2011 newsletter ii
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For the first time in alife spent excellingby other peoples
standards, I felt like Iwas doing
meaningful work.
Newsletter December 2011 Issue 3
As an undergraduate in 2002 & 2003, years before the Cornell PrisonEducation Program was formalized, I helped Pete Wetherbee and PaulSawyer teach and learn at Auburn Prison. Along with a few other
undergraduates and graduate students, I helped develop a basic writing classto complement the literature-based courses. In April, I had the chance to visit
Ithaca for the CPEP Alumni Day to learn how the program has grown and talk
a bit about what Ive been doing since graduation.
My story proved easy to tell to an audience of whom many have taught
behind bars--it wasnt hard for them to believe the experience changed the
course of my life and career. I had been on a path toward medicine for manyyears when I started teaching at Auburn, and it was questioning this path that
led me to Auburn in the first place. The deeper I delved into my English major,the further it seemed to pull me from medicine. At the time, preparing formedical school meant competing with hundreds of peers to beat the curve on
a final in chemistry or calculus, subjects seemingly a world away from the
human endeavor I imagined of medicine. The grading was such that the coreconcepts of these subjects became unimportant; the focus of the fiercely
competitive students was on minutiae at the periphery, as this is whatdistinguished average from exceptional. It felt like a silly game. It didnt feel
real.
continued on page 3
Little Bit of History - Ross Macdonald
Cornell Prison Education Program
Inside this Issue
2 World Literature and Learning
3 Alumni Reflections
5 Life Matters to Academic Matters
6 The Widening Net of CPEP
7 The Action of Words
8 My Experience
10 From the Office
Also inside: A Holiday Message from CPEP
We believe in equitable access to higher education athe transformative power of intellectual developme
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Incarcerated students do not
approach college as a matter of
course; they recognize the
privilege higher education
represents.
My first day of teaching World Literature at Auburn Prison, I knew what Id
continually heard about CPEP students from past instructors was true: they
are dedicated students; they value their education; they are avidparticipants; they are some of the best students I will ever teach. I alsobegan learning something about these students practices of reading: thesemen are very good readers of literature.
What I mean by this is not simply that they love books though its true
they do. It definitely doesnt mean they loved every text I assigned. They
certainly did not. But whether they loved or hated what I assigned, theycarefully read and wrote about each one.
Moreover, they exhibited a consciousness of their own reading practices
that benefitted their writing and our classroom discussions. They werent
simply looking for easy topics for discussion, or trying to determine what Iwanted them to get from these texts, but they really read them, and came
to class willing to discuss their content as well as their own experiences ofreading them. My students were also able to identify with the characters of
the texts they read, often across lines of nation, class, race, gender, and
time.
We began reading Shakespeares The Tempest, listening to a
professional recording of the second scene and following along in our books.
That one scene prompted an hour of classroom discussion for which Icannot claim credit, entirely. What surprised and impressed me most wasthe students reading of Miranda in this scene. My past teaching experience
suggested that usually women turn readily to the topic of gender inclassroom discussion; I (navely) hadnt expected an all-male class to take
up Miranda so quickly. But they did.
Later in the semester, this level of sophistication and determinationprompted a student to voluntarily revisit his initial frustration with J.M.
Coetzees Foe. After our class discussion, this student came to class having
read the novel again, re-thought it, and written a new essay. I saw it waspossible for classroom discussion to prompt a voluntary re-reading of an
admittedly tough text. And I shared with them a sentiment I sometimes finddifficult discussing, even with certain colleagues that loving a text is not aprerequisite for having something intelligent to say about it. Even the
terrible the confusing, the offensive, and even, perhaps, the poorly-written might merit our academic attention.
My students not only read these books, they read unassigned
supplementary texts, trying to absorb all they could. They asked me to
share my writing, and asked about my readings, wondering why I read whatI do, and why I chose to make this my career. They helped me to think more
deeply about reading practices, readerly positions, and the possibilities fordiscussing reading as practice as a verb, rather than just a noun in theclassroom.
