Final Project Options, Guidelines, and Resources for the

Master of Arts Degree in

CRITICAL ETHNIC STUDIES

DePaul University

January 19, 2017

First Approved by the CES Advisory Committee 9/15/16
Updated 1/19/17; 9/7/17
 January 19, 2017
TABLE OF CONTENTS

Overview 1-3
I. Final Project Requirements and Registration 1-2
II. Working with a Faculty Advisor 2
III. Working with Human Subjects 2-3
IV. Formatting 3
V. Formal Submission 3
Option 1 Thesis 4-6
I. Why Pick the Thesis Option? 4
II. Thesis Requirements and Registration 4-5
III. How to Proceed on Thesis 5
IV. Preparing the Manuscript 5-6
Option 2 Portfolio 7-8
I. Why Pick the Portfolio Option? 7
II. Portfolio Requirements and Registration 7
III. How to Proceed with a Portfolio 7-8
Option 3 Internship 9-10
I. Why Pick the Internship Option? 9
II. Internship Requirements and Registration 9
III. How to Select an Internship 9
IV. How to Proceed with an Internship 9-10
Option 4 Creative Project 11-12
I. Why Pick the Creative Project Option? 11
II. Creative Project Requirements and Registration 11
III. How to Proceed with a Creative Project 11-12
IV. Preparing the Creative Project 12
Extending Final Project Deadline 13
Resources 14-15
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Critical Ethnic Studies Final Project Requirements

CES 412 Final Project Independent Research (4 credits)

Overview
Students are asked to complete a final project, one that will represent a culmination of the student’s work in the
program. All projects will consist of a rigorous piece of writing, either reflective, analytical, or expository. This
piece of writing will draw upon the writing intensive skills developed in all their coursework. Final project options
are as follows:

1. An original research thesis of up to 50–80 pages on a topic agreed upon by the student's committee. The
M.A. thesis may be comparative or focus on a single ethnic or racialized group through the use of
intersectional methodologies.
2. A portfolio of 3 quality essays completed during the program, which are curated and linked together by a
20-page narrative setting out the intellectual rationale for their compilation.
3. A completed internship with a community organization in order to gain practical experience and a 20-page
essay reflecting on the links between the student's intellectual work and practical work experience.
4. An original creative project and a 15-20 page framing paper, in which the student describes, critically
frames, and reflects on the creative project.

After completing the year one M.A. requirements (24 credits), students should select one of the above options for
their final project and begin working with a Final Project Advisor and for the thesis and creative project options,
two additional committee members. Although students will enroll in CES 412 Final Project Independent Research
for just one quarter, the Final Project timeline is a two-quarter endeavor. Students are to begin preparing by the fall
of their 2nd year. See detailed instructions under each option for.

For information about DePaul University’s general thesis and final project requirements and processes, see
http://las.depaul.edu/student-resources/graduate-student-support/pages/default.aspx

In addition, students are expected to present their Final Projects at a year-end celebration of CES Graduate Student
Projects. This event will take place toward the end of the Spring Quarter. These presentations are usually no more
than 10 minutes per student. Details about this event may be obtained from the CES Program Director.

I. Final Project Requirements and Registration

The Final Project requires 1 course: CES 412 Final Project Independent Research (4 credits) focused on
researching, writing, and/or creating (typically in winter of the 2nd year). Students enroll in CES 412 with their
Final Project Advisor in the quarter they anticipate working closely with their advisor.

Students register for CES 412 Final Project Independent Research by using the online “Independent Study”
form (https://lascollege.depaul.edu/IndependentStudy/Login.aspx). The CES 412 course must be approved by
the Final Project Advisor and the CES Program Director prior to registration. Please refer to the CES D2L site
to download the “CES 412 Enrollment Approval Form.”

A. Qualifications
Prior to the Final Project, students complete at least 24 credit Core course hours, including: CES 401, CES
402, CES 403, CES 404 or INT 404, CMNS 563, and INT 401 or SOC 466 or WGS 400 or elective.

Final Project students must maintain a grade point average of 3.0 or higher in all CES courses.

B. Choosing a Final Project Advisor/Committee

1. Prior to beginning the Final Project, students consult with the CES Program Director and then
approach an appropriate faculty member for guidance in designing the thesis. When requesting a
faculty member become Final Project Advisor (also referred to as Faculty Advisor or Committee
Chair), keep in mind areas of expertise and interest.

2. Students completing a Thesis or Creative Project must form a committee of three faculty members to
review and approve the final project. One faculty member on the committee should be the Committee

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Chair, the others can be any full-time faculty member. Students are encouraged to find committee
members from the Critical Ethnic Studies Advisory Board or CES affiliated faculty
(http://las.depaul.edu/academics/critical-ethnic-studies/faculty/Pages/default.aspx). Committee
members must be full-time faculty members. In some cases, students also may use a reader who has a
doctoral or terminal degree in their field but is currently serving DePaul as a staff member, not
teaching or research faculty. In cases where the third reader’s eligibility is unclear, the other two
members of the committee will decide if the student’s third choice is appropriate. Students are allowed
to include up to one external (non-DePaul) Committee member.

