• An arts-informed study: developing my identity as a new music therapist during the COVID-19 crisis

      Gawricki, Jillian T. (2021-01)
      This arts-informed, first-person study examines the growth I have achieved as a new music therapist in vocal psychotherapy training, in my own personal therapy, and as a healthcare worker during the COVID-19 pandemic. The data in this study includes (a) poems I wrote based on these experiences, (b) an analysis of musical improvisations based on these experiences, and (c) the personal excerpts of my clinical experiences, and of my experiences creating these poems and musical improvisations. Through the analysis of the data, eight themes were identified: vocal psychotherapy - reflection, growth, and joy; personal therapy - apprehension, reflection, belonging, and growth; COVID-19 - fear, confusion, and chaos. These themes provide insight into my development as a new music therapy professional with generalized anxiety disorder and social anxiety over the course of a year.
    • Exploring the effects of music therapists working with survivors of sexual trauma

      Greco, Caroline E. (2020-05)
      The purpose of this study is to gain a greater understanding of the experiences of music therapists working with survivors of sexual trauma, and the potential secondary traumatic stress (STS), vicarious trauma (VT), burnout, and/or vicarious resilience (VR) that may arise. Three board-certified music therapists (MT-BC) currently working with survivors of sexual trauma were interviewed to gain an understanding of clinicians’ experiences working with this population, and if/how explored phenomena are experienced within their work. Interviews were coded using In Vivo Coding and Interpretative Phenomenological Analysis. Implications of the results for clinical practice and future direction of music therapy research are discussed. Keywords: music therapy, sexual trauma, secondary traumatic stress, vicarious trauma, burnout, vicarious resilience.
    • Flipped classrooms : advantages and disadvantages from the perspective of a practicing art teacher

      Rivera, Vanessa M. (2016-12)
      The following case study investigates the advantages and disadvantages perceived by a practicing art teacher who has used the “flipped classroom” method. Flipping the classroom is the practice of providing online lectures which students can watch from home as a way to replace lecturing in the classroom. Ideally this practice allows more class time to be dedicated to active learning rather than instruction (Bergmann & Sams, 2014). Proponents of the flipped classroom method believe that it provides many benefits including improvements in classroom efficiency and student engagement; others argue that it is difficult to implement and that unequal access to technological resources disadvantages certain populations (Smith, 2016; Tomlinson, 2015). Despite limitations which restricted the participant to a partially flipped classroom the data was interpreted as generally supportive of flipping. This case study suggests that the advantages of flipped classroom practices outweigh potential disadvantages. It also suggests that issues concerning student access to technology can be successfully mitigated through the use of a partially flipped classroom. In the future a comprehensive study of art teachers who work with different demographics could be conducted to include a wider range of opinions.
    • Musical experience and the pursuit of music therapy: the influence of active music making

      Levitan, Safrah (2020-12)
      This qualitative study explores the relationship between one’s musical experience and the decision to become and remain a professional music therapist. This study includes interviews with six board certified music therapists ranging from 4-15 years of experience in the field. Three questions were asked during the interview process regarding the lived musical experience of these therapists: 1) Describe the role of active music making throughout your life; 2) What do you perceive as the relationship between music experience and choosing music therapy as a career?; and 3) What role does active music making play in your decision to maintain a career in music therapy? Once the interview process was complete, a thematic analysis was done to formulate main themes and codes within the interviews. These themes and codes were then supported by interview quotes as a form of evidence. After reviewing all findings, a reflection was done focusing on the key aspects of the interviews and personal thoughts regarding the results. These key aspects included the participants’ relationship to music, active music making experiences, competencies, primary education, educational privilege, collegiate education, and self-identity.
    • Raise your voice : experiences of silent students in the classroom

      Moss, Alessandra F. (2020-05)
      Class participation may be an important part of students’ learning process, but many students remain silent in college classrooms. This study was a qualitative inductive inquiry exploring the classroom experiences of students who rarely participate in class. Fourteen semi-structured interviews were analyzed using coding methods adapted from grounded theory to gain insight into students’ opinions about class participation, their class participation habits, and beliefs about knowledge in general. Primary themes that emerged were wanting to avoid being wrong and experiencing anxiety, nervousness, or related physical symptoms as reasons not to participate. Students also articulated mostly engaging in low stakes participation, when the risk of being wrong was minimal, primarily when they felt prepared to answer correctly. A variety of beliefs about knowledge were articulated, including, knowledge comes from external authority, and knowledge comes from scientific research, evidence, replication, and consistency. No strong connections were found between beliefs about knowledge and class participation habits. Practical implications for educators and future directions are discussed.
    • Social facilitators of and barriers to community college transfer student success

      Fennimore, Lauren (2019-05)
      Students who transfer to four-year institutions from community colleges often encounter difficulty within their classes post-transfer and tend to graduate at lower rates than their peers who began at four-year institutions as freshman (Bailey, Jenkins, & Leinbach, 2005; Jenkins & Fink, 2016). Reasons for these lowered rates of success have been explored, but have often focused on academic reasons while neglecting any possible social causes. The current review aimed to explore what is known about the impact of social factors, such as belongingness, on community college transfer students' rates of persistence and academic success at four-year institutions. The literature was searched in a systematic way using a three-part search strategy, through which 21 articles were deemed eligible to be included and further evaluated. Several social factors emerged, including sense of belonging, the stereotype of a community college transfer student, and additional considerations for student success as well as social support from family, peers, faculty, and advisors. Most students reported the social factors identified to play a role in their success at the four-year institution. The findings from each theme are presented and future directions for research and programs to be used to address those factors mentioned are suggested.