I, Curtis

Category: Academic

  • Objectives for the Spring 2013 Semester

    Spring 2013 is my second semester as a Masters student and my third semester as a graduate student. I am presently enrolled in four graduate programs: Master of Science in Information Technology, Master of Arts in Sociology, Graduate Certificate in Cognitive Science and Graduate Certificate in Gender, Sexuality and Women’s Studies. I have been told that I am crazy for having this number of programs, but to me it all seems very reasonable and logical. Each certificate is an integral part of one of the master’s programs as far as I am concerned. I cannot perform sociological thought without the consideration of gender, and I cannot consider information systems without cognition or cognitive thought. It all just fits for me.

    This semester has been very hard for me to establish in terms of scheduling. There were many interesting courses on the schedule for the semester and I found myself having to determine what my goals are before I could develop my own final schedule.

    One of my goals for this semester is to complete my WGST graduate certificate. There are several reasons for this. The most important reason I want to finish is this semester is that I feel that I have mentally “completed” the certificate. In May I will have been with the program for two academic years, long enough to have gotten a Masters in the topic. While I have not taken all of my courses in that program, I do feel like I have gotten almost a Master’s level of understanding from the program. As I work toward completing Theoretical Approaches to Gender this semester I will be working toward my 18th credit hour in the area of study (only 12 are required). Only 15 of the hours are recognized as being “in the program”, but my tutorial in sociology on the subject of the sociology of masculinity was certainly a good introduction to the “other side” of feminist thought. I am ready to put this program behind me and treat it as a building block for future work I may do in the social sciences. The next priority for finishing this semester is doing so will alleviate a problem with my academic record that has resulted in my cognitive science certificate not being on my electronic student record. Graduating the one certificate will allow me to have space for the other certificate. Finally, now is the right time to finish the certificate because the stability of the schedule for future classes being offered to complete the program is in question. Also, the next course offered that I could use to finish off the program will be taught in the same semester in which I am due to complete my thesis, so my scheduling options would be very tight.

    Another goal I have where my schedule is concerned is to take a class in the Information Technology program. I am taking Complex Adaptive Systems to accomplish that goal, but ironically it also has potential use as a method of sociological examination. Once again all of my departments overlap and align themselves to fit what I need. Complex Adaptive Systems also applies to the cognitive science certificate, so I will be taking out multiple goals with this course.

    I initially wanted to take both of the remaining “required” courses in SOCY, but I considered that perhaps that would be too much. I am instead taking one of the course, “Issues in Social Research”, or as it is called in the department “Research Methods” and I am also taking a research-oriented course that is specialized. It is a one-time-only “field experience” course that involves an active research project that the faculty are working on. Research methods will likely be interesting just because of the breadth of material that we cover. I am looking forward to the field experience most though because it is actually an opportunity to be involved intimately in the department.

    A non-class related goal I had for the semester was to get a graduate assistantship (GA) on campus. I wanted to find a way to become professionally involved in academics, and that is certainly a way to enter at the base level. That particular goal seems to now be completed since this morning I accepted a research position with the J. Murrey Atkins Library on campus. It is only for one semester, but I think it will be an interesting introduction to academic work.

    Finally, I have two goals related to my academic programs that don’t directly involve coursework. I hope to establish my thesis topic for sociology generally this semester, and also hopefully my specific research question. I also wish to write the concentration proposal for the Information Technology degree.

    So far things are shaping up to be the start of a very interesting semester. I hope things remain as calm and rational as they are right now, but I know they won’t.

  • Fall 2012 Papers Available

    My papers for the Fall 2012 semester have now been turned in and as such I am releasing them for public view.

    All Fall 2012 Papers: http://papers.cmkularski.net/search.php?onProperty=Semester&value=Fall 2012

    Or you may click on individual papers listed below:

  • Spring 2013 Schedule Potentials

    Listed by objective.

    Completion of WGST, plus work on ITIS and work on GCOG: ITIS 6500: Complex Adaptive Systems
    SOCY 6090: Qualitative Research (STEM Project)
    SOCY 6651: Social Theory*
    WGST 6602: Theoretical Approached to Gender
    Completion of WGST, most work toward SOCY, no work on ITIS: SOCY 6090: Qualitative Research (STEM Project)
    SOCY 6651: Social Theory*
    SOCY 6652: Issues in Social Research*
    WGST 6602: Theoretical Approached to Gender
    Maximum work to SOCY, plus work on ITIS ITIS 6112: Software System Design and Implementation
    SOCY 6090: Qualitative Research (STEM Project)
    SOCY 6651: Social Theory*
    SOCY 6652: Issues in Social Research*

    The top configuration is currently my working schedule for the semester. The only problem is that is doesn’t include SOCY 6652, a “strongly suggested” course for my primary program (Sociology). I absolutely am taking SOCY 6090 because it is a hands-on research project that I am very excited about. ITIS 6500 dual counts for ITIS and GCOG.  I have a lot to consider before determining my final schedule for spring, perhaps I should even consult one of my selected advisors… assuming that Vaugh, Celine and Dr. Stephenson don’t give me 3 distinct answers.

    GCOG : Graduate Certificate in Cognitive Science
    ITIS : Master of Science in Information Technology
    SOCY : Master of Arts in Sociology
    WGST : Graduate Certificate in Gender, Sexuality and Women’s Studies

  • Assembling My Committee

    Very soon it will be time for me to form my thesis committee. In some ways the process has already started by me selecting Vaughn as my thesis chair, faculty mentor and academic advisor. As I get closer to my final topic I must work to form my committee. I am having trouble deciding how I will select faculty for the remaining 2 positions on the committee. Oddly the members of my committee will help shape my topic and my topic will help me select members. I have several people in mind for the two positions that are open. The biggest problem I’m having is that I have 4 people in mind for my open interdisciplinary seat, but I have no one in mind for the sociology seat. I’m really not sure what that means, if it means I’m really in the wrong department or if it means that I just have not spent enough time getting to know faculty in my department. The committee will steer my thesis and help me decide how to execute it. I have three options for completing my thesis: qualitative, quantitative or theoretical. I want to ensure that none of my faculty will attempt to close any doors on me. I want the option of having a theoretical thesis and all of the challenge that comes with that, and I want faculty that will not try very hard to pressure me into some sort of quantitative data gathering mission. I am not a believer in the importance of qualitative data.

    Due to my recent admission to the Master of Arts in information technology I am very much leaning toward sociology of culture as my primary area and digital communities as the broad topic area I would like to use for my thesis. There is so much that I feel like I can do with the topic at this point. I know that there is a lot of active research, but it is all from a mainstream perspective and through an outside view. I feel like I have a little advantage in that I am familiar with some of the technical background and have a knowledge of the history of many of the technologies used in forming and maintaining digital communities.

    I don’t know where things will end up with my thesis or my program, but at the very least I want to make sure I get the right people in the right positions to make things work out the best that thy possibly can.

  • Spring 2013 Semester Overload

    As a graduate student it is recommended that I take 9 credit hours, a maximum of 12 is allowed. At the current time I am interested in or have been offered 21 hours.

    Spring 2013
    Code
    Course
    School
    HR
    GR
    CSLG7600 Sexual Orientation Diversity in Clinical Practice
    UNC Charlotte
    		 3
    SOCY6652 Issues in Social Research
    UNC Charlotte
    		 3
    SOCY6635 The Social Context of Mental Health
    UNC Charlotte
    		 3
    SOCY6651 Social Theory
    UNC Charlotte
    		 3
    PHIL6060 IS: Existentialism
    UNC Charlotte
    		 3
    SOCY6090 Field Experience in Qualitative Research
    UNC Charlotte
    		 3
    ITIS6010 Tangible Design Studio
    UNC Charlotte
    		 3
    Total Hours:
    21.0
    GPA:
    NA

     

    When I originally inquired and was authorized to take CSGL7600 I was not in the Sociology degree program and therefore had spare hours to burn, potentially toward a Master of Arts in Liberal Studies. Since things have changed, I will likely not pursue this course any longer. The area still interests me, but I do not feel that it will add anything to my current program or help me develop any skills for upcoming projects (thesis, etc).

    Existentialism was a course that I so badly wanted to take when I still had free elective space for Spring, but now I’m not sure, I don’t think it will work out for this particular semester. I fought with administrative politics to get authorization to do the course and now it seems as though it just won’t work out.

    Social Theory and Issues in Social Research are required courses for my program. I would love to slip out of one of them to make room for other courses, but I will have to discuss that with my graduate coordinator.

    The remainder are courses that I will have to fight between to determine which courses I ultimately will take during the spring. Social Context of Mental Health I would love to do, especially since I am not taking the counseling course. The Field Experience course counts as a research credit and is actually a course I am looking forward to taking, it should be very hands on. Tangible Design Studio is the course that has lead to me applying to the Master of Science in Information Technology. If by some chance I am not admitted to the program this course looses priority on my list, but I will likely still try to take it as a course for my Cognitive Science certificate.

    The course descriptions appear below:

    Sexual Orientation Diversity in Clinical Practice [CSLG7600]
    The course considers the experience of being gay, lesbian, bisexual or transgendered in our society. Theoretical understandings of sexual orientation are covered, as well as the impact of societal prejudice on gay, lesbian, bisexual and transgendered individuals and their communities. The experience of diversity with such communities is discussed, especially racial/ethnic diversity. Exploration of individual values combines with an emphasis on clinical practice to make this course relevant both personally and professionally. — 3 hours

    Planned

    Issues in Social Research [SOCY6652]
    Lisa S. Walker
    Examination of epistemology of social research; assumptions and methods of specific research strategies; ethical and policy issues of applied and academic research — 3 hours

    Planned

    The Social Context of Mental Health [SOCY6635]
    This course draws upon contributions from the field of psychiatry, psychology, social work, and anthropology. The focus is on mental health and illness it is social context, with an emphasis on the relationship between social structure and mental health/disorder. We will examine the social factors which shape psychiatric diagnosis, the effects of socio-demographic variables on mental health, and the role of social support and stress for different groups. The course also examines the organization, delivery, and evaluation of mental health services, and mental health care policy. — 3 hours

    Planned

    Social Theory [SOCY6651]
    Dr. Murray Webster
    Analysis of contemporary social theories, with emphasis on their implications for planned change. — 3 hours

    Planned

    IS: Existentialism [PHIL6060]
    Existentialist tradition in philosophy and literature including such issues as: authenticity, absurdity and the meaning of life, freedom and morality, anguish, death, and atheism. — 3 hours

    Planned

    Field Experience in Qualitative Research [SOCY6090]
    Field Experience in Qualitative Research is designed to familiarize students with key theoretical issues, research design decisions, logistical and practical considerations of qualitative research through hands-on research activities related to the Roots of STEM project. The Roots of STEM Project is a National Science Foundation funded study of the pathways to a science, technology, engineering or mathematics major among college students attending the 16 campuses of the UNC system. The course is designed as part of the qualitative phase of the Roots Project, during which researchers will employ semi-structured, in-depth interviews to obtain the answers to the research questions of interest that were generated, in part, by the quantitative findings from the first phase of the project. — 3 hours

    Planned

    Tangible Design Studio [ITIS6010]
    Tangible computing incorporates gesture, grasping, and the use of physical objects as integral parts of interaction design. Comparing graphic user interfaces with tangible user interfaces shows that this change in perception and action changes cognition – providing opportunities for designing digital environments that have a dramatically different impact on how we think and interact. In this course you will learn about different approaches to tangible computing such as siftables, AR toolkit, the Samsung Pixelsense tabletop computer, and Microsoft Kinect. The course will be taught as a design studio: 1 hour per week in a classroom setting and 2 hours per week in a studio with tangible devices that you will learn to program. The assessment for the course is a design project, including design reports and a prototype implementation. Assumed background: programming course or experience, ITIS3130 or equivalent — 3 hours

    Planned

  • Sociology and Information Technology

    I have mentioned to several people that I have applied for the Master of Science in Information Technology recently. ALL of them have asked one of two questions: 1. Why are you leaving sociology? 2. Are you leaving sociology?

    The answers to these questions are: 1. I’m not, 2. No.

    To make this make more sense, I’m going to give a little background on how I have arrived at my current decision. A few weeks ago I received a message from a prior instructor who taught my Principles of Human-Computer Interaction course, announcing and inviting me to take a special topics course being offered during the Spring 2013 semester on the topic of “Tangible Computing”. The course is in the human-computer interaction concentration track, which is an area that interests me. To decide whether or not I was going to take the course I began doing some research into what the course applies to. In doing my preliminary research I came across the degree plan for the Master of Science in Information Technology. I discovered that I have already completed 6 credit hours in the program and would have only to take 1 more course in the HCI concentration (which can be fulfilled by Tangible Computing) and 4 other courses, the equivalent to one semester. I decided, upon consultation with the HCI lab director, that the program would be a good fit for me and that completing the degree should not be a problem given the requirements of my active program (Sociology).

    So, my plan as it stands is to continue working on the Master of Arts in Sociology as a full time student, taking Master of Science in Information Technology courses as a part time student along the way. Once I have completed the sociology curriculum and defended my thesis I will work full time on the Master of Science in Information Technology until it is complete (should be about 1 semester). There is no thesis or project requirement for the Master of Science in Information Technology degree, so therefore it will be completed as soon as I have completed all of the requirements.

    Why am I doing this? First of all, I hate letting credits go to waste. Second, this really interests me a lot. Finally, I would like to be able to find a decent job that isn’t in academia in the event that such jobs continue to dissolve. I think the best thing about doing this is the potential to bridge multiple areas of interest for me. HCI and Sociology together will let me bridge my interests in computer science, psychology (via cognition), sociology (social psyc, social networks, sociology of culture/tech & knowledge) and arts (sociology of culture, computer aided design).

  • Academic Career or Runaway Train?

    The past few days have been rather interesting regarding my academic life.

    The first year of the Master of Arts in Sociology is pretty well planned out for me in regards to core courses. Each semester there are 2 courses I have to take and then there are 3 – 6 hours which I may do with as I wish. In planning for the spring semester I decided that I do wish to take on 12 graduate hours. Given the load of my current courses, I can handle it.

    One of the plans I had involved taking a class with Chris. Typically I would simply take an undergraduate class and not worry about graduate level credit, unless the course happened to be cross-listed between graduate and undergraduate. This time the class is one that is not cross-listed, but is in the department of philosophy and taught by a faculty member that I am familiar with. I decided it may be worth a shot to attempt to get the course upgraded to graduate level utilizing an independent study. It would seem that there is no recent precedent for this being done and the academic policies on the topic are somewhat sketchy. It went from being as straight forward as registering the independent study and submitting an IS contract to the department to use the course as the base level requirement to now determining whether or not I have to register and audit the undergraduate section to make the course work out.  Seems like a lot of work just to take an Existentialism class.

    After the Existentialism stuff was starting to work itself out I got an e-mail from my HCI instructor from last spring, attempting to get interest in a special topics course in Tactile Computing, offered by one of her colleagues. I contacted the instructor of the course to get more details and found out that she will be deciding based on the profiles of each student which of us she would like to have in the class, assuming there is high enough demand for it to matter. Assuming I’m selected, that is another course that may appear on my schedule. I am hoping that if I take the class I may be able to use it toward my Cognitive Science graduate certificate.

    While on the College of Computing and Informatics website to find out more about the professor responsible for the Tactile Computing class I ran across the degree requirements for the Master of Science in Information Technology. I discovered that if I take the Tactile Computing class I will have met all of the requirements for the Human-Computer Interaction concentration of the degree. I am therefore considering applying to the degree program. Even if I do not complete the degree it would be nice to have it active on my record so that if I do wish to complete the degree I may utilize those courses that I have already taken. However, if I complete the MSIT degree, I will likely drop the Cognitive Science certificate, unless I can find a way to complete all of the requirements for it inside the MSIT degree.

