Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

Abbey Dvorak, Eugenia Hernandez-Ruiz, Kevin M. Weingarten

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to evaluate a course-based undergraduate research experience (CURE) in a required music psychology course and to measure student outcomes and conduct reliability estimation for the Research Skill Development Questionnaire (RSDQ) and Undergraduate Research Student Self-Assessment (URSSA). Student researchers (N = 33) completed the URSSA and RSDQ. We analyzed URSSA Likert-type items using descriptive statistics and performed content analysis on open-ended responses. Student researchers reported moderate improvement across three subscales of Thinking and Working Like a Scientist, Personal Gains, and Research Skills, and some change for Attitudes and Beliefs. A comparison of pretest and posttest RSDQ subscale scores showed no significant change in participants’ self-reported research knowledge, skills, or dispositions. URSSA and RSDQ subscales demonstrated strong internal consistency. Based on content analysis of URSSA open-ended responses, participants reported interest in graduate school, greater understanding of and confidence about research, and plans to use research in their career.

Original languageEnglish (US)
Pages (from-to)26-39
Number of pages14
JournalJournal of Music Teacher Education
Volume30
Issue number3
DOIs
StatePublished - Jun 2021

Keywords

  • course-based undergraduate research experience
  • music education
  • music therapy

ASJC Scopus subject areas

  • Education
  • Music

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