You’re the Professor, Now What?

2. You’re the Professor, Now What? • Above is our topic today, but . . . • Whoa, wait! • You don’t just walk into your first college job as an Assistant Professor without a lot of preparation • You’ve got your doctorate, big deal! • Now, you are taking the first step on a long ladder, working toward personal, professional, & financial success • NOW, what you do and how you do it can dictate success or failure in the career you have worked & prepared for during the last, well . . . many years

3. Your First Job Begins With . . . • Finding a vacancy at a university that fits you • Applying for the job • Researching the university • All people, places, & things about the job and institution • You may, hopefully, be doing this for several potential jobs at the same time • You must be ready to interview at a moment’s notice • Telephone • On-campus interview

4. Am I in the Wrong Seminar?I’m supposed to be hearing about my first year on the job, this guy is talking about getting a job ??? • To be successful in your first job as an Assistant Professor . . . • I quote a line from a famous musical “you’ve got to know the territory” • Often the new doctorate walks into a faculty position thinking that they own the world • Fact: • There are two worlds • Student • Faculty

5. Doctoral Student vs. Faculty Member • In many doctoral programs, you function as a teaching assistant, you associate with faculty members, and you often feel like a faculty member . . . • BUT IT’S DIFFERENT ON THE OTHER SIDE OF THE FENCE ! ! ! ProfessorDoctoral Student

6. Today’s Principal Focus We mainly will cover areas associated with: 1. Researching & learning about kinds of universities, structures, administration, professional expectations, & some things you have not learned in your doctoral classes that will slap you in the face when you arrive on campus, attend to business affairs, & start your job 2. The kind of institution where you gain employment usually contributes to how you will function as a faculty member Teaching, Research/Creative Activity, & Service and your behaviors, interactions, & associations with students, colleagues, and administrators

7. So What ? I came here today to learn about ME, as a professor in a new music position at a university . . . What’s all this stuff about researching before starting my job? Well here is some recommended reading while in school, before your job, & during your job David P. Campbell. “If You Don't Know Where You're Going, You'll Probably End up Somewhere Else” ISBN: 9780883473276 See: http://davidpcampbell.org/

8. THE THEME OF THIS PRESENTATION "you gotta know the territory"

9. Delimitation Before We Start Today, we don’t have time to cover the following: • Interpersonal relationships among colleagues • Turf & territory • Politics • Competition for supplies, funds, travel support, and students • Balancing time between teaching & your professional development & performance • Creating a 25-hour day • And, so on . . . These are some important areas that can impact the new assistant professor & often cause problems, influencing teaching and learning • Unfortunately, these don’t stop at the end of the first year

10. ADVICE FROM THE EXPERTS In my website for this seminar, see the link titled: "Advice From The Experts: Former Students & Colleagues" I have inserted the icon "NEW" to attract your attention to the line, although this material has been posted since I created the site for my OU-GMSA seminar This listing of “on-the-job experiences” originated from MUS-750, Doctoral Seminar, a 3-credit class I taught at UNCG for many years. The objectives of this class were to prepare doctoral students for the real world of college teaching, and the content covered a broad spectrum of topics ranging from deciding on a retirement plan during the first few days through preparation for promotion and tenure.

11. THANKS TO THE EXPERTS • Special appreciation goes to my former students, past and present, who contributed to this list. You have here a wealth of information from “real” experience that will provide you with foresight, insight, and advice when you prepare for your first year of teaching in higher education. • Statistics describing the contributors . . . • N = 16 • Assistant Professor = 7 • Associate Professor = 2 • Full Professor = 6 • No Rank = 1 • Not Tenured = 6 (1 University Without a Tenure Structure) • Tenured = 9 • In Process = 1 • Locations: Universities coast-to-coast

12. Begin With RESEARCH Before A Phone or On-campus Interview Research Comprehensively NOTE: Your research does not stop when you are hired A logical hierarchy to guide your research is: 1. University • Large universities, liberal arts colleges, state colleges, private colleges, denominational colleges, research universities, teaching universities, etc. 2. School/department of music 3. Position (Obviously, you were hired for a specific position!) 4. Environment • People • Places • Things • Community

