7 Section 7: JSOM Doctoral Program in Music Education

Section 7

Doctoral Program

Details

Doctoral Programs in Music Education

Overview

The Graduate Division of the Jacobs School of Music offers course work leading to the degree of Doctor of Music in the areas of music literature and performance, composition, and conducting. The Jacobs School of Music also offers the Doctor of Music Education degree and, through the University Graduate School, the Doctor of Philosophy degree in the areas of musicology, music education, and music theory.

Doctoral Program Policies

Specific policies and rules apply to doctoral study. Descriptions of these can be found at https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/docPol.html and cover such topics as:

Minimum grades for doctoral programs − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/docGrades.shtml

Enrollment policies (minimum semester course load, candidacy requirements, etc.) − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/docEnrollmentPolicies.shtml

Time limits − https://bulletins.iu.edu/iub/music/2022-2023/graduate/general-doctoral/time-limits.shtml

Residency requirements − https://bulletins.iu.edu/iub/music/2022-2023/graduate/general-doctoral/credit.shtml

Transfer and early enrollment (program overlap) policies − https://intranet.music.indiana.edu/degrees/graduate-diploma/transfer.shtml

The following links provide additional details on the course of study for doctoral degrees:

Doctoral advisory committee (responsible for recital grading and qualifying exam) − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/advisoryCommittee.shtml

Coursework Requirements

Both Music Education doctoral degrees require 60 credits of coursework, with 48 in the major field, 6 in an area of specialization, and 12 in one minor field. For information specific to each degree, see the “Major field requirements” link below.

Major field requirements − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/doctoral.shtml

Recital requirements, policies, and procedures (requirements vary by department) − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/docRecitals.shtml

Major field electives and course substitutions − https://intranet.music.indiana.edu/degrees/graduate-diploma/electives.shtml

Minors and Other Required Credits − http://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/docMinors.shtml

Ensemble (for some majors) − https://intranet.music.indiana.edu/degrees/graduate-diploma/ensemble.shtml

Qualifying Exams

The written and oral qualifying exams are typically started after all coursework is complete, though in some cases may be started during the final semester of coursework.

Policies and procedures − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/qualifyingExams.shtml

K702/K703 compositions (composition majors and minors) − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/compositionK702-3.shtml

Scheduling

Written exam calendar − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/writtenCalendar.shtml

Oral exam calendar − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/oralCalendar.shtml

Doctoral Final Project, Dissertation, or Piano Essay

Please note that beginning spring 2012 students will ordinarily submit their final copies electronically rather than with bound printed copies except for the composition dissertation.

Ph.D. and D.M.E. − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/dissertationPhD-DME.shtml

Style Guidelines − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/styleGuidelines.shtml (School of Music); https://graduate.indiana.edu/thesis-dissertation/formatting/index.html (Graduate School)

Document Public Presentation (Defense) − https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/publicPresentationCalendar.shtml

If you began your graduate work before Fall 2020, a previous version of the requirements sheet may apply. Please see the Graduate Coordinator for Music Education or an advisor in the Graduate Office, East Studio Building 120, for a copy of your exact program requirements.

Jacobs School of Music

Indiana University

Requirements for: Doctor of Music Education

Music History & Literature and Music Theory Entrance Proficiencies

All new students are required to show proficiency in Music History & Literature and Music Theory. The proficiencies may be satisfied in any of the following ways:

Students may take and pass the graduate entrance exams. Students must take the exams at the beginning of their first semester of enrollment; they may take them for a second time in their second semester. They may not take them again, nor may they take them after their second semester of enrollment. (Note that this includes summer sessions in which students are enrolled. Exams are ordinarily given in the week before classes begin each semester.)

Students may enroll in and pass the graduate review courses listed below:

M501 Proseminar in Music History (3 cr)

T508 Written Theory Review for Graduate Students (3 cr)

T509 Sight Singing Review for Graduate Students (1 cr)

T511 Aural Theory Review for Graduate Students (1 cr)

Students should begin enrolling in review courses from which they are not exempted by examination as soon as possible; otherwise completion of the degree may be delayed as T508 and M501 serve as prerequisites to the master’s music history and literature requirement. The review courses are not offered every semester.

Keyboard Proficiency Examination

All music graduate students must pass a keyboard proficiency examination. This exam is designed to ensure the student’s ability to use the keyboard as a tool within the framework of professional activities, and the requirements vary according to level and area of music study. This exam may be repeated as many times as necessary to show proficiency. The exam is offered at the end of each term. The keyboard proficiency requirement may be satisfied by passing the examination at any of the times it is offered or by receiving a grade of B or higher in P715 Keyboard Review for Graduate Students (1 cr). This requirement must be completed before a student may begin qualifying exams.

Performance Proficiency

Must demonstrate a minimum level of music performance ability equivalent to the end of the second year for elective undergraduate students in that area. Students who have completed a minimum of four semesters of private lessons at the college level will be considered to have met this requirement. Contact the Music Graduate Office to see if this policy applies to you. For other students, proficiency may be demonstrated in any of three ways: 1) in person before a faculty auditioning committee, one voting member of which shall at the student’s request be a faculty member in the student’s major area; 2) by completion of performance study as a graduate outside area or minor; or 3) by two semesters of performance study as a graduate elective. The grade in each semester of performance study must be B or higher. Option no. 1 (auditioning before a faculty committee) may be used only during the first two semesters of enrollment. Students should consult the appropriate performance department chair for detailed information on the required level.

Major Field Requirements (48 Credits)

Foundation Courses 9 credits

E518 Foundations of Music Education (3 cr)

E530 Learning Processes in Music (3 cr)

E535 Measurement, Evaluation, and Guidance in Music (3 cr)

Core Courses 8 credits

E618 History, Curriculum, and Philosophy of Music

Education (3 cr)

E619 Psychology of Music (3 cr)

E645 Music Teacher Education (2 cr)

E662 Public Lecture in Music Education (0 cr)

Research Courses 18 credits

E631 Quantitative Research in Music Education (3 cr)

E640 Qualitative Research in Music Education (3 cr)

E658 Seminar in Music Education (2 cr)

E660 Philosophical Research in Music Education (2 cr)

E661 Historical Research in Music Education (2 cr)

E650 Music Education Research Colloquium (0 cr) required each semester of full-time enrollment

Select TWO courses from the following:

E632 Advanced Quantitative Research in Music Education (3 cr)

E665 Advanced Philosophical Research in Music Education (3 cr)

    (Course Number Forthcoming) Advanced Qualitative Research in Music Education (3 cr)

An advanced quantitative, qualitative, or historical research course outside music education, approved by the Music Education department

Specialization Area 6 credits

6 credit hours in one of the following areas with the approval of the chair or coordinator of graduate studies in music education. An audition is required for wind conducting, choral conducting, and individual studio (performance/composition) specialization areas.

