Student music stimuli composition in a scaffolded course-based undergraduate research experience
DOI:
https://doi.org/10.18060/24287Palabras clave:
course-based undergraduate research experience, research skill development, music and mindfulness, music therapy educationResumen
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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Derechos de autor 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
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
