UND’s Strategic Initiatives – We need your input!

Overview: The Strategic Planning Committee has developed eight preliminary Strategic Initiatives that flow from its educational mission and Core Values. These Initiatives would provide the foundation of the Strategic Plan. This Campus Conversation creates an opportunity for the campus community to provide its insights on the Strategic Initiatives.

 At UND, our Strategic Initiatives include:

  1. Diversity – creating a welcoming and inclusive environment
  2. Teaching – implementing best and next practices in teaching and learning
  3. Liberal arts – providing a strong liberal arts foundation
  4. Scholarship – achieving national excellence in research, scholarly, and creative activity
  5. Collaboration – breaking down silos toward One UND
  6. Community – fostering greater engagement and connection with the community and world
  7. Recruitment – recruiting and admissions to achieve a diverse and high-quality student body
  8. Success – retaining, graduating, and successful placement/employment


  1. Are these the right initiatives for UND to be focusing on? Why or why not?
  2. Are the descriptions of the initiatives specific and accurate? If not, what would you add or change?
  3. Are there initiatives missing? If so, what are they and how would you define them?

Please provide feedback on this topic at one of the Campus Conversations (check events page for times and locations), add comments below, or send comments to UND.strategicplanning@und.edu. Please respond by November 1, 2016. Thank you!

* If responding to a specific question, please note the question you are responding to. 

In the interest of gathering constructive feedback, please refrain from using profanity or abusive language in your comments.

16 thoughts on “UND’s Strategic Initiatives – We need your input!

  • October 21, 2016 at 1:01 pm

    I am glad that Diversity is included and it is first on the list. In response to question #2, the description is Ok but maybe it could be a little less passive as it now places the initiative on the diverse members to come into the environment. Perhaps #1 could be strengthened by including language from #6.
    Something like: 1. Diversity – creating a welcoming and inclusive environment to encourage respectful engagement between members of the campus community.

    I know this makes it longer but it is something our campus community needs to work on more actively.

    • October 28, 2016 at 11:03 am

      Thank you Wendelin for your feedback. This Wednesday the Strategic Planning Committee met and has created working groups specific to each initiative so they can dive into some of the topics you raise above. We appreciate your insight!

  • October 26, 2016 at 11:15 am

    First, thank you to the committee for your important work. Second, I would encourage the committee to approach the initiatives from an “outcomes” perspective. Specifically, for #2, I absolutely agree that good, engaging teaching is critical, but I would imagine we believe it’s critical because it (ideally) results in good learning. Therefore, I would suggest that the initiative we want is engaged, productive student learning and one of the ways we get there is through good teaching. Third, in discussion with others, I think there is a lot of confusion about how the core values, strategic initiatives, and the previously announced focus areas (UAS, rural health, & energy) intersect or align. Because the focus areas were announced at the beginning of the process, there is a lot of skepticism that the values and initiatives are really different from those focus areas.

  • October 28, 2016 at 10:58 am

    Thank you Casey for your comments on initiatives! The Strategic Planning Committee met this Wednesday to create working groups for a deeper dive into the initiatives and discuss comments like yours. They also met to review and finalize the Core Values that were revised based on campus feedback from the Campus Conversation events and other engagement events. These Core Values and the meeting notes discussing them will be posted to this blog site and the website today yet. Thank you again!

  • October 29, 2016 at 2:34 pm

    I am also grateful for the committee’s work, and appreciate the time this takes. I am wondering where in the process we discuss our unique context as an institution. Specifically, we are in a rural state, and have historically been very engaged with our tribal communities. Our college has a national model in RAIN (Recruiting American Indians Into Nursing). Our department (Social Work) is engaged in service partnerships, teaching partnerships (Tribal College Initiative), and research (federal grants) in genuine collaboration with some of our state’s sovereign indigenous nations. We care deeply about AI/AN student recruitment and retention. We value unique and important academic programs (like Indian Studies) and student supports (like RAIN and AISS). And I know there are many other unique and important initiatives at Rural Health, the Medical School, and the Law School, to name a few. This is an area of potential national leadership for UND. Can you share if there have been discussions about this in the Strategic Planning process? I am sorry that my schedule has not permitted me to attend the forums. Thanks for having this forum available!

