So, I realize this isn't Wednesday, and thank you for not calling me out on my tardiness. If you read the previous blog you should be up to speed on what I am discussing, if not, let me "bust a re-cap" which hopefully won't be too painful for you. Last week I discussed what I call "the Major problem" in academia. This problem, of course, addresses the distinction of major, and why it's a problem. Clever, eh?
Now, don't get me wrong, I think on paper, having a specific major is a great idea, and a wonderful way to pursue your interests, which I will be discussing this week. The problem really arises, when institutions make three mistakes.
THE THREE MISTAKES:
First of all, most colleges don't take your particular distinction seriously, and therefore, you do not get preferential treatment paramount to your timely success. Now, this differs depending on the institution and what it values academically. So really it's less about what major is most important to the student and more about what major is most important to the school; I will touch on this in a bit. The second mistake is the wastefulness of the first two years of the students life either re-teaching them things they should have learned in high school, OR teaching them things that are of no value to the student's later academic career. Now some may argue it's good to learn a little bit of everything to develop the mind. Unfortunately, it is not the intention of the school to make you a well-rounded human being. It is clear that you are simply a number to them, and all of these extra classes equals more revenue. The third, but not final mistake being made in academia, is the emphasis placed on the professor/student dynamic: the closer you are to your professors, the more chance you have to squeak around the impenetrable red tape. Close can mean one or two things: 1) you could be on a friendly basis ie. a first-name basis, 2)you could be on a friendlier basis, hanging out after class, getting a drink together. With two consenting adults there is nothing wrong with this. A problem arises because the ass-kissing really needs to begin in freshman year for it to really stick. And that's when the ass-kissing becomes a bit inappropriate and untimely for an 18 year old.
What 18 year old, fresh out of high school, wants to suck up to his teachers, and hang out with them after class? One whose been doing it all of his life, that's who. But I digress...
It seems that if you have not honed your ass-kissing skills, if you want to get anywhere in your collegiate career, you need to start on-a-honin'em.
And so, those are three of the Major, conflicting problems in academia. Now onto the
premise of this weeks blog:
The Minor Problem(s) :
Some prospective students completely avoid taking a minor. I don't blame them. Why add another year onto your collegiate life sentence? But, what is so tempting about the minor, is the individual choice you make in a sea of requirements. So I can see the draw in that. Not to mention it makes you look really smart on your diploma. John Jacob Jingleheimer, B.S., Major: Neurophysics, Minor: Ballet dancing. The choice of minor is completely dictated by personal interest. But as far as academia, and the final result is concerned, the major is supposed to be your core subject of interest, and the minor, not-so-much. Therein lies a problem.
Another problem has to do with what is available to students. Deju-vu, anyone?
Your major may be English because you are interested in theater, but your school doesn't have a theater major. So you major in English so you can write, and you minor Psychology because that is what is available. So much for pursuing your interests. This completely made up scenario was brought to you by the letter E. It may not completely illustrate the problem, but I think you might get something out of my own personal experience.
What did you take in college?
Thanks for asking!
After screwing around my first two years, because my B.S. detector's bells and whistles were going off like crazy, I decided to get serious. I transfered in a four year program at Cal State University to Major in Literature and Writing and minor in Sociology. I did this for two reasons, 1) I knew I wanted to be a writer, and after majoring in Communications, doing film work, working at a radio station, and your general putzing around, I still really wanted to be a writer.
2) I had finished my first two years of GEN ED becoming extremely interested in sociology. I loved the study of people and their behavior. I liked Psych too, but it was too scientific for me.
Soc was perfect! Somehow I got it in my head that Literature and Writing and Sociology were the perfect combination of interests. I thought: "This is great!" "I will study people and how they behave and then I will pool my knowledge and then write about people and how they behave!" It seemed highly logical at the time.
When I got to Cal State, which is a WONDERFUL school compared to some of the other slop-houses I've attended, I kind of hit a brick wall. I was faced with four more years of school if I wanted to minor in Sociology. This is after already doing two years.
So I dropped the minor. Funny thing, this "dropping the minor" business. You find out pretty quickly that even without your minor you still need 30 credits of electives for your major. Do you see what I'm getting at here?
So although my dream of seeing : Amy Marie Duda, B.A., Major: Literature and Writing, Minor: Sociology became, Amy Marie Duda: B.A. Major: Literature and Writing, I could live with that. Mostly because I ended up taking six classes of Sociology anyway, and then fell upon the "cursed" Women's studies. I'll get to that later!!