13. Tools for Job Research • University/school web pages • your mentor/teacher should help you • call friends/peers/former teachers • school handbooks • university handbooks • Now prepare for your first professorship whether you get the job or not • research techniques and gained information will apply to other job interviews and jobs • If you get the job, you’ll already know a lot about the school, environment, and position • You’ll have a lot of other things to think about and do when you arrive on campus

14. Showing Some Ways to Research • Kinds of colleges/universities will determine a lot about how you function, expectations, and staying employed • Many types of colleges and universities in the U.S. • Several different ways we classify them. • Classifications: • State supported • History of a school, how and when it was first established • How the school primarily functions now

15. Kinds of Colleges/Universities • Public Universities: • Usually state-affiliated • Supported by public taxes • Many degrees and different fields of study • Schools or colleges within the university • Public universities relatively inexpensive for in-state • Out-of-state students pay "out-of-state" tuition • Competition for tuition waivers • Faculty members, music divisions, and studios often compete for assistantships and waivers for “their” students

16. Small But Important Colleges • Liberal Arts Colleges: • Usually small • Fewer than 1,000 students to several thousand • Usually focused on undergraduate study • Arts and sciences disciplines: humanities, sciences, and social sciences. • Less emphasis on professional studies • Often private schools • Supported by tuition fees, private donations, and grants • Often highly-rated institutions • Emphasize small classes • Individual attention to their students • Close relationship between faculty and students • Stringent admissions standards • Examples: • Amherst, Williams, Swarthmore, Bowdoin, Smith, Mount Holyoke, Vassar, Bryn Mawr, Oberlin, and Grinnell

17. Prestigious Universities • The Ivy League: Not officially formed until the 1950s • Include: Harvard, Yale, Princeton, Brown, Dartmouth, Cornell, Columbia, and the University of Pennsylvania (a private college, not Penn State University) • Emphasis on undergraduate liberal arts education • Also have noted graduate and professional schools • Very high tuition at these private schools • Admission is generally highly competitive • You’ll teach a different kind/type of student vs. state universities • Many other private and public universities that are highly rated with high admission standards • e.g., Stanford at Palo Alto, CA

18. Church-Related • Denominational or Religiously-Affiliated Schools: • Many denominational universities in the United States • They often are not controlled by stringent admission standards, students may have extra requirements (attend chapel), administered by members of their religious group • Some universities: • Notre Dame and Georgetown (both Catholic), Brandeis and Yeshiva (Jewish), Brigham Young (Mormon), Duke and Southern Methodist University, (Methodist) and Earlham (Quaker).

19. Undergraduate Universities • Undergraduate colleges offer a variety of liberal arts courses along with their technical subjects. Undergraduates admitted to these schools usually have especially strong backgrounds in math and sciences, as witnessed by grades and standardized test scores (e.g. SAT, ACT, or ATS). • Examples: M.I.T. (the Massachusetts Institute of Technology), Cal Poly (California Polytechnic Institute), Georgia Tech (Georgia Institute of Technology), and W.P.I. (Worcester Polytechnic Institute) are a few of the noted schools in this category.

20. Descriptive • Liberal Arts Colleges or Universities • Liberal arts colleges offer a broad base of courses in the humanities, social sciences, and sciences. Many are private and focus mainly on undergraduate students. Classes tend to be small and personal attention is available. • Universities (long known as universities, not colleges) • Generally, a university is larger than a college and offers more majors and research facilities. Class size often reflects institutional size and some classes may be taught by graduate students. • Community or Junior Colleges • Community colleges offer a degree, certificate, or similar credential after the completion of two years of full-time study. • Usually have music programs

21. Other Types • Upper-Division Schools • Upper-division schools offer the last two years of undergraduate study, usually in specialized programs leading to a bachelor's degree. You'd generally transfer to an upper-division college after completing an associate's degree or after finishing a second year of study at a four-year college. • Agricultural, Technical, and Specialized Colleges • Have you made a clear decision about what you want to do with your life? Specialized colleges emphasize preparation for specific careers. Examples include Art/music, Bible, Business, Health Science, Seminary/Rabbinical, and Teaching. • Public vs. Private • Public colleges are usually less expensive, particularly for in-state residents. They get most of their money from the state or local government. • Learn about residency requirements. • Private colleges rely on tuition, fees, endowments, and other private sources. • Probably smaller student-teacher ratio

