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Incarcerated Students and the Unintended Consequences of a Technology-Driven Higher Education System
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Author(s): Patricia A. Aceves (Stony Brook University, State University of New York, USA), Robert I. Aceves (The City University of New York, Aviation Institute at York College, USA)and Shannon Watson (Anoka Ramsey Community College, USA)
Copyright: 2011
Pages: 11
Source title:
Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices
Source Author(s)/Editor(s): Melody Bowdon (University of Central Florida, USA)and Russell G. Carpenter (Eastern Kentucky University, USA)
DOI: 10.4018/978-1-60960-623-7.ch023
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Abstract
This case study outlines the partnership between the Minnesota Department of Corrections and St. Cloud State University. As higher education underwent significant changes in technology and distance education delivery during the 1990s, the print-based correspondence course was rapidly being converted to online delivery, leaving offender students without higher education access or options. The university-corrections partnership created an innovative and unique program through reverse-engineering online general education courses into print-based materials. The inability to use technology to provide cost effective education to many geographically dispersed students indicates that as a society, available technologies cannot yet be trusted to provide offender access to family, education and jobs while providing safety and security for citizens. What will make programs and partnerships like this successful in the future is the openness of corrections, education, and innovative technology partners to reexamine technology’s role and allow for changes in operational procedures that can satisfy the needs of all societal stakeholders.
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