But, my interests are roller-blading, moonlit walks, and data entry.
So even though I only have a major in Literature and Writing now I have a wealth of knowledge in the Sociology field. How did that happen. So wait, let's rewind, I KNOW a lot about Sociology at this point, but I don't get credit on that incredibly important piece of paper for it... GAH!
At least those "electives" weren't wasted on things I was not interested in.
So let's consider this issue of "interest" shall we? Many colleges, with their shiny and colorful recruitment packets, pretend to care what it's students are interested in.
But, I'm sure you have guessed, by now, they don't. They care about what THEY are interested in, for the most part, and what brings them in money. They could have a booming Women's Studies program, that many people are attending, but some nutjob on the board is going to say that there are more students in the Sciences than the Arts and the arts should be cut and Women's Studies falls in the fluffy not-needed arts category. Ok, Ok, enough rambling, I think I have come up with a solution.
Sigh, What's the point?
Hey, now, buck up soldier! I know this all seems bleak. You don't really have much say in what you want to take, and even when you do, you don't have much say in how long that will take. And once you get to be adult-age you will be wondering why you still have no say in the course of your own life and how your time is spent. But all is not lost! The solution I have come up with is simple. It starts in Kindergarten. Decide in Kindergarten what you will want to do for the rest of your life and never, ever change your mind! Remember that question "What do you want to be when you grow up?" Don't answer it in passing. Study for it like it's an entrance exam. Don't say "Fire-fighter", or "Mommy" say "Business Executive", or "Brain Surgeon", or "Fast Food Restaurant Manager" and be certain about your choice! Puff up your chest and say it with authority! That way, by the time you get to college, you will know exactly what school to attend that is fitted to your needs, instead of having to cow-tow to some institution's idea of what your needs are. While in school, and having your needs met you will know exactly what classes to take to fit your interests. No wishy-washy, party-harty freshman here! You are all business! Plus, you've been studying your area of interest since Kindergarten, so you know a lot about it. You're practically in genius standing! You could probably test out of all of your classes! No need to kiss ass when you have the genius-pass!
Where was I going with this? Oh, right. PLAN AHEAD. That is the bottom line. Unless you have money out the whazoo and can afford to screw around. My next blog will talk about how exactly you can plan ahead, regardless what stage of the game you are in.
Stay tuned.
Showing posts with label arts. Show all posts
Showing posts with label arts. Show all posts
Saturday, March 27, 2010
Monday, March 15, 2010
The Major and Minor Problem.
Hi there, and welcome back. This blog is going to address the issue of colleges getting in the way of it's students' success. That's quite a mouthful, but let's begin. First I want to discuss what I prefer to call:
The Major Problem.
If you are unaware, this is a play on words, really. The most pressing problem I see in academia is the distinction of Major. First of all, so many majors are seemingly distinct by name, but really have you taking many of the same courses in the first two years. At the blissful first hours of orientation, as far as the student is aware, they are a Literature major and in fact in a separate faction of learning than their friend the Dance Major. They would do well however, to get to know each other. Maybe even room together. They will be seeing a lot of each other in the next two years. The school most likely views the Literature and Dance major as cut from the same cloth. Students both pursuing liberal arts degrees, they are viewed as similarly ineffectual, but fiscally necessary. Schools attempt to be somewhat transparent about this. They will tell you that your particular department is either in the "Arts" or "Sciences" and you will receive a degree based on that distinction. What they do not tell you is, that because you chose a "creative" mode in life, you will be forced to be savvy and creatively teach yourself. I'll get to that in a bit.
Before I do, I need to concentrate on one particular part of this problem. Whether you attend University, Community College or a Private Institution, you have to know going in, that your first two years are completely useless. That is not to say that you will gain nothing in those first two years, on the contrary. But the classes you choose to take have no impact on your eventual ambitions whatsoever. In fact, I suggest not making any decisions about the classes you take in the first two years. Have your advisor print up your itinerary of required classes, hand it to you, and create your life around them. If you have done everything "correctly" up until this point you will only be 17 or 18 years old, so you can be flexible. On this itinerary, there will be roughly 60 credits worth of GENERAL EDUCATION. These classes, about 20 or so, can be split into 5 classes per semester, 2 semesters in a year. There you have it. So simple. If you take all of these classes, and of course when you should, you will have learned enough highly useful information to qualify you to enter into studying your major! If you do it that way you will be done your first two years... in two years. Bravo!