22. Special Universities • Single-Sex • Curricular offerings usually include special programs as appropriate to gender • Often structured toward an elite clientele • The number of single-sex universities/colleges has diminished • Religiously Affiliated Colleges: Some private colleges are affiliated with a religious faith • Historically Black Colleges: Historically-black colleges find their origins in the time when African American students were systematically denied access to most other institutions • Hispanic-Serving Institutes: There are about 135 institutions designated by the federal government as "Hispanic-Serving."

23. Other classifications • Doctoral Granting Universities • Creates a different flavor and environment, for example, in a School of Music • Undergraduates and master’s students experience an advanced level of teaching, learning, and productivity • Emphasize and support faculty research, there is a presence of expectations for faculty to do at least some publishing in peer reviewed journals or, in performance studies, engage in creative activity. Never hurts to work toward publishing, however. • You should expect to mentor graduate students, serve on master’s an doctoral committees • Might even teach graduate students or a graduate class. • Eventually, you’ll serve on doctoral committees—exams, recitals, and dissertations. • Master's Colleges and Universities • Universities that do not grant doctoral degrees. • Probably less emphasis on research—faculty and students. • You’ll likely need to do some publishing and professional activity, depending on the type of university. • The emphasis on master’s theses has substantially diminished across 4-5 decades.

24. COLLEGE or UNIVERSITY ?? • Reminder: I want to emphasize the fact that I have tossed around the labels “COLLEGE” and “UNIVERSITY” through the previous slides • Folks, anymore in many cases there isn’t much difference • All of the kinds and classifications of institutions in higher education we’ve covered and will cover in the next few slides, whether your job is in a college or university, is probably going to be insignificant • Of greater importance, influencing HOW you function as a new assistant professor, are the classifications, kinds, and types of institutions we’ve talked about

25. COLLEGE or UNIVERSITY ?? • Through the past 40 to 50 years we have experienced colleges changing their name to university—WHY? • In most cases, “university” is thought to be more prestigious and academically prominent—maybe attracting more students. Maybe the trustees or board of governors feel more important because of the “university” label. • Competition among institutions also has caused this change. If you were offered a similar job in the same geographic location at an institution of 400 students named “Noplace College” or in “Noplace University,” which would you select? • Sometimes the changes we’ve seen through the years are amusing. A little college of 500 students, “Xxx College” suddenly changes their name to “Xxx University.” • Nothing is different except the name. • You take it from here . . .

26. Classification Systems for Universities Description – RESEARCH • The standard among large universities has been established by the Carnegie Commission on Higher Education in 1970 • Research focus • Published classifications in 1973 for use by other researchers. • Classification system has undergone many changes over the years

27. Current Category-Specific Changes CARNEGIE CLASSIFICATION • Associate’s Colleges. • Include two-year colleges • Split into subcategories. • The new Undergraduate Profile • Size & Setting classifications also differentiate • Often there are opportunities to teach music in two-year colleges • Doctorate-granting Universities. • Doctorate-granting institutions are differentiated as based on an explicit measure of research activity. • Now look at a multi-measure index rather than the single measure of federal funding used in previous editions. • Using the new methodology, they have identified three categories of doctorate-granting institutions. Because of these changes, the new categories are not directly comparable to those categories previously used. • i.e., Research I & II and Doctoral I & II; and Doctoral/Research—Extensive and Intensive. • Doctorate-granting Universities. • Includes institutions that award at least 20 doctoral degrees per year

28. CARNEGIE CLASSIFICATIONS • Also assessed are: • Degree-production criteria for inclusion among doctorate-granting institutions. • e.g., Doctoral degrees per year of at least 10 spanning at least three fields. • Master’s Colleges and Universities. • Split master’s institutions into three categories based on the volume of master’s degree production. • Consider level of master’s degree production separating Baccalaureate and Master’s institutions. • Baccalaureate Colleges. • Have discontinued the use of the “Liberal Arts” terminology • Using terms “liberal arts college” and “liberal arts education • Professional fields are represented among majors in roughly equal proportions.

