Abstract:

This article discusses collaborative interactions between a faculty mentor and an undergraduate student in a music eye movement miscue analysis or MEMMA research. This research methodology combines examinations of music miscues in eye movement miscue analysis research to understand individuals’ sight reading strategies (Knox, 2003). Although the scholarly project focused on a MEMMA research, this paper focuses on the transformational teaching and learning experiences of the authors. They discuss challenges and benefits of faculty-undergraduate research partnership (Boyd &Wesemann, 2009; Osborn & Karuktis, 2009) and contribute to the literature on undergraduate research in education. A transformative learning lens (Mezirow, 2000) is used to analyze and interpret the meaning of the authors’ collaborative research experience. They present specific ways that helped make their faculty-student research work effectively and share insights on the challenges of providing the necessary tools for supporting faculty-student research collaborations. They conclude with insights on the merits of transformational teaching and learning by engaging in a MEMMA research project.

Keywords:

Music eye movement miscue analysis, technology use in reading research, faculty-undergraduate research, faculty mentorship, preservice teacher experience.