Wind Conducting and Literature:

G566 Interpretation and Conducting of Band Literature I (3 cr)

G567 Interpretation and Conducting of Band Literature II (3 cr)

Choral Conducting and Methodology:

Choose two of the following

E528 Advanced Choral Methods and Materials (3 cr)

E582 Methods and Materials for Teaching Vocal Jazz (3 cr)

G560 Graduate Choral Conducting (3 cr)

College Music Teaching:

E517 Sociology of Music (3 cr)

E635 College Music Teaching (3 cr)

Instrumental Methodology:

E527 Advanced Instrumental Methods (3 cr)

E568 Administration of Instrumental Groups (3 cr)

Jazz Methodology:

O521 Jazz Improvisation 1 (2 cr)

O511 Fundamentals of Jazz Theory (1 cr)

Either E581 Methods and Materials for Teaching Instrumental Jazz (3 cr)

Or

E582 Methods and Materials for Teaching Vocal Jazz (3 cr)

General Music Methodology:

Either E524 Exploratory Teaching in General Music K-12 (3 cr)

Or

E540 Topics in General Music (3 cr)

Either E521 The Children’s Chorus (3 cr)

Or

E522 Music in Early Childhood (3 cr)

Or

E 571 Kodaly Concept 1 (3 cr)

String Methodology:

E646 Graduate Seminar in String Research (3 cr)

Either G590 String Orchestra Literature (3 cr)

Or E580 Methods and Materials for Teaching String Music (3 cr)

Individual Studio Study (performance/composition):

6 credits of 800-level individual study in a performance area or

composition.

Dissertation 7 credits

E700 Dissertation in Music Education

(var. credits)

These courses may be waived through methods determined by the department such as completion of an equivalent course or examination, with the approval of the department chairperson and the director of graduate studies. Credit hours for waived courses may be replaced with electives or dissertation.

Minor Field Requirement (1 minor, 12 credits)

12 credit hours within or outside the field of music in any subject for which the candidate has the necessary background for advanced coursework. The minor field must differ from the specialization area. Some departments may require a written and/or oral examination in the minor field.

Qualifying Examinations

Students in a doctoral degree program are not considered candidates for the degree until they have passed the qualifying examinations (styles, major field, first minor field, second minor field [if applicable], and orals). Qualifying examinations are taken after all coursework and proficiencies have been completed.

Student’s Responsibility: Students have a threefold responsibility: 1) to know and satisfy the graduation requirements stated in the Jacobs School of Music Bulletin; 2) to know their academic standing based on the academic standards stated in the JSoM Bulletin; and 3) to know and observe all regulations and academic calendar deadlines as stated in the Schedule of Classes, the JSoM Bulletin, and the student handbooks. Faculty and staff advisors assist students in planning a program of study to meet degree requirements, but students are responsible for meeting all requirements for their respective degrees and all announced deadlines. 6/28/19

Jacobs School of Music

Indiana University

Requirements for: Doctor of Philosophy

Music Education

Music History & Literature and Music Theory Entrance Proficiencies

All new students are required to show proficiency in Music History & Literature and Music Theory. The proficiencies may be satisfied in any of the following ways:

Students may take and pass the graduate entrance exams. Students must take the exams at the beginning of their first semester of enrollment; they may take them for a second time in their second semester. They may not take them again, nor may they take them after their second semester of enrollment. (Note that this includes summer sessions in which students are enrolled. Exams are ordinarily given in the week before classes begin each semester.)

Students may enroll in and pass the graduate review courses listed below:

M501 Proseminar in Music History (3 cr)

T508 Written Theory Review for Graduate Students (3 cr)

T509 Sight Singing Review for Graduate Students (1 cr)

T511 Aural Theory Review for Graduate Students (1 cr)

Students should begin enrolling in review courses from which they are not exempted by examination as soon as possible; otherwise completion of the degree may be delayed as T508 and M501 serve as prerequisites to the master’s music history and literature requirement. The review courses are not offered every semester.

Keyboard Proficiency Examination

All music graduate students must pass a keyboard proficiency examination. This exam is designed to ensure the student’s ability to use the keyboard as a tool within the framework of professional activities, and the requirements vary according to level and area of music study. This exam may be repeated as many times as necessary to show proficiency. The exam is offered at the end of each term. The keyboard proficiency requirement may be satisfied by passing the examination at any of the times it is offered or by receiving a grade of B or higher in P715 Keyboard Review for Graduate Students (1 cr). This requirement must be completed before a student may begin qualifying exams.

Performance Proficiency

Must demonstrate a minimum level of music performance ability equivalent to the end of the second year for elective undergraduate students in that area. Students who have completed a minimum of four semesters of private lessons at the college level will be considered to have met this requirement. Contact the Music Graduate Office to see if this policy applies to you. For other students, proficiency may be demonstrated in any of three ways: 1) in person before a faculty auditioning committee, one voting member of which shall at the student’s request be a faculty member in the student’s major area; 2) by completion of performance study as a graduate outside area or minor; or 3) by two semesters of performance study as a graduate elective. The grade in each semester of performance study must be B or higher. Option no. 1 (auditioning before a faculty committee) may be used only during the first two semesters of enrollment. Students should consult the appropriate performance department chair for detailed information on the required level.

Major Field Requirements (48 Credits)

Foundation Courses 9 credits

E518 Foundations of Music Education (3 cr)

E530 Learning Processes in Music (3 cr)

E535 Measurement, Evaluation, and Guidance in Music (3 cr)

Core Courses 8 credits

E618 History, Curriculum, and Philosophy of Music Education (3 cr)

E619 Psychology of Music (3 cr)

E645 Music Teacher Education (2 cr)

E663 Public Research Lecture in Music Education (0 cr)

Research Courses 18 credits

E631 Quantitative Research in Music Education (3 cr)

E632 Advanced Quantitative Research in Music Education (3 cr)

E640 Qualitative Research in Music Education (3 cr)

E658 Seminar in Music Education (2 cr)

E660 Philosophical Research in Music Education (2 cr)

E661 Historical Research in Music Education (2 cr)

E650 Music Education Research Colloquium (0 cr) required each semester of full-time enrollment

Select one course from the following:

E665 Advanced Philosophical Research in Music Education (3 cr)

An advanced qualitative, historical, or quantitative research course outside music education, approved by the Music Education department

Specialization Area 6 credits

6 credit hours in one of the following areas with the approval of the chair or coordinator of graduate studies in music education. An audition is required for wind conducting, choral conducting, and individual studio (performance/composition) specialization areas.

