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Graduate Course Proposal Form Submission Detail - MUS6793

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Current Status: -
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): 1. Title change to Scholarly Research in Music (this reflects the course accurately). 2. Eliminate music education students from enrollment. In 2015, master's program in music education developed its own separate research techniques course. 2. Eliminate online course (previously offered in spring semesters). We no longer need to accommodate exclusively online master's in music students.

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5365 2016-01-12
    Department College Budget Account Number
    Music FA 240200
    Contact Person Phone Email
    Sang-Hie Lee 8139742311

  2. Course Information

    Prefix Number Full Title
    MUS 6793 Techniques of Research in Music and Music Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 3

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
    Abbreviated Title (30 characters maximum)
    Research in Music
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 50


    Graduate music student



    Course Description

    Music research seminar. Students learn common bases as well as diverse research techniques in doing scholarly research in music and music eduction.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    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?

    Need: All musicians at the master's level and above need scholarly research skills for their intellectual capacity.

    Demand: All master's music students and future PhD in music students whose concentration would be in performance, conducting, composition, etc. (except music education) demand this basic course in their degree programs. They will be trained to do research and communicate their art and scholarship as schooled academic musicians.

    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.)

    PhD in music or a related field is required to teach this course. DMA is not qualified to teach this course.

  4. Other Course Information

    A. Objectives

    • To understand the rationale and purpose of research.

    • To know various research agendas, concepts, and techniques involved as common bases in quantitative and qualitative research.

    • To learn how to use USF library system to conduct focused literature search.

    • To analyze published research papers by identifying the problem, critically assessing the appropriateness of the methods and design, and relating the material to your focused research.

    • To develop a formal research proposal with a theoretical framework, detailed research design, and projected outcomes.

    B. Learning Outcomes

    • Research question(s)

    • Theoretical framework

    • Research plan

    • Content analysis

    • Sampling techniques: rationale and types

    • Building a survey questionnaire

    • Principles of descriptive statistics

    • Principles of inferential statistics

    C. Major Topics

    • Research question(s)

    • Theoretical framework

    • Research plan

    • Historical research

    • Philosophical research

    • Naturalistic inquiry

    • Ethnographic study

    • Case study

    • Experimental research

    • Social Science Research

    • Qualitative data collection and content analysis

    • Quantitative data collection and statistical analysis

    • Interpretation of data (after the analysis)

    • Validity and reliability in quantitative study

    • Validity and reliability in qualitative study

    • Sampling techniques: rationale and types

    • Building a survey questionnaire

    • Principles of descriptive statistics

    • Principles of inferential statistics

    D. Textbooks

    Sang-Hie Lee with chapter contributions by Juan Chattah, Janet Sturman, and Nancy Cunningham (2016), Scholarly Research in Music: A Continuum. Available at ProCopy.

    Formerly Scholarly Research for Musicians: A Comprehensive Approach, McGraw-Hill Learning Solutions Division (2012, 2013).

    E. Course Readings, Online Resources, and Other Purchases


    Ary, Donald, Lucy Cheser Jacobs and Asghar Razavieh (1990). Fourth Edition. Introduction to Research in Education. Forth Worth: Harcourt Brace College Publishers.

    Blaxter, Loraine, Christina Hughes, Malcolm Tight (2006). How to Research. Third Edition. Birkshire, England: Open University Press. McGraw-Hill Education. McGraw-Hill House.

    Bell, Judith (2005). Doing Your Research Project. Fourth Edition. Birkshire, England: Open University Press. McGraw-Hill Education. McGraw-Hill House.

    Colwell, Richard (Editor) (1992). Handbook of Research on Music Teaching and Learning. A Project of the Music educators National Conference. New York: Schirmer Books.

    Creswell, John W., Lester F. Goodchild, and Paul P. Turner(1996). Integrated Qualitative and Quantitative Research: Epistemology, History, and Designs. In John C. Smart (Ed), Higher Education: Handbook of Theory and Research Volume XI. New York: Agathon Press, 90-136.