What?
It's not that simple, you say?
Well how can that be? You are told the classes you need to take, which are the same, whether you major in Psychology or Basket-weaving...what's the problem?
Oh look! more “Major” Problem(s)...
What schools are offering vs. what they require, is one of the major problems in academia.Imagine this scenario. You are a 19 year old college Sophomore. You have taken 57 of your required General Education credits. You do fairly well for a Dance major forced to take Advanced Biology and Trigonometry. You look at your itinerary that your wonderfully helpful advisor has given you and see that you have checked off all the required classes, all but one. English 102. English 102, is a course required for you to complete your degree. You are anxious to start taking your first Dance Choreography workshop, so you go to your advisor. He/she agrees that you MUST take this class next semester, and would be foolish to put it off. He/she has a plethora of information about how you can get around the class, but is either fiscally or morally obligated to keep quiet. He/she looks at her computer screen for what is available next semester. English 102 is not on the list. How can this be? Isn't English 102 required of all of it's students? It's an imperative course, in which a student learns how to properly indent and use commas! How can you even be a successful dancer without this information?! Biting your lip and praying for a solution you ask your advisor what can be done. Play-acting bewildered they say:
We're clean out of English 102's, might you try Native American History?
There are so many things wrong with that scenario, I do not know where to begin. Well, I guess I do. First of all, remember how I mentioned that your advisor knew ways for you to get around taking the class, but for some reason, didn't say anything. Yeah, I have a big problem with that. I am still in the process of figuring out why this is, beyond the most obvious and glaring reason, to get more money out of you, which is a recurring theme here. So you take Native American History (good for you). You fill the hole in your schedule with a "useless" class, not one with useless information per se, but one that does not give you the required credits to check off. You leave Native American History with a renewed understanding of injustice, still three credits shy of being a Junior. Ah, the irony. Yes, you wasted your time, Yes, you wasted your money, but you know what you have now, my friend? Something that isn't measured in credit hours: Life Experience! Yes, life experience doesn't get you a degree, but it will get you further in life than a degree would in some cases. So what did you learn from that experience?
Wut tey learn-ned mee in skool
Yes, of course life for this would-be Junior, and Dance major isn't all bad. She has her friend the Literature Major, who she spends a great deal of time with. They both sat in much of the same classes, taking Adv. Bio and Trig, one that the Literature major almost failed. But the Literature Major is highly upset when she finds out about the English 102 class from her friend. Not only is it a GEN ED REQUIREMENT FOR EVERYONE, but it is affiliated with her major and is all the more required for her to take. Luckily, the Literature major is friends with one the professors of English in her department. She confides in her professor friend who tells her that she will talk to the prof who usually teaches English 102. She is on sabbatical this semester, but she is more than likely to come to campus and give such a promising lit major a test-out session for English 102.
:D !!!!
What's a test-out session?
:/ Oh.
Well, it's...
Hey wait you don't know about it? Well you're going to have to find out for yourself, because, evidently, it's a huge secret in academic circles!
>:P
Just kidding.
the first amendment gives me the right to tell you, so I will.
A test-out session is when brown-nosers, I mean, students who are friendly with faculty, take a written test made up by the professor who teaches the class that is unavailable. Sometimes it's even for classes that may be at an inconvenient time or in some cases, too expensive for the student. All the student has to do is somehow prove to at least one professor that he or she is brainy enough to "not need to take the class". Then the professor, who has a pre-made test all ready for such an occasion, will administer it in a hush hush top-secret after class "in my office" session. If the student passes (hallelujah!) they just squeaked around taking an expensive English course and spared about 6 months of their life. Get the picture? This is just what the Literature major did. Wouldn't you do it? The only problem is, the Literature major is in a moral dilemma. She cannot tell the Dance major who could benefit from taking the test. Why not? Well, it would only cause confusion, and problems between her and her favorite professor. Because the Dance major is well a dance major, she cannot get permission no matter what she does. In fact even if she asks the very same professor about the very same test, she will be give the stock response "You're not an English major, so I don't think you could pass it." Translation: "You're SOL, baby"Thus driving a wedge between the Literature major and Dance major,who got an A in Trig but is too dumb to test out of ENG 102. That's OK, that just gives her more time to go to the Y and take a dance class, since she still hasn't taken one at her school!!!!!
I like you, you hate me, that's what college is for me.