    • November 2, 2016 at 5:02 pm

      Thank you Carenlee for those comments. There has been discussion about our engagement and collaboration with tribal communities throughout the Core Values development (which noted our service to tribal nations under the Core Value of “Service”. There has also been similar discussions as the committee tackles Strategic Initiatives. Each Initiative has specific working group devoted to diving deeper into the definition and metrics surrounding that Initiative. We will pass your recommendation on to that working group. Thank you again for your participation in this process!

  • November 4, 2016 at 1:51 pm

    Thank you for the opportunity to contribute to this process. I like the general areas of the strategic initiatives. I would like to ask whether the Committee has included discussion about how to move forward following the tense and rapidly evolving situation regarding budget cuts? I hope that they can make a recommendation that UND reconsider at least some of the cuts made during the time of Interim President Schafer in the interest of the long-term health of the institution. In particular, I am concerned about the suspension of enrollment for new students into the Bachelor of Music in Music Therapy degree program, and the apparent decision to eliminate the program altogether when the last of the current students graduates, which will be in less than 4 years. It has been admitted that eliminating the program saves no money. On the other hand, it aligns directly with every one of the proposed strategic initiatives. In order for this strategic planning process to retain credibility, UND music reconsider the cutting of successful degree programs that align with the new plan. The UND Music Department would love an opportunity to plead its case regarding Music Therapy, an opportunity given to 20 athletic programs, but not to Music.

    While one could perhaps spin any degree program to fit all of the initiatives, I want to point out the following for Music Therapy (MT): MT students work with a variety of clients, from autistic children to Alzheimer patients to terminal cancer patients, giving them experience with clients from diverse backgrounds and with diverse disability levels; there is no better example of the fusing of the liberal arts with a profession than Music Therapy, where students must first become excellent musicians before they can use it as their primary tool in therapeutic treatments; regarding scholarship, faculty in Music Therapy are by far the most likely Music Department faculty to secure large grants from agencies like the NIH and the NSF; Music Therapy students and faculty collaborate with other health care students and faculty through Interprofessional Health Care (IPHC) classes, including Occupational Therapy, Physical Therapy, Nursing, Medicine, Communication Sciences and Disorders, Nutrition and Dietetics, Music Therapy, and Social Work; UND Music Therapy is heavily intertwined with the local community through clinical experience and internship sites at institutions such as Altru, Valley Memorial Homes, the North Dakota School for the Blind, and the Grand Forks Public Schools; the Music Department has lost one if its most valuable recruiting tools in Music Therapy – the program was in the process of capping enrollment due to popularity, and it drew more students from outside of North Dakota than any other program in the Music Department – after 8 years of growth from 110 to 180 students, the Music Department has seen a loss of more than 40 undergraduate students since the suspension was implemented in March – that is about 25% of our undergraduate population, not all of whom are from MT – the ripple effect due to the public’s perception of instability at UND will eventually leave the Music Department a mere shell of its former self; UND MT students pass their certification exams at rates well above the national average, and job placement is very successful.

    • November 7, 2016 at 2:18 pm

      Thank you for your input. Comments specific to the Music Therapy program are being shared with the Arts and Sciences Dean’s Office, the Provost and the President. Your participation in the process is appreciated.