II. Working with a Faculty Advisor

Students must request appropriate final project advisors and committee members. All CES faculty have their
own research interests, requirements, and standards. Students should research their Final Project Advisor
carefully and be prepared to work closely with the advisor.

Students should present a work and meeting schedule to their advisors once chosen. Agreeing on deadlines
(and meeting them) will prevent disappointment and frustration.

Please respect faculty time and availability by negotiating a schedule. As the deadline for the final drafts
approaches, the advisor is likely to be inundated with other thesis students. Student delays inevitably create
faculty delays. For June graduation, students are highly encouraged to submit final drafts no later than May
15th.

For the thesis and creative project options, the Final Project Advisor will be the main contact and supervisor
during thesis preparation. The other two committee members will offer critical comments and advice at the
proposal defense, and will be available for specific questions, but do not meet regularly with students.

A. Outline Tasks for the Final Project

After the first meeting with the advisor, break the project into smaller components. Develop a
work plan to help focus on individual tasks. Estimate how much time each task will require. While
time frames change throughout the course, developing these items early will help.

B. Develop a Timeline
The completed work plan includes a detailed timeline. A timeline simply estimates the amount of time
needed to complete each task. Research tasks usually take more time than anticipated. Therefore, leave
time for unexpected problems and delays. Some tasks require finding the right database, archives, or
interview subjects. Identify tasks, potential problems, means of averting those problems and strategies to
maintain momentum.

Consider three university deadlines in developing your timeline: filing for graduation, submitting
the final copy of the Final Project for signing, and submitting binding materials and fees. Filing for
graduation requires completing the appropriate online form. When developing the work plan and timeline,
schedule time for the advisor’s review of drafts and for making revisions.

III. Working with Human Subjects

Students who are collecting data or working with human subjects must have their advisor approve the
instruments before students gather data. Most instruments require one or more revisions. Build this into the
work plan and timeline.

Institutional Review Board (IRB) (if working with human subjects)

To ensure the safety of human subjects during the course of academic research, the university has established
rigorous guidelines, based on federal law, to protect research participants. All investigators and research
assistants working with human research participants or analyzing such data must complete human subjects
training before data collection begins. Under new federal regulations, documentation of training must be on
file with the IRB Coordinator. Students can access the online training module located on the “Mandatory
Training” link at the IRB website (research.depaul.edu). Students prepare the appropriate document for
consideration by the IRB. The IRB includes faculty members drawn from across the university and at least one
non university member. Each student completes forms specific to the risks to participants, especially in terms
of informed consent
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.
IV. Formatting
A. Using a Style Manual
Formal writing adheres to format standards in style manuals. CES requires students to learn and use the
Chicago Manual of Style for their final project. The University Center for Writing-based Learning is an
excellent resource for guidance on the Chicago Manual of Style
(http://condor.depaul.edu/writing/writers/citations.html) as is the online site from Purdue University’s
Online Writing Lab (https://owl.english.purdue.edu/owl/section/2/). To reduce the revision time, use the
style manual in writing the proposal and first draft. Style manuals include instructions for all writing.
Proofreaders should know the style manual.

B. DePaul University’s Format Requirements

All final projects follow specific format requirements. These include the appropriate margins for the report,
the format of the title page and the length of the abstract. A Manual for Writers of Term Papers, Theses,
and Dissertations by Kate L. Turabian, is the handbook which indicates the format, technicalities of form
and mechanics of typing/printing required for dissertations, theses and research papers. The only exception
we make to Turabian's guidelines is the format for the title page. However, if your Final Project Advisor
determines that your final project (excepting the title page) would be more appropriately done in another
format, follow the advisor's advice. For a listing of these requirements please visit:
http://las.depaul.edu/student-resources/graduate-student-support/graduation-requirements/Pages/thesis-
requirements.aspx

V. Formal Submission
Once the Final Project is in its final form—fully approved, purged of all errors, and in the correct format—
submit an electronic copy of the final project, an Author Submission Agreement, and an Abstract & Keyword
Form to the Graduate Student Services Office. The Graduate Student Services Office will arrange for the
electronic archival of the final project with the library. Students must also submit an electronic copy to the
Director of Critical Ethnic Studies by emailing ces@depaul.edu.

