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Graduate Course Proposal Form Submission Detail - MUE7815
Tracking Number - 4804

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Current Status: Approved by SCNS - 2015-01-01
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title from "Psychology of Music" to "Social Psychology of Music."
Comments: For PhD in Music. To Chair. Approved 3/5/14. To USF Sys 3/19. to SCNS 3/27/14. Apprd eff 1/1/15

Detail Information

  1. Date & Time Submitted: 2013-09-03
  2. Department: Music
  3. College: FA
  4. Budget Account Number:
  5. Contact Person: Victor Fung
  6. Phone: 8138429928
  7. Email:
  8. Prefix: MUE
  9. Number: 7815
  10. Full Title: Social Psychology of Music
  11. Credit Hours: 3
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Social Psychology of Music
  19. Course Online?: B - Face-to-face and online (separate sections)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: The study of social psychology of music as applied to music education and its related fields. PR: Acceptance in the Music Education Graduate Program or Departmental Approval.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Replacing Selected Topics with Permanent number; already listed in program
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? In addition to replacing the MUE 7937 Special Topics: Social Psychology of Music, this change adds competitiveness with national trends. It couples with MUE 7816 Music Cognition to provide a more comprehensive view of music psychology most relevant to the field of music education. It is required in the Ph.D. program in music (concentration in music education), in which there are six new students enrolled in Fall 2013. This is a face-to-face class with an option to attend via a synchronous online format.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) NA
  29. Objectives: By the end of this course, students will be able to:

    A. Understand the current literature in the field of social psychology of music as applied to music education.

    B. Synthesize the literature on a specific topic that is relevant to his/her own background, experience, or interest.

    C. Draw implications from the literature for music education practitioners and researchers.

    D. Explore potential research projects in the field of social psychology of music.

  30. Learning Outcomes: Students will be able to understand and reflect on their own music education practices in relation to theories, phenomena, and studies in human interactions and in social contexts. They will write a synthesis paper with implications, as well as explore potential research projects on various topics.
  31. Major Topics: Social influences, motivation in music learning, musical identity and personality, creativity, musical taste and preference, gender differences, cultural and ethnomusicological perspectives, scaffolding and music teaching, music listening, performance expertise and anxiety, and ethics and contributions of research.
  32. Textbooks: Barrett, M. S. (Ed.). (2011). A cultural psychology of music education. New York: Oxford University Press.

    North, A., & Hargreaves, D. (2008). The social and applied psychology of music. New York: Oxford University Press.

    Ward-Steinman, P. M. (2011). Advances in social-psychology and music education research. Burlington, VT: Ashgate.

  33. Course Readings, Online Resources, and Other Purchases: Textbooks and supplementary materials, such as portions of other texts and journal articles from the Journal of Research in Music Education, Psychology of Music, Music Education Research, and Research Studies in Music Education.
  34. Student Expectations/Requirements and Grading Policy: A. Outline of 10 potential research projects: 45%; B. One literature review paper with deadlines at various developmental stages: 55%.
  35. Assignments, Exams and Tests: A. List of potential research projects:

    After reading the assigned reading and the class meeting each week for ten of the weeks, each student is required to identify a potential research question, relevant to the reading, the class discussion, and the student’s personal interest. This assignment involves thinking about the method to be used to find answers to the potential research question. Students may use the following outline as a guide:

    1. Potential research question(s):

    2. Who will participate in the study:

    3. What tool(s) will be used to collect data:

    4. What process will be used to collect data:

    Students should post their potential research project of the week in Canvas discussion area. Students will be asked to share their project ideas in class as well. It is due in Canvas every Monday following the class meeting. Grading criteria include relevance of the potential research project to social psychology and music education, innovativeness, practicality, and clarity of definitions and writing.

    B. Literature review paper:

    Each student is required to develop a cohesive paper throughout the semester on a topic within the field of social psychology of music. The breadth of possible topics is revealed in the table of contents of the two required texts as well as other reading materials in the field. The selected topic and an outline are due on September 26, a list of reference materials (including books and journal articles) is due on October 10, the first draft of the full paper is due on November 7, and the final paper is due on December 12. Early submissions are encouraged. The final paper should be about 20 pages, double spacing, and 12-point font size. Students should use the latest version of the Publication Manual of the American Psychological Association. Grading criteria include clarity in the purpose/thesis of the paper, coverage of the literature, synthesis of ideas, organization, consistent writing style, and the ability to draw implications for music education practice. Students may use this basic structure as a guide to begin: Introduction, Purpose/Thesis, Headings with Main Points, Conclusion, and Implications for Music Educators and Researchers.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Late Work Policy:

    There are no make-ups for online discussions or the final paper. Discussions posted late will receive zero point, and late papers will receive a 5% reduction in the final grade per each day being late. The final paper will not be accepted if overdue by more than seven days.

    Grades of "Incomplete":

    The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. The instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

    Disability Access:

    The University of South Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities are responsible for registering with the USF Students with Disabilities Services office in order to receive special accommodations and services. Please notify me during the first week of class if a reasonable accommodation for a disability is needed for this course. A letter from the USF Students with Disabilities Services office must accompany this request.

    Academic Conduct Policy:

    Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult the University of South Florida's Student Handbook for further details. Violations of these rules will result in a record of the infraction being placed in your file and receiving a zero on the work in question AT A MINIMUM. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University

    End of Semester Student Evaluations: All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify students by email when the response window opens. The student’s participation is highly encouraged and valued. The results of student feedback are sent to departments and faculty members only after semester grades are already submitted, and student responses are reported only anonymously and in the aggregate to faculty.

    In this course we will utilize, an automated system which instructors can use to quickly and easily compare each student's assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. After the assignment is processed, the instructor receives a report from that states if and how another author’s work was used in the assignment. For a more detailed look at this process visit

    University Writing Center:

    The University Writing Center is a free resource for USF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at, stop by LIB-125, or call 813.974.8293.

  38. Program This Course Supports: Ph.D. in music (concentration in music education)
  39. Course Concurrence Information: Any graduate program that allows an elective course in the School of Music.

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