  • November 4, 2016 at 1:56 pm

    I wish to add my voice to the chorus of “Thank You” to the committee. Your work is challenging and essential to our continued prosperity as the flagship institution of the North Dakota University System. I would like to address several issues in regards to the currently suspended UND Music Therapy program as meeting UND’s Strategic Intiative goals. As to recruitment, the Music Therapy degree has shown consistent, impressive growth since its inception in the fall of 2003. From day one, the program grew from an initial cohort of twenty students (rare indeed for a new degree and relatively new field) to a high enrollment of fifty-two in 2013. Last year’s class comprised forty-nine students. Rough math indicates an increase of 255% from initial offering to highest enrollment level. Had next year’s class been allowed to matriculate, we would have seen an additional thirteen students for a new high total of fifty-eight students. While many programs in the College of Arts and Sciences have experienced declining enrollment, this program has been a rousing success for the university. Also, the increase in enrolled music therapy students inspired an increase in other degree areas as well, including music education and music performance. Total numbers in the music department rose from 146 students to 180 including undergraduate and graduate students. This also coincided with a consistent increase in graduations. These increases in student enrollment, both in the music therapy degree and other music degrees stands in sharp contrast to the steady decline in enrollment for the College of Arts and Sciences as a whole. It seems the best course of action would be to retain and indeed strengthen a degree that has shown demonstrable growth potential.

    I also would like to address an area not specifically stated in the strategic initiative, but one to which we all aspire. This is the issue of industry leadership. While relatively new fields of endeavor struggle for legitimacy, our faculty acquired first in the nation licensure status for the state of North Dakota, thus positioning UND as national leaders in the field. This is something other prestigious universities with music therapy programs such as the University of Iowa, Harvard, the Berklee College of Music, and the University of Minnesota had yet to achieve. Dr. Andrew Knight (UND Asst Prof 2007-2013) was appointed to serve on the national board of the American Musical Therapy Association and Dr. Meganne Masko (UND Asst Prof 2010-2013) served on the AMTA Joint Commission—Professional Technical and Advisory Committee: Home Health. Our music therapy students have won prestigious scholarly awards, at one point for two years running, and have won numerous regional scholarly awards. Drs. Masko and Knight have also been involved in impressive research efforts that have resulted in presentations and publications at the national and international level. Prior to Dr. Masko’s departure, she wrote a substantial NSF grant to research “Gene expression and epigenomic changes following music therapy,” and was judged competitive. Dr. Knight has published in national journals both cross-disciplinary and specific to the field of music therapy. Finally, the UND Music Therapy program had prepared a graduate degree strategy relying on online delivery to anticipate a graduate degree requirement on the horizon for the professional field.

    In sum, UND Music Therapy has been a growth area for UND and the College of Arts and Sciences both in numbers and in prestige. I respectfully recommend reconsideration of the program suspension by the committee and the full re-instatement of the degree with appropriate support measures to foster its success for UND and the College.

    • November 7, 2016 at 2:18 pm

      Thank you for your input. Comments specific to the Music Therapy program are being shared with the Arts and Sciences Dean’s Office, the Provost and the President. Your participation in the process is appreciated.

  • November 4, 2016 at 4:59 pm

    Thank you to the committee for creating this strategic outline which is the foundation of a successful academic institution. We need to support areas with high enrollment, successful recruiting, and a strong record of community involvement that are part of the liberal arts foundation with a high retention, graduation, and placement rate. This “was” the Music Therapy program that funded itself through in-state and out-of-state tuition dollars. I am disappointed that Music Therapy was suspended when it clearly addresses several of the eight strategic initiatives, specifically initiative #7: Recruitment. Music Therapy capped enrollment due to the high demand and interest in the program. In the last two months of recruiting in the choral, instrumental, and orchestral disciplines, my colleagues and I have come across numerous students across the state of ND and MN who were disappointed with the suspension of the program and now plan to attend other institutions. Your work on the strategic plan and initiatives has an important place at our institution, but only when programs that meet the expectations in those initiatives are kept intact. Thank you for your efforts!

    • November 7, 2016 at 2:17 pm

      Thank you for your input. Comments specific to the Music Therapy program are being shared with the Arts and Sciences Dean’s Office, the Provost and the President. Your participation in the process is appreciated.

