Inside Higher Education for Addressing Racism and Structural Inequity in America: What Role Does Higher Education Have to Play?
Monday, July 6, 2020
11amPT/1pmET
Online
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Inside Higher Education for Addressing Racism and Structural Inequity in America: What Role Does Higher Education Have to Play?

Within each academic institution, support for in-prison programming may come from a different department, college, campus center, institute, administrative office, or individual administrator. Clear agreements between programs and their home universities or colleges support the operation of critical systems such as student registration and enrollment, advising, course planning, accreditation and the use of university resources. Such agreements may also establish the expectation that academic institutions will invest equally in the success of in-prison programs as in programs on the outside campus.Programs developed by colleges/universities should be embedded in the academic structure of their institutions in such a way that their students, faculty and staff have the same support and oversight as other academic programs. University resources (library services, advising, disability/accommodations, etc.) should be available to incarcerated students. Comprehensive degree programs that confer credit for courses identical to those on the outside campus aid in creating pathways to a university or college upon the student’s release. Academic institutions can further strengthen programs by allowing faculty to negotiate in-prison courses as part of their teaching load; by permitting programs to “buy out” faculty time; and by recognizing faculty and program administrators’ work with the program as academic and/or administrative work.

Hear from national experts and scholar-practitioners who will offer creative ideas and solutions on how best to address education, campus and police reform.

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