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Date of Publication
3-26-2021
Document Type
Paper
Abstract / Program Notes
To be eligible for tenure-track, applied music faculty appointments, performers and composers typically need doctorates. Do DMA and other applied music doctoral programs adequately equip graduates to win faculty positions? By comparing key qualifications listed in 25 recent U.S. Assistant Professor vacancy announcements with the required coursework itemized in applied doctoral curricula at 14 U.S. music schools, the presenter will reveal a substantial discrepancy between the competencies that American universities demand of incoming faculty and the aptitudes addressed in DMA, DM, and composition Ph.D. programs. In response, the presenter will pinpoint the main causes of the discrepancy, argue that minority and international students are most ill-served by it, and put forward a 3-part model whereby music schools can update applied music doctoral programs to foster equity and opportunity while ensuring that all candidates become optimally job-ready: 1. Replace 6 credits of required music theory/history electives with three compulsory 2-credit courses that delve into professional studies and pedagogy themes. We’ll consider outcomes, methods, and content for the proposed courses. 2. Revise academic and career advising practices to: a) bolster candidate experiential learning; b) guide candidates to create refined job application materials; c) furnish candidates with job search, interview, and negotiation strategies. 3. Use an eight-step Quality Enhancement Plan, which the presenter will describe, to implement program upgrades. We'll conclude with data on faculty employment outlooks and how schools might adapt accordingly. [As of October 5, 2020, this paper was under review for publication in a peer-reviewed journal.]
Biography
A veteran musician, educator, and consultant, in 2012, Gerald Klickstein founded the Music Entrepreneurship and Career Center at the Peabody Conservatory of The Johns Hopkins University, which he led until 2016. From 1992-2012, he was a member of the distinguished artist-faculty of the University of North Carolina School of the Arts after serving on the music faculties of the University of Texas at San Antonio (1989-1992), Michigan State University (1986-1989), and Lansing Community College (1980-1985). His service to CMS includes multiple terms on the Academic Careers Committee and the Committee on Careers Outside the Academy. Currently working as an independent scholar, consultant, and music educator, he is the author of the best-selling book The Musician's Way (Oxford, 2009).
Keywords
DMA candidates, tenure-track jobs, music faculty
Description
Note: At the 3:56 mark in my presentation recording, I misspeak a date, saying "October 2009" when I meant to say, "October 2019." -GK
Equipping DMA Candidates to Win Tenure-Track Jobs
To be eligible for tenure-track, applied music faculty appointments, performers and composers typically need doctorates. Do DMA and other applied music doctoral programs adequately equip graduates to win faculty positions? By comparing key qualifications listed in 25 recent U.S. Assistant Professor vacancy announcements with the required coursework itemized in applied doctoral curricula at 14 U.S. music schools, the presenter will reveal a substantial discrepancy between the competencies that American universities demand of incoming faculty and the aptitudes addressed in DMA, DM, and composition Ph.D. programs. In response, the presenter will pinpoint the main causes of the discrepancy, argue that minority and international students are most ill-served by it, and put forward a 3-part model whereby music schools can update applied music doctoral programs to foster equity and opportunity while ensuring that all candidates become optimally job-ready: 1. Replace 6 credits of required music theory/history electives with three compulsory 2-credit courses that delve into professional studies and pedagogy themes. We’ll consider outcomes, methods, and content for the proposed courses. 2. Revise academic and career advising practices to: a) bolster candidate experiential learning; b) guide candidates to create refined job application materials; c) furnish candidates with job search, interview, and negotiation strategies. 3. Use an eight-step Quality Enhancement Plan, which the presenter will describe, to implement program upgrades. We'll conclude with data on faculty employment outlooks and how schools might adapt accordingly. [As of October 5, 2020, this paper was under review for publication in a peer-reviewed journal.]