    Judd, Charles M., Eliot R. Smith and Louise H. Kidder (1991). Sixth Edition. Research Methods in Social Relations. New York: Holt , Rinehart and Winston, Inc.

    Phelps, Roger P., Lawrence Ferrara, and Thomas W. Goolsby (1993). Fourth Edution. A Guide to Research in Music Education. Metuchen, N.J. Scarecrow Press.

    Past Student Research Papers are Available in Canvas.

    F. Student Expectations/Requirements and Grading Policy

    GRADING: Projects 3, 4, & 5 will use points and letter grades with + and – (each letter grade will have graded points i.e., A+ 21, A 20, A- 19, B+18, B 17, B- 16, C+15, C 14, C- 13, D+ 12, D 11, D-10, F 0.

    • Class Attendance and Participation/Contribution 30 points

    • Project 1 Topic & Research Question(s): 5 points

    • Project 2 Two Articles: 5 points

    • Project 3 Literature Review and Theoretical Framework: 20 points

    • Project 4 PowerPoint Presentation: 20 points

    • Project 5 Complete Research Proposal: 20 points

    Total 100 points

    G. Assignments, Exams and Tests

    Class Discussion--expect weekly readings and participation


    Project 1: Topic and Research Question(s): Due Week 3

    • Start by brainstorming a possible topic of interest, check library sources, and select a topic closely related to your field of study and/or one that you feel enthusiastic about.

    • Formulate your topic into a researchable question with possible sub questions.

    Project 2: Summary Report on critical reading of two pieces of research (research article, a book, or a book chapter): Due Week 5

    • Read and summarize two pieces of closely related literature to your topic; summarize briefly and succinctly each piece by describing the research problem, method, findings, and relevance to your research question(s).

    • One page in length for each piece, double-spaced. Font choices include Arial or Times New Roman, or something similar, font size 12.

    • Be sure to include your research topic or question, your name, and full bibliographic information of the two related literature.

    Project 3: Theoretical Framework based on analysis of the related literature: Due Week 9

    • In Project 3, we shift the gear from describing what you have read as in Project 2 to creating your own narrative using what you have learned from the literature. The technique is called Content Analysis of your literature.

    • Theoretical framework is a formal paper with references and citation in correct APA format. In this paper, you will organize and develop a full description of all relevant issues and factors on your topic/research question that you have learned from the literature analysis.

    • This paper begins with the introduction of your topic and research question(s), description of why it is important or significant. In the introduction you will also make a statement of the problem and context (or background) of your research topic. (See Chapter IV for guidance.)

    • In the main body of this paper, you will develop a cogent research paper in which concepts, issues, other substantive matters, and the relationships among them are discussed, ending with a summary and conclusion. The conclusion is effective in a visual diagram.

    • Many parts of your initial research question will be answered in this paper; feel free to rephrase your research question after having done this initial part of your research.

    • This paper requires the minimum 15 pieces of literature and 18 pages of writing (excluding references), double-spaced, font size 12. All citation and references MUST be in APA format. . MLA and Chicago formats are not used in this class.

    Project 4: Class Presentation: Due Weeks 15 & 16

    • Class Presentation of the completed research project 5 (see below Project 5).

    • You MUST use a computer presentation program, e.g. powerpoint, keynote, prezi, etc.

    • About 20-minute presentation; about 20 slides.

    Project 5: Formal Paper: Research Proposal: Due Weeks 15 & 16

    • The final project 5 is a cumulative, formal paper with a complete research proposal that includes revised project 3 and Detailed Research Plan. Follow the research plan outline in Chapter IV.

    • This final paper will have a minimum of 21 pages, a minimum 15 pieces of related literature, double-spaced, 12 point font. References (not bibliography) pages do not count as page numbers.


    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: (

    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

    Students are guided through five stages of developing the research proposal. Individual appointments and group discussion/guidance are encouraged.

    Each project is set up sequentially to the next project, therefore, students have ample opportunities to do make-up or revision work.

    J. Program This Course Supports

    Master of Music

  5. Course Concurrence Information

    Future PhD in Music in performance & performance research concentration in all fields except music education.

- if you have questions about any of these fields, please contact or