World Literature and Learning - Brigitte Fielder, PhDCandidate, English
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Ross Macdonald continued
This past April I had the
honor of listening toseveral young men
share their life-changing
experiences made
possible through the
CPEP. They spoke of
the freedoms and
empowerments
discovered through
academic training as
incarcerated students,
and of their
commitments to
pursuing higher
education beyond their
newly minted
Associates
Degrees. Their voices
Michael D. Klinger Class of 2006
Auburn provided me with something undeniably real. There was a purity to the learning that washappening behind bars that contrasted sharply with the huge lectures at Cornell. For the students in the
class I TAed, learning was the escape, a way to temporarily transcend the grim reality of the place. And forme it was a place of human connection. Working one on one and teaching writing skills to small groups, Ifelt I was helping another , that between us we were creating something bigger. For the first time in a life
spent excelling by other peoples standards, I felt like I was doing meaningful work.
In time, Auburn brought me back to medicine. I began to see that there was a parallel between thepowerful interpersonal connections I was making at Auburn and the relationship of doctor and patient.
Suddenly it made sense to me why I wanted to be a physician; it fit again. I gained a surety of purpose from
testing my path toward medicine and coming full circle. My interest in prison medicine led me to a residencyprogram in social medicine. Social medicine has many definitions, but it can most simply be described as
the study of the relationship between social forces and health. Social medicine doctors have long beeninterested in mass incarceration as an affront to the health of the nation. They have also seen improving
health care for the incarcerated and recently incarcerated as a window to reach a vulnerable population.
Next year I will work as a primary care physician at Rikers Island in New York City. I can trace whereIve ended up directly to my experience at Auburn. Over the years, the experience has grown and changed
and it taught me different things at different points in my life. At the Cornell Prison Education Project alumni
day in April, I had the opportunity to see that I was not alone.
reflected a shared
seriousness of purposein staying the course of
right livelihood, and
highlighted the stark
challenges facing so
many Americans
navigating their re-entry
from prison into
society. The men
revealed education to
be the most powerful
tool one can acquire to
find work, acclimate
socially, and establish
oneself as a
contributing member of
a community.
Witnessing the
changed lives of these
students through theirencounters with CPEP
sparked reflection into my
own transformative
experiences with the
program, which began
when I enrolled in
Professor Mary
Katzensteins Prisons
course in the fall of
2003. The course
exposed me to the racial
and socio-economic
dimensions driving
Americas mass
incarceration , which
shifted my vocational
trajectory towards
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policy and law. It also
inspired me to join up
with Professor Pete
Wetherbee as a
volunteer teaching
assistant for his English
composition and
creative writing courses
at Auburn Correctional
Facility. This
experience of teaching
and learning alongside
incarcerated students
for two and one-halfyears left a permanent
imprint on my spirit, as
did all the attending car-
ride conversations with
Professor Wetherbee
and my peers. The
relationships I formed
through CPEP with my
professors and fellow
students both
incarcerated and free
helped me cultivate an
abiding commitment to
shape my lifes work
around service to
others, and to
improving our flawed
administration of
ustice.
This commitment
eventually led me (post-Cornell) to the policy
department of the
Innocence Project, Inc.,
where I joined a team
working to advance the
organizations goals of
using DNA to both
Class of 2006 continued
My experiences with
CPEP continue to
shape my worldview
and professional
formation on a daily
basis.
exonerate the
wrongfully convicted
and to reform criminal
ustice policy to prevent
future injustices. The
work brought me into
close relationship with
individuals whose lives
were irrevocably
traumatized through
wrongful conviction and
incarceration, several of
whom spent time on
death row. The job alsoallowed me the
invaluable opportunity
to work alongside of
and learn from
remarkably talented,
driven, strategic
individuals who are
marshaling in a new era
of science-based
accuracy in American
criminal justice.
The desire to equip
myself with particular
skills to continue this
work on a more robust
scale has led me to my
current studies at
Harvard Law School.
While my legal studies
are primarily focused on
advancing innocenceprotections, I also have
the privilege of
providing
representation to
incarcerated individuals
during their parole
hearings here in
Massachusetts. It is
important to note that
nearly all of our clients
lack the educational
opportunities CPEP
provides incarcerated
students in New York.
My experiences with
CPEP continue to
shape my worldview
and professional
formation on a daily
basis. What a gift to
think of the students both incarcerated and
free - who are currently
undergoing similarly
transformative changes
through their studies
this semester. My hope
is to continue to return
to Cornell year after
year to meet more
inspiring CPEP alumni
as they venture out into
the world. My gratitude
to Cornell University
and all those working
so hard to make this
program possible
keep up the great work!