Final Requirements Confirmation

Upon the completion of the thesis, students MUST initiate the committee approval process by filling out the
Final Requirements Confirmation. All committee members must approve the thesis. (Detailed instructions on
how to fill out the form can be found after logging in to the Final Requirements Confirmation page.) All
necessary submission forms are available here:
http://las.depaul.edu/student-resources/graduate-student-support/graduation-requirements/Pages/thesis-
requirements.aspx

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Option 1 Thesis
The Thesis Option requires that the student plan, execute, and defend an independent and original analytical
research project that makes a contribution to current scholarship in the field of critical ethnic studies or related
subfields. Research in CES is interdisciplinary and broadly defined and includes, but is not limited to, fieldwork,
studio work, library and archival work, or analytical research.

The M.A. Thesis in CES consists of 50–80 pages of text with a substantial bibliography; however, the student in
conjunction with their thesis advisor will define the project’s specific goals and objectives, including length. The
thesis should demonstrate accomplishment in methods of research, critical judgment, and if appropriate, praxis that
characterizes critical ethnic studies research. A CES M.A. thesis may be comparative or focus on a single ethnic or
racialized group through the use of intersectional methodologies.

I. Why Pick the Thesis Option?

Students choose the thesis option to demonstrate their ability to conceive original research and carry out a
complex academic assignment that draws upon their training in Critical Ethnic Studies. This option is designed
for students who enjoy and are committed to the challenges of independent academic research and writing.
Students wishing to pursue doctoral programs are encouraged to select the thesis option. Please be aware that
most Ph.D. applications require a much shorter writing sample.

II. Thesis Requirements and Registration

Students submit a thesis proposal at least one month prior to the first day of the term. This is typically the
quarter before students are to register in CES 412. The thesis advisor and the CES Program Director approves
the document prior to registration and before the thesis course begins. Please refer to the CES D2L site to
download the “CES 412 Enrollment Approval Form.”

A. Creating a Thesis Proposal

After forming a thesis committee, the student will write a thesis proposal. Proposals are generally three to
five pages and must contain the following items:
1. The research question. The primary research question should be specific and well defined. This
section makes a case as to why the question or issue(s) are important and what is at stake. Students
should be able to express the primary research question in succinct language and avoid unnecessary
jargon.
2. Five to ten annotated scholarly sources that inform the research. Research questions can be inspired
from innumerable sources, observations, and personal experiences but, for the purposes of a formal
thesis, they should be situated within larger bodies of academic research or current scholarly or creative
practices. These references demonstrate the student’s engagement with the literature relevant to their
study and are the beginning of what will become a far more extensive literature review and
bibliography. These sources may define the specific thesis question by pointing out unexplored or
contested areas for future research; set out the theoretical and empirical underpinning of the thesis
project; and/or offer clues to the methodological approaches and clarify other related issues. Please note
that CES encourages interdisciplinary and intersectional approaches and methodologies.
3. Methods and Methodology. This section should include a discussion of the methods (tools, techniques
or processes) used in the project and whether the research has a quantitative or qualitative approach.
Students should also address methodology in a philosophical sense, explaining the guiding principles
and ethics that underpin the research methods to be used in the project. Examples of methods include,
but are not limited to, textual analysis, content analysis, discourse analysis, documentary analysis,
philosophical analysis, critique of key elements, literary criticism, archival research, oral history,
interviews, surveys, participant observation, creative practices, and action research. Examples of CES
methodologies might include critical race or cultural studies approaches; Feminist, Marxist,
Postcolonial theories; or frameworks of self-determination and Indigeneity.

If appropriate, students should include survey instruments or interview protocols, such as sample
questions, the plan to analyze the data, and what population to sample. Students who anticipate working
with human subjects are required to apply to IRB (see Overview III.).

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III. How to Proceed with a Thesis

A. Choose Thesis Advisor and Committee
(See Overview I. B.)

B. Review Plans with Advisor and Write the Thesis Proposal

Before working on the thesis proposal for CES 412, review your plans with the CES Program Director and
your chosen faculty advisor. This review should help identify the appropriateness of the topic, potential
pitfalls, and a clear direction in putting together a brief proposal. Following approval of the proposal, the
student sends a copy of the proposal and completed Final Project Approval Form to the CES director at
ces@depaul.edu.

C. Outline Tasks for the Thesis

(See Overview II. A.)

D. Develop a Timeline
(See Overview II. B.)

E. Write the Literature Review

The literature review identifies current research about the issue under investigation. This section provides a
framework or context for the thesis. Include a critical review of available knowledge about the issues.
Summarize the primary concepts or issues of the project. Include items that contribute to the understanding
of the framework or context for the project. The literature review explains the relevance of the project and
its relationship to similar projects. Students may read substantially more material than they will use in this
section.

F. Methods and Methodology

This section includes the information needed to answer the primary research questions, the methods (tools,
techniques or processes) for obtaining and processing that information, and the qualitative or quantitative
forms of analysis for interpreting that information. For CES, it is particularly important to explain the
guiding principles underlying the research (methodology).