So, I mentioned earlier about being savvy, and learning to creatively teach yourself. Well, it's situations like the previous one and many others in which you will find yourself having to do so. Hopefully you will have people close to you, who will help you out. For God's sake, listen to these people, especially if they are giving you advice on how to find scholarship money, or just make your time easier or more enjoyable. You will find, however, that some people are very
competitive, or arrogant and will withhold information that could be very helpful. Something that I have noticed that most colleges encourage. Every woahman for her/himself!
Let's bust a re-cap
So what have we learned so far about a successful collegiate experience:
1. The first two years are highly unnecessary to your major and what you want to get out of your college experience, so get them over with as soon as possible. In fact try your hardest to just take all of the classes required of you with 100's and 200's in them NOW. You'll thank me later.
2. If you did your first two years right, you know just as much as everyone else who did them. Now the next two years are about being put into a caste system of how much ass you kissed. Enjoy!
3. Kiss a lot of ass. Kiss as much ass as possible, especially ass you don't know very well. The more ass you kiss, the more favors you will get from people. It's unbelieveable. You can try asking questions, pestering, and being annoying, but then people will just ignore you.
4. Don't take any classes that make you a more intelligent, more well-rounded human being. They aren't required of you and you're just wasting your money.
5. Make friends with cool people, or don't. They're just getting in between you and the asskissing anyway.
6. Spend a few hours in the library reading up on your major. Or take classes outside of school on the subject of interest.You won't get any of this information for two whole years remember? And you'll be ahead of the game once you do.
On Wednesday I will be discussing ....The Minor Problem as it has to do with interest vs. necessity as well as what I like to call "the major segregation".
The Major Problem.
If you are unaware, this is a play on words, really. The most pressing problem I see in academia is the distinction of Major. First of all, so many majors are seemingly distinct by name, but really have you taking many of the same courses in the first two years. At the blissful first hours of orientation, as far as the student is aware, they are a Literature major and in fact in a separate faction of learning than their friend the Dance Major. They would do well however, to get to know each other. Maybe even room together. They will be seeing a lot of each other in the next two years. The school most likely views the Literature and Dance major as cut from the same cloth. Students both pursuing liberal arts degrees, they are viewed as similarly ineffectual, but fiscally necessary. Schools attempt to be somewhat transparent about this. They will tell you that your particular department is either in the "Arts" or "Sciences" and you will receive a degree based on that distinction. What they do not tell you is, that because you chose a "creative" mode in life, you will be forced to be savvy and creatively teach yourself. I'll get to that in a bit.
Before I do, I need to concentrate on one particular part of this problem. Whether you attend University, Community College or a Private Institution, you have to know going in, that your first two years are completely useless. That is not to say that you will gain nothing in those first two years, on the contrary. But the classes you choose to take have no impact on your eventual ambitions whatsoever. In fact, I suggest not making any decisions about the classes you take in the first two years. Have your advisor print up your itinerary of required classes, hand it to you, and create your life around them. If you have done everything "correctly" up until this point you will only be 17 or 18 years old, so you can be flexible. On this itinerary, there will be roughly 60 credits worth of GENERAL EDUCATION. These classes, about 20 or so, can be split into 5 classes per semester, 2 semesters in a year. There you have it. So simple. If you take all of these classes, and of course when you should, you will have learned enough highly useful information to qualify you to enter into studying your major! If you do it that way you will be done your first two years... in two years. Bravo!
What?
It's not that simple, you say?
Well how can that be? You are told the classes you need to take, which are the same, whether you major in Psychology or Basket-weaving...what's the problem?
Oh look! more “Major” Problem(s)...
What schools are offering vs. what they require, is one of the major problems in academia.Imagine this scenario. You are a 19 year old college Sophomore. You have taken 57 of your required General Education credits. You do fairly well for a Dance major forced to take Advanced Biology and Trigonometry. You look at your itinerary that your wonderfully helpful advisor has given you and see that you have checked off all the required classes, all but one. English 102. English 102, is a course required for you to complete your degree. You are anxious to start taking your first Dance Choreography workshop, so you go to your advisor. He/she agrees that you MUST take this class next semester, and would be foolish to put it off. He/she has a plethora of information about how you can get around the class, but is either fiscally or morally obligated to keep quiet. He/she looks at her computer screen for what is available next semester. English 102 is not on the list. How can this be? Isn't English 102 required of all of it's students? It's an imperative course, in which a student learns how to properly indent and use commas! How can you even be a successful dancer without this information?! Biting your lip and praying for a solution you ask your advisor what can be done. Play-acting bewildered they say:
We're clean out of English 102's, might you try Native American History?