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After teaching Psychology 101 at Auburn Correctional Facility in the summer of 2010, I moved on to what Ifound to be the most natural next adventure: teaching Psychology 101 in the summer of 2011. Psychology is
inherently concerned with real life, whatever notion of real life one may entertain. At Auburn, however,
psychology was not about real life in any general or abstract sense. It became intimately connected with theconcrete life of every single student in the room. And I have to say, I was not exempt from this phenomenon.At Auburn, the instructor is no less a student.
In addition to attending lectures, reading the assigned texts, asking and answering questions and takingquizzes, the main assignment for class was the final paper. As long as the topics for the final paper stayed inthe realm of Psychology, an easy task given the vastness of the field, students were free to choose what to
write about.
As a devout student of human psychology, I dare say we are all guilty of stereotyping. When I recall the
stereotypes I inadvertently harbored while anticipating the paper topics students chose, I find myselfamused. Well, amused, but also slightly uneasy. I had set aside only a couple of days for grading because Iexpected to receive papers on a narrow range of topics. I predicted the majority of students would elaborate
on substance abuse, while the others would most certainly delve into court testimony and false memory. (As
a most legitimate disclaimer, I was indeed open to a couple of surprises maybe a student or two would gointo discussing mental disorders, or social isolation.) Perhaps a couple of students, feeling particularly
adventurous, would cover language and deception as relevant to interrogation.
When students arrived at class to hand in their chosen topics and explanatory statements, I glanced atthe titles while collecting them. Motor development in infants: the first year of life. I beg your pardon, sir? I
deemed this one an outlier and kept collecting. The topics did cover an overwhelmingly wide range, after all.
The reward: brain circuitry as it is involved in the pleasure of eating (which turned out to be an excellentpaper). Evolutionary accounts for aggression. Theoretical and experimental debates concerning perceptual
illusions. Psychological effects of the BP oil spill. The limbic system.And, yes, I did get my well-anticipateddrug and substance abuse paper. Tobacco: why is it not considered an illegal drug? Even the paper onmental disorders didnt do much to validate my clairvoyant abilities. Why do rich people shoplift: a different
type of obsessive compulsive behavior?
My Auburn experience had taken off. A few days later, I returned to Auburn for my next class with a stackof articles for my students and a different frame of mind for myself. Ready to acknowledge scholarship,
passion for learning, and intelligence in an environment that does not advertise these qualities, I began my
intellectual dialogue with my students. What followed was a learning process. For me, that is. Bits of mystudents lives, otherwise apparently trivial, received well-deserved scholarly treatment. A fathers affection,
for instance, may translate into an academic paper on the empirical evidence behind the tiny motor gestures
his infant delighted him with from birth to the age of one. The heartwarming examples of clumsy movements
in a little body made the sophisticated developmental jargon clear and relevant. It was real life. And it wasacademic.
Compared to other teaching experiences Ive had, Auburn wastechnicallyno different: information wastransmitted and processed, questions asked, answers given. All ideas were subject to discussion and
criticism. New aspects of life were found and wondered about. But when I draw the line, it adds up
differently. It was not how and what I taught that was different. It was how and what I learned that made adifference.
I rediscovered how truly vast and interdisciplinary the field of psychology is.
Life Matters to Academic Matters Catalina Iricinschi, PhD Candidate,Psychology
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The Widening Net of CPEP Cindy Ervolina, NYS DOC Staff
I will be 47 this year. Ihave begun school again.
This time college is
even scarier than 20
years ago. Then I wasfearless!now I am
old (ish). Ive grown. I
have a clear vision Ilacked 20 year ago. I
want to contribute. I
want to learn. I want togrow intellectually. I am
like most working
parents who put their
childrens educationfirst and could notafford to attend college
myself.CPEP has now
offered such anopportunity for
employees at Cayugaand AuburnCorrectional Facility, at
no cost to taxpayers. It
was surprising for me to
learn the grant includesemployees as well as
offenders. I am so
grateful for theopportunity to continue
my education. So far
Ive taken the AmericanLegal System,
Introduction to
Anthropology, and
Entrepreneurship.My kids joke and
call me a geek but I can
tell they are proud ofme and feel Im being a
good role model forthem. Im showing its
possible to do anythinif you really put yourmind to it. And at
Cornell, too.Wow!