  • November 4, 2016 at 9:16 pm

    Strategic Initiative — Diversity

    There are many ways to construe diversity. Recruitment of a diverse population is a critical one, but, as recent events have demonstrated, many UND students need thorough education in fostering diversity and avoiding discrimination and stereotyping. This is difficult to do in the breadth of most curricula, but one group of majors must learn these attitudes, concepts and skills or fail to obtain professional licensure. I refer to the health-related disciplines, in particular Music Therapy. Students in these areas face and are trained in stringent standards of professional behavior that by Federal law require equity, fair treatment and confidentiality in patient care. Failure to observe these standards can result in denial or loss of professional licensure. These students contribute a core population who understands what diversity is and the attitudes its encouragement and support require. It is important to retain and strengthen such programs, in particular Music Therapy, as part of fostering inclusiveness at UND.

    Strategic Initiative — Teaching

    Music Therapy at UND provides some of the most exciting experiential teaching at our university. Music Therapy students engage in case-based learning, problem-based learning, clinical observations and clinical service learning throughout their time in the program. In addition, students must complete a six-month internship as a degree requirement for eligibility to sit for their board certification exam. This curricular design incorporates some of the most innovative and active learning techniques in higher education. Every UND Music Therapy undergraduate student must also complete a research project as a curricular requirement. These undergraduates participate in national research and writing competitions and have presented papers at national professional meetings alongside fully qualified professionals. Our students won the American Music Therapy Association E. Thayer Gaston Research Award two years in a row. From conception through implementation to assessment, teaching in UND’s Music Therapy program is superb and fulfills the highest aims of the Strategic Teaching Initiative.

    Strategic Initiative — Scholarship

    UND Music Therapy faculty have served on professional state, regional and national committees and board. They have conducted well-regarded research, presented at conferences, published in journals and textbooks and served on national research review panels. Music Therapy is a rapidly evolving discipline that is on the cutting edge of new therapeutic practices and continuing scholarship and inquiry are fundamental to its success. Every UND Music Therapy undergraduate student must complete a research project as a curricular requirement. These undergraduates participate in national research and writing competitions and have presented papers at national professional meetings. Our students won the American Music Therapy Association E. Thayer Gaston Research Award two years in a row. Scholarship permeates UND’s Music Therapy program from top to bottom and eminently justifies its position as fulfilling the Strategic Scholarship Initiative.

    Strategic Initiative — Collaboration

    UND’s Music Therapy program has taken its proper place among the other health-related disciplines. With Occupational Therapy, Physical Therapy, Psychology, and Speech and Language, Music Therapy faculty were integral in developing a collaborative Interprofessional Healthcare course that is now required of all Music Therapy students in addition to its inclusion in the other areas’ curricula. In addition, Music Therapy’s contributions to understanding of differently-abled populations have also led to requirement of the Introduction to Music Therapy course for all Music Education students. A continuing program would open broader avenues of collaboration, but even at present Music Therapy satisfies the Strategic Collaboration Initiative.

    Strategic Initiative — Community

    UND Music Therapy faculty and students provide an average of 900 hours or roughly $136,000 of free clinical services to people in Greater Grand Forks, as well as rural areas in the region, as services on the University’s behalf. These service placements (and our students) serve over 100 vulnerable members of the disabled community, the elderly, hospitalized patients and several other populations. In their required six-month internship, UND’s MT students provide similar care at centers nationwide. Our program is regarded as a premier program in the nation, and our students have been actively sought by internship programs. In addition, UND’s program introduced Music Therapy to North Dakota, induced our state to be the first in the nation to develop professional licensure for Music Therapy and has now furnished over half of the numerous music therapists practicing statewide. Other graduates practice and serve at centers across the U.S. UND’s Music Therapy program has been deeply involved in fostering community at all levels and is exemplary for its contribution to the Strategic Community Initiative.