There are so many things wrong with that scenario, I do not know where to begin. Well, I guess I do. First of all, remember how I mentioned that your advisor knew ways for you to get around taking the class, but for some reason, didn't say anything. Yeah, I have a big problem with that. I am still in the process of figuring out why this is, beyond the most obvious and glaring reason, to get more money out of you, which is a recurring theme here. So you take Native American History (good for you). You fill the hole in your schedule with a "useless" class, not one with useless information per se, but one that does not give you the required credits to check off. You leave Native American History with a renewed understanding of injustice, still three credits shy of being a Junior. Ah, the irony. Yes, you wasted your time, Yes, you wasted your money, but you know what you have now, my friend? Something that isn't measured in credit hours: Life Experience! Yes, life experience doesn't get you a degree, but it will get you further in life than a degree would in some cases. So what did you learn from that experience?
Wut tey learn-ned mee in skool
Yes, of course life for this would-be Junior, and Dance major isn't all bad. She has her friend the Literature Major, who she spends a great deal of time with. They both sat in much of the same classes, taking Adv. Bio and Trig, one that the Literature major almost failed. But the Literature Major is highly upset when she finds out about the English 102 class from her friend. Not only is it a GEN ED REQUIREMENT FOR EVERYONE, but it is affiliated with her major and is all the more required for her to take. Luckily, the Literature major is friends with one the professors of English in her department. She confides in her professor friend who tells her that she will talk to the prof who usually teaches English 102. She is on sabbatical this semester, but she is more than likely to come to campus and give such a promising lit major a test-out session for English 102.
:D !!!!
What's a test-out session?
:/ Oh.
Well, it's...
Hey wait you don't know about it? Well you're going to have to find out for yourself, because, evidently, it's a huge secret in academic circles!
>:P
Just kidding.
the first amendment gives me the right to tell you, so I will.
A test-out session is when brown-nosers, I mean, students who are friendly with faculty, take a written test made up by the professor who teaches the class that is unavailable. Sometimes it's even for classes that may be at an inconvenient time or in some cases, too expensive for the student. All the student has to do is somehow prove to at least one professor that he or she is brainy enough to "not need to take the class". Then the professor, who has a pre-made test all ready for such an occasion, will administer it in a hush hush top-secret after class "in my office" session. If the student passes (hallelujah!) they just squeaked around taking an expensive English course and spared about 6 months of their life. Get the picture? This is just what the Literature major did. Wouldn't you do it? The only problem is, the Literature major is in a moral dilemma. She cannot tell the Dance major who could benefit from taking the test. Why not? Well, it would only cause confusion, and problems between her and her favorite professor. Because the Dance major is well a dance major, she cannot get permission no matter what she does. In fact even if she asks the very same professor about the very same test, she will be give the stock response "You're not an English major, so I don't think you could pass it." Translation: "You're SOL, baby"Thus driving a wedge between the Literature major and Dance major,who got an A in Trig but is too dumb to test out of ENG 102. That's OK, that just gives her more time to go to the Y and take a dance class, since she still hasn't taken one at her school!!!!!
I like you, you hate me, that's what college is for me.
So, I mentioned earlier about being savvy, and learning to creatively teach yourself. Well, it's situations like the previous one and many others in which you will find yourself having to do so. Hopefully you will have people close to you, who will help you out. For God's sake, listen to these people, especially if they are giving you advice on how to find scholarship money, or just make your time easier or more enjoyable. You will find, however, that some people are very
competitive, or arrogant and will withhold information that could be very helpful. Something that I have noticed that most colleges encourage. Every woahman for her/himself!
Let's bust a re-cap
So what have we learned so far about a successful collegiate experience:
1. The first two years are highly unnecessary to your major and what you want to get out of your college experience, so get them over with as soon as possible. In fact try your hardest to just take all of the classes required of you with 100's and 200's in them NOW. You'll thank me later.
2. If you did your first two years right, you know just as much as everyone else who did them. Now the next two years are about being put into a caste system of how much ass you kissed. Enjoy!
3. Kiss a lot of ass. Kiss as much ass as possible, especially ass you don't know very well. The more ass you kiss, the more favors you will get from people. It's unbelieveable. You can try asking questions, pestering, and being annoying, but then people will just ignore you.
