Innovations? Really?

Buenos dias fabulous people! I come to you this morning not from my peaceful back porch (complete with chickens, cats, dogs, train whistles and most importantly, grand babies), but from Reagan National, preparing to fly to Milwaukee. I’m pretty excited about it, as Marquette University is hosting a gathering to discuss increasing STEM opportunities for incarcerated students and how to improve and increase the number of higher education partnerships with correctional institutions. How cool does that sound???

As always before I get to speak to groups of like-minded folks, I go over the discussion points in my head (and out loud, which amuses my family as it sounds like I’m talking to myself. Ok. I am, but for a good cause. Right?"). I’m always struck at how the body of my work and the work of teams of people working with me and students that we have served is the subject of wonder to a lot of people. Like, everything is an innovation. When in reality, I always think to myself (and sometimes say aloud…to myself) that I didn’t invent PBLs or PBIS or providing mobile devices and laptops and computer labs so that student learning is expanded or using VR…the list goes on. These are all best practices in education.

What makes them innovative?

The fact that they’re being utilized in correctional classrooms. And that’s a shame…best practices in education should be best practices in all classrooms.

Safety and security.

Got it.

There are ways to make sure that security and quality instruction are not mutually exclusive. I’ve written about this before and will, no doubt, do so again. The point is that as an educational community, we should take responsibility for making sure that incarcerated students receive an educational experience as commensurate as possible to that of their non-incarcerated peers. In the correctional community, we should be thinking of how we can make this happen (while keeping everyone safe). It shouldn’t be a question of whether we’ll do it or not but rather HOW we’ll be doing it. It’s not that difficult, actually, which is evidence-based by entities who are already doing it, both in the U.S. and elsewhere.

Back when I was working in a juvenile system, we offered degrees for students who got their diploma via a community college (Navarro, if you’re wondering). They offered courses to all students in all juvenile prisons across the state in real time via a T1 line. Whatever that was. When the state made the requirements to get a HSD tougher and we couldn’t offer chemistry or biology due to “safety” concerns, we used VR (back when it was much less sophisticated or accessible) for students to dissect frogs and do lab experiments with virtual Bunsen burners and chemicals. They all passed the classes and the state exam. That was back in 2010 with juveniles in maximum security prisons, so when I hear of prisons who won’t allow any form of technology to be in the hands of students, I’m a little bit perplexed. And disappointed.

I always explain prison contraband like this: contraband is like a morning glory. If it’s where you planted it on purpose, it’s a beautiful flower. Once it takes over some place it’s not supposed to be, it’s a weed. Innovation is similar. What looks common place in one environment looks innovative in an environment where it’s never been allowed to grow.

Let’s plant some seeds. On purpose.

Milwaukee, I’m on my way! If you aren’t traveling some place exciting today, then I hope you’re enjoying a relaxing, peaceful Sunday full of joy.

Cheers!