G. Final Defense
After each committee member reads a final draft of the thesis and provides feedback and the student makes
the appropriate changes, the student will submit the final thesis to the committee in preparation for the final
defense meeting. At the final defense meeting, the student will briefly present their case, receive additional
feedback as needed and then the committee will discuss and vote to decide whether the thesis meets the
standards for approval. The committee can either approve the project, ask the student to revise and resubmit
for a second vote, or disapprove the project. A student’s final GPA will determine if the student graduates
“with distinction” (3.75 min GPA required). All members of the Final Project committee will receive a
degree completion link from LAS to sign off electronically once the project is complete.

H. Formal Submission
(See Overview V.)

IV. Preparing the Manuscript

A. Using a Style Manual
(See Overview IV. A.)

B. DePaul University’s Format Requirements

(See Overview IV. B.)

C. Chapters or Sections for the Thesis

Abstract. Begin with an abstract. The abstract is brief and summarizes the finding of the project, the
relevance of the project; the population, sample and data collection methods, the results of the project, and
implications for practice or research. The abstract is no more than 250 words, one paragraph, without
indentation and single-spaced.

Title page. Content and format of the title page must follow the requirements of the College of Liberal Arts
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and Social Sciences.

http://las.depaul.edu/student-resources/graduate-student-support/graduation-requirements/Pages/thesis-
requirements.aspx

Ordering of Information
Title/signature Page (unnumbered)
Abstract (ii)
Acknowledgements (iii)
Table of Contents (unnumbered)
List of Tables (v) *
List of Figures (vi)*
Body of Paper (conventional enumeration, beginning with page 1)
References Cited (sequentially numbered)
Appendix or Appendices (sequentially numbered)*
*if necessary

Table of Contents. Lists each of these features with appropriate page numbers except for the Title Page
and the Table of Contents itself. For other instructions check the style manual.

List of Illustrations. (tables, figures, etc.). See the style manual for instructions.

Body of Paper
Chapter 1: Introduction. The introduction briefly outlines the thesis, research questions, explains why it
is relevant and what is at stake, and reviews its findings. In this section it is important to discuss the
significance of the topic and research to the field or other specific communities/populations. What
contribution or impact does the thesis aspire to have? Students might additionally talk about how the thesis
is personally important.

Chapter 2: Literature review. This section should situate the thesis project in a critical and analytical
review of the existing scholarship on the issues addressed in the thesis. Discuss the scholarship that exists
on the topic, evaluate its effectiveness, and discuss how the thesis project evolves out of the existing
scholarship.

Chapter 3: Methods and Methodology. Provide a rationale for the methodology utilized for the project
and describe the method(s) used to collect the data or evidence that shape the process of the project. In
other words, explain and justify your choice of methodology and methods in relation to the research
problem and/or questions.

Chapter 4: Analysis, Interpretation, and Results. Offer an analysis of the materials gathered, analyzed,
and interpreted and their relationship to the questions and issues that underlie the thesis project. This is the
section where independent and critical research analysis is developed, contributing to the existing body of
scholarship in the relevant discipline.

Chapter 5: Conclusion. The conclusion should include a brief summary overview of thesis and arguments,
with a discussion of additional questions and/or issues raised and the implications for further research and
analysis in this area. If appropriate, conclusions and recommendations from results should be provided
here.

References Cited. The bibliography only should include full citations for the works cited in the thesis. See
the style manual for the appropriate format.

Appendix. Include data collection instruments in the appendix. Other materials are important but
peripheral to the contents of the chapters belong in the appendix. Do not include raw data or interview
transcripts in the appendix.

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Option 2 Portfolio
A portfolio of 3 quality essays (15–20 pages each) completed during the program, which are curated and linked
together by a 20-page portfolio essay which serves as a narrative setting out the intellectual rationale for their
compilation.

I. Why Pick the Portfolio option?

The Portfolio Final Project option is designed for students who wish to synthesize and reflect upon key themes,
issues, and/or questions that developed over the course of their graduate studies, perhaps with a future
trajectory in mind, or as a way of bringing closure to their graduate studies. The Portfolio Final Project Option
mirrors some Ph.D. dissertation models with the major difference being that on the M.A. level, the essays do
not need to be based on original research.

II. Portfolio Requirements and Registration

The Portfolio Final Project Option requires that the student conduct a comprehensive analysis of their learning
while a graduate student in CES. The student must prepare and submit (1) a collection of at least three essays
that are the outcomes of core and elective courses; and (2) a portfolio essay (minimum 20 pages) that offers a
reflective and critical analysis of how the papers/projects reflect the student’s intellectual, creative, and
analytical development over the course of their graduate studies.

