Dan Boothe                                                                                11/05/03
President, Music Majors Organization
R.U. Department of Music

Dear Dan,

Mr. Borling and I sat and discussed in detail some of the strengths and weaknesses of the music therapy program here at Radford University.  As expected, there were a significant numbers of positives and negatives that we were able to review during our conversation.  
        The first and most prominent strength that we considered was the presence of the two graduate teaching fellows who provide a significant increase in clinical supervision thus providing an increase in the quality of education that our students receive.  Their support and fresh ideas are an invaluable part to the program.  Also among our strengths is the Music Therapy Student Organization which has grown significantly in the last two or three years and now has a visible and integral  function within the music department, campus-wide, and community-wide.  The strong presence and commitment of MTSORU includes activities that enhance our presence on and off campus.  The genuine desire and mission of the students is to expose the campus and community to the value of music therapy.  The variety of
clinical site options is a big plus for our students.  The ability to get out and apply what we have learned in class is absolutely necessary and the opportunities offered here are varied.  I believe this is incredibly valuable and assists in placing us on an even playing field with music therapy students from other universities.  I believe that this is due to the rapport that Mr. Borling works to keep healthy between himself and other music therapy professionals who offer their sites to us as clinical site options and also the diligent work of our faithful graduate teaching fellows who coordinate and are important mediators between our program and the community which we serve.
        As far as the weaknesses of our program, we discussed the need for a classroom space of our own.  At this point in time, we share the band room with many of the instrumental ensembles, which unfortunately have classes back to back.  We often feel pressure to finish our class and clear out of the room to make room for the next class.  It would be a much more comfortable setting if we were able to have our own music therapy laboratory space.  Of course this is related to the budget issues.  With regard to the budget, Mr. Borling and I feel that the existing budget does not allow us to outfit the director's office with current materials or to outfit the clinical practicum track with appropriate materials (drums, mallets, etc.).  As you can imagine, these materials are vital to our effective implementation of music therapy in the field of our clinical practicums.  Our dream is to one day own a lightweight, high quality portable keyboard that can be transported to, and used at, the clinical sites.  Lastly, in the area of our weaknesses, I have spoken to some students who express concern about the existing curriculum that pertains to our functional skills.  It is absolutely necessary for us to have a curriculum supporting the development of our functional skills with particular emphasis on guitar and we as students do not feel that we have this benefit at the present time.
        To answer your question of, "How are things," we feel that generally, our program is doing very well.  The music therapy program is making good use of the current resources.  The presence of the two graduate teaching fellows has exponentially improved the quality of the clinical aspect of the program.  On behalf of the music therapy program, I would like to thank you for your diligent work in expressing our needs, concerns and appreciation to the necessary faculty.  


                                                       Sincerely,

                                                        Amanda Burchfiel
                                                        MMO Music Therapy Representative

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