29. Other Categories Of Colleges • Assoc/Pub-R-S: Associate’s—Public Rural-serving Small • Assoc/Pub-R-M: Associate’s—Public Rural-serving Medium • Assoc/Pub-R-L: Associate’s—Public Rural-serving Large • Assoc/Pub-S-SC: Associate’s—Public Suburban-serving Single Campus • Assoc/Pub-S-MC: Associate’s—Public Suburban-serving Multicampus • Assoc/Pub-U-SC: Associate’s—Public Urban-serving Single Campus • Assoc/Pub-U-MC: Associate’s—Public Urban-serving Multicampus • Assoc/Pub-Spec: Associate’s—Public Special Use • Assoc/PrivNFP: Associate’s—Private Not-for-profit • Assoc/PrivFP: Associate’s—Private For-profit • Assoc/Pub2in4: Associate’s—Public 2-year Colleges under Universities • Assoc/Pub4: Associate’s—Public 4-year, Primarily Associate’s • Assoc/PrivNFP4: Associate’s—Private Not-for-profit 4-year, Primarily Associate’s • Assoc/PrivFP4: Associate’s—Private For-profit 4-year, Primarily Associate’s

30. 3 CARNEGIE Research ClassificationsCURRENTLY USED • RU/VH: Research Universities (very high research activity) • RU/H: Research Universities (high research activity) • DRU:Doctoral/Research Universities • Master’s Colleges and Universities. Generally includes institutions that award at least 50 master's degrees and fewer than 20 doctoral degrees per year. (Some institutions above the master's degree threshold are included among Baccalaureate Colleges, and some below the threshold are included among Master's Colleges and Universities • Technical Details: Excludes Special Focus Institutions and Tribal Colleges.

31. Research Rank of Universities (new-old) • http://www.carnegiefoundation.org/classifications/index.asp?key=791 • Carnegie Commission Research Rating Revision • The Basic Classification is an update of the traditional classification framework developed by the Carnegie Commission on Higher Education in 1970 to support its research program, and later published in 1973 for use by other researchers. • RU/VH: Research Universities (very high research activity) • RU/H: Research Universities (high research activity) • DRU: Doctoral/Research Universities • [old] • Because of these changes, the new categories are not comparable to those previously used (Research I & II and Doctoral I & II; and Doctoral/Research—Extensive and Intensive). • University of Oklahoma is Basic – old Class II: • RU/H: Research Universities (high research activity)

32. Master’s Classifications • Master’s/L: Master’s Colleges and Universities (larger programs) • Master’s/M: Master’s Colleges and Universities (medium programs) • Master’s/S: Master’s Colleges and Universities (smaller programs) • Baccalaureate Colleges. Includes institutions where baccalaureate degrees represent at least 10 percent of all undergraduate degrees and that award fewer than 50 master's degrees or 20 doctoral degrees per year. (Some institutions above the master's degree threshold are also included; see Technical Details.) Excludes Special Focus Institutions and Tribal Colleges.

33. Baccalaureate Classifications • Bac/A&S: Baccalaureate Colleges—Arts & Sciences • Bac/Diverse: Baccalaureate Colleges—Diverse Fields • Bac/Assoc: Baccalaureate/Associate’s Colleges • Special Focus Institutions. Institutions awarding baccalaureate or higher-level degrees where a high concentration of degrees is in a single field or set of related fields. • Others • Spec/Faith: Theological seminaries, Bible colleges, and other faith-related institutions • Excludes Tribal Colleges

34. OKAY, Catch Your Breath ! ! ! • You have just plowed through an unbelievable number of classifications of universities • Does this information help you with being successful in your first job? • Technically, considering these dozens of classifications, the details in the lists probably have no meaning and little impact on your experiences as a new assistant professor. The objective in presenting these classifications is to open your eyes to the point of realizing that there are far more factors influencing philosophies, structures, and university governance in the nation than we realize. • We usually think of universities in terms of size and how they are supported. • When seeking and accepting a university position, you must realize that there may be hidden regulatory elements which will influence you and your career. • The following slides place these university profiles in a more familiar context. I have selected them to provide a variety of comparisons among institutions you may know, recognize and, perhaps, have experienced.

