Arranging for School Jazz Ensembles

School music teachers have a unique opportunity to cultivate creativity, yet teachers often report spending little time on composing, improvising, and arranging music. This chapter demystifies the process of writing for a school jazz ensemble so that arranging becomes a part of the culture in a school music program. Jazz arranging in a school setting can foster an intrinsic desire among students to create music, allow for a variety of instrumentation best suited for the school, accommodate nontraditional learners, differentiate for the strengths and weaknesses of the ensemble, allow the teacher to assess knowledge through performance-based activities, and increase the school’s library of repertoire without breaking the budget. This chapter explores (a) considerations before arranging, (b) writing for rhythm sections, (c) writing for winds, and (d) basic harmonization techniques.

Exploring the Factors Associated with MOOC Engagement, Retention and the Wider Benefits for Learners

Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners’ access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to revaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.

The Evolving Military Learner Population: A Review of the Literature

This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop of conceptual frameworks addressing adult transition theory, learner persistence, and institutional responsiveness. Military learner demographics and academic risk profiles are most similar to nontraditional, first generation learners, although military learners face additional challenges associated with service-connected injuries and disabilities. Like other nontraditional learners juggling work, family, and academic responsibilities, military learners have become increasingly reliant on online learning. Intersecting community memberships, role identities, and commitments often complicate the transition to college and perceived sense of fit, a finding more pronounced in studies involving military learners attending campuses predominately serving traditional students. The significant lack of research examining online military learners limited further comparative analysis. Overall, current research suggests military learners adapt and persist in college by drawing upon deeply engrained military traits and tendencies, including self-discipline, mission-first focus, and reliance on fellow military learners. A few studies have suggested that institutional support systems for military learners, such as offering customized services and courses online, contributed to learner satisfaction and persistence. A growing number of institutions have adopted military-friendly approaches to program and service delivery since the enactment of the Post-9/11 GI Bill in 2008. Yet impact findings were mostly anecdotal. Confirming these findings requires additional quantitative empirical research with larger and more precisely defined population samples. As technology continues to blur previously sharp distinctions between face-to-face and online learning, the next wave of military learner research must focus on military learner retention models encompassing multiple learning modes and delivery methods, institutional student supports needed to enhance success, understanding military learner paths through multiple institutions, and population samples that provide generalizable information about military learners.