I have previouscoursework that Ivescrimped and saved to
complete at the
community collegethroughout the years
that I plan onmatriculating, andeventually I will have a
college degree to show
for myself. For now,though, Im justenjoying the
experience.
Thanks Cornell!!
Auburn Lecture Series Spring 2012
An important aspect of any college experience is the exchange of ideas outsideof theclassroom. With this in mind, CPEP has established a monthly lecture series at Auburn.
Campus community members interested in attending Auburn lectures should contact the CPEPoffice for further information.
Upcoming speakers include:
Professor David Harris
Senior Associate Dean, College of Arts & Sciences
Department of Sociology
Professor Richard PolenbergMarie Underhill Noll Professor of History and Stephen H. Weiss Presidential Fellow
Department of History
Professor Ross BrannMilton R. Konvitz Professor of Judeo-Islamic Studies and Stephen H. Weiss Presidential Fellow
Department of Near Eastern Studies
Curator Frederic Gleach
leads NYS DOC staff
through the
Anthropology
Collections on Cornells
main campus.
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The Action of Words Sara Garner, Class of 2006
Teaching the students atAuburn is a learning
experience I recommend to
anyone who is interested, like
myself, in becoming a great
teacher.
It was through Professor Mary Katzensteins GOVT 314 course Prisons, my
senior year, that I discovered a population of this country I had never taken a
moment to think about before. It was in this class that I read Worse Than Slave
by David Oshinsky, which changed my life forever. It was in this class that Ilearned there are seven neighborhoods in New York City that feed the New YoState prison population. It was in this class that Elizabeth Gaynes, Executive
Director of Osborne Association, came and spoke about the educational andfamily programs that Osborne offers along with re-entry services. It was this
class that offered me the opportunity to TA a class on Power and Politics,
discussing the concepts of Machiavelli and Marx to twenty academically mindemen inside the walls of a maximum security prison. It was in this class that Idecided I wanted to dedicate my time and energy to the incarcerated.
After investigating my career options post-college, I learned of Fortune
Societys work in New York City in the area of alternatives to incarceration (AT
Their mission seemed very logical to me: keep people who committed crimesfrom going to prison by providing them with the tools needed to be law-abidingcitizens, most importantly an education.
I was fortunate enough to obtain a position as a Court Advocate with Fortunin October 2006, where I remained for three years. My primary responsibilitiesincluded working with defendants and their lawyers, judges, and district
attorneys. I presented arguments in the courtroom on behalf of the defendants
who were facing felony convictions and significant jail time hoping to place themin an ATI program. Throughout lengthy interviews with defendants, I
consistently heard similar stories about the bad neighborhoods: the crime, thehousing projects, the drug use, the familial dysfunction, the economic scarcity
and the absence of education. Hearing this same combination of factors in thesautobiographies again and again and witnessing the events of their daily lives
made me realize, more than ever, just how serious the lack of education in thescommunities was and its contribution to the problem of incarceration. I not onlybecame frustrated, but also saddened watching several of my clients get re-
arrested and go to prison after successfully completing the program, strongly
suggesting that ATI programs were simply providing a Band-Aid.
When I came back for the CPEP panel this past April, I was rejuvenated afthearing the impact that Cornells prison education program had on those whowere incarcerated, what it meant to them to have the mentorship of Professor
Katzenstein, and how, in hindsight, they wished they took advantage of their
education when they were in high school. I came to realize that my dailythoughts of "giving up," when teaching my 9th, 10th, and 11th grade students ia tough Brooklyn school, are my own defense mechanism when feeling
overwhelmed by the social and family problems frustrating my students' ability
succeed. Yes, it is hard to sustain the energy to fight this battle. However mycontinuing relationships with Professor Katzenstein, Liz Gaynes and CPEP alu
helps me to know that I am not alone, and that continuing to share our storiesassures me the inspiration and energy to continue advocating for one of themost problematic social issues our country faces today!and that is why I shar
my story.