Students are to register in CES 412 Final Project Independent Research during the quarter in which they
complete the portfolio and work closely with their Final Project Advisor. Please refer to the CES D2L site to
download the “CES 412 Enrollment Approval Form.”

A. Working with the Writing Center

It is required for all students pursuing the portfolio option to work closely with the University Center for
Writing-based Learning. Students must utilize the Writing Center services for each of the essays included
in the portfolio through a face-to-face or online appointment (a minimum of four appointments: one for
each essay and one for the portfolio essay).

Students are able to set up continuing weekly or biweekly appointments with the same peer writing tutor to
create continuity and familiarity with the portfolio material. Appointments can be scheduled by visiting the
Writing Center website (http://condor.depaul.edu/writing/what/Writing%20Center/wc.html).

To create recurring appointments with the same tutor, contact the Writing Center directly for scheduling.
Please note that all peer writing tutors have specialty areas, so it is wise for students to choose a tutor that is
familiar with the academic subject matters that are present in their work.

The Writing Center does provide proof of attendance that can be emailed directly to the Final Project
Advisor and/or the CES Director to ensure that students work with the Writing Center throughout their
revision process.

III. How to Proceed with a Portfolio

A. Choose Final Project Advisor
(See Overview I. B.)

B. Select Portfolio Papers and Write Portfolio Essay

Before the student begins their portfolio project, they must choose the three essays from three core or
elective courses that will be utilized as the basis for the portfolio project and the portfolio essay. The essays
should showcase the work that has been done throughout the CES program and address key themes and
topics of CES work.

Students must keep in mind that the portfolio revision process often requires reflection and refined analysis
on their part as well as re-writing. It is important to work closely with the Final Project Advisor on drafts
and submission of their portfolio essay.

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Important to note: Essays selected for the portfolio from previous courses must undergo a rigorous revision
process. Essays written for a course with a shorter length requirement must be added to in order to meet the
15-20 page requirement for the portfolio. It is expected that the essays selected will be drastically
enhanced, not minimally altered. It is up to the student to work closely with the Final Project Advisor in
order to ensure that revisions of selected essays are substantial enough to qualify for inclusion in the
portfolio.

C. Outline Tasks for the Portfolio

(See Overview II. A.)

D. Develop a Timeline
(See Overview II. B.)

E. The Portfolio Essay

The Portfolio Essay is a critical reflection on the scope and meaning of the student’s graduate work,
reflected in the three essays and the courses in which they were developed. In general, the portfolio essay
should synthesize and evaluate the student’s work in the Critical Ethnic Studies M.A. Program. Reflecting
upon the essays represented in the portfolio, the portfolio essay should:
1. Synthesize and frame the student’s educational experiences in Critical Ethnic Studies.
2. Analyze central issues, themes, problems, and/or contentions that are significant in terms of the
student’s personal and intellectual development.
3. Explain how particular theoretical frameworks guided, expanded and/or informed the student’s
intellectual development.
4. Include particular methodological approaches that have been the most useful in deepening the
student’s understanding of race/ethnicity and the various disciplines and methodologies that the essays
engage.
5. Interpret how all of the above will shape the praxis the student continues to develop in future
endeavors.
6. The portfolio essay should be at least 20 pages in length.

F. Final Approval
After each essay has been edited and revised and the portfolio essay has been written, the student will
submit the final portfolio to their advisor in preparation for the final approval meeting. At the approval
meeting, the student will briefly present their portfolio, receive additional feedback as needed and then the
advisor will decide whether the portfolio meets the standards for approval. The advisor can either approve
the portfolio, ask the student to revise and resubmit for a second review, or disapprove the proposal. A
student’s final GPA will determine if the student graduates “with distinction” (3.75 min GPA required).
The advisor will receive a degree completion link from LAS to sign off electronically once the portfolio is
complete

G. Formal Submission
(See Overview V.)

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Option 3 Internship
A completed internship with a community organization in order to gain practical experience and a 20-page essay
reflecting on the links between the student's intellectual work and practical work experience.

I. Why Pick the Internship option?

The internship option is designed for students who wish to pursue a practical application of key themes,
methodologies, and theories engaged with throughout the CES M.A. Program. Designed to enhance the CES
experience through additional utilization of practical skills, the internship option suits students that have a
desired career path in mind and/or want to serve as community organizers/activists.

II. Internship Requirements and Registration

The Internship option requires that the student complete a minimum of 100 hours of total work experience
(10hrs/week) during the academic quarter in which the student is enrolled in CES 412 Final Project
Independent Research (4 credits). The internship must be completed with an organization whose mission and
purpose are connected to serving racial/ethnic communities and/or social justice. Please refer to the CES D2L
site to download the “CES 412 Enrollment Approval Form.”