Wind Conducting and Literature:

G566 Interpretation and Conducting of Band Literature I (3 cr)

G567 Interpretation and Conducting of Band Literature II (3 cr)

Choral Conducting and Methodology:

Choose two of the following

E528 Advanced Choral Methods and Materials (3 cr)

E582 Methods and Materials for Teaching Vocal Jazz (3 cr)

G560 Graduate Choral Conducting (3 cr)

College Music Teaching:

E517 Sociology of Music (3 cr)

E635 College Music Teaching (3 cr)

Instrumental Methodology:

E527 Advanced Instrumental Methods (3 cr)

E568 Administration of Instrumental Groups (3 cr)

Jazz Methodology:

O521 Jazz Improvisation 1 (2 cr)

O511 Fundamentals of Jazz Theory (1 cr)

Either E581 Methods and Materials for Teaching Instrumental Jazz (3 cr)

Or

E582 Methods and Materials for Teaching Vocal Jazz (3 cr)

General Music Methodology:

Either E524 Exploratory Teaching in General Music K-12 (3 cr)

Or

E540 Topics in General Music (3 cr)

Either E521 The Children’s Chorus (3 cr)

Or

E522 Music in Early Childhood (3 cr)

Or

E571 Kodaly Concept 1 (3 cr)

String Methodology:

E646 Graduate Seminar in String Research (3 cr)

Either G590 String Orchestra Literature (3 cr)

Or

E580 Methods and Materials for Teaching String Music (3 cr)

Individual Studio Study (performance/composition):

6 credits of 800-level individual study in a performance area or composition.

Dissertation 7 credits

E700 Dissertation in Music Education

(var. credits)

These courses may be waived through methods determined by the department such as completion of an equivalent course or examination, with the approval of the department chairperson and the director of graduate studies. Credit hours for waived courses may be replaced with electives or dissertation.

Minor Field Requirement (1 minor, 12 credits)

12 credit hours within or outside the field of music in any subject for which the candidate has the necessary background for advanced coursework. The minor field must differ from the specialization area. Some departments may require a written and/or oral examination in the minor field.

Qualifying Examinations

Students in a doctoral degree program are not considered candidates for the degree until they have passed the qualifying examinations (styles, major field, first minor field, second minor field [if applicable], and orals). Qualifying examinations are taken after all coursework and proficiencies have been completed.

Student’s Responsibility: Students have a threefold responsibility: 1) to know and satisfy the graduation requirements stated in the Jacobs School of Music Bulletin; 2) to know their academic standing based on the academic standards stated in the JSoM Bulletin; and 3) to know and observe all regulations and academic calendar deadlines as stated in the Schedule of Classes, the JSoM Bulletin, and the student handbooks. Faculty and staff advisors assist students in planning a program of study to meet degree requirements, but students are responsible for meeting all requirements for their respective degrees and all announced deadlines. 6/28/19

Graduate Certificate in Music Education

29 credit hours

This certificate is intended for music teachers who want to continue their professional growth beyond the master’s degree. The focus of the certificate is on pedagogical knowledge that can be applied in a variety of educational settings.

This is a financial aid eligible certificate.

Admission Requirements

The applicant must have a master’s degree in music or music education and at least three years of teaching experience.

Although no auditions or entrance examinations in music history and theory are required for admission to this certificate, enrollment in certain graduate music courses may require an audition or entrance examination.

For additional information, see “Admission Requirements” under Graduate Certificate Programs in this bulletin.

Grade Requirements

Successful completion of the Certificate in Music Education requires a grade of B or higher in each of the Core and Research courses, a grade of C or higher in all other coursework, and an overall minimum GPA of 3.0.

Other Requirements

Students must enroll in a minimum of 8 credit hours per semester. Upon approval of the director of graduate studies and the music education department, certificate students may transfer up to 6 credit hours of coursework taken for graduate credit at other institutions. No course may be transferred unless the grade is B or higher. Each course to be transferred must be equivalent to a course offered at Indiana University and must have been completed no more than ten years prior to matriculation.

Courses taken in fulfillment of a master’s degree will not count towards this certificate. A student who has previously taken courses required for this certificate must substitute other coursework, subject to approval by the music education department and the director of graduate studies. With permission of the music education department, students may subsequently count courses in pursuit of or in fulfillment of this certificate towards a doctorate.

Students in this certificate program are subject to the provisions of graduate academic standing in the Jacobs School of Music.

Time Limits

Students must complete all requirements within seven years from the date of first enrollment.

Music Education Core

9 credit hours

E518 Foundations of Music Education (3 cr.)

6 credit hours selected from:

E517 Sociology of Music (3 cr.)

E530 Learning Processes in Music (3 cr.)

E535 Measurement, Evaluation, and Guidance in Music (3 cr.)

E618 History, Curriculum, and Philosophy of Music Education (3 cr.)

E619 Psychology of Music (3 cr.)

E635 College Music Teaching (3 cr.)

Music Education Techniques

6 credit hours selected from:

E521 The Children’s Chorus (3 cr.)

E522 Music in Early Childhood (3 cr.)

E524 Exploratory Teaching in General Music K–12 (3 cr.)

E527 Advanced Instrumental Methods (3 cr.)

E528 Advanced Choral Methods and Materials (3 cr.)

E540 Topics in General Music (3 cr.)

E571-E572-E573 Kodály Concept I-II-III (3-3-3 cr.)

E580 Methods and Materials for Teaching String Music (3 cr.)

E581 Methods and Materials for Teaching Instrumental Jazz (3 cr.)

E582 Methods and Materials for Teaching Vocal Jazz (3 cr.)

Research

2 credit hours

E520 Reading and Writing Research in Music Education (2 cr.)

Other Music Courses

12 credit hours selected from any of the previous areas or, with permission of the chair of the music education department and the director of graduate studies, other graduate courses within or outside of the Jacobs School of Music for which the student has the necessary background.

Find fillable form here:
Fillable form 3

Advanced Research Courses

The list below contains some courses that might be applicable to Music Education students’ research interests and their experience/skill. Some of these could serve as advanced or specialized research courses in quantitative, qualitative, or historical methods; check with the Graduate Coordinator in the Music Ed Department, Sara Erbes in the Music Graduate Office, and/or your research adviser to determine the applicability of any of these outside courses before you enroll in them.