35. Comparisons of Familiar Universities You can find these comparisons and additional information at the following location. This site is not well known, but can be very useful to you when seeking and accepting a job. http://www.carnegiefoundation.org/classifications/index.asp?key=782

36. Some Comparisons We Know • The University of Oklahoma, Norman Campus • Norman, Oklahoma • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 27,483 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

37. Comparisons of Universities • The University of Texas at Austin • Austin, Texas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 50,377 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential • Basic: RU/VH: Research Universities (very high research activity)

38. Comparisons of Universities • The University of North Texas • Denton, Texas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 31,155 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: MFT4/S/LTI: Medium full-time four-year, selective, lower transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential • Basic: RU/H: Research Universities (high research activity)

39. Comparisons of Universities • The University of Central Oklahoma • Edmond, Oklahoma • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 14,598 • Classification Category • Undergraduate Instructional Program: Prof+A&S/SGC: Professions plus arts & sciences, some graduate coexistence • Graduate Instructional Program: Postbac-Comp: Postbaccalaureate comprehensive • Enrollment Profile: VHU: Very high undergraduate • Undergraduate Profile: MFT4/S/HTI: Medium full-time four-year, selective, higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential • Basic: Master's L: Master's Colleges and Universities (larger programs)

40. Comparisons of Universities • Oklahoma State University-Main Campus • Stillwater, Oklahoma • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 23,819 • Classification Category • Undergraduate Instructional Program: Prof+A&S/HGC: Professions plus arts & sciences, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

41. Comparisons of Universities • The University of Kansas, Main Campus at Lawrence • Lawrence, Kansas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 26,980 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/HTI: Full-time four-year, selective, higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential • Basic: RU/VH: Research Universities (very high research activity)

42. Comparisons of Universities • Kansas State University • Manhattan, Kansas • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 23,151 • Classification Category • Undergraduate Instructional Program: Prof+A&S/HGC: Professions plus arts & sciences, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/LTI: Full-time four-year, selective, lower transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/VH: Research Universities (very high research activity)

43. Comparisons of Universities • The University of North Carolina at Greensboro • Greensboro, North Carolina • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 15,329 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/NMedVet: Comprehensive doctoral (no medical/veterinary) • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/S/HTI: Full-time four-year, selective, higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/H: Research Universities (high research activity)

44. Comparisons of Universities • Florida State University • Tallahassee, Florida • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 38,431 • Classification Category • Undergraduate Instructional Program: Bal/HGC: Balanced arts & sciences/professions, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with medical/veterinary • Enrollment Profile: HU: High undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher transfer-in • Size and Setting: L4/NR: Large four-year, primarily nonresidential • Basic: RU/VH: Research Universities (very high research activity)

45. Comparisons of Universities • The University of Michigan-Ann Arbor • Ann Arbor, Michigan • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 39,533 • Classification Category • Undergraduate Instructional Program: A&S+Prof/HGC: Arts & sciences plus professions, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with medical/veterinary • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/LTI: Full-time four-year, more selective, lower transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: RU/VH: Research Universities (very high research activity)

46. Comparisons of Universities The University of Rochester • Rochester, New York • Eastman School of Music • http://www.rochester.edu/academics/ • http://www.esm.rochester.edu/ • Level: 4-year or above • Control: Private not-for-profit • Enrollment (Fall 2004): 8,329 • Classification Category • Undergraduate Instructional Program: A&S-F/HGC: Arts & sciences focus, high graduate coexistence • Graduate Instructional Program: CompDoc/MedVet: Comprehensive doctoral with medical/veterinary • Enrollment Profile: MU: Majority undergraduate • Undergraduate Profile: FT4/MS/LTI: Full-time four-year, more selective, lower transfer-in • Size and Setting: M4/HR: Medium four-year, highly residential • Basic: RU/VH: Research Universities (very high research activity) • Eastman SOM Promotion & Tenure schecule • http://www.esm.rochester.edu/inside/fshb/documents/PromotionTenureSchedule.pdf • http://www.esm.rochester.edu/inside/fshb/

