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

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

doi:10.18060/24287

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

Journal article

Open access

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

Abbey L Dvorak, Eugenia Hernandez-Ruiz, Halle Nick, Ruowen Qi, Celeste Alderete, Zach Frieze, Kirstin Georgeson, Tianna M Gilliam, Autumn Hatcliff, Alice Kirsch, …

Dialogues in Music Therapy Education, Vol.1(1), pp.1-32

12/22/2020

DOI: 10.18060/24287

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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.

ourse-based undergraduate research experience

research skill development

music and mindfulness

music therapy education

Details

Title: Subtitle: Student music stimuli composition in a scaffolded course-based undergraduate research experience
Creators: Abbey L Dvorak - University of Iowa, School of Music
Eugenia Hernandez-Ruiz - Arizona State University
Halle Nick - University of Kansas
Ruowen Qi - Arizona State University
Celeste Alderete - Arizona State University
Zach Frieze - University of Kansas
Kirstin Georgeson - University of Kansas
Tianna M Gilliam - University of Kansas
Autumn Hatcliff - University of Kansas
Alice Kirsch - University of Kansas
Jessica Kunst - Arizona State University
Raquel Medina - Arizona State University
Mitchell Weeks - Arizona State University
Resource Type: Journal article
Publication Details: Dialogues in Music Therapy Education, Vol.1(1), pp.1-32
DOI: 10.18060/24287
eISSN: 2693-2199
Date published: 12/22/2020
Academic Unit: School of Music; Iowa Neuroscience Institute; Center for Social Science Innovation
Record Identifier: 9984182077302771

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