Quantitative Research

School of Education:

EDUC-Y525 Survey Research Methodology (3 cr.) P: Y520 or Y521 and Y502. This course introduces students to social survey research, with particular emphasis on questionnaire design.  Specifically the educational goals for the course include:  1) designing survey items that match research questions and plans for analysis, 2) understanding concepts, terminology related to questionnaire design and the fundamental steps of conducting survey research, 3) critical reading of survey research, 4) developing an awareness of current issues and important problems in questionnaire design, and 5) developing a theoretical and epistemological framework within to understand the ambitions, limitations, and history and practice of survey research.

EDUC-Y535 Evaluation Models & Techniques (3 cr.) P: Y520 or equivalent. An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluating studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed.

EDUC-Y604 Applied Multivariate Statistics (3 cr.) P: Y502 or Consent of Instructor. Multivariate normal distribution, multivariate correlational analysis, covariance matrix, testing hypotheses of covariance matrices, principal components and factor analysis, canonical correlations and variables, multiple discriminant functions.

EDUC-Y617 Psychometric Theory (3 cr.) P: Y502 and Y527. Study of psychometric theories and procedures, including derivation of reliability and validity indices, and statistical techniques for advanced test analysis; critical review of issues in educational and psychological assessment.

EDUC-Y635 Methodology of Educational Evaluation (3 cr.) P: Y535 or Consent of Instructor. Multidisciplinary methods for organizing, collecting, and processing evaluative information; presentation of problems in evaluation methods of inquiry and use of methods from other disciplines to alleviate these problems. Emphasis will be on the transfer of appropriate methods and techniques to evaluation problems.

EDUC-Y637 Categorical Data Analysis (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 & Y604), or Consent of Instructor. The analysis of cross-classified categorical data.  Loglinear models, regression models in which the response variable is binary, ordinal, nominal, or discrete.  Logit, probit, multinomial logit models; logistic and Poisson regression. Course is equivalent to STAT-S 637.

EDUC-Y639 Multilevel Modeling (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 & Y604), or Consent of Instructor. Introduction to the general multilevel model and an emphasis on applications.  Discussions of hierarchical linear models, and generalizations to nonlinear models.  How such models are conceptualized, parameters estimated and interpreted.  Model fit via software. Major emphasis throughout the course will be on how to choose an appropriate model and computational techniques. Course is equivalent to STAT-S 639.

EDUC-Y645 Covariance Structure Analysis (3 cr.) P: Two statistics courses at the graduate level (i.e., Y502 and Y604), or Consent of Instructor. Path analysis, introduction to multivariate multiple regression, confirmatory factor analysis, and latent variables. Structural equation models with and without latent variables. Mean-structure and multi-group analysis. Course is equivalent to STAT-S 645.

EDUC-Y655 Longitudinal Data Analysis (3 cr.) P: Two statistics courses at the graduate level, or Consent of Instructor. Introduction to methods for longitudinal data analysis; repeated measures data. The analysis of change-models for one or more response variables, possibly censored. Association of measurements across time for both continuous and discrete responses. Course is equivalent to STAT-S 655.

Sociology:

SOC-S 650 Statistical Techniques in Sociology II (3 cr.) Course in in applied statistics that assumes you have completed a class in linear regression, such as SOC 554. Categorical Data Analysis deals with regression models in which the dependent variable is binary, nominal, ordinal, or count. Models that are discussed include logit and probit for binary outcomes, ordered logit and ordered probit for ordinal outcomes, multinomial logit for nominal outcomes, and Poisson regression and zero inflated models for count.

SOC-S 651 Topics in Quantitative Sociology (3 cr.) Offered in Fall semesters, variable topics.

Cognitive Science (may be cross-listed in other departments):

Q530 Programming Methods in Cognitive Science (3 cr.) Introduction to computer programming methods for artificial intelligence and computer simulation of cognitive models. Emphasis on the necessary data structures and their applications to cognitive science. Programming projects may be related to state-space search for problem solving and game playing, production systems, and cognitive modeling including memory and neural simulations.

Q560 Experimental Methods in Cognitive Science (3 cr.) Specific goals of this course include: an understanding of experimental design and the resources for future studies; an understanding of converging measures and programmatic research; discussion of current controversies in experimental design; and hands-on experience designing, conducting, and critiquing experiments.

Psychological and Brain Sciences:

PSY-P 517 Methods in the Direct Observation of Behavior (3 cr.) P: P553 or its equivalent. Reviews current use of observational techniques in the study of animal and human behavior, and critically considers the development of coding schemes and strategies of data recording and analysis.

PSY-P 533 Introduction to Bayesian Data Analysis I (3 cr.) P: Basic calculus (e.g., MATH M212 or equiv.) and computer programming (e.g., CSCI A201 or equivalent). Introduction to Bayesian analysis of data from simple experiment designs using hierarchical models and Monte Carlo methods.

PSY-P 534 Introduction to Bayesian Data Analysis II (3 cr.) P: Basic calculus (e.g., MATH M212 or equiv.) and computer programming (e.g., CSCI A201 or equivalent). Introduction to Bayesian analysis of data from simple experiment designs using hierarchical models and Monte Carlo methods.

PSY-P 654 Multivariate Analysis (3 cr.) P: P553- P554. Survey of multivariate statistical methods; 378 August 29, 2018 partial, multiple, and canonical correlation, factor analysis, discriminant analysis, classification procedures, profile analysis, and multivariate analysis of variance.

Economics and SPEA:

ECON-E 671 Econometrics 3-Nonlinear and Simultaneous Models (3 cr.) P: E572 or equivalent. Introduction to econometric theory. Parameter estimation for single and multiple equation systems. Inference and hypothesis testing. Monte Carlo studies.

Statistics (will be math/theory heavy as opposed to applied):

STAT-S 611 Applied Statistical Computing (3 cr.)

STAT-S 625 Nonparametric Theory and Data Analysis (3 cr.) P: Two statistics courses at the graduate level, or consent of instructor. Survey of methods for statistical inference that do not rely on parametric probability models. Statistical functionals, bootstrapping, empirical likelihood. Nonparametric density and curve estimation. Rank and permutation tests.

STAT-S 631 Applied Linear Models I (3 cr.) P: STAT S320 and MATH M301 or M303 or S303 (or equivalent courses), or consent of instructor. Part I of a 2-semester sequence on linear models, emphasizing linear regression and the analysis of variance, including topics from the design of experiments and culminating in the general linear model.