47. Comparisons of Universities • Appalachian State University • Boone, North Carolina • Level: 4-year or above • Control: Public • Enrollment (Fall 2004): 14,653 • Classification Category • Undergraduate Instructional Program: Prof+A&S/SGC: Professions plus arts & sciences, some graduate coexistence • Graduate Instructional Program: S-Doc/Ed: Single doctoral (education) • Enrollment Profile: VHU: Very high undergraduate • Undergraduate Profile: FT4/MS/HTI: Full-time four-year, more selective, higher transfer-in • Size and Setting: L4/R: Large four-year, primarily residential • Basic: Master's L: Master's Colleges and Universities (larger programs) • This institution participated in the following elective classification: • Community Engagement: Curricular Engagement and Outreach & Partnerships

48. Changing Topics—Know Terminology • Following are two slides that are presented to awaken your awareness to the fact that there are other differences among universities, especially schools/departments of music. • When interviewing or moving to your new job, you must know traditions, expectations, and terminology (among many other things). • The best example I can provide for you in this area of awareness is the widespread variance among schools of music when referring to studio teaching. • The subject here is the terminology “applied music” vs. “performance studies.” • The following two slides are self-explanatory; however, you will be very embarrassed (possibly labeled) if you go to a “performance” or “performance studies” school and use the “antiquated” term “applied music.”

49. Applied Music vs. Performance Studies(Received from NASM) October 25, 2005 Dear Jim, Your inquiry was forwarded to me by Xxxx Xxxxxxx. It is indeed true that NASM has ceased its use of the generic term "applied music." As far back as 25 years it was determined that the term "applied music" did not accurately describe the work being done in arts studies. The change was prompted by a breakdown in communication with the non-musical world especially in higher education where "applied music" did not have any significant meaning to anyone who was not studying it. By referring to programs with name specific to their content (Composition, Piano Performance, etc.), it is easier for students, faculty, and administrators to describe specifically what they do. Unfortunately, this was a gradual shift and not something that was voted on directly or considered in a Policy Analysis Paper, therefore we have no direct record of this change in terminology. In speaking with others about the vagueness of the term "applied music" you may certainly use the argument above and reference any NASM publication in the past 25 years (including the Handbook), which no longer use this antiquated term. I hope this provides a sufficient response to your request. If you have any further questions or comments, please do not hesitate to contact me directly. Sincerely, Xxxxxx Xxxxxxx Assistant to the Executive Director National Association of Schools of Music

50. Applied Music vs. Performance Studies March 6, 2009 Dear Professor Sherbon: Thank you for your inquiry. Xxxx Xxxxxxxx has asked me to reply to your message below. At this point there have not been developments on this issue since you last corresponded with Xxxx. While NASM publications use the term “performance” rather than “applied music,” some institutions choose to maintain the “applied music” term. NASM respects that usage on the institutional level if that is their desire. If an institution uses the term “applied music” or offers a degree in applied music, the standards for performance apply as it pertains to their work with NASM and listing in the NASM directory. Also, some institutions still refer to “applied faculty” rather than performance faculty. Again, the conversion is done within the association, but NASM respects the choice of the institution to use this term. NASM is unable to provide information on the extent that this term is still used because we do not have an accurate way of tracking its usage. While NASM does not currently use the term “applied music” in its regular work, it does not specifically have a policy against its general usage. I know this probably provides you with little or no help, but you may wish to recommend your students to use “performance” on their general resumes, but when corresponding with institutions to research their usage and be familiar with it. We have not heard of any problems that I know of with using performance rather than applied since it appears that many still feel that these terms are interchangeable, and make the conversion regularly. Please let us know if we may provide any further information. Best wishes, Xxxxx Xxxxxxxxx Assistant to the Executive Director National Association of Schools of Music