Applause for individuals in the program, acknowledgment of new lead mentor, Rand.
Describes Rand's new role as both supportive and potentially strict, jokingly referred to as the "bad guy" of the mentors.
Mention of the limited history in the program with only six LinkedIn mentors thus far.
Attendance Tracking
Rand discusses the process for taking attendance.
Will utilize an Excel document to track students.
All students should do a check-in with him at the start of each class to ensure accurate attendance records.
Emphasizes importance of tracking attendance for accountability and university requirements.
University Policies & Attendance
Explanation of university policies surrounding student attendance and financial aid.
University monitors student attendance for compliance with financial aid requirements.
Federal government mandates universities to ensure that funds distributed for education are used appropriately.
Consequence for non-attendance includes potential loss of financial aid which impacts both students and the university's funding.
Support System for Attendance Issues
University implements a support system for students not attending classes, including counselors reaching out to check on students.
Explains how attendance issues may lead to "red flags" which alert advisors to intervene.
This system aims to prevent students from being overwhelmed and losing funding opportunitites.
Description of the ratio of mentors to students: Legacy Program has a 10:1 ratio, compared to the overall university’s 8,000:1 ratio.
New Structural Changes
Rand's role as lead mentor will help facilitate better engagement and support for students in the program, addressing concerns to promote academic success.
Discussion on Race
Class structure changes: Groups formed to discuss definitions of race.
Each group tasked to write a definition, along with a list of races, within a set time frame.
Group Discussion Insights
Group discussions reveal various interpretations of race.
Mention of race as a social construct, categorized by physical attributes and social norms.
Exploration of the impact of geography on definitions of race
Definition of race initiated discussions about ethnicity vs. race, raising questions about categorization in societal contexts.
Various Perspectives on Race
Debate on whether race is inherently tied to geographic origins or biological constructs.
Introduced concepts like phenotype (the observable physical characteristics) complicating discussions on how to categorize race.
Exploration of the ramifications race has on identity and societal structures.
Critical Perspectives of Race
Discussion shifts to the notion of race being a construct rather than an inherent trait.
Question raised: "How is race?" proposes understanding race as an active process rather than a static identity.
Invites students to consider the actions and implications of race within society.
Historical Context of Race in America
Brief overview of how racial categorizations have shifted over time.
Reference to census changes regarding racial categories reflecting political priorities.
Discussion of historical context surrounding race and citizenship in America, including implications of slavery and societal roles.
Science and Race
Examination of early scientific efforts to categorize humans along racial lines.
Mention of Linnaeus and the flawed connection between cranial sizes and intelligence.
Highlighting the lack of a genetic basis for race despite societal beliefs.
Conclusions about Race
Reflection that race, while impactful in societal terms, is a construct devoid of biological legitimacy.
Emphasis on the importance of recognizing race's role in societal outcomes.
Suggests that understanding race as a concept helps critically approach racism and its roots.
Call to Action
Encouragement for students to engage with and embrace discussions of race.
Highlighting the goal of using the critical race theory framework to analyze and understand systemic issues.
Closing Thoughts
Final engagement with students to consider the power dynamics presented by race in the context of historical and present-day America.
Encouragement to think critically about the implications of race and identity in their own lives and society at large.