STAT-S 639 Multilevel Models (3 cr.) P: Two statistics courses at the graduate level, or consent of instructor. Introduction to the general multilevel model with an emphasis on applications. Discussion of hierarchical linear models, and generalizations to nonlinear models. How such models are conceptualized, parameters estimated and interpreted. Model fit via software. Major emphasis throughout the course will be on how to choose an appropriate model and computational techniques. Equivalent to EDUC Y639.

STAT-S 650 Time Series Analysis (3 cr.) P: Two statistics courses at the graduate level, or consent of instructor. Techniques for analyzing data collected at different points in time. Probability models, forecasting methods, analysis in both time and frequency domains, linear systems, state-space models, intervention analysis, transfer function models and the Kalman filter. Stationary processes, autocorrelations, partial autocorrelations, autoregressive, moving average, and ARMA processes, spectral density of stationary processes, periodograms, estimation of spectral density. Course equivalent to MATH M568.

STAT-S 655 Longitudinal Data Analysis (3 cr.) P: Two statistics courses at the graduate level, or consent of instructor. Introduction to methods for longitudinal data analysis; repeated measures data. The analysis of change —models for one or more response variables, possibly censored. Association of measurements across time for both continuous and discrete responses. Course is equivalent to EDUC Y655.

Qualitative Research

School of Education:

EDUC-Y510 Action Research I (3 cr.) An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. Students will learn how to conduct action research. This course emphasizes the selection of an area of focus, collection of data, organization, analysis and interpretation of data, as well as decisions about the appropriate actions to take based on findings.

EDUC-Y612 Critical Qualitative Inquiry I (3 cr.) P: Y520 or Y521. This first course in the sequence provides an introduction to critical social theory as it emerges through the context of qualitative research. Students begin corresponding field work, including both data collection and analysis.

EDUC-Y613 Critical Qualitative Inquiry II (3 cr.) P: Y612. This second course in the sequence continues the exploration of social theory and methodology by providing an opportunity for students to follow through on fieldwork and analysis started in Y612 and by examining some theory left implicit in Y512. The course will include opportunities to begin writing methodological texts (taught previously under Y750).

EDUC-Y630 Narrative Theory and Inquiry (3 cr.) P: YP611 or Y612. Examines narrative theory and its connection to narrative approaches in inquiry. Explores the use of narrative in qualitative inquiry, and practices methods of collecting and analyzing narrative data.

EDUC-Y631 Discourse Theory and Analysis (3 cr.) P: YP611 or Y612. Examines the roots of the discourse analytic field in qualitative research. Explores current trends in discourse theory and analysis. Examines exemplars and provides opportunities to engage in discourse analytic methods.

EDUC-Y672 Communicative Action Theory (3 cr.) P: Y611 or Y612. This course focuses on both volumes of Habermas’ Theory of Communicative Action Volumes One and Two. The Theory of Communicative Action (TCA) has direct implications for all social research both in methodological and substantive ways. Methodology, TCA provides a core theory of reason and validity, action and meaning and bifurcated concepts of the social (lifeworld and system) having implications for research design and data analysis. Substantively, the theory of communicative action is suggestive for research questions and determines the vocabulary through which articulate findings.

Sociology:

SOC-S 652 Topics in Qualitative Methods (3 cr.) Offered in Fall semesters, variable topics.

Historical Research

EDUC-H 601 Historical Inquiry in Education (3 cr.) Methodology of historical inquiry in education, including selection and definition of topics, collection and verification of data, interpretation of evidence, and art of historical writing.

EDUC-H 750 Topical Inquiry Seminar in History of Education (3 cr.) Consideration of theoretical or research problems in the conduct of inquiry (especially dissertation studies) in the history of education.

HIST-H 601 Introduction to the Professional Study of History (4 cr.) Introduces graduate students into the demands of the historical profession, introduces theory and methods of history, historiography, and fundamental research skills.

HIST-G 901 Advanced Research (6 cr.)

Other Courses

Music Informatics:

INFO-I 547 Music Information Processing: Audio (3 cr.) This course deals with various music analysis and processing problems that use sampled audio as the primary data representation. Discusses digital signal processing, including filtering and its relationship to August 29, 2018 273 Fourier techniques. Topics include synthesis, effects processing, score following, blind music recognition, and accompaniment systems. Not currently offered.

INFO-I 548 Intro to Music Informatics (3 cr.) P: Solid understanding of music fundamentals; music theory background recommended. History, issues, and applications in music information technology. Survey of various types of musical information. Introduction to digital musical media, including data standards and processing; database structure and organization standards and processing; database structure and organization of audio-, score-, and text file objects; and discussion of copyright issues. Not currently offered.

Music Education Progress Oral Exam for PhD and DME students

Background

The Doctoral Progress Oral Examination is taken at the beginning of the third semester of residency (i.e., the start of year two). This exam has been designed to assess a student’s general progress in the doctoral degree and determine the best course of advising after one year of study. It will assist the faculty in evaluating how well the student is learning the content of their doctoral coursework and in diagnosing any weak areas that may need special attention in preparation for the completion of the dissertation and the doctoral qualifying exams. Moreover, because this an oral exam before a committee of music education faculty members, it gives students practice in answering questions in a similar format to that which will be encountered in the oral qualifying exam.

Be advised that the skills and abilities most applicable to success in the progress oral (and the doctoral qualifying exams) go beyond those that are emphasized during coursework. Coursework tends to emphasize the acquisition, application, and customization of new information and skills from within a single disciplinary or topic-driven perspective. In contrast, qualifying examinations tend to emphasize impromptu (“spontaneous”) demonstrations of knowledge. This requires consideration of course content in potentially new ways: internalization, synthesis, and understanding of broad issues in the field that may be threaded through each of the graduate classes. It is recommended that students ask professors to describe how the goals and objectives of particular courses are relevant to their Progress Orals (and, later, qualifying examinations). However, generic preparation strategies that could be useful can be found at the end of this document.

Purpose

More specifically, the goal of the Doctoral Progress Oral Examination is to conduct a diagnostic assessment that will reveal whether a student is engaging in course content and their scholarly work such that they are on track to:

• • Create a dissertation proposal
  • Pass the Written Qualifying Exam
  • Pass the Oral Qualifying Exam
  • Represent themselves as a scholar and a teacher in the profession
  • Demonstrate sufficient expertise for training pedagogues in their field of emphasis

Format

Prior to the Exam

The department chair will gather comments from the entire music education faculty about the work and dispositions that the student has exhibited thus far in the degree progress (e.g., quality of writing, punctuality, participation). A committee of three music education faculty members will be formed to conduct the oral portion of the exam. The student will submit a list of faculty members they would prefer to be present at the oral component of their exam to the department chair, ranked according to preference. One faculty member will be chosen from the student’s preferences and two faculty members will be assigned by the department chair. In addition, the student will submit a paper they have written at IU that they believe represents their highest quality of academic work or progress towards such ends. Along with this paper, the student will also submit a 2–3 paragraph description of why they chose that paper, explaining (a) how it exemplifies their abilities and/or development thus far and (b) what they wish to continue to improve. The exemplar paper and the related commentary will be submitted at least one week prior to the exam.

