Student music stimuli composition in a scaffolded course-based undergraduate research experience

Abbey L Dvorak,Alice Kirsch,Tianna M Gilliam,Mitchell Weeks,Eugenia Hernandez-Ruiz,Halle Nick,Zach Frieze,Celeste Alderete,Ruowen Qi,Jessica Kunst,Autumn Hatcliff,Kirstin Georgeson,Raquel Medina

doi:10.18060/24287

Abstract

Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.

Highlights

The first two authors embedded authentic research projects within required music coursework to increase research skill development of music therapy and music education students (Dvorak & Hernandez-Ruiz, 2019b; Dvorak et al, in press; Hernandez-Ruiz & Dvorak, 2020b)
The embedded course project attempted to bridge science and practice by facilitating the composition of music for a specific goal according to research principles established in the literature. The purposes of this perspectives on practice paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, research assistants, and faculty who participated in the project
This paper focuses on describing and sharing perspectives related to two new assignments added for this Course-based undergraduate research experiences (CURE): composing and evaluating music stimuli used for the embedded project

Summary

Introduction

The first two authors embedded authentic research projects within required music coursework to increase research skill development of music therapy and music education students (Dvorak & Hernandez-Ruiz, 2019b; Dvorak et al, in press; Hernandez-Ruiz & Dvorak, 2020b). The purposes of this perspectives on practice paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, research assistants, and faculty who participated in the project.

Objectives

Results

Conclusion