Participatory Action Research in Higher Education in Prison

• In Event: Community-based Responses to Harm

Abstract

This presentation examines a Participatory Action Research (PAR) project designed to create and implement an evaluation framework for a restorative justice college-in-prison program at a maximum-security facility in Alabama. Incarcerated students in the Restorative Justice Lab at the University of North Alabama collaboratively identified key learning outcomes and developed a research-informed evaluation framework. Guided by the research question, “What is the impact of an academic, non-encounter restorative justice program in a carceral setting?” students identified four evaluation domains: accountability, social engagement, perspective-taking, and systemic analysis. These domains were translated into a survey instrument administered before and after program participation. The inaugural cohort, now a Student Advisory Committee, continues to analyze incoming data to enhance the program iteratively. This session will outline the process of involving students in developing a PAR-based evaluation framework, transforming qualitative insights into quantitative survey tools, and navigating institutional and IRB approvals. Attendees will gain practical insights into fostering student-driven evaluation processes, ensuring meaningful program assessment and continuous improvement in a carceral educational context.

Authors

• Katie Owens-Murphy, University of North Alabama

• Jarrod Wall, Tulane University