The Oral Component of the Exam

The oral component of the exam will consist of five questions (see detailed description of question types below). Question one will be sent to the student well ahead of time. It is expected that the student prepare a thorough response to question one, in which they describe their current research interests. Students will be asked to arrive one hour prior to the start of their oral exam. Questions two through five will be given to the student in person one hour prior to their exam time, at which point the student is expected to begin to organize their answers. During the exam, the student will be asked to provide an oral response to each question. Faculty may ask follow-up questions at any point in the student’s exam as conversation allows. Students may bring a notebook to jot quick notes to themselves during the exam.

Question Types

• • One prepared question regarding the rationale/problem, major literature, and methodological approaches appropriate for conducting research on a potential dissertation topic of interest. (10 minutes)
  • An impromptu depth and breadth question that requires students to (10 minutes):
  • Describe a course topic in depth providing explanations of core principles;
  • Describe names of scholars in the area, provide examples of research evidence;
  • Discuss applications of topics to teaching;
  • Synthesize knowledge of topics (including theoretical, research-based, and practical information) across several courses to address an issue in the field.
  • Another impromptu depth and breadth question with the same characteristics described above (10 minutes).
  • One impromptu research methodology question that requires students to demonstrate a grasp of important issues when designing and executing a research study (the topic of this question will not duplicate material given in the student’s answer to the prepared question). (7 minutes)
  • One prepared question about training future pedagogues in their particular area of emphasis (choral, instrumental, general, etc.): “In your future, it is likely that you will teach an choral/instrumental/general (etc.) music methods course. Describe how you would design this course. What topics are important to cover? What materials and resources would you use? What experiences would you want your students to have in this course?” Please be prepared to discuss standard texts, current texts, and other resources that you would include in the course as well as information to topic categories that typically appear in syllabi (e.g., repertoire/literature, teaching strategies, lesson planning, assessment, peer/practicum teaching, technology, special needs students, etc.). Students are encouraged to meet with the IU faculty member(s) currently teaching courses in their selected area and talk through how they organize their class. (7 minutes)

Outcomes

There are several possible outcomes of the Progress Oral Examination:

• High Pass: Your performance on the exam is exemplary. Your responses to the questions are indicative of high professional standards. Continue your work in the same vein.
• Pass: Your performance on the exam indicates that you have made appropriate progress and your ability to answer oral questions is sufficient.
• No Pass – Re-take: Your performance on the exam would not have been satisfactory had this been the actual oral qualifying exam. You are advised to re-evaluate your preparation strategies and allotment of effort for this exam. You should plan to re-take the progress oral exam again at the beginning of the following semester. Note that the questions asked at the retake-exam will be different from those asked at the original progress oral exam.
• No Pass – Advising recommendation: Your performance on the exam would have been unsuccessful had this been the actual oral qualifying exam. Continuing in the degree program is strongly discouraged by the Music Education Department.

Addendum:

If a student needs special accommodations as approved by the Office of Disability Services for Students, it is the student’s responsibility to communicate these to the department chair well in advance of the progress oral exam.

Since this exam is generally taken relatively early in the residency period, being asked to re-take the exam (outcome #3) will not, necessarily, delay in the student’s progress through the program. While being advised to leave the program may seem severe (outcome #4), this recommendation is intended to help the student to avoid years and financial encumbrances on a degree program when the prospect for completion appears dim. Students may appeal this recommendation after the first attempt at the Progress Oral.

Music Education Doctoral Progress Oral Examination: Advice for Student Preparation

Approach for preparing during coursework (prior to the examination)

• Organization
• Approach coursework with an organizational framework for the materials that are included
• Organize readings, articles, and other items with a clear physical (binders, folios) and/or electronic system (a desktop course system can be arranged via topic, other file management systems – Mendeley, Zotero, Evernote, etc.)
• Create flowcharts, mindmaps, or other graphical summaries of the key theories, principles, figures, and general ideas for major topics (“between/among courses”)
• Seek help early and often to address misunderstandings as they arise during coursework

Approach for developing an answer to the prepared question

• Organize plans for potential dissertation research
• Identify a topic that represents a need in the profession and a personal curiosity
• Identify a statement of a problem that could serve as the underpinning for inquiry in your topic of interest and specific research questions to examine your topic
• Practice fluency in your ability to describe the rationale for conducting a study on the topic of interest
• Practice explaining one to three research questions related to the topic of interest
• Identify seminal authors who have published on your topic of interest and review their writings
• Practice fluency in your ability to describe examples of the kinds of research that have influenced your thinking on the topic
• Identify a methodology and research design appropriate for the research questions you envision asking
• Sketch the sampling procedure, data collection, and data analysis you would use to conduct an original research study on your topic of interest

Approaches for depth, breadth, methodology, and pedagogy questions

• Review all course work for information retention and accuracy
• Organize materials in courses according to major topics addressed
• Potential elements to emphasize:
• Definitions of central principles or themes
• Lists of important figures/authors
• Detailed example of at least one research study explored
• Examples of pedagogical implications
• Relationships between topics in the course (comparison, contrast, synthesis)
• Organize materials across courses, according to important issues in the field
• Potential guiding question(s) to ask:
• How could course topics converge to address important pedagogical issue in the field related to…
• The nature of musical experience
• The purpose and value of music education
• Musical development and learning
• Curricular philosophy and design
• How could course topics converge to address important teacher education and policy issues in the field related to…
• Pre-service teacher education
• Program administration
• Teacher professional development
• Educational policy
• Prepare to discuss major pedagogical influences and trends in your emphasis area
• Potential elements to emphasize:
• Lists of important figures, clinicians, and authors
• Descriptions of seminal pedagogical materials of value for musical development in the emphasis area
• Descriptions of seminal pedagogical materials of value for your future teacher education classes
• Descriptions of the connections between scholarship and practice in the emphasis area
• Organize materials from research methodology courses according to their function and application
• Potential elements to emphasize:
• Epistemological frameworks of each research paradigm
• Prototypical design categories
• Methods of sampling
• Methods of data collection
• Methods of data analysis
• Examples of each methodology in music education research
• Application of methodology to your personal scholarly and pedagogical interests

