Student music stimuli composition in a scaffolded course-based undergraduate research experience


  • Abbey L. Dvorak The University of Iowa
  • Eugenia Hernandez-Ruiz Arizona State University
  • Halle Nick University of Kansas
  • Ruowen Qi Arizona State University
  • Celeste Alderete Arizona State University
  • Zach Frieze University of Kansas
  • Kirstin Georgeson University of Kansas
  • Tianna M. Gilliam University of Kansas
  • Autumn Hatcliff University of Kansas
  • Alice Kirsch University of Kansas
  • Jessica Kunst Arizona State University
  • Raquel Medina Arizona State University
  • Mitchell Weeks Arizona State University



course-based undergraduate research experience, research skill development, music and mindfulness, music therapy education


Course-based undergraduate research experiences (CURE) allow students opportunities to develop research skills. In a scaffolded CURE, music therapy and music education students composed, evaluated, and selected the music stimuli used in a music and mindfulness study with non-musicians at Site 1 and musicians at Site 2. The purposes of this paper are to (a) describe the process of student music stimuli composition and evaluation for use in a course-based undergraduate research experience and (b) identify benefits, challenges, and lessons learned from the viewpoints of students, graduate assistants, and faculty who participated in the multi-site study. Eight students, two graduate assistants, and two faculty provide an overview of the CURE teaching model and assignments, and share first-person accounts of their experiences participating in this CURE.  

Author Biographies

Abbey L. Dvorak, The University of Iowa

School of Music, Assistant Professor

Eugenia Hernandez-Ruiz, Arizona State University

School of Music, Assistant Professor


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How to Cite

Dvorak, A. L., Hernandez-Ruiz, E., Nick, H., Qi, R., Alderete, C., Frieze, Z. ., Georgeson, K., Gilliam, T. M., Hatcliff, A., Kirsch, A. ., Kunst, J., Medina, R., & Weeks, M. (2020). Student music stimuli composition in a scaffolded course-based undergraduate research experience. Dialogues in Music Therapy Education, 1(1), 1-32.