    Strategic Initiative — Recruitment

    From a high of 41 graduates in 1973, the UND Music Department graduates sank to 8 in 1985, with a low point of 4 in 1994. For some time after, music graduate numbers hovered around an average of 14, with initiation of the Music Therapy program in 1999-2000. This incubation period lasted until 2011, then rapid growth in graduation numbers began: from 16 in 2011 to 37 in 2016. Since these are graduation rates, the actual growth in admissions and enrollment began in 2007, just when a second Music Therapy professor was deemed necessary. For the last few years, MT has accounted for about one-third of Music’s undergraduate enrollment, and its innovative success has revitalized all our majors, with growth in all of them. This is because music departments are synergistic—growth and success in one area reinforces others. Music Therapy has revived UND’s Music Department to the critical student population required to provide reliable instrumentation for all performance areas—for the first time since the 1970s. Music Therapy recruitment has extended UND’s attraction out of state and has been so successful as to approach the need for an admission cap. In six months since suspension of admissions, recruitment has dropped precipitously. Music Therapy is a proven powerhouse of recruitment that must be retained to renew its fulfillment of the Strategic Recruitment Initiative.

    Strategic Initiative — Success

    Since its inception in 1999, Music Therapy at UND has grown to be one of the Music Department’s strongest and most vital programs. For the last two years, it has been bursting at the seams. Moreover, all of our graduates have passed their National Board Exams, 98% on the first try, versus a 76% pass rate nationwide. We have placed 100% of our interns throughout the United States, and they are actively sought by some programs. In addition, 100% of our graduates are employed in their field. UND Music Therapy undergraduates participate in national research and writing competitions and have presented papers at national professional meetings. Our students won the American Music Therapy Association E. Thayer Gaston Research Award two years in a row. These parameters define near perfect success of an academic program in fulfillment of the Strategic Success Initiative.

    • November 7, 2016 at 2:17 pm

      Thank you for your input. Comments specific to the Music Therapy program are being shared with the Arts and Sciences Dean’s Office, the Provost and the President. Your participation in the process is appreciated.

  • November 4, 2016 at 9:26 pm

    I am writing this in support of reinstatement of the Music Therapy program and feel my response / email that was initially sent in March of 2016 still reflects the current Strategic Initiatives, especially Community, Recruitment, and Success and there is a lot of potential for collaboration.

    Cindy Flom-Meland

    Music Therapy Program at UND – a parent’s perspective

    Cindy Flom-Meland Tue, Mar 15, 2016 at 1:44 PM
    To: ed.schafer@und.edu
    Cc: mark.hagerott@ndus.edu, thornas.dilorenzo@und.edu, debbie.storrs@und.edu, michael.wittgraf@und.edu, meganne.masko@email.und.edu, scott.sandberg@und.edu, james.popejoy@und.edu

    March 15, 2016

    University of North Dakota
    Office of the President
    300 Twamley Hall
    264 Centennial Dr stop 8193 Grand Forks, ND 58202

    Dear President Schafer,

    I am writing this letter in support of and to advocate for maintaining the Music Therapy Program within the Department of Music. One of these students is my daughter; she is currently a sophomore in the Music Therapy Program at the University of North Dakota (UND).

    According to the article published in the Grand Forks Herald on Thursday, March 10, 2016 budget cut decisions will be based upon three overarching university priorities, which include: providing the best possible student learning experience, serving the state of North Dakota, and providing long-lasting, affordable and permanent career opportunities for employees. It is also stated in the article that each unit [department] is to prioritize what they do.

    I will address the first two priorities: serving the state of North Dakota and the student learning experience and share information available to the public regarding the priorities of the music department.

    Music therapy is not a new profession. According to the American Music Therapy Association, I the earliest known reference to music therapy appeared in 1789 in an unsigned article in the Columbian Magazine titled “Music Physically Considered.” The benefits of music therapy are far reaching and benefit people across the lifespan. According to a meta-analysis by Whipple, children and adolescents with autism experience the following benefits:

    • Increased appropriate social behaviors and decreased inappropriate, stereotypical, self-stimulatory behaviors
    • Increased attention to task
    • Increased vocalizations, verbalizations, gestures, and vocabulary comprehension
    https://mail.google.com/maiVu/0/?ui=2&ik=88a7b6acea&view=pt&search=sent&msg= 15…
    • Increased echolalia, moving towards increased communication, and decreased echolaic percentage of total utterances
    • Increased communicative acts and interactions with others
    • Enhanced body awareness and coordination
    • Improved self-care skills and symbolic play
    • Anxiety reduction

    A randomized controlled study design evaluated the mood and pain levels in patients following organ transplant and found improvements in mood and decrease in pain levels with the use of music therapy. 3 Hilliard 4 studied the use of music therapy for patients receiving hospice and palliative care. The results indicated patients receiving music therapy had a higher quality of life than those who did not.

