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Graduate Course Proposal Form Submission Detail - MUE7786
Tracking Number - 4806

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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 the existing credits from 2 to 3 credits.
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: 7786
  10. Full Title: Qualitative Research Methods in Music Education
  11. Credit Hours: 2
  12. Section Type: D - Discussion (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  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): Qual Res Methods in Mus Ed
  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: This course is designed to acquaint students with foundations, methods, and applications of qualitative research in education and music education.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  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? It will make the program more competitive and in line with national trends. The synchronous online option of the course will make it more accessible. It is required for all Ph.D. students in music (concentration in music education). In Fall 2013, there are six new students in the program.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  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 the semester, students will:

    • be able to discuss the historical, theoretical, and philosophical foundations of qualitative inquiry.

    • understand research ethics by completing an IRB application.

    • have practiced coding qualitative data.

    • be able to develop and conduct a qualitative research project on a topic that contributes to music education.

  30. Learning Outcomes: Students will complete an IRB application for the final project involving qualitative research techniques. The final project should be on a topic that contributes to music education.
  31. Major Topics: Nature of qualitative inquiry, qualitative research paradigms and their variations, research ethics and IRB, designing qualitative studies, fieldwork strategies and observation methods, documenting musical events, interviewing, coding, strategic themes, qualitative analysis and interpretation, credibility and authenticity.
  32. Textbooks: Patton, M. Q. (2002). Qualitative Research and Evaluation Methods, 3rd ed. Thousand Oaks, CA: Sage Publications.
  33. Course Readings, Online Resources, and Other Purchases: Davidson, J. W. (2004). Music as social behavior. In E. Clarke & N. Cook (Eds.), Empirical musicology: Aims, methods, prospects (pp. 57-75). New York: Oxford University Press.

    Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research, 3rd ed. (pp. 191-215). Thousand Oaks, CA: Sage Publications.

    Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. 2nd ed. Thousand Oaks, CA: Sage Publications. [Only pp. 40-89 are required]

    Stock, J. P. J. (2004). Documenting the musical event: Observation, participation, representation. In E. Clarke & N. Cook (Eds.), Empirical musicology: Aims, methods, prospects (pp. 15-34). New York: Oxford University Press.

    Portions of other books and journal articles.

  34. Student Expectations/Requirements and Grading Policy: A. IRB research proposal: 30%; B. Project presentation: 30%; C. Final paper: 30%; D. Discussion participation: 10%.
  35. Assignments, Exams and Tests: A. eIRB Research Proposal (30 points)

    Students are required to submit an eIRB application for a qualitative research project in music education. See for guidelines. The project proposed in this application becomes the Final Project for the class. Grading Criteria include clarity of the proposal, theoretical and methodological considerations, consistent writing style, and final approval of the application.

    B. Presentation of Final Project (30 points)

    Students are required to make a 20-minute presentation of a qualitative research study in music education in class as if the presentation occurs at a professional conference. There will be 5-10 minutes of question and discussion on the project. Grading criteria include effectiveness of the oral presentation, clarity of the research purpose, authenticity and trustworthiness of the study, substance in analysis and interpretation, and potential for contribution to the field of music education.

    C. Final Project Paper (30 points)

    Students are required to submit a 20-page report (+/- 5 pages) that follows the guidelines of a refereed research journal. Grading criteria include organization of the paper, clarity of the research purpose, authenticity and trustworthiness of the study, substance in analysis and interpretation, potential for contribution to the field of music education, and consistent writing style (APA is preferred, Chicago is an alternative).

    D. Attendance and Participation (10 points)

    Since this is a small doctoral level seminar, 100% attendance and active participation is required. If an unexpected incidence arises, the student should notify the instructor immediately. Points will be assigned at the end of the semester based on attendance and participation records throughout the semester.

  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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