Books Behind Bars: Life, Literature, and Community Leadership

Books Behind Bars An innovative format of humanities education in which UVA undergraduates and incarcerated juveniles study literature in a community learning environment.

Qualitative data from the pilot run of “Books Behind Bars” indicate that the course’s unique format and method are having positive impact on students’ academic, personal, and interpersonal development.

Awakening Youth Through the Humanities: An Exploratory Pilot Case Study of a Community-Based Model of Teaching Literature to University Students and Incarcerated Youth Funded by:  Youth-Nex, the UVA Center to Promote Effective Youth Development, Curry School  A Learning Assessment Grant from the TRC  Dept. of Slavic Languages and Literatures  An Academic Community Engagement Faculty Fellow grant from the O.V.P.P.

Researchers : Dr. Andrew D. Kaufman, PI and Course Creator/Instructor Dr. Nancy Deutsch, Senior Consultant to Project Dr. Amanda Kibler, Consultant to Project Dr. Ann Loper, Consultant to Project Robert Wolman, Lead Graduate Student Research Assistant and Course Teaching Assistant Davonda Smith, Graduate Student Research Assistant Jack Thorman, Graduate Student Research Assistant

Research Questions To what extent is this service-learning model influencing students’ academic, personal and interpersonal development? Which factors in this service-learning model are responsible for gains in student academic, personal and interpersonal development?

Theoretical Frame: Service-Learning Applying knowledge in a live real-world setting may help students: Develop a deeper understanding of the meaning, complexity, and relevance of the material being taught Practice critical reflection Develop of autonomous thinking Acquire leadership skills Enhance community/civic engagement Clarify career goals

Theoretical Frame: Transformative Learning Transformative learning involves a change in the assumptions through which we understand our experience. This is akin to seeing things (the world, oneself, other people, a system) in a profoundly different way, through a new set of lenses.

I practiced critical thinking and self-reflection “In these discussions I am hashing out the harmonies and contradictions of my own personal belief system.” “In this class, the most valuable skills you can learn are critical thinking and productive self-reflection.”

Connections with the (juvenile center) residents led to a unique learning experience. “I am eager to invest careful time and thought into each assignment because I know that our preparation for the residents has real-life implications.” “It was that very human element of this class that differentiated it from nearly all other courses I have taken. It asks its students for more than an intellectual interest, but requires a human interest in creating connections and relationships.” “We impacted those kids. It’s exhilarating to say it, but we did. During [one] conversation, [a resident] turned to me and said, ‘You know, I’ve told you things I haven’t told anyone. Not even my social worker.’”

I made a deeper connection with the literature “It was in rereading and discussing this story with the residents that freshly illuminated parts I hadn’t deeply considered.” “Perhaps this is the most serious and intense ‘transformation’ I’ve experienced—I do think literature can change people and that words hold a tremendous, awe-inspiring power.”

It expanded my thought process “Perhaps the most challenging part of this course is balancing the tasks of thinking emotionally, creatively, and intellectually.” “And isn’t that the point of this course? Not to teach a certain way of thinking, but to think about myriad ways of teaching.” “In this class, we really do discuss, and these actual, real-life discussions have forced me into different ways of thinking.”

It affected my ideas about career and community service “This has been perhaps the most exciting and revealing class I’ve had at UVA. I feel like I’ve come away a new person, one firmly attached to the [idea] that community interaction is the best way reach troubled or isolated kids and adults.” “I would consider a profession in teaching much more seriously now. I would seriously consider becoming a high school English teacher (perhaps even in the prison system) now that I’ve worked with adolescents that are about at that age.” “I understand now when teachers call their profession ‘rewarding.’”