The student must prepare and submit (1) brief weekly reflective essays to their Final Project Advisor and (2) a
reflective internship essay (minimum 20 pages) that offers a reflective and critical analysis of how the
internship applies critical theoretical and methodological skills acquired over the course of their graduate
studies.

If students are pursuing an internship it is highly recommended that students begin meeting with the CES
Program Director and their Final Project Advisor in the Autumn quarter of their final year in order to arrange
an internship in either the Winter or Spring quarter.

III. How to Select an Internship

A student should utilize multiple avenues across the University in order to find the organization best suited for
the internship option while working closely with the CES Program Director and their Final Project Advisor.
A. The Irwin W. Steans Center for Community-based Service-Learning
Students can work with the Steans Center to identify community organizations with which DePaul
already has a relationship. Utilizing the Steans Center will aid students in networking with potential
internship sites and the identification of appropriate work to be completed during the 100 hours of service
at the internship site. https://steans.depaul.edu/

B. The University Internship Program via the Career Center

The University Internship Program (UIP) run through the DePaul Career Center can also provide students
with resources and networks to identify the appropriate internship site. UIP also outlines the University
requirements for completing an internship and can provide guidelines for an internship site to follow when
assigning work to be completed during the minimum 100 hours.
http://careercenter.depaul.edu/jobs/internships.aspx

IV. How to Proceed with an Internship

A. Choose Final Project Advisor
(See Overview I. B.)

B. Complete weekly written reflections

In order to complete the internship option students are required to submit a brief weekly reflection to their
Final Project Advisor when completing their internship. Each reflection should be approximately 1-2 pages
to be submitted at the end of each week during the quarter. These reflections should synthesize and frame
the work completed for the internship during the week in relation to the student’s educational experiences
in CES (themes, methods, theories).

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C. The Reflective Internship Essay

The Reflective Internship Essay is a critical reflection on the internship experience in relation to the
student’s graduate work. In general, the internship essay should synthesize and evaluate the student’s work
during commitment to the internship site. Reflecting upon the internship experience, the essay should:
1. Synthesize and frame the student’s internship experience in relation to their educational experiences
in Critical Ethnic Studies.
2. Analyze central issues, themes, applied skills, and practical knowledge that are significant in terms of
the student’s experience at the internship site.
3. Explain how particular theoretical frameworks guided, expanded and/or informed the student’s
internship experience.
4. Interpret how all of the above will shape the praxis the student continues to develop in future
endeavors.
5. The reflective internship essay should be at least 20 pages in length.

F. Final Approval
After the reflective internship essay is written, the student will submit it to their advisor in preparation for
the final approval meeting. At the approval meeting, the student will briefly discuss their internship
experience and present their weekly reflections, the final reflective essay, and provide written proof of the
completion of the required minimum of 100 hours of work. The advisor will then decide whether the
internship meets the standards for approval. The advisor can either approve, ask the student to revise and
resubmit their internship reflective essay for a second review, or disapprove the completed internship. A
student’s final GPA will determine if the student graduates “with distinction” (3.75 min GPA required).
The advisor will receive a degree completion link from LAS to sign off electronically once the project is
complete.

G. Formal Submission
(See Overview V.)

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Option 4 Creative Project

A creative project and a 15-20 page framing paper, in which the student describes, critically frames, and reflects on
the creative project.

I. Why Pick the Creative Project Option?

Students choose the creative project option to demonstrate their ability to conceive original creative work and
carry out a research/reflective framing paper that draws upon their training in Critical Ethnic Studies. The
creative project takes the form of an artistic work (visual art, music recital, theatre production, novella, film
etc.) and it would be particularly appropriate for students seeking to be cultural workers and/or who wish to
pursue a career or further training in creative fields such as creative writing, studio art, media, design, theater,
music, cinema or filmmaking. This option is highly recommended for students seeking a M.F.A. or terminal
degree in creative fields after completing the CES M.A.

The main work in the creative project option for the CES M.A. is produced in a medium other than standard
academic writing, but it is accompanied by a 15-20 page framing paper that discusses the project in broader
conceptual terms.

II. Creative Project Requirements and Registration.

Students submit a creative project proposal at least one month prior to the first day of the term. This is
typically the quarter before students are to register in CES 412. The creative project advisor and CES director
approves the document prior to registration and before the thesis course begins. Please refer to the CES D2L
site to download the “CES 412 Enrollment Approval Form.”
A. Creating a Creative Project Proposal
After forming a creative project committee, the student will write a creative project proposal. CES M.A.
creative projects may be comparative or focus on a single ethnic or racialized group through the use of
intersectional methodologies. Proposals are generally three to five pages and must contain the following
items:
1. Artist Statement (1 page or less)
Provide a brief statement on your creative practice and artistic approach.

