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New Orleans is a city rich in history and resilience, making it a significant and symbolic location for this conference. The city's legacy of transformation and justice aligns with the mission of prison education, providing a powerful backdrop for our discussions on how education can be a pathway to liberation and empowerment, even within carceral contexts.
This conference comes at a pivotal moment marked by the reinstatement of Pell Grants for incarcerated learners. This development presents both challenges and opportunities for shaping the future of higher education in prison. We invite you to contribute to this important conversation by submitting proposals that not only identify key issues but also offer pragmatic, solution-oriented approaches to address these challenges.
Based on feedback from the community, the following categories represent the key areas we are looking to explore at NCHEP 14. We seek proposals that not only address these topics but also provide practical, actionable solutions. Please select the category you wish to present on and submit a written overview (1250 characters or around 250 words).
The reinstatement of Pell Grants for incarcerated students offers a critical opportunity for higher education in prison (HEP) programs, yet it brings a multifaceted set of challenges. Programs now face the task of navigating accreditation requirements, financial planning, regulatory compliance, and rigorous data reporting. Presentations in this category should move beyond identifying these hurdles and focus on effective strategies for aligning with accreditation standards, developing sustainable funding models, and optimizing reporting frameworks. We seek proposals that present solutions and share proven practices to support the growth and sustainability of HEP programs in this rapidly changing landscape.
The rapid push for technology and internet integration in prison education programs, accelerated by the COVID-19 pandemic, has revealed both opportunities and significant challenges. While some programs quickly adapted to this new digital landscape, many still face substantial barriers in achieving consistent access. Interest in expanding the use of technology (such as internet access, Zoom, and virtual classrooms) is on the rise, yet obstacles related to policies, safety and security, infrastructure, and equipment remain prevalent. We seek presentations that offer innovative strategies for navigating these challenges and effectively leveraging digital tools to enrich learning experiences within prison education programs.
Centering the perspectives of incarcerated students is vital for creating effective, equitable educational experiences. Recognizing that students are the primary stakeholders, we invite proposals that focus on strategies to prioritize and amplify the voices of students in program development (from advisory boards to co-creation sessions), ensuring that programs are genuinely responsive and student-centered. Presentations should offer practical examples of successful models implemented in correctional settings, highlighting the challenges faced, the impact on program outcomes, and frameworks that support authentic engagement. By exploring these participatory approaches, proposals should demonstrate how involving students in decision-making leads to more inclusive and effective educational environments.
A primary goal of prison education programs is to prepare students for reentry and sustainable career paths. Given the critical role of work-based learning as a standard in postsecondary education, this category aims to examine the challenges and opportunities of providing remote internships, practicums, fellowships, capstones, and other pathways to fair-wage employment for incarcerated students and alumni. We invite discussions that focus on navigating the unique barriers within prison settings and highlight innovative, actionable strategies to successfully implement these remote opportunities.
Building and maintaining healthy, productive relationships between prison education programs, incarcerated students, and corrections departments is essential for program success. It is critical that people working in the prison education space possess a keen understanding of how to effectively navigate the cultural nuances and power dynamics that exist across these three populations. Presentations should explore best practices for fostering these relationships and provide pragmatic approaches to overcoming common barriers.
Comprehensive data collection and a strong data infrastructure are fundamental for evaluating, improving, and sustaining the quality and effectiveness of higher education in prison (HEP) programs. This category seeks proposals that explore the role that data plays in driving evidence-based decision-making and program evaluation. We are especially interested in presentations that go beyond general discussions on the value of data, and that offer specific, practical methods for creating and implementing robust data collection systems. Proposals should also explore best practices for analyzing and leveraging data to refine curricula, personalize learning pathways, optimize resource allocation, and foster overall student success. Presentations that include case studies or examples of successful data-driven initiatives that have led to measurable improvements in HEP programs are highly encouraged.
Successful reentry into society and access to continued education are critical for formerly incarcerated individuals. Proposals should address the creation of pathways from prison to campus, including housing and comprehensive student support services, and provide solutions for overcoming obstacles in this transition.
In recent years, the field has seen an increase in statewide consortia, which utilize more of a systems-level approach towards advancing and sustaining higher education in prison efforts. These collaborations often include prison education programs, state and local agencies, community based organizations, nonprofits, currently and formerly incarcerated students/alumni, reentry and wraparound services, and employers. We invite presentations that showcase effective strategies for building cohesive networks, identifying and convening key partners, and implementing impactful statewide initiatives.
While academic achievement is crucial, it must be integrated alongside a broader focus on holistic student success to create meaningful and lasting outcomes. This category invites discussions on approaches that effectively prioritize both academic performance and the overall well-being of students. Presentations should highlight practical strategies and models that have successfully achieved this balance, addressing areas such as mental health support, career readiness, personal development, and community building alongside rigorous academic standards. We encourage proposals that offer actionable insights into fostering environments where students thrive academically and personally, both during and after their educational journeys.
The conference structure and submission formats reflect this year’s theme and our commitment to make NCHEP a space of connection, collaboration, and knowledge creation and exchange, as well as of mutual support.
Presentations at NCHEP 14 can be either 25 or 50 minutes long, depending on the depth and scope of the content you wish to present.
To accommodate a variety of approaches and encourage dynamic engagement, we are offering several presentation formats:
