I, Curtis

Category: UNCC

  • 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.

  • Becoming A Junior Scholar

    Monday morning at 11am I went to the University for a sociology orientation. I was uncertain of what to expect from this first encounter with the faculty and my cohort. Almost immediately it was confirmed that my understanding that I was one of six selected was correct. I am the type that typically likes to be quiet in large groups and typically have a hard time opening up in small groups, so at first it was a little intimidating, but it turns out that my cohort is quite friendly and most of us have at least something in common.

    Most of the orientation was rather uninteresting outside of the “getting to know the cohort” stuff, with the exception of a visit from our department chair. She started off her introduction to the group by requesting that we not call her by her doctoral title, but instead call her by her first name. This concept was not entirely unfamiliar to me, as some faculty prefer to be less formal. She went on to explain however, that her undergraduates are expected to call her by her doctoral title and that only her colleagues could call her by her first name. She prefers to think of graduate students as “junior scholars”. After spending the previous year in a graduate certificate program this transition did not occur to me, I did not consider that one of the key differences between undergraduate and graduate work was the level of engagement with the department and the institution. I am no longer merely a student, I am now a junior scholar, with all of the benefits and responsibilities of that status.

  • Why Sociology?

    My academic interests to this point may not scream that sociology is the logical choice for me, but I do feel as though it is a good fit. The programs I considered at the same time as sociology were counseling and a liberal studies degree. Counseling was and is my first choice, but things just did not align for that, so I am restricted to a more academic pursuit. In retrospect I was drawn to counseling because of status and stigma, I am not drawn to it as an academic discipline as I am with sociology.

    So, why sociology? Sociology is the academic discipline that is able to contain all of my academic interests neatly in a single program. Mental health and psychology do not cover my interests in social customs such as marriage and religion. Psychology treats my deviant behavior I interests as things to be treated and not things to be understood in a social context. My belief is that most behaviors and factors that affect daily life are based in some form of social learning or socialized construction. For this reason sociology interests me and is an academic discipline that I feel strongly toward. I feel that I can benefit the field of sociology and I feel that it can benefit me.

    I will have a hard time trying to decide what I want to put the most emphasis on in my degree as there are so many areas that draw me in.

    Deviant behavior is a big area for me. I am interested in it generally from the aspect of why deviant behavior exists or why deviance is a classification of behavior. I am also interested in the cultures of deviance such as those involved in fetish and sadomasochistic communities. A key question in this area is "why do non-conforming people form communities?".

    On the other side of deviance is the conforming world of family, marriage and religion. Religion fascinates me because I don’t have one and thus the social forces involved in religion is a total mystery to me. From my first sociology class as an undergrad (in 2004) I have contemplated the meaning of family and the origins of it’s definition. I suppose my question here is: "what is a traditional family and why is the concept of the traditional family perceived as critical to social cohesion?".

    Why sociology? I am intrigued by structural systems of power and their influence on the individual.

  • Settling in to Graduate School

    I have never been indecisive about my class schedule until this semester. Even as a freshman my class schedule seemed to be pretty well guided, but this semester, things have changed so much from my initial registration.

    Theoretical Approaches to Sexuality and Introduction to Lesbian and Gay Studies has been a constant on my schedule. Those two have not changed at all.

    The other spaces have shifted around. I went from Philosophy of Social Justice and Research Methods to Counseling Ethics and Tutorial in Sociology. Finally I am in Tutorial in Sociology and Transnational Feminism.  Course descriptions are provided below.

    For the Tutorial in Sociology I am working on the topic of “masculinity”.  I started off being a little nervous about the tutorial course because initially I could not get any information about the course from the assigned instructor and then I found documents that contradicted what I was being told. I am becoming a little more relaxed with it now that I have met the instructor that I am doing the course with. I now know what is expected and know that I can do it.

    Initially I started this semester knowing that I would have 1 class with Chris, Lesbian and Gay Studies. It is a class that is of interest to both of us, for obvious reasons. At least for me it is sort of like having an overview class of a missing part of my cultural history, as well as giving some insight into the movements for social justice.  Now, after a week of classes, Chris found displeasure in one of his other courses, and is joining me in Transnational Feminism (it is a cross-listed grad/undergrad course). I am looking forward to having someone to discuss the course with, but I’m not looking forward to the fact that when he writes his final paper, it doesn’t have to be nearly as long as my final paper.

     

    Theoretical Approaches to Sexuality [WGST6601]
    Katherine S. Stephenson
    An interdisciplinary examination of the history of sexuality and contemporary theories of sexuality and the body. Topics covered include historical aspects of sexuality; representations of sexuality; politics of sexuality; critiques of psycho-analytic approaches to sexuality; feminist engagement with biological constructions of sexuality; and queer theory. — 3 hours

    Active

    Introduction to Lesbian and Gay Studies [WGST2050]
    Theresa L. Rhodes
    An overview of gay, lesbian, bisexual and transgender issues from historical, sociological, psychological, and cultural perspectives. This introductory course examines a broad range of contemporary gay, lesbian, bisexual and transgender issues in various contexts including bio-medical, sociological, political, racial and sexual. The purpose of the course is to introduce the students to key concepts, terms, and issues related to lesbian, gay, bisexual, and transgender people. Additionally, the class will include historical influences over the past fifty years that have shaped the present day culture within the LGBT communities. — 3 hours

    Active

    Tutorial in Sociology [SOCY6895]
    Stephanie M. Smith
    Prerequisite: permission of instructor. Directed reading and/or research; development of expertise in substantive area. May be repeated for credit. (Fall, Spring, Summer) — 3 hours

    Active

    Transnational Feminism [WGST5050]
    Robin James
    Transnational feminisms address questions of gender and sexuality as they pertain to or emerge in contexts that cross, transgress, and problematize “national” borders and the idea of the “nation” itself. It is a discipline that examines how women’s lives, and the functioning of gender and sexuality, shape and are shaped by “globalization.” While this “globalization” is often the “invisible hand” of a neocolonial, neoliberal, Eurocentric capitalist hegemony, it also includes bottom-up feminist, queer, and postcolonial practices that resist and subvert this hegemony. Transnational feminism both makes this invisible hand visible, and gives it a kick in its erstwhile ass. In contrast to “global” liberal feminisms, which ultimately fail to de-center Western notions of gender, sexuality, politics, etc., transnational feminisms examine the intersections of “local” knowledges, practices, and values, with this more “global” Western hegemony. Transnational feminisms are attentive to the heterogeneity of women and queers both across and within nations. — 3 hours

    Active

  • Fall 2011 Courses

    I have delayed posting about my fall 2011 courses due to my program of study being somewhat indeterminate until recently. The schedule itself is still somewhat flexible, due to the fact that I have not yet consulted with my advisor about the final plan for my program.

    The graduate level courses I plan to take are the following:

    Philosophy and Social Justice [PHIL6050]
    Prerequisite: Permission of the department. In-depth treatment of selected problems and issues in philosophy. May be repeated for additional credit as topics vary.

    Covers theories of justice from Plato to Rawls and non-violent strategies in the civil rights movement, the women’s movement, the gay rights movement, and the issues relating to immigration and poverty/homelessness. Beyond using established historical and contemporary philosophical texts on these issues, the class has several guest speakers. — 3 hours

    Research Methods [RSCH6101]
    Identification of logical, conceptual, and empirical research problems; application of methods and procedures, including conducting library research, interpreting research findings, and preparing reviews of related literature. (Fall, Spring, Summer) — 3 hours

    Theoretical Approaches to Sexuality [WGST6601]
    An interdisciplinary examination of the history of sexuality and contemporary theories of sexuality and the body. Topics covered include historical aspects of sexuality; representations of sexuality; politics of sexuality; critiques of psycho-analytic approaches to sexuality; feminist engagement with biological constructions of sexuality; and queer theory. — 3 hours

    PHIL 6050 in its standard catalog definition does not count toward my program, but I intend to seek approval to use it in my degree program from the program director because the course focuses on two areas that are covered by my program, and contains concepts that could be beneficial to be knowledgeable of if I were to use a directed topics course to close out my program.

    RSCH6101 I know will not apply to my active program no matter what, but applies to other programs that I intend to go into in the future (primarily MA Counseling). Having the course already completed will benefit my application for the programs, as well as help me have some requirement already met. Taking this course also helps meet the requirements for being a full-time graduate student.

    WGST6601 is a core course in my current program. The course represents the primary reason I am in my present program.

  • The Torture of Admissions

    I know very few processes that have the same level of stress, anxiety and anticipation as the process of applying to an academic program. To individuals that desire to pursue education, an admissions decision is a big deal. The decision of an admissions committee (or a program coordinator) can alter the outcome of a person’s life. That one little decision makes all the difference. Neither decision is particularly bad, admitted or not admitted, it doesn’t seem to matter, but they have a profound impact on a person’s life. Being not admitted to a program that an individual is a good match for and being admitted to a program that an individual has no chance of success in are equally bad outcomes. It is possible for dreams to be crushed, but it is also possible for people to discover what their potential truly is and perhaps think outside of their comfort zone. To the applicant all that matters is acceptance. Everyone wants to be accepted, in some form or another.

    I am presently more nervous than I have been since I began the application process. My application to Cognitive Science has been decided. All I know about it at the moment is that my application’s status is “DECISION MADE”. No further information is available. This is where the torture begins. I am informed by the graduate school that the decision letter will be release in the next 24 hours. The decision letter contains the actual answer to whether or not I am admitted. If I am accepted, it will also contain an offer of admission, which I must accept or decline (if I’m accepted, there is only one possible response to that question). There is just something extremely torturous about knowing that the decision has been made, but having absolutely no access to that information. 