2. Project Proposal (2-4 pages)

○ Description of proposed project
· Goals and context. Include the main question, theme, and/or objective of the work.
· Logistics. Address the process, materials and/or artistic discipline, and pragmatic mechanics of
the project.
○ Experience. How does the proposed work build on past knowledge and experience while exploring
new directions?
○ Proposed Budget (if applicable)
○ Project Time Frame

If appropriate, students who anticipate working with human subjects are required to have taken IRB
training through DePaul and will also have to develop and submit a draft IRB proposal for their project. For
details on training and proposals, see http://research.depaul.edu/IRB/IRB_Home.html. This includes the
filming and recording of participants in a creative project.

III. How to Proceed with a Creative Project

A. Choose Creative Project Advisor and Committee
(See Overview I. B.)

B. Review Plans with Advisor and Write the Creative Project Proposal
Before working on the creative project proposal for CES 412, review your plans with the CES Program
Director and your chosen faculty advisor. This review should help identify the appropriateness of the
medium, potential pitfalls, and a clear direction in putting together a brief proposal. Following approval of
the proposal, the student sends a copy of the proposal and final project approval form to the CES director at
ces@depaul.edu.

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C. Outline Tasks for the Creative Project

(See Overview II. A.)

D. Develop a Timeline
(See Overview II. B.)

E. The Framing Paper

The main work in this kind of final project is produced in a medium other than standard academic writing,
but it is accompanied by a 15-20 page framing paper that discusses the project in broader conceptual terms.
The framing paper should be a research essay with a reflection component. A research essay analyzes the
work in terms of its historical, social, or cultural framework, and references appropriate scholarly materials.
The reflective aspect discusses the personal aesthetic and conceptual choices that inform the work and the
artistic tradition that it represents (or challenges), as well as a reflection on the project’s connection to the
experience and scholarly efforts of the CES M.A. Program, also including scholarly references as
appropriate. The framing paper should:
1. Introduce and briefly describe the creative project.
2. Synthesize and frame the student’s creative project in relationship to the scholarship in the field of
Critical Ethnic Studies.
3. Analyze central issues, themes, problems, and/or contentions that are significant in terms of the
student’s creative project.
4. Reflect on and explain how particular theoretical frameworks, creative process, and/or experiences
guided, expanded and/or informed the student’s intellectual and creative development and the
production of the creative project.
5. The framing paper should be 15-20 pages in length

F. Final Approval
After the creative project and framing paper have been edited and revised, the student will submit the final
creative project to their advisor in preparation for the final defense meeting. At the final defense meeting,
the student will briefly present their case, receive additional feedback as needed and then the committee
will decide whether the creative project meets the standards for approval. The committee can either
approve the creative project, ask the student to revise and resubmit for a second review, or disapprove the
proposal.

G. Formal Submission
(See Overview V.)

IV. Preparing the Creative Project

Due to the varying nature of creative projects, the final submission format will be subject to the Final Project
Advisor’s discretion in conjunction with the approval of the CES Program Director. Final creative project
format could range from an image file of an artistic project, a video file, a pdf containing a written project, or
any other medium that best suits the project. All different formats must be accompanied by the framing paper.
A student’s final GPA will determine if the student graduates “with distinction” (3.75 min GPA required). All
members of the Final Project committee will receive a degree completion link from LAS to sign off
electronically once the project is complete.

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Extending Final Project Deadline

If a student fails to fully prepare for their final project within the term they are enrolled in CES 412, they have the
option of requesting an R, “in progress,” grade or if they fail to complete their final project within the term they
expect to graduate, then they may enroll in either CES 413 Candidacy Continuation or CES 414 Candidacy
Maintenance.

CES 413 Candidacy Continuation (0 credits)

Students who are working the equivalent of 4 credit hours on a thesis or final project and require continued access to
university libraries and computer centers may register for CES 413: Candidacy Continuation, with the approval of
the director. Students registered for Candidacy Continuation must pay a $25 athletic fee (as of Fall 2017) as the
course is considered “on campus.” Please check with Student Accounts for current rates an any additional fees. CES
413 is a 0 credit course and therefore has no tuition fee. All students must complete the thesis within two academic
quarters after registering for CES 412. Students who fail to complete the thesis within two academic quarters may be
required to repeat CES 412 to graduate.

CES 414 Candidacy Maintenance (0 credits)

Master’s candidates who are not actively working on their thesis, portfolio, internship, or creative project during a
given quarter but who want to maintain active university status can register for CES 414: Candidacy Maintenance by
permission of the graduate director. This non-credit course carries the same fees as Candidacy Continuation.

Please note that Candidacy Continuation allows students to defer loans and, in some cases, borrow more federal
loans. Candidacy Maintenance is reported as a placeholder until the student returns to regular course studies and
can potentially place a student in repayment status.