    Citizens of North Dakota are not unfamiliar to autism spectrum disorder, being recipients of organ transplants, or receiving hospice and/or palliative care. The Centers for Disease Control and Prevention 5 estimate that 1 in 68 children in the United States are living with autism. The Department of Health and Human Services has awarded Fargo and Sioux Falls Sanford transplant programs with the Bronze Award for Transplant Programs and the Bronze Medal of Honor for Organ Donations. Behind all cardiovascular disease, cancer is the second leading cause of death in North Dakota. 6 Although cancer is not the only diagnosis of patients receiving hospice and/or palliative care, it is the most prevalent primary diagnosis. It is also estimated that 1.5 to 1.6 million patients received hospice services in 2013 in the United States.7

    I share these research results and statistics to highlight a few patient populations that music therapists serve and to illustrate these patient populations exist in North Dakota. There are currently 14 music therapists licensed in North Dakota; 1 1 of which are graduates of the UND Music Therapy program. In fact, it was the faculty of the UND program that spearheaded the first in the nation licensure for music therapists. It went into effect in North Dakota on April 1, 2013 (North Dakota Century Code 43-57-03 and 43-59-03). Potentially, if the state feels that not enough music therapists are being licensed in the state, the legislature could choose to sunset the law. Consumer protection (a hallmark of licensure) would be at risk if this is allowed to happen.

    The Music Therapy program at UND began in 2000 and it is the only Music
    Therapy program in the NDUS system. As a parent, I am proud that my daughter is currently part of a program that has a 100% pass rate on the board certification exam (the national average is 76%) and 100% employment rate of its graduates. To me, this speaks volumes to the quality of the program.

    I would also like to address a few key points found in the strategic plan and priorities available on the Music Department’s web site.8-9 I feel this is evidence to support the request for each department to provide what they see as their priorities.

    Bachelor of Music in Music Therapy8 p. 22-23

    “This degree program is what distinguishes UND Music from other music units in the region.”
    “There is high external demand for the program, and the base geographic footprint of its recruiting base is wider than that of our other undergraduate degree programs.”
    “There is unanimity among music faculty that the Music Therapy area is of vital importance to the Department, and should be highly prioritized and supported.”
    Strategic Priority Action Items 9 I

    SHORT TERM (1-3 years)
    Music Therapy. There is unanimity among faculty that Music Therapy is a very high priority for the Department.

    The last item I would like to address is the student learning experience. This is the most difficult part of this letter to write, for as a parent this is where it becomes personal.

    Every student in the music therapy program has his or her own story and student experience. My daughter first started talking about pursuing a degree in music therapy when she was a junior in high school. She has always had a love for music, children, and helping people — music therapy seemed to be a perfect fit. She was exposed to UND’s Department of Music as a selected member of the Honor Band during her junior and senior year of high school. She enjoyed playing under Dr. James Popejoy and was hopeful to do so in college.

    As a native of Grand Forks and alumni of UND, I was thrilled that my daughter, Michaela, was interested in a degree program that was offered at my alma mater. After meeting with Dr. Popejoy and Dr. Andrew Knight (the chair of the Music Therapy program at the time) her decision was easy, UND was a great ‘fit’ for her.

    Michaela was thrilled when she was formally accepted into the Music Therapy program at the end of her freshman year (May 2015). She enjoys the cohort of students that she is learning the art and science of music therapy with and is fearful of losing this; family is what they have become. Though we have been told the current students will be taught out, the program will be down one faculty member at the end of the semester, so I feel this option is in jeopardy.
    Michaela has thoroughly enjoyed her clinical hours within her practicum courses. She and her peers spend a total of 27 hours per week, under the direct supervision of a licensed music therapist, in the community at a variety of facilities (i.e. School for the Blind, Altru Hospital, Valley 4000). These services from the students will be lost if the Music Therapy program is eliminated.