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My Experience Keir Weimer, Former CPEP Student
The air was thick andmy life lonely. And it
was about to get much,
much lonelier. I felt afoot tall as I stoodbefore the judge,
consumed by anoverwhelming weight
of guilt, remorse and
shame. And then itwas handed down: Asentence of two-to-six
years in New York
State prison. I hadpleaded guilty to my
original charge, as Iwanted to take fullresponsibility for my
behavior that caused
the accident. I wasquickly ushered awayby the attending
deputies. My new life
was about to begin,with or without me.
Over the course ofthe first few months of
my sentence, I came tothe humbling reality
that I would never be
able to change whathappened that horrible
evening. But there
were certain things stillin my control. Early in
my term in prison, Irealized I faced a
simple decision. I couldeither seize this
opportunity of timeremoved from my lifeand my former self, or Icould simply do the
time like so manyunfortunately resign to.
I chose the former.I made a
commitment to the
countless peopleaffected by my
careless and
reprehensiblebehavior: a pledgethat I would be a
better person andlead a better life as a
result of this
accident. I now hadan obligation, to myfriend and to others
headed down a
similar path: I musteducate others and
spread the messagecontained in thispainful but powerful
narrative. This
obligation wouldcome to define who Iwas as a person,
moving forward in
the wake of suchtragedy.
I had to be healthy,in every sense of the
word. Education waspretty high on my
list, both the informal
and formalcontinuance of my
edification. With the
help of my father Idevised a
comprehensive two-year reading list and
enrolled incorrespondence
courses throughOhio University, toearn the credits Ineeded tofinish myBachelors degree atSyracuseUniversity,where I had beenasenior at the time of
my arrest.
As my releaseday neared, the
Cornell University
Prison Educationprogram offered meanother kind of
opportunity forgrowth: college
classes in prison. I
enrolled inIntroduction to LegalPrinciples &
Reasoning and
Individual Rights &the Constitution. We
escaped ourcorrectional identitiesthrough the college
classroom. We were
given the wondrousopportunity toindulge ourotherwise
suppressed hungerfor knowledge.
I had a wonderfulexperience in both of
my Cornell courses.The curriculum was
far-reaching and the
workloadchallenging. Our
class discussions
were rich andopinions well
founded. Theexperience
reaffirmed myresolve to attend law
school when I wasreleased from prison,in May of 2011.
Two weeks after
I took my finalexamin both Cornell law
courses I was setfree. Exactly two
weeks later, on June
6th, I took the LSAT(law school
admission test), and
did very well. I wasjust readmitted toSyracuse University,
I will graduate inDecember of this
year with a
Bachelors degreefrom the WhitmanSchool of
Management, with a
major in finance anda minor in
economics. I intendon applying to lawschools this fall, for a
fall 2012
matriculation in afull-time dual law andbusiness degreeprogram
(J.D./M.B.A.). Myfirst choice is Albany
Law for severalreasons, but who
knows, Cornell LawSchool might just get
an application from a
certain someoneformerly known
simply as inmate#:
07-A-6490.
The experiencereaffirmed my
resolve to attend
law school when I was
released from prison in
May of 2011.
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The latest edition of Writers Bloc, an
independent publication produced bystudents in the Cornell Prison
Education Program and CornellUniversity, is available through the
CPEP office and online.
Like A Bridge(excerpt)
Today, as I walk Robert Frosts path ofleast resistance!I reminisce of a not so distant past.
Im fueling my future anduninhibited mind
with these un-cagedideas/words of greatscholarly wisdom-such asthose bridges built by RalphElisons visions.
Im building bridges, Ill needtomorrow, instead
of crossing those wretched,rickety ones I onceborrowed.
Making education the mortar.Making it the ligament thatmatters.
My mind is unshackled, Im finallyfree.
Barb wires, high concretewalls, nor the tinticks ofyesteryears poor choice,can contain me.
My mind-- is free, finally.Floating where the cloudsare hung.
Education as my bridge, Im overthe troubled waters
!
And now, Im free!
