Nicholas Roseth, PhD
Hi, I’m Nick!

Hi, I’m Nick!

Music educator and researcher. Visiting assistant professor and coordinator of music education at Bucknell University Music.
My name is Nicholas Roseth (pronounce), and I serve as visiting assistant professor and coordinator of music education at Bucknell University in Lewisburg, Pennsylvania. I teach Introduction to Music, Introduction to Music Teaching, Instrumental Methods & Literature, Music for Exceptional Children, Principles of Music Education, Student Teacher Seminar, and Woodwind Methods, among others. I previously taught instrumental and secondary general music in Colorado, including band, orchestra, jazz band, class piano, class guitar, and STOMP. While teaching in Colorado, I also served as instructional mentor to new teachers in my district. As a doctoral student at Indiana University, I was program coordinator of Young Winds (a pre-college program providing musical instruction to local middle school band students), student teacher supervisor, and associate instructor in instrumental methods. As a visiting assistant professor of music education at Indiana University, I taught undergraduate and graduate courses including Inclusive Participatory Music Practices, Music Teacher Education, College Music Teaching, and Qualitative Research in Music Education. I have received awards for excellence in teaching from the Pennsylvania Music Educators Association Society for Music Teacher Education and from the Education Foundation for the St. Vrain Valley. My primary research interests include LGBTQ studies, well-being, place and space, and nonverbal behaviors in teaching and learning. I have presented research and pedagogical sessions at regional and national conferences, and I have research published in Research & Issues in Music Education, Journal of Music Teacher Education, and Journal of Research in Music Education. I hold a Bachelor of Music (BM) degree from Susquehanna University, a Master of Music Education (MME) degree from the University of Colorado Boulder, and a Doctor of Philosophy (PhD) degree from Indiana University Bloomington.
 

Selected Work

Publications

Roseth, N. E. & Blackwell, J. A. (in press). Relationships between well-being and teaching adaptability among music teacher educators: A snapshot of the 2020-21 academic year. Journal of Music Teacher Education. https://doi.org/10.1177/10570837221120762
Roseth, N. E. (2020). A survey of secondary instrumental teachers’ immediacy, ensemble setup, and use of classroom space in Colorado and Indiana. Journal of Research in Music Education68(3), 305-327. https://doi.org/10.1177/0022429420944227
Roseth, N. E. (2019). Establishing reliability and validity of a tool for large ensemble teacher use of space and interactions. Research & Issues in Music Education, 15(1), 1-30. https://commons.lib.jmu.edu/rime/vol15/iss1/6
Roseth, N. E. (2019). Features of university environments that support well-being as perceived by lesbian, gay, bisexual, and questioning undergraduate music and art students. Journal of Research in Music Education, 67(2), 171-192https://doi.org/10.1177/0022429418825146

Research Posters

Roseth, N. E. (2017, September). Survey of secondary instrumental teachers in Indiana and Colorado: Immediacy, ensemble setup, and use of classroom space. Research poster presented at the Society for Music Teacher Education Conference. Minneapolis, MN.
Roseth, N. E. (2016, October). An exploratory analysis of lesbian, gay, bisexual, and questioning music and art students’ perceived institutional support of well-being. Research poster presented at the Big Ten Academic Alliance (BTAA) Music Education Conference, University of Maryland. College Park, MD.

Research Presentations

Roseth, N. E. & Blackwell, J. A. (2021, September). Well-being and teaching adaptability among music teacher educators: A snapshot of the 2020-2021 academic year. Research paper presented the Society for Music Teacher Education Conference. University of North Caroline Greensboro (Online conference).
Roseth, N. E. (2019, February). Immediacy, ensemble setup, & use of classroom space: A quasi-experimental study of secondary band and orchestra teachers. Research paper presented at the Desert Skies Symposium on Research in Music Education. Tempe, AZ.

Course Syllabi

  • MUS-E 232 Inclusive Participatory Music Practices (Indiana University) 🔍 View
  • MUSC 123 Introduction to Music (Bucknell University) 🔍 View
  • MUSC 230 Music for Exceptional Children (Bucknell University) 🔍 View

Guest Lectures & Masterclasses

  • The Podium and Beyond: Reimagining Educator Movement and Classroom Space to Improve Music Teaching and Learning 🔍 View
  • Start Where They (Actually) Are: Bridging Elementary General and Beginning Instrumental Music 🔍 View
 

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