About

Dr. Colleen M. Conway is a professor of music education at the University of Michigan School of Music, Theatre & Dance. She holds bachelor’s and master’s degrees in horn performance and music education from the Eastman School of Music, as well as a doctorate in music education from Teachers College, Columbia University. Her scholarly interests include instrumental music education, preservice music teacher education, mentoring and induction of beginning music teachers, inservice teacher learning, and qualitative research. Conway has presented at numerous national and international conferences, including NAfME, The Midwest Clinic, AERA, and ISME, and has published over 110 articles in major music education journals. She is currently serving as the editor-in-chief of the Journal of Music Teacher Education and Conway Publications, and she is the former editor of Arts Education Policy Review. Her published books include titles such as 'Great Beginning for Music Teachers: A Guide to Mentoring and Induction,' 'Handbook for the Beginning Music Teacher,' 'Teaching Music in Higher Education,' and several others focused on music education and teacher mentoring. In addition to her university role, Conway teaches horn and trumpet at Adrian College and resides in Tecumseh, Michigan, with her husband, Dr. Thomas Hodgman, and their children.

Research topics

• Sociology
• Computer Science
• Psychology
• Pedagogy
• Engineering
• Medical education
• Medicine
• Mathematics education
• Art

Selected publications

• Teaching Music in Higher Education

  Oxford University Press eBooks · 2020 · 70 citations

  1st authorCorresponding
  • Computer Science
  • Mathematics education
  • Psychology

  Abstract This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

  DOI

• Balancing the Varied Needs of Master of Music Education Students: Perceptions From Program Directors and Alumni

  Journal of Research in Music Education · 2020 · 8 citations

  1st authorCorresponding
  • Sociology
  • Psychology
  • Medical education

  The purpose of this study was to examine the perceptions of master of music education degree program directors and alumni from selected schools regarding the ways in which their music education master’s programs balance the varied needs of program participants. Findings are presented in the two broad categories of improvement in P–12 teacher learning and preparation for future scholarly work, and the discussion examines the qualitative comparisons between participant responses. Suggestions for graduate programs and future researchers are included.

  DOI

• Perceptions of Program Directors Concerning Design and Implementation of the Master of Music Degree in Music Education

  Journal of Music Teacher Education · 2020 · 8 citations

  1st authorCorresponding
  • Sociology
  • Computer Science
  • Pedagogy

  The key research question for this qualitative study was as follows: How do program directors in selected schools describe the successes and challenges related to the design of their Master of Music degree in music education? Data sources included website content for 21 NASM-accredited programs and individual interviews with program directors from seven institutions. Program directors outlined several challenges associated with program development, including how to address the practical needs of music teachers in a flexible, accommodating, and efficient manner while maintaining the highest standards for coursework so as to prepare some masters students for the possibility of doctoral work. We discuss major themes in relation to past studies of graduate education in music.

  DOI

Frequent coauthors

• Shannan Hibbard

  Corner House

  7 shared

• Erin Hansen

  6 shared

• Kristen Pellegrino

  5 shared

• Jared R. Rawlings

  5 shared

• Scott N. Edgar

  Lake Forest College

  5 shared

• John Erős

  California State University, East Bay

  5 shared

• Chad West

  4 shared

• C. Michael Palmer

  Munster Technological University

  4 shared

Labs

• Music EducationPI

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