Graduate Course Proposal Form Submission Detail - MUE7816
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Approved by SCNS
Submission Type: Change
Course Change Information (for course changes only): Change the existing course from 2 credits to 3 credits.
Comments: For PhD in Music. To Chair. Approved 3/5/14. To USF Sys 3/19. to SCNS 3/27/14. Appd eff 1/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 4807 2013-09-03 Department College Budget Account Number Music FA Contact Person Phone Victor Fung 8138429928 firstname.lastname@example.org
- Course Information
Prefix Number Full Title MUE 7816 Music Cognition Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 2 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Music Cognition Course Online? Percentage Online B - Face-to-face and online (separate sections) 0
Interdisciplinary approach to music perception, performance, and cognition. Discussion of neuroanatomy, auditory physiology, cognitive psychology, music perception, and music understanding, and their applications to music teaching and learning.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. 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?
This change will increase the competitiveness of the program and to be in line with national trends. The availability of a synchronous online format along with the traditional face-to-face format will increase the accessibility of the course.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
1. Students will develop a broad understanding of empirical research in cognitive
neuroscience and specific knowledge about brain mechanisms mediating music
perception and performance.
2. Students will understand methodologies currently used to investigate physical-perceptual-
3. Students will cultivate analytical skills through critical reviews of experimental literature
published in peer-reviewed science, medical, music, and education journals.
4. Students will develop oral and written presentation skills.
5. Students will develop strong grant-writing skills as demonstrated by a research grant
proposal to fund a prospective study.
B. Learning Outcomes
1. Read and critically evaluate selected scholarly articles.
2. Lead, and contribute to, discussions on reading materials and relevant topics.
3. Understand basic neuroanatomy, auditory neurophysiology, and cognitive psychology as
related to music education.
4. Understand theoretical principles and models related music perception/cognition.
5. Formulate clear research questions related to music cognition.
6. Evaluate additional current scholarly writings (books, articles, musical materials/methods).
7. Conduct and present critical reviews, and a culminating grant research proposal.
C. Major Topics
Music and neuroscience, psychoacoustics, music perception, acquisition of musical skills, expressive performance and communication, music memory and attention, cognitive theories.
Colwell, R. (2006). MENC handbook of musical cognition and development. New York: Oxford University Press.
E. Course Readings, Online Resources, and Other Purchases
Deutsch, D. (Ed.). (2012). Psychology of Music, 3rd ed. Academic Press.
Sloboda, J. (1986). The Musical Mind: The Cognitive Psychology of Music. Oxford University Press.
Portions of other texts and journal articles.
F. Student Expectations/Requirements and Grading Policy
A. Research grant proposal, B. Literature review, C. Quizzes, and D. Presentation and discussion. 25% each.
G. Assignments, Exams and Tests
A. Grant Proposal & Progress Report (25%)
A progress report of less than one page must be submitted by Jan. 31st outlining what you have accomplished to date.
Written Grant Proposal (NAfME Request for Application (RFA Guidelines)http://musiced.nafme.org/interest-areas/society-for-music-teacher-education- smte/nafmesrme-research-project-request-for-grant-proposals/
You will be writing a grant proposal to study a topic directly related to music cognition and music education. You do NOT have to submit the application to NAfME, but you have the option of doing so to fund a potential research project (deadline for course submission is Feb. 28th, for NAfME submission is March 1st, 2013). If you choose to submit the grant application, you must plan ahead to submit your internal forms and budgets through the Division of Sponsored Research at least two weeks prior to the deadline. I can help you with this process.
1. Cover page (not to exceed one page):
a. Proposal title
b. Name and affiliation of principal and co-investigators c. Abstract (150 words)
2. Proposal (not to exceed four single-spaced pages): a. Purpose of the proposal including project rationale b. Description of research design and procedures
c. Plan for analysis
d. Plan for assessment and dissemination of outcomes
e. Potential contribution of outcomes to the advancement of knowledge in music education f. Timeline
3. Itemized Budget, including designation of funds for assessment and dissemination of outcomes
4. Principal and co-investigators’ curriculum vitae (not to exceed three pages each)
B. Literature Review (25%)
Topics for the literature review assignment should correspond to issues or phenomena in music cognition that warrant further investigation. The purpose of this assignment is to create an eight page review of literature in APA style that addresses specific issues in music cognition. This project could serve as the basis for the grant proposal, if you choose.
C. Quizzes (5 quizzes @ 5% each= 25%)
Periodically, quizzes will be given on reading material to ensure understanding and comprehension.
D. Article Presentations and Class Discussion Participation (25%)
The purpose of article presentations is to provide opportunities for you to critically evaluate research. Each week you will be assigned to lead a class discussion of one scholarly article. Not only will you be expected to summarize the article in your own words, you will also be asked to critically evaluate the research. You will be expected to prepare 5-10 PowerPoint slides to guide our presentation. Indicate the hypothesis of the study, briefly summarize the methodology, discuss how the authors interpret the findings, and end with a critical discussion of what we can conclude from the paper.
H. 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: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
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.
I. 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.
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 turnitin.com, 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 turnitin.com that states if and how another author’s work was used in the assignment. For a more detailed look at this process visit http://www.turnitin.com.
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 http://www.lib.usf.edu/writing, stop by LIB-125, or call 813.974.8293.
J. Program This Course Supports
Ph.D. in music (concentration in music education)
- Course Concurrence Information
Any graduate program that allows an elective course in the School of Music.