  • Too early to consider a graduate certificate?

    Well, on the topic of adding stuff to a graduate program of study, I’m about to contradict myself. You CAN add stuff to a graduate degree program, primarily through the use of a graduate certificate to take up any elective spots, and if correctly placed they can enrich the overall program. I am seriously considering adding Cognitive Science as a graduate certificate if I am admitted to the Clinical & Community Psyc program at UNC-Charlotte.

    Cognitive Science Program: http://cognisci.uncc.edu/content/view/3/2/

  • Military Science in Spring 2008?

    Today on campus I observed one of the military science lab courses (ROTC Cadets at drill/instructional practice) on the field in front of Cato Hall. I watched them for several minutes and analyzed their behavior, attempting to figure out what it is that intrigues me about military guys, and I found it… the pure precision of execution of movement, as well as their ability to still seem human while doing it. It is likely that because of the way my life is, I will not ever get a chance to have military experience. It is because of this that the Military Science/ROTC courses have always intrigued me. I believe that it would be very beneficial to me to take the introductory course, if for no other reason, just to get some leadership experience.
    Course Descriptions in bulk: http://www.provost.uncc.edu/Catalogs/2007-2009/MSCI.htm
    I’m looking at the following course pair to satisfy my curiosity:
    MSCI 1101. Introduction to ROTC. (1) Preprofessional corequisite: MSCI 1101L. Introduction to ROTC and the U.S. Army including the rationale of the national defense structure and the mission and the role of the Army. Participation in the physical fitness program is optional. (Fall, Spring)
    MSCI 1101L. Introduction to ROTC. (0) Leadership lab. Practical application of the material learned in the corequisite course. (Fall, Spring)
    file photo:

  • What happened to Fall 2007?

    A lot has happened that I haven’t reported here (I think I forgot that I have a blog) with the Fall 2007 semester.
    First, for a short period of time I considered taking a break from my BA curriculum and working on some general ed stuff at the community college level, just to give myself time to refocus and determine my academic path and perhaps force myself to dive into my interests and emerge with a clue as to what I want to be when I grow up. At some point, I decided that I really didn’t need that time and that I would always have time to work on new areas of interest once I get one (or two) out of the way first.
    In June I was assigned to a new adviser. In July I met my new adviser for the first time and a detailed plan for my Fall semester was constructed. The new objective is full steam ahead towards degree completion (just the requirements, I can decide whether or not to petition the registrar for graduation clearance once I finish the requirements). My new adviser seems to be more accepting of my academic interest in things like art, writing and social sciences. Bruce Long was never this supportive of anything outside of SIS (even though SIS requires a minor). Dr. Lejk (pronounced Lake) almost forced me to declare Studio Art as my minor.
    Next came the course selection. I had decided early in the summer that I wanted to take Drawing. I found a section available at Gaston College with a time slot that seemed good to me. I had already missed the early registration period, so I went to be advised on July 5th. On July 16th I registered for my first course at Gaston College in over 2 years. At some point during the summer, I registered for Advanced C++ at Central Piedmont Community College (CPCC). At one point during the summer I was registered for 24 credit hours during the fall semester, including 3 studio courses (for a total of 33 class hours per week, normal/sane is about 18 class hours). When registering at UNCC I was supposed to be registering for Ceramics Studio, but was unable to do so because of an instructor hold on the course. I contacted Tweedy to request a permit to enroll, she denied my request (which shocked me). After a meeting of Tweedy and Roy Strasberg (the Art department chair at the time), I was permitted as an overflow student to Tweedy’s hand-building course.
    Before the semester began I evaluated my course load and dropped Advanced C++ as a result of it seeming unnecessary and excessive to the schedule. It is likely a course for a future semester. On the first day of Ceramics Handbuilding, I was asked if I want to go to Ceramics Studio. I was asked why there was a sudden change, after my request during the summer. I was informed that Tweedy thought I would be “with a better group of people” in the studio course. Hence, I was asked to perform a drop/add with the registrar’s office. Later that same day, I went to the first meeting of my Photo Media 1 course, which I also decided to drop, due to excessive demands of studio courses on my time (and the desire to explore the topic more when I have time to dedicate to it).
    Now I have 5 courses at UNCC and 1 at Gaston. I am perfectly content with my schedule and very happy that I don’t have the spare course at UNCC and the other at CPCC, that would have been 8 courses total, YIKES!

  • Fall 2007 Semester Schedule

    Here is my Fall 2007 Schedule:
    [View My Graphical Schedule]
    [View My Text Schedule]
    In addition to this schedule I also have a computer science course and a math course online.
    I meant to post this days ago, as well as a summary of everything after I first went to my classes, but I haven’t quite gotten to it yet.