Applied Music Cognition: Creative Writing (2/2)

I need a what?

If there is one thing I can say about the BIS program, at least they are consistent in keeping the process ambiguous. I received my time ticket to sign up for classes in the Fall semester (2010). My first thought is that I need to sign up for the next course in order to advance in the BIS program, so I can graduate on time in the spring. However, I quickly found out that the class was restricted and a student needs authorization to sign up.

The next logical thought was to call the BIS office to find out why, as a student in the program, was I not able to sign up for the next class in the procession. 

"Did you find a mentor, write a rationale, and sign an educational contract?"

"Uh, no, what?"

A brief explanation followed by, "You can find the forms on our website or come into the office and get them."

"Okay, thank you."

I sort of panicked and then became angry because I did not remember a discussion about a 500-word rationale, or an educational contract from the BIS introductory course. I was sure that if this significant part of the advancement process was discussed I would have had the required paperwork prepared way ahead of time. Blame it on my military background, blame it on the fact that I don't have time for procrastination because I have a 4-year-old at home and another baby on the way, but I am a very intense student, usually one step ahead. So, this threw me for a loop - or however the saying goes. Needless to say I got it done with the quickness, but due to the complicated process not in time to sign up for the Fall BIS 390 course, which pushed my graduation date back one semester. Now, I will graduate in the summer.

The rationale is a 500-word document explaining the research I've done for my concentration so far, to include courses taken, the purpose of my concentration, and how it will serve me in the future. That was difficult to write, but the frustrating part of the process was getting my educational contract approved. It required me to name my concentration, list core courses that will complete my degree and any alternatives. These courses, like any traditional degree, had to make sense in serving the purpose of my overall degree, to include the actual name of the degree. This required intense research into the specific course descriptions, often times requiring me to email professors to get a more detailed description, and a complete re-evaluation of my credits so far.

This process required more patience and determination than a student enrolled in any traditional program. Trust me, I was a student enrolled in a traditional program just before this. I went back and forth in my mind, in discussions with others, and on paper more than a few times, trying to decide if this was the right path for me. 

I finally decided it was, and the BIS director, my mentor, and I finally agreed upon a concentration title and a list of core and alternative courses. But, the complications continue thanks to budget cuts and class cancellations. No biggie though. Now that I've learned this part of the process like the back of my hand, I've already filled out an amendment form to adjust my list of courses, and I'm still on track to graduate in the summer.

Applied Music Cognition: Creative Writing (1/2)

I feel that I might be giving the impression that my concentration was selected by blindly throwing a dart at a rotating wheel with random concentrations written on it. Not the case. My BIS concentration took time. It wasn’t a random selection. It was a plan developed over the course of a year through self-reflection and research that considered the purpose and future course of the degree.

As I mentioned in a previous posting, the BIS 300 course was focused on reading and writing about the practice of Interdisciplinary Study. In conjunction with reflecting on the meaning of Interdisciplinary Study, we were to use the readings and assignments as a means of self-reflection to help us develop our concentration.

How did I do this? In four (complicated) steps, broken down into two-parts.

PART 1

A) The Research Process: In the BIS 300 course, amongst other things, we were asked to design a Venn Diagram to coordinate and support our interests. My Venn Diagram consisted of “Music” and “Creative Writing” and “Psychology.” After much self-reflection and encouragement from my professor and classmates, I chose to focus my energy on how the psychological affect of music can enhance the elements of creative writing. The Venn Diagram helped me to decide how these disciplines intersected in support of each other.

 B) The Proposed Concentration: Otherwise known in Mason's BIS world as "The Salmon Sheets." These sheets provide the BIS program director a solid outline of your intended interdisciplinary concentration and the courses that will support this journey. Page 1 outlines the rules and regulations and lists alternative courses. Page 2 outlines the primary disciplines and courses that support the concentration and alternative disciplines that might be used in further support. The Salmon Sheets are a result of researching courses offered at Mason (and abroad) in order to let me know if I am going to be able to make this work.

At stages A & B,  I have not declared a concentration, nor has my degree concentration been approved - these are the thinking process and development stages. The Venn Diagram and Salmon Sheets are supporting documents that lead to more self-reflection. It's not until a BIS student fills out their "Educational Contract" and writes a rationale explaining the purpose of their proposed concentration that the process of solidifying the concentration truly begins.

Stay tuned for Part 2 next week.