Taking It to the Limit: Curricular Responses to Credit Hour Caps in Music Teacher Education Programs
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| Title: | Taking It to the Limit: Curricular Responses to Credit Hour Caps in Music Teacher Education Programs |
|---|---|
| Language: | English |
| Authors: | Phillip D. Payne, Edward C. Hoffman III, Aaron T. Wacker, Ashley D. Allen |
| Source: | Research and Issues in Music Education. 2025 18(1). |
| Availability: | James Madison University. 800 South Main Street, Harrisonburg, VA 22807. e-mail: lib-digitalcollections@jmu.edu; Web site: https://commons.lib.jmu.edu/rime/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Music Teachers, Teacher Education Programs, College Credits, Educational Policy, Public Colleges, Private Colleges, Degree Requirements, Curriculum, Undergraduate Study, Institutional Characteristics |
| ISSN: | 1532-8090 |
| Abstract: | As tuition rates continue to rise, credit hours required for degree completion emerges as a primary topic of concern. Undergraduate music education programs (or degrees) typically require a high number of credit hours which may also necessitate student class overloads, summer coursework, and/or program completion that could exceed the expected term of four years. To better understand the extent of current degree requirements and offerings, we examined credit allocation practices at 100 randomly selected NASM institutions. Specifically, we focused on emerging trends, commonalities, and potential insights to better guide policymakers when addressing legislative mandates focused on credit hour caps. Findings revealed that only 12% of institutions met 120-credit-hour limits, with 40% reaching 128, allowing students to successfully complete a degree in four academic years. Under-credited and zero-credit courses also emerged as topics of potential interest that might conceal actual program requirements or circumvent legislative mandates. We also found differences between public and private institutions as well as alignment among institutions who operate on trimesters. As policymakers continue to define expectations of collegiate degree programs, this study suggests that faculty members must continue to establish value within the degree while maintaining rigor and expectations supported by continued research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491924 |
| Database: | ERIC |
| Abstract: | As tuition rates continue to rise, credit hours required for degree completion emerges as a primary topic of concern. Undergraduate music education programs (or degrees) typically require a high number of credit hours which may also necessitate student class overloads, summer coursework, and/or program completion that could exceed the expected term of four years. To better understand the extent of current degree requirements and offerings, we examined credit allocation practices at 100 randomly selected NASM institutions. Specifically, we focused on emerging trends, commonalities, and potential insights to better guide policymakers when addressing legislative mandates focused on credit hour caps. Findings revealed that only 12% of institutions met 120-credit-hour limits, with 40% reaching 128, allowing students to successfully complete a degree in four academic years. Under-credited and zero-credit courses also emerged as topics of potential interest that might conceal actual program requirements or circumvent legislative mandates. We also found differences between public and private institutions as well as alignment among institutions who operate on trimesters. As policymakers continue to define expectations of collegiate degree programs, this study suggests that faculty members must continue to establish value within the degree while maintaining rigor and expectations supported by continued research. |
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| ISSN: | 1532-8090 |