Examples of study strategies

• Individual strategies when reviewing materials
• Study materials with an intent to commit the major themes of each course to memory
• Build a virtual structure for the course content that makes sense to you
• Build a knowledge base that features many connections among the various bits of information
• Study the materials with a goal of learning broader, often more abstract, principles (e.g., the basic nature of the ideas) as well as contextualized examples (e.g., examples of how the materials relate to your teaching and research experience)
• Study materials by elaborating on the ideas in your own words
• Study by testing yourself to recall the materials from memory with less and less prompting/scaffolding/outlining as the exam approaches
• Practice answering questions in a manner that demonstrates organized thinking (rather than an unorganized, stream of consciousness-like regurgitation of information)
• Group study
• Create a schedule of meeting times during which a group of your peers can commit to attending
• Bring structure(s) developed from individual study to the group and compare study resources to check each other for accuracy, comprehensiveness, and organizational structure
• Study materials with a other students who are willing to hold you accountable for accuracy, depth, breadth, and application of the content you are studying
• Practice developing questions that cross course content to discover broader themes and ideas
• Practice telling each other about specific areas of research interest along with purposes for study, research questions, and research methodology specifics (and practice asking each other for rationale or more clarity)
• Quiz each other frequently by asking questions that require impromptu responses

If a student needs special accommodations as approved by the Office of Disability Services for Students, it is the student’s responsibility to communicate these to the department chair well in advance of the progress oral exam.

Guidelines for Research Involving Human Subjects (IRB Approval)

Under Federal regulations and University policy, all researchers who conduct research—including those completing master’s theses and doctoral dissertations or final projects—that involves human subjects or materials of human origin must submit an application to the Institutional Review Board (IRB), which reviews all research protocols on behalf of the IU Human Subjects Office (see https://research.iu.edu/compliance/human-subjects/index.html for full instructions). Approval of the research protocol must be in place before the researcher begins data collection. If you do not receive IRB approval for your project prior to beginning data collection and keep your approval current during the entire time that you collect and analyze data, your project may not receive approval by the Graduate School (for PhD dissertations) or JSoM (for MME theses, DME dissertations, and DM final projects). Similarly, many academic journals will not publish research conducted without IRB approval.

When you submit your application to the IRB, please note that the IRB requires that there be a faculty sponsor for student-led research and that the faculty sponsor be listed as the Principal Investigator (PI) on the project, even if the student is actually conducting the research. Both the student and the faculty sponsor must have completed the Human Subjects Protection tutorial and test. If you are working with a member of the faculty who regularly conducts research on human subjects, they will probably have passed the test and can be the sponsor of your application. If you are working with a member of the faculty who does not usually conduct this kind of research, he or she must take the steps to pass it. You should send your application to your faculty sponsor for review before submitting it to the IRB. The faculty sponsor can indicate their approval of the application by sending an email message to the Human Subjects Office.

Links to Key Information

IU Human Subjects Office

https://research.iu.edu/forms/human-subjects-irb.html − for forms, guidelines, procedures, deadlines, and additional information

https://research.iu.edu/training/required/human-subjects.html − click on the “complete training requirements” box to find the required social/behavioral researcher stage 1 training and testing.

Additional Resources

IU’s Research webpage − https://research.iu.edu/compliance/human-subjects/index.html − contains extensive information on many aspects of research

Frequently Asked Questions for the Requirement for Education on the Protection of Human Subjects, from the National Institutes of Health − http://grants.nih.gov/grants/policy/hs_educ_faq.htm

MUS-E662/E663 Public Lecture

The purpose of the public lecture requirement is to give doctoral students an opportunity to practice the steps necessary for a proposing and delivering a successful presentation at a professional conference. All students will present their projects at a Music Education Research Colloquium and also submit their work to an appropriate professional conference. All doctoral students must complete the Public Lecture requirement, which is included among their required courses. DME students must enroll in and complete MUS-E 662 Public Lecture in Music Education, whereas PhD students must enroll in and complete MUS-E 663 Public Research Lecture in Music Education.

Completing the public lecture requirement entails:

1. Identifying a topic (usually one that has been developed in one or more doctoral courses)

• DME students enrolled in MUS-E 662 may choose to develop a project suitable for presentation at a practitioner-oriented conference (e.g., clinic, demonstration) or a project suitable for a research conference (e.g., an original research study).
• PhD students enrolled in MUS-E 663 must develop a project suitable for a research conference (e.g., an original research study).
• Note. See “Required Materials” below.

2. Identifying a faculty member to serve as advisor for the project as well as an additional faculty member to serve as a “second reader.”

• The student and faculty advisor will identify an upcoming Music Education Research Colloquium date for the presentation of the public lecture project, as would be appropriate given the projected necessary time for their second reader to evaluate their work.
• The student will work with their advisor to develop their materials and presentation and when the advisor feels their work is satisfactory, the student will share it with the second reader. The second reader should be given four weeks prior to the tentatively scheduled MERC date to evaluate the paper. The faculty advisor and second reader must both approve the project for presentation
• Note. See “Required Materials” below.

3. The student will work their advisor to identify an appropriate professional conference for presenting their project. The student must submit their work to an outside venue.

• Note: the proposal only needs to have been submitted, not necessarily accepted, in order for the student to present the E662/E663 MERC on-campus lecture.
• Students should keep watch for regularly-announced conference calls for presentations and workshops and submit the proposal by the stated deadline. In rare instances, a student may prepare a proposal for an upcoming conference that has not yet begun accepting submissions, with the expectation that they will submit the proposal as soon as possible. These instances will be approved on a case-by-case basis by the Graduate Coordinator of Music Education.

MUS-E662 Public Lecture in Music Education (0 cr.) P: Consent of instructor. A presentation made to the university community and submitted for consideration to an appropriate professional conference. The paper presented must be approved by a primary faculty supervisor and a second faculty reader. This course is eligible for deferred (R) grading.

MUS-E663 Public Research Lecture in Music Education (0 cr.) P: Consent of the instructor. A research presentation made to the university community and submitted for consideration to an appropriate professional conference. The paper presented must represent new, doctoral-level research and be approved by a primary faculty supervisor and a second faculty reader. This course is eligible for deferred (R) grading.

Required Materials to Share with A Second Reader

Music Education Department: Dissertation Procedures (Revised 5/18/20)

Frequently visit the following website for the latest dissertation policies:

https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/dissertationPhD-DME.shtml

The dissertation proposal may take one of the two following forms:

Option 1 – Traditional Dissertation Proposal

This proposal will include a rationale (statement of the problem), purpose statement, review of relevant literature, a proposed research method, and a tentative timeline for completion. Methodological details will vary depending on chosen research paradigm. The proposal should include full references and relevant pilot data.

