Student music stimuli composition in a scaffolded course-based undergraduate research experience
DOI:
https://doi.org/10.18060/24287الكلمات المفتاحية:
course-based undergraduate research experience، research skill development، music and mindfulness، music therapy educationالملخص
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.
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التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
الحقوق الفكرية (c) 2020 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
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