The GPEP internship initiative first emerged as an idea from a formerly incarcerated student and Goucher alum, who proposed the program after identifying a lack of employment pathways after degree completion. GPEP successfully designed the internship as a degree requirement, aligning with college academic policies that garnered support from the Maryland Department of Public Safety and Correctional Services (DPSCS), outlined in a Memorandum of Understanding (MOU).

Interns are treated as Goucher staff. Language is important, and so incarcerated interns are referred to as “Jessup campus” students (paralleling the “Towson campus” for traditional students). 

Interns support the campus community and GPEP operations in roles that include:

• Peer tutoring and mentorship
• Accessibility support and note-taking
• Classroom tech support and preparation
• Drafting newsletters and letters of interest
• Supporting faculty on-site
• Liaising with prison staff for event coordination
• Promoting morale and fostering community

Interns work 10 hours/week during the academic year and can work more hours during Goucher’s lighter January term. All interns are paid $17.50/hour and GPEP funds the initiative from its own budget. Wages are processed through DPSCS to comply with institutional rules, but interns are not classified as work release and are not subject to deductions beyond standard taxes. GPEP also provides financial literacy information to help interns navigate potential tax obligations and encourage long-term savings.

While email and internet access remain restricted in Maryland facilities, each intern is provided a dedicated laptop computer. A student computer lab is also available on-site. Looking to the future, GPEP aims to build strategic relationships with employers and community partners to ensure that every student who wants to work can do so before and after release.

Action steps for other states looking to adapt Maryland’s approach:

1. Build durable partnerships with corrections agencies and identify champions for WBL at multiple levels, including the governor’s office.
2. Frame proposals to potential partners in terms of their mission and values to gain buy-in from hesitant stakeholders.
3. Rather than introducing new programs into corrections facility operations, embed WBL within the academic framework to keep participants rooted in their identity as college students.
4. Set pay scales that mirror those on college campuses. 
5. Prepare students engaging in WBL opportunities with practical advice to manage earnings responsibly, including tax and budgeting considerations.
6. Encourage and leverage the mentorship, morale-building, and collaborative leadership roles that are natural offshoots of engagement with WBL within corrections facilities .
7. Include the voices of incarcerated student professionals to gain insights and develop ideas for implementing WBL programs.