Race and Power Requirement for Division II

During their Division II concentration, students are required to build an awareness of race in relation to methodology and epistemology. Every student is expected to critically reflect on the role of race in perpetuating inequality in the disciplines, practices and transdisciplinary areas of knowledge that they specialize in during their Division II studies.

Curricular
Students take a 200 level course or course equivalent that is tagged Race and Power (For 5C courses, students must have this agreed to by their advisor).  Here are some examples on course equivalents:

1. 1. Students take a Division II Seminar/Workshop. All Division II Seminars/Workshops will focus on developing an interdisciplinary methodology or practice and instructors must include a critical analysis of Race & Power in that discipline or artistic practice.

   2. Students do an independent study that centers Race and Power (supervised by a faculty member)

   3. Students take a Division II EPEC or project-based course that centers Race and Power.

Co-Curricular & Extra-curricular
A minimum of 40 hours of Race and Power activities. Here are some examples of activities that can be used to fulfill this:

1. 1. Engaging in a semester-long Race and Power focused field study (can also be considered curricular)

   2. Students present/facilitate an event that centers Race and Power at one of the two annual Engage Conferences (with sponsor).

   3. Students present/facilitate an event that centers Race and Power at an LC forum (with sponsor).

   4. Students take a set of trainings on off-campus community partnerships.

   5. Students take anti-racism training and/or join a campus-wide committee focused on Race and Power.

   6. Students undertake an independent or special project that centers Race and Power (with sponsor).

   7. Students Engage in a Race and Power focused internship during or immediately preceding DIV II.

   8. Serving as a student leader or performing service with an Race and Power focus (some examples: student member of the R&P committee, signer for an ethnic/racial student group, serving on a campus-wide committee or project with an Race and Power focus, helping organize and present at ENGAGE, serving as an RA in charge of Race and Power programming)

***Any of the ways that students fulfill the Race and Power requirement can be combined with:

• Paid student work

• Internships that are paid or taken to accrue credit

• Other academic requirements (such as CEL 2)

For example, a student that is a signer for a SOURCE group can count that work as fulfilling Race and Power and CEL or a student that is being paid to organize Race and Power programming can count that towards the requirement.

Prompts to Guide Your Race and Power Work in Division II

In a 200-level course or Division II seminar/workshop 

What did you know about the relationship between race and power and specific modes of knowledge production before you took the course or seminar? How did your sustained engagement of the course material affect your understanding of the ways in which race and power inform the disciplinary or interdisciplinary areas or practices explored in the course?

In a project-based course

How did your understanding of race and power shape your conceptualization of the project? How did race and power impact your design of the project? How did carrying out the project shift your understanding of race and power? 

For a field study or independent project

How did your understanding of race and power inform your design of the field study or independent project? What resources (coursework, scholarship, advisor) did you draw upon to carry out your field study/independent project?  Did the project shift or reinforce your understanding of race and power?