Read more about the series of workshops by clicking below, and check out students Steve Brooks and Joe Garcia’s stories published on the Voice of Witness Blog.

The Voice of Witness education team is always looking for opportunities to create deeper engagement and partnership with the communities represented in our book series, so we can ensure our educational resources are reaching the students who need them the most. That’s why with the launch of our newest book, Six By Ten: Stories from Solitary, we’ve been working with the Prison University Project (PUP) at San Quentin State Prison to share VOW’s ethics-driven oral history process with their students.

The PUP college program offers San Quentin inmates free courses in the humanities, social sciences, math, and science, as well as intensive college preparatory courses in math and English. Working with PUP Academic Program Director, Amy Jamgochian, I developed three classes that would introduce students to the oral history process and give them an opportunity to practice their interview skills, both as an interviewer and narrator, as well as their editing skills.

Following weeks of planning, logistics and pursuing security clearances, I kicked off the first class by pairing students up to a share a story with each other related to their first names. It was a great way to warm everyone up to storytelling – after sharing their stories with the group, many of them realized their stories had something in common!

We then read Hani Khan’s story from Patriot Acts, which helped students begin to think about the relationship between interviewer and narrator in the oral history process – in particular the types of questions (and listening) that inspire thoughtful, detailed stories.

I was inspired by how adept the students were at contextualizing oral history, posing powerful questions about the nature of history—namely who makes it and who writes it. They quickly made connections between oral history and traditions like West African Griots, and modern day emcees.

In order to prepare ourselves for interviews during our second class, our first meeting finished with an exploration of the question, “If you had a meaningful story to share with someone, what would you need to feel safe, to feel brave?” There were many lively responses, and the class felt very connected to issues related to respect, representation, and the importance of agency over one’s own story.

When I arrived for our second class, I discovered that we were going to be in a different classroom, and one right next store to a room where there was an open-mic performance going on. Not exactly ideal when you’ll be conducting oral history interviews! However, this seemed to bother me more than it did the students, and they came in ready to conduct their interviews. After a while, we were able to turn the performance next door into part of our interview experience, as we acknowledged the applause next door as an appreciation of our interview skills!

The interviews were not without their challenges, however. Due to prison requirements the students were not able to use recording devices for their interviews, and instead took copious notes while interviewing their partners. It was certainly an exercise in maintaining focus—both when listening to your narrator’s story, and in the ability to capture the meaningful moments of the story on paper in real time.

After the interviews were completed, partners shared their notes with each other and had a bit of time to incorporate this material into their existing story drafts. Watching this process unfold, it became clear to me that this approach to oral history – and the challenges incarcerated people face documenting their stories – should be incorporated into our curriculum for Six By Ten. Before the end of class, I reminded students that our third and final meeting was going to be devoted to editing their personal narratives.

Looking ahead, we will be using the VOW blog to provide an online platform for these students to publish their stories. In our last class, our first task was to make sure everyone was clear about the process of getting their oral histories onto the VOW website. After some editing work, the stories would be typed up, proofed by the students, and then sent to the Public Information Officer for publishing clearance.

As we began our editing session, it was interesting for students to compare the editing work they had done in their formal writing, and the choices made while editing their personal narratives. Many concepts and techniques carried over, such as clarity and quality of detail, but students were also able to use different editing techniques to highlight moments in their stories that included sensory detail, a clear storytelling arc, and an overall intuitive sense of what makes for a compelling story. At the end of our editing session, I asked if a few students would be willing to read their narratives to the class. Everyone volunteered and we finished our work together in a very supportive story sharing environment.

Before parting, I took a moment to reflect on how much we were able to touch on in just three classes: oral history techniques, editing, the concept of “people’s history,” several excerpts from the VOW book series (including Six By Ten), the Universal Declaration of Human Rights, quotes from Chimamanda Adichie and James Baldwin, and guiding principles for ethical storytelling. I was also glad to be able to leave some VOW books for the PUP library, so other students in the program will have access to the stories and can make connections with the lives and experiences of our narrators.

I certainly hope this is only the beginning of our work with the students of the Prison University Project. We can’t wait to share these students’ stories with you in the coming months!

Please note that the Prison University Project became Mount Tamalpais College in September 2020.