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The Push to 120: Reconciling Credit Hours in Undergraduate Music Education

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Title: The Push to 120: Reconciling Credit Hours in Undergraduate Music Education
Language: English
Authors: Maas, Andrea (ORCID 0000-0002-6387-3680), Wacker, Aaron T., Allen, Ashley D.
Source: Journal of Music Teacher Education. Oct 2023 33(1):86-102.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Music Education, Undergraduate Students, Bachelors Degrees, College Credits, Marketing, Equal Education, Access to Education, Educational Policy, Accreditation (Institutions), Music Teachers, Teacher Education Programs, Wellness, Teacher Education Curriculum, Required Courses, Educational Change, Alignment (Education), Strategic Planning, Administrator Attitudes
DOI: 10.1177/10570837231189822
ISSN: 1057-0837
1945-0079
Abstract: Bachelor of Music Education degrees, like many professional programs, require a high number of credit hours for graduation. The marketization of higher education and efforts toward equitable access to a college education drive efforts to eliminate "excess" credits. Despite state and institutional mandates to reduce credit requirements to 120 hrs, many programs still exceed this target with some reaching nearly 150 credit hours. This descriptive survey study with follow-up document review examined how schools of music are responding to credit hour reduction policies limiting credits at or near 120 hrs. The findings of this study confirmed tensions between accreditation requirements, credit hour reduction policies, and curricular aims of music teacher preparation programs. The authors present reports regarding influencing factors and strategies for reconciling credit hours. They further discuss emerging questions regarding credit allotment and course hours, implications for student wellness and curricular reform, and suggestions for future research.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391333
Database: ERIC
FullText Text:
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  Data: The Push to 120: Reconciling Credit Hours in Undergraduate Music Education
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. Oct 2023 33(1):86-102.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 17
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  Data: 1057-0837<br />1945-0079
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  Data: Bachelor of Music Education degrees, like many professional programs, require a high number of credit hours for graduation. The marketization of higher education and efforts toward equitable access to a college education drive efforts to eliminate "excess" credits. Despite state and institutional mandates to reduce credit requirements to 120 hrs, many programs still exceed this target with some reaching nearly 150 credit hours. This descriptive survey study with follow-up document review examined how schools of music are responding to credit hour reduction policies limiting credits at or near 120 hrs. The findings of this study confirmed tensions between accreditation requirements, credit hour reduction policies, and curricular aims of music teacher preparation programs. The authors present reports regarding influencing factors and strategies for reconciling credit hours. They further discuss emerging questions regarding credit allotment and course hours, implications for student wellness and curricular reform, and suggestions for future research.
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  Data: 2023
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  Data: EJ1391333
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      – SubjectFull: Music Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Bachelors Degrees
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      – SubjectFull: Strategic Planning
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