    In addition to her experiences within the music therapy program, she has been a part of the wind ensemble for two years and is currently co-section leader in the saxophone section. Michaela has thoroughly enjoyed playing under Dr. Popejoy. She is thankful to have worked under Professor Rheude during her freshman year and is currently working under Dr. Sandberg. According to Michaela, he has been fabulous to work with in his studio. These will be lost to her if she is unable to continue to pursue her degree here at UND.

    An additional student experience that Michaela has cherished here at UND is her involvement in Kappa Alpha Theta. She is uncertain what this will mean for her if she has to go to another institution to complete her degree. She is fully engaged in the sisterhood of this sorority and the thought of having to leave the Theta chapter at UND is heartbreaking to her.

    She has been very fortunate to have received 2 academic scholarships (1 specific to the state of ND and the other from UND) and 1 music scholarship to assist in paying for her schooling. If she is no longer able to complete her program at UND, there is no guarantee that scholarships will be available to her. She is currently on track to graduate with zero debt. This will not be the case if she needs to complete her degree elsewhere out-of-state. The closest undergraduate degree programs (62 of the 70 programs are at the undergraduate level) are: Colorado State (with a Western Undergraduate Exchange — base tuition and fees are currently $9041.99 for 15 credits; University of Iowa (base tuition and fees are $14,206.50); and the University of Kansas (tuition and fees are $23,774). Scholarship auditions for each of these programs have passed for the upcoming year and through word of mouth I have heard they do not have space for additional music therapy students for the 2016-2017 academic year.

    In closing, I feel there is evidence available to demonstrate how the Music Therapy program more than meets the priorities of the University; the talking points are out there. I respectfully ask for your reconsideration regarding the decision to eliminate the Music Therapy program.

    Cindy Flom-Meland, PT, PhD, NCS

    BSPT from UND1991
    MPT from UND 1993 BS in Psychology from UND 1998
    PhD in Teaching & Learning from UND 2004

    1. American Music Therapy Association. http://www.musictherapyvorg/about/history/ accessed on March 13, 2016.
    2. Whipple J. Music in intervention for children and adolescents with autism: a meta-analysis. Journal of Music Therapy.
    3. Hogan TJ. Coping-infused dialogue through patient-preferred live music: a medical music therapy protocol and randomized pilot study for hospitalized organ transplant patients. Journal of Music Therapy, 52(3), 2015, 420-436.
    4. Hilliard RE. The effect of music therapy on the quality and length of life of people diagnosed with terminal cancer. Journal of Music Therapy. (2)2003;1 13-137.
    5 Centers for Disease Control and Prevention. http://www.cdc.gov/ncbddd/autism/data.htmi accessed on March 14, 2016.
    6. North Dakota Department of Health, Division of Vital Records. North Dakota Fast Facts 2014. http://www.ndheaIth.gov/vitaI/pubs/ff2014.pdf. Accessed on March 14, 2016.
    7. NHPCO Facts and Figures: Hospice Care in America, Alexandria, VA: National Hospice and Palliative Care Organization, October 2014.
    8. UND Music Strategic Planning Guide, March 10, 2015, Guide for the UND Department of Music 2015-2020. http://arts-sciences.und.edu/music/resources/ files/docs/strategic.plan.pdf accessed on March 14, 2016.
    9. UND Music Strategic Priority Action Item, Supplement to UND Music Strategic Planning Guide, March 4, 2015, Spring 2015. http://artssciences.und.edu/music/resources/ plan-priority-items.pdf accessed on March 14, 2016.

    • November 7, 2016 at 2:17 pm

      Thank you for your input. Comments specific to the Music Therapy program are being shared with the Arts and Sciences Dean’s Office, the Provost and the President. Your participation in the process is appreciated.


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