Consultant
Grant writer/Collaborator
A prolific grant writer and community organizer, Dr. Pierce has been awarded many state and local grants. Of his more than $140,000 awarded grant funds, each successful grant endeavor promotes music therapy services and has a positive cascading impact for his university students and community. While every grant has a target goal all share the following commonalities: assist people diagnosed with various health concerns meet individualized behavior-oriented goals through the application of music, create employment opportunities for his students, and provide public awareness of people diagnosed with physical/psychological or other impairment as contributing members of society.
Music Without Borders
Dr. Pierce was successfully awarded many meaningful grants from the Pinebelt Foundation. The grant provided music opportunities for adult participants which culminated into professionally videotaped performances. The video highlights the inclusive music making of grant participants, music therapy students, staff and caregivers and a local musician. The video promoted community awareness, improved quality of life for participants which culminated into musical opportunities for neurodivergent adults.
Music Therapy Curriculum Development and Accreditation
Dr. Pierce, serving as Coordinator of undergraduate music therapy programs, has been responsible for maintaining all accreditation standards for over 15 years. His abbreviated experience includes:
- National Association of Schools of Music (NASM) reaccreditation
- American Music Therapy Association (AMTA) reaccreditation
- Association site visits
- Association documentation requirements (self-studies, student learning objectives, and competencies evaluations)
Most recently Dr. Pierce successfully developed all undergraduate lecture and clinical courses to meet NASM and AMTA accreditation, and the Tennessee Higher Education Commission (THEC) at University of Memphis (UofM). He possesses a flexible teaching mindset, able to engage all types of learners with excellent communication skills to aid in navigating higher education accreditation.
Drawing from both, private and public university teaching, he can accommodate a variety of institutional challenges to provide the best music therapy education possible. His services can mediate potential issues, function as a catalyst through accreditation process, or serve as the primary program developer.