Dr. Erika Kustra is the Director of Teaching and Learning Development in the Centre for Teaching and Learning at the University of Windsor; and a member of the Educational Development Caucus (EDC) Executive, the Society for Teaching and Learning in Higher Education's (STLHE) national organization of educational developers. She completed her post-doctoral work in physiological psychology. For the past 20 years, Dr. Kustra has taught both university-level small and large classes (6 to over 300 students) using a variety of active learning methods including discussions, inquiry and problem-based learning, and labs and demonstrations. She has been an educational developer for over 13 years, running workshops and courses on teaching and learning and supporting institutional enhancement of quality teaching and learning. She co-authored the Green Guide, Leading Effective Discussions, and published articles on the Scholarship of Teaching and Learning, Scholarly Teaching, and on the roles and assessment of centres for teaching and learning. She has been part of university- and national-level award-winning teams for exemplary collaboration in university teaching.
Dr. Vanessa Mio currently teaches courses within the Faculty of Education B.Ed. program as well as its Continuing Teacher Education Program. As a performer, pedagogue, and scholar, she is passionate about teacher training, string education research, and remedial pedagogy in string instruction. She was awarded a national Doctoral Scholarship from the Social Sciences and Humanities Research Council (SSHRC) for her doctoral research, where she investigated the remedial strategies of postsecondary violin instructors. Dr. Mio has presented her research at provincial and international conferences (including the International Society for Music Education, the American String Teachers’ Association, the Indiana Music Education Association, the Ontario Music Educators’ Association, and the Canadian Society for the Study of Education). Dr. Mio has recently published articles in the American String Teacher Journal, International Journal of Music Education, Update: Applications of Research in Music Education, and The Recorder (Quarterly Journal of the Ontario Music Educators’ Association).
Dr. Mio recently designed the first string pedagogy course offered to music performance and education majors in Canada at both Western University (graduate and undergraduate) and Wilfrid Laurier University (undergraduate), and developed a new violin/viola group string instruction course for undergraduate music education students at Western. Most recently, Dr. Mio developed three innovative Instrumental (Strings) Additional Qualification courses for elementary and secondary music educators across Ontario. The courses are offered through the Faculty of Education Continuing Teacher Education Program.
Along with her scholarly work, Dr. Mio is a violinist with the Windsor Symphony Orchestra, and is the Director of the Windsor String Academy program (offering private and group violin instruction for children ages 5-18). Dr. Mio is also a String Examiner for The Royal Conservatory of Music, College of Examiners, and has traveled extensively throughout North America as an Ambassador for the Certificate Program. She has also adjudicated numerous festivals across Canada, and is a member of various national and international music education organizations.
- PhD (Educational Studies – focus on Music Education), University of Windsor, Canada
- Performance Diploma (Violin), Indiana University Jacobs School of Music, United States
- MMus (Violin Performance), Indiana University Jacobs School of Music, United States
- BMus (Violin Performance), Indiana University Jacobs School of Music, United States
Danielle Sirek teaches undergraduate and graduate courses in the Bachelor of Education and Master of Education programs, as well as undergraduate courses in the School of Creative Arts. Her program of research is primarily focused on music teacher education; sociology of music education; and intersections between music education and ethnomusicology. Her research is published in journals such as the International Journal for Music Education and Action, Criticism, and Theory for Music Education; and has been presented at conferences in a variety of disciplines including the International Society for Music Education (ISME), the International Symposium on the Sociology of Music Education (ISSME), the International Visual Sociology Association (IVSA), and the American Educational Research Association (AERA).
Dr. Sirek recently designed the concurrent Honours Bachelor of Music in Music Education/Bachelor of Education program with Dr. Janice Waldron (Associate Professor, Faculty of Education) and Dr. Geri Salinitri (Associate Dean, Preservice Education). Her other service contributions to the Faculty of Education have included representing sessional faculty on Faculty Council and on WUFA. She also participates in various local and international music education organizations, including serving as Newsletter Editor for the international critical music education body MayDay Group.
In addition to her scholarly work, Dr. Sirek sings professionally with the JUNO-nominated Canadian Chamber Choir and also sings with local ensembles including the Windsor Classic Chorale. Dr. Sirek conducts the Windsor-Essex Youth Choir (Allegro, ages 7-13), an organization open to children of all backgrounds that is supported by the City of Windsor and Pathway to Potential. She is also a coordinator for the Windsor Choral Festival, a local festival in which approximately 350 participants work with choral clinicians and engage in music education workshops annually.
Sirek, D. (in press). Jump up, fete, and wine: Belongingness in the teaching and learning of Grenadian soca music. In R. Wright (Ed.), Routledge Handbook of Sociology of Music Education, New York: Routledge.
Sirek, D. (2018). “Until I die, I will sing my calypso song”: Calypso, soca, and music education across a generational divide. Action, Criticism & Theory for Music Education, 12-29.
Sirek, D. & Sefton, T. (2018). Control, constraint, convergence: Examining our role as generalist teacher music educators. Action, Criticism & Theory for Music Education, 35-56.
Sirek, D. (2018). Our culture is who we are! “Rescuing” Grenadian identity through musicking and music education. International Journal of Music Education. 36(1), 47-57.
Sirek, D. (2016). Turning toward an ethnographic approach to teaching: How ethnography in the music classroom can inform teaching practice. Canadian Music Educator. 57(4), 17-21.
Sirek, D. (2016). Providing contexts for understanding musical narratives of power in the classroom: Music, politics, and power in Grenada, West Indies. Action, Criticism & Theory for Music Education, 15(3), 151-172.
- PhD (Music Education & Ethnomusicology), Royal Northern College of Music, UK
- Postgraduate Certificate in Research Training, Newcastle University, UK
- MMus (Music Education), University of Toronto, Canada
- BMus, Wilfrid Laurier University, Canada
Dr. Natasha Wiebe is Research Coordinator – Social Sciences, Humanities, and Health in the Office of Research and Innovation Services at the University of Windsor. In this role, Natasha helps faculty from across campus, including members of the Faculty of Education, to develop strong proposals for external funding for their research. Prior to her work in research administration, Natasha designed over 60 distance education courses for the University of Windsor. For over a decade, Natasha has pursued a research interest in cultural narratives, asking how the stories available to us from our culture can inform our thinking and behaviour. Natasha’s recent work has explored the popular fictional story of the zombie apocalypse, as well as stories that are prominent within some Canadian Mennonite and Pentecostal communities. Wiebe has also embarked on a new research direction with Dr. Heather Krohn, a member of the Faculty of Nursing and an alum of the Faculty of Education, and First Nations research collaborator Audrey Logan. The team is exploring how students in an Indigenous studies course in Nursing responded to what they learned about the realities of the residential school system, its consequences for present-day Indigenous health, and other aspects of Indigenous experience in Canada.