    I have a lot to think about and a lot of options to consider. I do not know what would be best at this point.

  • Marginal Difference

    Over the past few days, since Tuesday evening, I have been reflecting on my selection of topics and trying to discover where my real interest in sociology (and related fields) exists. My interest is in marginalized identities and marginalized people. The experiences of the majority are well documented and majority decisions, majority culture rules the world. I am interested in the margins, I’m interested in everyone that doesn’t fit neatly in the curve of normal society. I suppose for me the greatest research question is “why is there a margin?”. I am curious as to the systems of power that have worked to divide society into those that conform and those that do not. I suppose I need to resolve, at least academically, a certain amount of cultural conflict.

    For this moment things seem clear and my thoughts make sense, but who can say for how long this will remain the case. Perhaps I will wake up in the morning and have everything confirmed for me, or maybe I will wake up and decide this isn’t the answer at all. I am trying to open discourse with myself to discover the essence of what drives me academically and what will ultimately be the thing that for me will make my thesis worth writing.

  • Considering My Academic Work

    Beginning with my entry into the Gender, Sexuality and Women’s Studies certificate program last year my research interests have been somewhat narrow, focusing on homosexuality and alternative sexualities. These are are areas that are very special to me, but yet an exclusive focus on these areas do not fully represent me as an academic. After a brief discussion on Tuesday in Pro-Seminar I find myself questioning the depth at which I have been investing myself in this one particular research area. For sociology my research interest is more about identity, especially identity and group process for marginalized groups.

    I feel like after the various options I had going in to this year I have become lost in my previous research and have not spent enough time evaluating new directions or new ideas. I am still growing as a scholar and I need to spend more time in breadth and allow myself to narrow down as I get closer to the PhD. I started work last year in WGST and Cognitive Science with the intention of being in the counseling program this year. As such I was utilizing the year to work on things that were important to me before diving in to a more structured program. Once I was denied entry to counseling and was waitlisted for sociology I went to my backup plan of using the MALS program, which would basically extend the certificate in WGST to a full degree program. After admission to sociology it seems as though I have forgotten to re-evaluate my research interests in any serious way. I have listed my interests, but I have not taken efforts to refocus my efforts on selecting the best possible topic for my thesis. Diving in to the first assignment in Pro-Seminar I selected BDSM and Sadomasochism as terms to begin my search for abstracts of articles that will one day form my literature review which will lead directly into my thesis.

    My current plan based on these new thoughts is to move my specific BDSM topics to a tutorial class (utilizing my last tutorial space) and making my thesis more about marginalized identity, but of course including relevant elements from the tutorial.

    As with any plan that I formulate, there is a backup plan (at least one). Other thoughts I have had involve a project on family structures and an analysis of alternative family structures and their “outcomes”. I may perhaps be able to toss a bit of religion in there as well. It even crossed my mind to do a project involving the structures involved in policy formation in ICANN, IANA, etc that lead to changes in the experience of the Internet’s constituency. 

  • Great Academic Advice

    I have been stressing myself over the lack of productive thought that I feel like I have generated for my directed readings in subcultural (punk) masculinities and as such contacted my project advisor to update her on my status and seek advice or insight into my situation. Her key response to me was “create questions”. That option had not occurred to me before. I am used to working toward a goal in academic writing of producing a final product that either fills a gap or produces some sort of productive discourse into a topic area. Asking questions is not a something I’m familiar with doing, but now that it has been suggested seems to make perfect sense. If we open numerous lines of inquiry and attempt to flesh them out, then something productive will come of some of them. For my meeting on Wednesday I’m going to work on asking all of the questions that I can form regarding my topic area up to where I have gotten so far in my thought process.

    “It’s totally OK to keep coming up with more questions & not finding many ‘answers’.”

    I guess sometimes I forget that I may be taking a WGST directed readings, but my advisor is a philosopher at heart and sometimes answers just aren’t possible.

    I feel like at the end of this project I may not have many answers, but I will have explored a multitude of possibilities and learned a valuable too for academic writing. Having an advisor for a project like this is certainly a far leap from all of those “advisors” I had as an undergrad.