Graduate Course Proposal Form Submission Detail - MUE6785
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MA in Music Ed. GC Approved. To USF Syst To SCNS. Desc too long; Pre-req does not exist. Emailed 6/15/16. Resubmitted. Appd eff 7/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5210 2015-04-07 Department College Budget Account Number Music FA 240200 Contact Person Phone Victor Fung 423112311 email@example.com
- Course Information
Prefix Number Full Title MUE 6785 Research Design and Methods in Music Education Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Res Design & Meth in Music Ed Course Online? Percentage Online O - Online (100% online) 100
MUE 6424 - Learner-Centered Appraoches in Music Education I
An overview of research traditions and the common research approaches used by music education researchers. Students learn about different types of research through various modules and reading and discussion.
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?
Required for all MA in Music Education students.
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.)
Requires a PhD in music education.
- Other Course Information
This course will overview research traditions in music education. During the course, students will:
• Review published articles.
• Explore research questions.
• Examine research methods.
• Link research questions to research approaches and designs.
• Develop a brief research proposal.
B. Learning Outcomes
By the end of this course, students will be able to:
• Understand the basic research traditions in the humanities, sciences, social sciences, and the arts.
• Identify and discuss common research designs and approaches used by music education researchers, including quantitative, qualitative, historical, philosophical, descriptive, experimental, and action research.
• Generate a list of research questions based on the students’ background, experience, interest, and teaching context.
• Link research questions to research traditions, approaches, and designs.
C. Major Topics
quantitative, qualitative, historical, philosophical, descriptive, experimental and action research
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks, CA: SAGE.
E. Course Readings, Online Resources, and Other Purchases
A. Contributions to online discussions:
Each student is required to submit at least two entries each week in the online discussion
forum. The discussion is based on the reading materials, the module, or posting of others.
Grading criteria include depth of insights, length, relevance to course materials, and
justifications for comments made. 2% each week for 15 weeks = 30%.
B. Review of published studies:
Each student is required to review four research studies (not opinion papers or theoretical
papers) available from Journal of Research in Music Education, Bulletin of the Council for
Research in Music Education, or Psychology of Music. Studies found in other periodicals must
be approved by the instructor. The review should contain (i) the research purpose, (ii)
research questions, (iii) research method, (iv) dependent variables, (v) strengths and
weaknesses of the method(s) used in the study. This assignment includes a one-page summary
of the five items listed above. Students should sign up for four oral report dates between
Modules 5 and 9 at the beginning of the semester. Grading criteria include the student’s
understanding of the study and of the method(s) used, organization of the review, depth of
analysis, and the extent to which critiques are based on educational and scholarly rationales.
10% x 4 = 40%.
C. Generation of research questions:
Each student is required to generate ten different research questions, each represent a
different research project. Each question should address a practical issue and be answerable
by collecting data. Grading criteria include the avoidance of a yes-no question, clarity of the
research questions, conciseness of wording, and potential practical value of answers to the
D. Linking research questions to research approaches:
Each student is required to suggest a research approach found in the reading materials and
link each research question to a research approach. The student should offer a brief
explanation. Grading criteria include the appropriateness of each research approach as
applied to the research question. 5%.
E. Development of a brief research proposal:
As students’ knowledge in research increase through the semester, each student is required
to submit a brief research proposal. The proposal should be based on one of the research
questions generated from Assignment C. This proposal should include such information as (i)
the research purpose, (ii) research questions, (iii) research method (i.e., who will be the
participants, what research tools will be used, and what steps will be taken to collect data),
(iv) plan for data analysis, and (v) a list of references in APA style. The first four sections
should be no more than four pages. The length of the fifth section does not have a limit and
it depends on the topic area and research design. Students should sign up for one oral report
date between Modules 12 and 15 at the beginning of the semester. Grading criteria include
clarity, consistent writing style, appropriateness of the proposed method and analysis, and
coverage of key references. 20%.
F. Student Expectations/Requirements and Grading Policy
A. Contributions to online discussions (2% x 15) 30%
B. Review of published studies (10% x 4) 40%
C. Generation of research questions (5%) 5%
D. Linking research questions to research approaches (5%) 5%
E. Development of a brief research proposal (20%) 20%
G. Assignments, Exams and Tests
1 Research traditions in humanities, sciences, social sciences, and
the arts; The place of music education research and IRB
2 Research approaches: Quantitative and qualitative Online discussion
3 Research approaches: Historical, philosophical, descriptive, and
4 Research approaches: Action research Online discussion
5 Review of published studies I Online discussion, Study
review 1 due
6 Review of published studies II Online discussion, Study
review 2 due
7 Review of published studies III Online discussion, Study
review 3 due
8 Review of published studies IV Online discussion, Study
review 4 due
9 Review of published studies V Online discussion, Study
10 Generating research questions: How does a good research
11 Linking research questions to research approaches: Value,
practicality, and IRB
Research questions due
12 Developing a brief research proposal I Online discussion,
Research questions with
13 Developing a brief research proposal II Online discussion
14 Developing a brief research proposal III Online discussion
15 Developing a brief research proposal IV Online discussion
16 Final exam week Online discussion, Brief
research proposal due
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
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.
J. Program This Course Supports
MA in Music Education
- Course Concurrence Information