Course-based undergraduate research experiences (CUREs) involve entire classes of students researching a question or problem that is of interest to the scholarly community with an unknown outcome to both students and instructor. The purpose of this pre-experimental onegroup posttest design study was to explore outcomes of a CURE for music therapy and music education students enrolled in a music psychology course. Specifically, we examined differences in scientific thinking, personal gains, research skills, and attitudes and behaviors of students resulting from their participation in a CURE experience, as well as students' perceived benefits of a CURE experience. Student participants (N = 30) completed the Undergraduate Research Student Self-Assessment. Likert-Type items from the self-Assessment were analyzed using descriptive statistics, and open-ended questions analyzed for common themes using content analysis. Students reported moderate gains across three areas (i.e., thinking and working like a scientist, personal gains, and research skills), with greatest gains reported for thinking and working like a scientist. Students reported limited change for changes in attitudes and behaviors as a researcher. The authors discuss implications and recommendations for future CUREs.
- Music education
- Music therapy
- Undergraduate research
ASJC Scopus subject areas
- Complementary and Manual Therapy