ABSTRACT
Introduction From the start of my graduate studies in musicology, way before I matriculated into a PhD program centered on both music and education, I knew I wanted to teach university-level, general studies music courses.1 The empirical study presented here – on the music listening experiences of college students – was motivated by that practical and professional goal. Of course, the related literature and research on music listening shaped the details and methodology of the study, but this singular goal motivated me to conduct a study of this nature and see it through to completion.