4. Don't take any classes that make you a more intelligent, more well-rounded human being. They aren't required of you and you're just wasting your money.
5. Make friends with cool people, or don't. They're just getting in between you and the asskissing anyway.
6. Spend a few hours in the library reading up on your major. Or take classes outside of school on the subject of interest.You won't get any of this information for two whole years remember? And you'll be ahead of the game once you do.
On Wednesday I will be discussing ....The Minor Problem as it has to do with interest vs. necessity as well as what I like to call "the major segregation".
Sunday, February 28, 2010
This is the very first official entry!
Welcome! This is the obligatory introduction post, so I hope it doesn't bore you to tears. Please don't cry. I decided last night in a haze of wine coolers, that it was about time that I started my own blog. As an aspiring writer (take that how you like) , I have had many "blogs" over the years, but none so public and accessible. As an intern for their summer college program, My 22 year old sister now has a vlog affiliated with Disney. I am so excited for her, but at the same time asking myself why I've been dragging my feet. I think the hardest part about getting started is figuring out what on earth to write about. As a creative writer (mostly) I usually just write about whatever comes to mind. I do have "ideas" I research and address, but it's not like "Ok I will spend the next 7 weeks, only writing about endangered species on the Galapagos islands".
I honestly don't think that would go so well. I think also that vlogs are easier than blogs. I might make a few of these vlogs. Doing them, and watching them I find they are much more freestyle and conversational, and the occasional "um" and "uh...what was I talking about, OH YEAH!" can come up, and is forgivable. Not entirely so when it comes to it's communicative cousin-the written word! I love writing, but my personality makes being in <---this little box--->, a bit confining. But we can do it! For we must be very careful when it comes to dangling participles and such! I am sure my audience here will be forgiving, still I assure you I will attempt to stay on task for most of the blog, with only the occasional tangent....Now, where was I....OH YEAH!
I want to give you a bit of an idea of what will be addressed on this blog. Here is a little outline of some of the things I will be writing about, both for my sake and yours.
Would you-could you be my neighbor?
1. Obligatory Intro Post- which we are in the middle of right now-- explains the purpose for the blog, outlines the blog's progress and may have a little bit about your fearless leader towards the end.
So what is this?
2. Well here we are at the most exciting part of the blog, finding out what on earth I will be writing about. Now are you getting an idea of what you will be dealing with here? This blog is called "Where are we going" for a reason. In this fabulous economy, many of us ranging from ages 22-30 have absolutely no idea what is in store for us in the future: monetarily, creatively, emotionally, and what have you. Part of the problem I have noticed is that time spent in college, an institution meant to get our career path on track, fails us, feeds us false information and honestly, doesn't really help us plan for our futures at all.
Can I use keyboard?
3. Part of the struggle here, I find is mostly with the job market, having very little need for what our generation was encouraged to pursue. Those of us encouraged to pursue the arts, whether in writing, music, drama, or the fine arts, well "we just should have known better". I find that my peers who sucked it up and went after jobs in either in engineering or computers, are doing quite well for themselves, but they are miserable and not doing what they really want to do. And what are the colleges teaching us? What are we gaining from our education that we really take with us? Are we on the right track to doing what we want to do?
So what is that?
4. Last night I was talking to my mother about my plan this summer: to scope out all of the publishing houses in the area, find one that's hiring and get my big ole' foot in the door.
Her quick answer back was: "I thought you wanted to be a teacher?"
I did want to be a teacher. Unfortunately it seemed the closer I got to my goal, the more things I had to do to even be considered a real teacher. As a result, I've subbed, I've been an assistant, I've even worked privately as a nanny, and a tutor. This past year I've had experience doing some very rewarding things, but all the while feeling like I wasn't doing what I really want to do. I realized that many of us aren't really doing what we want to do, but we're doing something like it, so we can lie to ourselves and say we made it, or we are just doing what pays the bills, and squeaking in our true passion only as a hobby. I realized, I do enjoy teaching, but I want to write. If I do teach, I only want to teach others to do the same. I want to teach valuable and necessary things, but only in the field of writing. I want writing to be valuable and necessary again. My ultimate goal is to get my MFA, and get published, and possibly put to use the teaching experience I would get from the fellowship. In the meantime the only contacts, and work I want to be doing is for the publishing industry. I'm done selling myself short, and getting paid to get apple sauce in my hair and on my pants.