Option 2 – Multiple Projects Dissertation Proposal

This proposal would consist of a minimum of three linked projects under a single topic area or program of research. They could be three research projects on a single program of research, two research projects and a stand-alone literature review, or some variation. The proposal will include a rationale (statement of the problem), purpose statement and review of relevant literature appropriate for the collection of projects, a brief description of the method and specific research questions for each of the proposed projects, the intended journals for publication, and a tentative timeline for completion. Course projects may not be suitable to include in a themed multiple projects dissertation, but if they are, they will likely need expansion and committee approval. At least one of the projects must be initiated after the topic proposal defense. All completed projects are to be submitted in publishable quality, suitable as independent publications.

If any dissertation research involves work with human subjects, including surveys or interviews, the student must obtain permission from the University’s Institutional Review Board before initiating any data collection. The research director should be listed as the Principal Investigator (“PI”) when applying for IRB approval.

Topic Prospectus & Proposal

1. 1. E658 Doctoral Seminar is designed to guide the student in the development of a dissertation topic proposal draft (called a “prospectus”).
   2. After completion of E658 in which a written topic prospectus is completed, the student may take that prospectus to a potential research director from among the music education faculty. It is customary to provide adequate time for faculty to read and provide feedback on your work, which may range from 1 to 4 weeks. (Note: school breaks are not included in timelines.)
   3. After consultation with the research director, the student circulates copies of the prospectus to other potential members of a research committee (two music education department faculty and one outside of music education), again allowing faculty time to read the work, which may take from 1 to 4 weeks.
   4. The student works with the research director to develop the formal topic proposal.Topic Proposal Defense
   5. A topic proposal defense is scheduled with the full committee and the student. The student presents the proposal and answers committee questions. The student then leaves the room while the committee discusses the proposal. When the student is invited back into the room, the prospective research director communicates the consensus of the committee regarding any concerns, including revisions, additions, and how much and in what ways the research director and other research committee members expect to be involved in this process. This process may require one to several revisions; the timeline for an endorsed topic proposal is unique to each student.
   6. When each member of the prospective research committee has approved the topic proposal, the proposed research chair/director forwards the final version of the endorsed proposal to the Music Graduate Office with a recommendation of an appropriate research committee. For PhD students, the Music Graduate Office will request a 1- to 2-page summary of the proposal, which the student should be prepared to provide as soon as possible.
   7. When the topic proposal has been approved, the major field written exam can be scheduled.Steps 8–10 apply only to PhD students:
   8. After the oral exam is successfully passed, the Music Graduate Office will contact the student with instructions for filling out the Nomination to Candidacy eDoc. This eDoc will route to the chair of the student’s advisory committee and minor field representatives for approval.
   9. Once the Nomination to Candidacy e-doc has been approved by the faculty listed above and the University Graduate School, the Music Graduate Office will provide the student with instructions on how to complete the Nomination of Research Committee form online, via One.IU.
   10. After a review by the Music Graduate Office, the Nomination of Research Committee eDoc will then be distributed to all members of the proposed Research Committee, who will each receive an email message with a link to the eDoc. They will need to follow the link to review and approve the eDoc. (If a student has nominated someone to their committee from outside the university, the music graduate office will sign by proxy.) If a correction is necessary at this point (unlikely, since the proposal will already have been reviewed), the faculty member will have the option to “return” the document either to the student or the Music Graduate Office.Dissertation Completion
   11. Usually the student works under the research director’s close guidance and consults with the other committee members. The process may require a number of revisions. The timeline for an approved final draft is unique to each student.
   12. DME dissertations must adhere to the JSOM dissertation style guidelines: http://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/styleGuidelines.shtml.PhD dissertations must adhere to the University Graduate School guidelines: https://graduate.indiana.edu/thesis-dissertation/formatting/index.html.
   13. When the research director has approved the completed dissertation draft, the students asks the research director to send an email message to the doctoral clerk in the music education graduate office at musdoc@indiana.edu, indicating approval for the dissertation to be circulated to the rest of the research committee.
   14. Prior to submission, the student asks if any members of the research committee would prefer to have a paper copy of the dissertation. The student must submit the corresponding number of paper copies (if any) to the Music Graduate Office. The student also submits the dissertation electronically via the online submission form: https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/dissertationPhD-DME.shtml
   15. Once paper copies and the online submission are received, the Music Graduate Office distributes the dissertation to the research committee for review, and the student is allowed to schedule the defense.
   16. The research committee reviews the dissertation to determine if it is ready for defense. By JSoM policy, faculty members may take up to six weeks to review it and decide whether to approve it for defense. School breaks are not included in this timeline. If the committee does not approve the dissertation for defense within six weeks, the defense will be canceled until revisions are made and all committee members approve the document for defense.The Defense
   17. The defense may be scheduled in advance by selecting a date eight weeks after submission, or as soon as the committee approves the document. PhD students (only) must file a defense announcement with the University Graduate School (this is an eDoc available via One.IU) at least 30 days in advance of the defense date.
   18. All doctoral students schedule a defense date through the Music Graduate Office for a time when the entire research committee is able to attend in person. Defenses may be scheduled on available dates during the fall and spring semesters and during the portion of the summer term when the Jacobs School of Music is in session. Under certain conditions, it is permitted for a maximum of one committee member to attend a defense via video conference. See the Music Graduate Office website for details.
   19. A defense is attended by the members of the research committee, other members of the Jacobs School of Music community, and others whom the student or the department invites. Typically, the student begins by explaining how she/he came to the topic and presents an overview of the research and its results through lecture with multimedia. This is followed by questions on the project and topic from members of the committee (and, if time permits, from guests).
   20. The members of the research committee will meet privately immediately after the defense to decide on its acceptability for the degree and whether any changes to the document are required before final submission and, if so, who will be approving those changes. The student is invited back into the room for a conference with the committee. PhD students must deliver an original signature page and abstract to the University Graduate School.
   21. When the defense is passed, the student prepares and submits final copies of the dissertation according to guidelines provided here: https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/finalCopiesPhD-DME.shtml.

Frequently visit the following website for the latest dissertation policies which will supersede this document in the event of a conflict of details:

https://intranet.music.indiana.edu/degrees/graduate-diploma/doctoral/dissertationPhD-DME.shtml

Students can fill out the following Doctoral Advisory Committee Request Form at:
https://intranet.music.indiana.edu/degrees/graduate-diploma/forms/Form–Doctoral_Advisory_Committee.pdf

Find fillable form here:

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