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Resources

A. Graduate Research Funding Program from the College of Liberal Arts and Sciences
The College of Liberal Arts and Sciences offers graduate students funding for short-term travel for research, archival
work and creative activities and/or travel to present papers at academic conferences. See the LA&S website at
http://las.depaul.edu/research/graduate/Pages/default.aspx for application guidelines and deadlines.

B. College of Liberal Arts and Social Sciences Centers and Institutes

The College of Liberal Arts and Sciences currently has 10 centers and institutes: Center for Black Diaspora, Center
for Community Health Equity, Center for Latino Research, Center for Religion, Culture and Community, Center for
World Catholicism & Intercultural Theology, Chaddick Institute for Metropolitan Development, DePaul Humanities
Center, Institute for Business and Professional Ethics, Social Science Research Center, and The Women’s Center.
Visit the LA&S website http://las.depaul.edu/centers-and-institutes/Pages/default.aspx for a complete listing of
centers and institute resource opportunities.

CES M.A. students are particularly encouraged to take advantage of the lecture programs, symposiums, and
conferences and other research and support resources from following centers and institutes:

Center for Black Diaspora – lectures and events; reading room for study and small group meetings (RSVP at front
desk/see open hours)
Center for Latino Research – lectures and events and internship opportunities
DePaul Humanities Center – lectures and events
Social Science Resource Center – research support
The Women’s Center – lectures and event series

See also the University wide Steans Center (http://steans.depaul.edu/UECP) for community internships and
placement

C. DePaul University Student Affairs

Student Affairs offers an array of support and advocacy services CES students can take advantage of. Visit their
website for a full listing http://offices.depaul.edu/student-affairs/about/departments/Pages/default.aspx

CES M.A. students may be particularly interested in the following:

Center for Identity, Inclusion, and Social Change – lectures and events, diversity support and advocacy services,
workshops and training. Lounge area safe space for socializing, study, meetings, and small group conversations.
The Office of Multicultural Student Success – Student Center 105
Black, Latinx, and LGBTQA cultural and resource centers – TBA (new as of Fall 2017). 3rd floor of the
O’Connell Building in LPC.
Student Involvement – graduate student organizations

D. Library
The reference librarians at DePaul provide assistance with reference searches. Make an appointment or visit the
information desk for assistance in finding relevant literature or using library resources and tools. The CES
Richardson library interim CES liaison is Heather Jagman (hjagman@depaul.edu). If there is a book, documentary,
journal or other gaps in the academic resources at the library, Heather can order them or assist students in finding
them. In addition to utilizing the library reference materials, the Lincoln Park Richardson Library also has a
Scholar’s Lab, special collections and archives, digital collections, technology (computers, printers, scanners,
software, and software and technology training), digital services, the research help desk, and meeting/study spaces
for students to utilize.

E. DePaul Computer Labs

Computer labs are available at all campuses at no charge to students. The computers have word processing
programs, spreadsheets and statistical programs. See the LPC Richardson Library technology support for Media
Production training, software training and for Mac computers with Adobe Creative Suite software. To check on the
availability of a specific program, contact DePaul’s Information Services office
(http://offices.depaul.edu/is/Pages/default.aspx).

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IT professionals also offer workshops each quarter for various programs. Check online for a schedule of workshops.
The lab assistants provide only limited assistance with software programs; students may need tutorials or manuals.
Visit www.itd.depaul.edu/website/Students/training.asp for more information.

F. The Writing Center

The Writing Center, with offices at the Loop and Lincoln Park campuses, provides writing consultation for students.
Make an appointment for assistance in revising writing samples or feedback on grammar and structure. The Center
provides face-to-face tutorials, written feedback by email, conversation partners, online realtime appointments, and
The Writing Center Outposts. See http://condor.depaul.edu/writing/what/Writing%20Center/wc.html.

G. Center for Students with Disabilities

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with
Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are
two office locations:

Loop Campus - Lewis Center #1420 - (312) 362-8002

Lincoln Park Campus - Student Center #370 - (773) 325-1677

H. Adult, Veteran, and Commuter Student Affairs

Adult, Veteran and Commuter Student Affairs is committed to serving the specialized needs of nontraditional
students. They define "adult students" as undergraduate students who are 24 years of age or older as well as all
veteran, graduate and professional students. Their programs and services for these students include community
building events, academic support, social networking and a strong network of partners for service referrals.

CES M.A. students are encouraged to utilize the Adult, Veteran, and Commuter Student Affairs’ Professional
Development Fund. The Professional Development Fund allows adult students (undergraduates over 24 and
graduate students) to apply for partial or full funding of professional organizations, associations, conference
attendance, seminars, etc. Travel is not covered. Read about the award and full application procedure on the
application page.

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