But, aren't children our future?
5. Remember when we were the future? Well what happened to that? I'm not quite sure. I feel like we were only given a small window of time to get ourselves together, before the younger generation competitively steamrolled us out of their way. I mean good for them and all, but hey!
Some of us aren't even in our 30's yet, and we're supposed to give up? No fair! No tag-backsies, ya little bastards!
...
The rest of the ideas will eventually flow out I assure you.
Until then I am going to start on these ideas. I will attempt to keep myself well informed, and do all of the research necessary to not sound like a noob. You are in good hands here.
Stay tuned for next weeks blog:
Let's do the post-graduate limbo
I honestly don't think that would go so well. I think also that vlogs are easier than blogs. I might make a few of these vlogs. Doing them, and watching them I find they are much more freestyle and conversational, and the occasional "um" and "uh...what was I talking about, OH YEAH!" can come up, and is forgivable. Not entirely so when it comes to it's communicative cousin-the written word! I love writing, but my personality makes being in <---this little box--->, a bit confining. But we can do it! For we must be very careful when it comes to dangling participles and such! I am sure my audience here will be forgiving, still I assure you I will attempt to stay on task for most of the blog, with only the occasional tangent....Now, where was I....OH YEAH!
I want to give you a bit of an idea of what will be addressed on this blog. Here is a little outline of some of the things I will be writing about, both for my sake and yours.
Would you-could you be my neighbor?
1. Obligatory Intro Post- which we are in the middle of right now-- explains the purpose for the blog, outlines the blog's progress and may have a little bit about your fearless leader towards the end.
So what is this?
2. Well here we are at the most exciting part of the blog, finding out what on earth I will be writing about. Now are you getting an idea of what you will be dealing with here? This blog is called "Where are we going" for a reason. In this fabulous economy, many of us ranging from ages 22-30 have absolutely no idea what is in store for us in the future: monetarily, creatively, emotionally, and what have you. Part of the problem I have noticed is that time spent in college, an institution meant to get our career path on track, fails us, feeds us false information and honestly, doesn't really help us plan for our futures at all.
Can I use keyboard?
3. Part of the struggle here, I find is mostly with the job market, having very little need for what our generation was encouraged to pursue. Those of us encouraged to pursue the arts, whether in writing, music, drama, or the fine arts, well "we just should have known better". I find that my peers who sucked it up and went after jobs in either in engineering or computers, are doing quite well for themselves, but they are miserable and not doing what they really want to do. And what are the colleges teaching us? What are we gaining from our education that we really take with us? Are we on the right track to doing what we want to do?
So what is that?
4. Last night I was talking to my mother about my plan this summer: to scope out all of the publishing houses in the area, find one that's hiring and get my big ole' foot in the door.
Her quick answer back was: "I thought you wanted to be a teacher?"
I did want to be a teacher. Unfortunately it seemed the closer I got to my goal, the more things I had to do to even be considered a real teacher. As a result, I've subbed, I've been an assistant, I've even worked privately as a nanny, and a tutor. This past year I've had experience doing some very rewarding things, but all the while feeling like I wasn't doing what I really want to do. I realized that many of us aren't really doing what we want to do, but we're doing something like it, so we can lie to ourselves and say we made it, or we are just doing what pays the bills, and squeaking in our true passion only as a hobby. I realized, I do enjoy teaching, but I want to write. If I do teach, I only want to teach others to do the same. I want to teach valuable and necessary things, but only in the field of writing. I want writing to be valuable and necessary again. My ultimate goal is to get my MFA, and get published, and possibly put to use the teaching experience I would get from the fellowship. In the meantime the only contacts, and work I want to be doing is for the publishing industry. I'm done selling myself short, and getting paid to get apple sauce in my hair and on my pants.
But, aren't children our future?
5. Remember when we were the future? Well what happened to that? I'm not quite sure. I feel like we were only given a small window of time to get ourselves together, before the younger generation competitively steamrolled us out of their way. I mean good for them and all, but hey!
Some of us aren't even in our 30's yet, and we're supposed to give up? No fair! No tag-backsies, ya little bastards!
...
The rest of the ideas will eventually flow out I assure you.
Until then I am going to start on these ideas. I will attempt to keep myself well informed, and do all of the research necessary to not sound like a noob. You are in good hands here.
Stay tuned for next weeks blog:
Let's do the post-graduate limbo
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