E. Paris Whitfield, CPEP Class of 2012Writers Bloc, Fall 2011, Issue 4
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Fall 2011 Courses
African American Literary TraditionsJennifer Lieberman
AlgebraMichael Segal
American Indian StudiesCatherine Koehler
American Legal Systems & Legal
ReasoningScott Burnett, Elliot Hales
Civil & Criminal Law
Kerry Harnett, Rachel Sparks Bradley
Discovering Cellular BiologyTom Owens, Tiffany Campolongo
English Prep
Jan Zeserson
EntrepreneurshipDeborah Streeter
Freshman English 1
Megan Coe, William Cordeiro
History of the United States I
Keith Taylor
History of the United States IIHeather Furnas
Introduction to GeneticsCornelia Scheits
MeditationNancy Koschmann
Memoir & Personal Essay Writing
Edward Hower
Rhetoric of Due Process
Sarah Breslow, Kate Powers
Statistics
Karen Siefert
Understanding the Physical World
Michael Campolongo
Spring 2012 Courses
Advocacy in AmericaAndrew Orr, Michael Shaw
Algebra IIDaniel Albert
Contract LawElaina Emerick & Suzy Price
Freshman English 101
Christine Suwendy
Freshman English 102William Cordeiro
History of the United States IIHeather Furnas
International Relations
Guarv Kampani
MeditationNancy Koschmann
Philosophic TraditionsDavid DeVries
PsychologyRachel Albert
Reading Prison Literature
Reeve Parker
Social Psychology
Emily Rosenzweig
Statistics IIKaren Seifert
Urban Social Movements
Thane Maxwell
World Literature IIStephanie DeGooyer
Writing Workshop II
Jan Zeserson
YogaJason Garfola
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From the Office
CPEP students are demanding, in the best sense of the word. While taking
advantage of everything the terminal degree program has offered in the last 3years, they continue to push our work in new directions. On my desk sit
student-driven proposals for advanced writing seminars, entrepreneurshipprograms, and continued yoga workshops. It is our students expectations
and ambitions that, along with the spirited work of Cornell community
volunteers, drive this program.
CPEPs students do not always recognize the numerous institutional
challenges this work presents. And, perhaps thats exactly the way it shouldbe. If they were to spend too much time lamenting constraints on their
educational pursuits, its likely that their enthusiasm would be quashed by
uncertainty. Instead, they continue to pose suggestions like those above even when each seems like a small revolution given the institutional context.For example, one year ago, Ithaca College environmental historian Michael
Smith lectured on sustainability in our monthly series at Auburn. During the Q& A, a student asked what they might do inside the facility to contribute to themovement. Mike answered, Do you have room for a garden?, a remark I
might have overlooked were it not for the proposal a clutch of students slidinto my hands one week later. This past summer, 6-foot tall sunflowersgraced the 4 raised beds planted by Cornell alums in preparation for an
ecology class summer field trips from Auburns educational wing 100
meters away.
The flow of suggestions is, of course, not unidirectional. Program ideaspercolate on campus as well. Students enrolled in Social Entrepreneurship
(AEM 3380), instructed by Anke Wessels (Director, Center for Transformative
Action), attached themselves to CPEP this term to devise innovativeprogramming. Briefed on our work, they suggested publication of a special
edition of Writers Bloc, with submissions on the topic of education as abridge to be solicited from Cornellians on campus and CPEP students. Theyrightly observed that more opportunities for dialogue would enrich everybody
involved and affirm that CPEP students are part of the Cornell community.
Its likely that CPEP will host its first graduation in spring, 2012. No soone
had we remarked on the possibility than Auburn students asked the nextlogical question: How do we get a bachelors degree? Their shared visionspropel us forward. There is no telling what form our support will take week to
week. Sometimes its affirming the quality of a students work; other times,
were scouring for instructors to teach a class, or locating gardening supplies.
The question we, in turn, continually ask is: how can we best supportCPEPs students personal goals? With your help, well find the answers.
Robert TurgeonFaculty Director
Marge Wolff
Program Coordinator
James A. SchechterExecutive Director
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Were on the Web!
Visit us at:
cpep.cornell.edu
CORNELL PRISON EDUCATION PROGRAM101 McGraw HallCornell University
Ithaca, NY 14853
101 McGraw HallCornell UniversityIthaca, NY 14853
PHONE:
607-255-2852
FAX:607-255-2956
E-MAIL:[email protected]
Editors: Cyd E. Hamilton,Catherine Koehler &James A. Schechter
Untitled by Michael Johnson, CPEP Class of 2012
The publication of this newsletter was madepossible by the generous gift of Robert Wertheimer,
a wonderful friend of CPEP.