Thursday, September 29, 9:00 am — 11:00 am (Rm 409B)
Doyuen Ko, Belmont University - Nashville, TN, USA
P2-1 Understanding Project-Based Learning in the Audio Classroom: Using PBL to Facilitate Audio Storytelling—Kyle P. Snyder, Ohio University, School of Media Arts & Studies - Athens, OH, USA
One of the more prevalent buzzwords in education today, project-based learning is a natural fit for the audio engineering classroom. With students that thrive by working toward a common goal or “learning by doing,” this constructivist framework is worth examining as implemented by educators. This paper discusses project-based learning as implemented in an audio engineering classroom to facilitate audio storytelling and provides recommendations for faculty looking to implement project-based learning into their curriculum.
Convention Paper 9601 (Purchase now)
P2-2 The Graduate Audio Database Project: A Look into Pragmatic Decision-Making in Postgraduate AE Curricular Design—Daniel A. Walzer, University of Massachusetts Lowell - Lowell, MA, USA
This paper reports on the first phase of a comparative project to build a Graduate Audio Database (GAD) of North American colleges and universities (N=66) offering 86 Master’s degrees. Data came from available information drawn from institutional websites, course descriptions, professional and educational organizations, and targeted keyword searches. Each credential received categorization across seven areas. Results indicate that 38% of institutions list the Master of Fine Arts (MFA) as the most common degree offering and 92% of universities emphasize the creative aspects of audio and sound. This paper explores the role of action research to build an exploratory review of graduate-level audio degrees and reflect on how decision-making affects postgraduate curricular mapping.
Convention Paper 9602 (Purchase now)
P2-3 Equalizing Frequencies: Gender and Audio Technology in American Higher Education—Roseanna Tucker, University of Southern California - Los Angeles, CA, USA
Unequal gender representation pervades audio engineering and production programs in higher education in the United States but has hitherto been the subject of limited discourse. This paper intends to corroborate survey data and observations from audio-technology professors and students with research concerning gender and academic performance in audio-technology and other disciplines displaying similar gender inequities. Research pertaining to female science, technology, engineering, arts, and math (STEAM) majors suggests a number of strategies to assist educators in affecting more inclusive, equitable classroom cultures. The author focused primarily on the dearth of female audio-technology professors, gender as a factor in classroom participation, and extracurricular student culture, and the impact of gendered expectations concerning music and audio-technology during the precollege years.
Convention Paper 9603 (Purchase now)
Convention Paper 9604 (Purchase now)