Faculty, Adjunct


Berthelotte, Dr. Bernadette 

After spending 23 years developing and implementing a successful and busy instrumental music program at W.F. Herman Secondary School in Windsor, Ontario, Dr. Berthelotte is now the Teacher Consultant for the Arts for the Greater Essex County District School Board. In addition to this very busy role, Dr. Berthelotte teaches courses for the Faculty of Education, University of Windsor in Music Education and both writes and teaches Additional Qualification (AQ) courses for the Continuing Teacher Education Program, University of Windsor. She has also taught Music Education courses at Wayne State University, Michigan State University, the University of Western Ontario and the University of Regina.

Dr. Berthelotte’s research interest centers around the relationships that are developed between student teachers and their Associates in instrumental music placements and how those relationships affect the student teacher experience. She is also very invested in the use of journaling in instrumental music classes that trace the acquisition of critical listening skills and their impact on adolescents. Additionally, she has been involved in the writing process of AQ course facilitations for the Ontario College of Teachers; Music Education Exemplars for the Ministry of Education and regularly presents at conferences, offers instrumental music workshops and adjudicates music festivals around Canada.

Pre-pandemic, Dr. Berthelotte and her team of local music educator’s and music vendors developed MusicFest Windsor as a regional festival to Musicfest Canada. This festival saw the attendance of 1700 participants in 2019. Plans are currently underway to return this festival for 2022.  As well, she oversees a new project titled “The String Project” now entering its second year of work. This project involves learning to play the violin in an intense after school program four hours per week beginning in grade 3. This project is now directly aligned with a new Service Learning Project course offering in September, 2021 called “The String Project: Music for Social Change.”

In addition to her busy teaching and work schedule, Dr. Berthelotte's orchestral experience is vast. She regularly performs with the Windsor Symphony Orchestra and continues to freelance in and around the City of Windsor and Detroit. Her past musical experiences include the Detroit Civic Symphony Orchestra, the Detroit Metropolitan Orchestra, the Canadian Chamber Orchestra, Lansing Symphony Orchestra, the Keystone Brass Summit in Colorado, the Majestic Brass Quintet and the Regina Symphony Orchestra.

Dr. Berthelotte's awards include the Outstanding Service Award from the Greater Essex County District School Board, the Prime Minister’s Award for Teaching Excellence, the Canadian Academy of Recording Arts and Sciences, a full scholarship from Wayne State University, a full fellowship from Michigan State University, the S. Hunter Henry Memorial Scholarship, and the Government of Canada's Female Doctoral Award.

EDUCATION:

  • PhD (Music Education), Michigan State University, East Lansing, MI.
  • Master of Education (Curriculum), University of Windsor, Canada
  • Master of Music (Performance), Wayne State University, Detroit, MI.
  • Bachelor of Education, University of Windsor, Canada
  • Bachelor of Music (Performance), University of Windsor, Canada.

COURSES TAUGHT:

               Pre-service Courses:

  • Music Methodology (J/I)
  • Music Methodology (I/S)
  • Music Teachable Year I
  • Music Teachable, Year II
  • Pedagogy of the Arts (I/S)
  • Advisory Group – Music Education

Bachelor of Music Courses:

  • Brass Techniques
  • Introduction to Music Education

 Doan, Dr. Brandy

Dr. Doan is currently employed as a Research Associate with the Toronto Catholic District School Board (TCDSB) As a Research Associate at the TCDSB, Dr. Doan works collaboratively as part of the Educational Research team that supports all aspects of the district including school improvement, student learning, achievement, well-being, professional learning, collaborative inquiry, equity, program evaluation, measurement design and strategic planning.

Dr. Doan’s dissertation explored the role of cognitive constraints in school improvement decision-making through a qualitative interview study with principals. Findings from her doctoral work led her toward a Post-Doctoral, Mitacs Accelerate Fellowship with the Faculty of Education working with Dr. Lindsey Jaber and the University of Windsor’s industry partner, Canadian Urban Transit Research and Innovation Consortium (CUTRIC). Since June of 2020, Dr. Doan has been conducting a mixed-method study to provide a Canadian-contextual description of the social, cultural, and organizational phenomena of women working in senior leadership positions in the transit industry. In addition, Dr. Doan works with Dr. Dragana Martinovic and the Math Knowledge Network where she conducts studies and writes about applied educational research in K-12.

Dr. Doan is interested in pursuing research that challenges traditional leadership paradigms in the field of education in Ontario, arguing for the incorporation of asset-based, feminist and intersectional identity as a new framework for policy and practice. Relatedly, she is also working on research that addresses institutional bullying associated to human rights violations in K-12 educational contexts.

Dr. Doan is always open for a chat, sharing of resources/practices or engage in research collaborations! Please feel free to send her an e-mail at bdoan@uwindsor.ca.

Education:

2020     PhD in Educational Studies, (Cognition & Learning) University of Windsor
2009     MSc in Experimental Psychology, Memorial University of Newfoundland
2006     BA (Hons) Psychology, Brock University

Sample of Selected Publications & Presentations:

  • Jaber, L., & Doan, B. L. (2020) HERLeadership: Addressing the Continued Lack of Women in Leadership. Presentation submitted for review, Canadian Society for Study in Education conference, June 2021.
  • Doan, B., Martinovic, D., Flessa, J., Kane, D., Chambers, J., & Smith, K. (2020). The Role of bounded rationality in school improvement. [Doctoral Dissertation, University of Windsor]. ProQuest Dissertations Publishing. http://search.proquest.com/docview/2413917558/
  • Doan, B. L., Conley, C., & Martinovic, D. (2020). District Research in a Nutshell. Retrieved from: http://mkn-rcm.ca/wp-content/uploads/2020/09/District-Research-BD-CC-DM.pdf
  • Doan, B. L. (2019). Why do schools need collaborative inquiry? A researcher’s perspective. Retrieved from http://mkn-rcm.ca/wp-content/uploads/2020/03/Why-do-schools-need-CI-final.pdf
  • Doan, B. (2019). Opening the black box of school conditions measurement: A revised theory of school and district effectiveness. Roundtable Presentation, American Educational Research Association Annual Conference, Toronto, Ontario.
  • Au, A., Askar, M., & Doan, B. (2019). Implementing and Mobilizing the Middle Years Development Instrument to Improve Equity and Educational Opportunities. Poster Presentation, American Educational Research Association Annual Conference, Toronto, 2019.

 Freer, Dr. John

Dr. John Freer is an Adjunct Assistant Professor in the Faculty of Education and the Department of Psychology at the University of Windsor, where he teaches primarily in the areas of educational psychology and special education. Dr. Freer is also a professor in the School of Community Studies at St. Clair College, where is coordinates the Educational Support program and helps to train students interested in pursuing a career in special education. Prior to his work in higher education, John worked in the K-12 education system as an educational assistant. Dr. Freer serves as an executive member of the Canadian Association of Educational Psychology, is a member of the Canadian Research Centre on Inclusive Education and is a Core Associate Member of the WE-Spark Health Institute.

Selected Publications:

  • Freer, J. (2021). The Tripartite Intervention: Breaking down attitudinal barriers in education. Journal of Disability Studies in Education. Advanced Articles. doi: 10.1163/25888803-bja10006
  • Freer, J. (2021). Students’ Attitudes toward Disability: A Systematic Literature Review. International Journal of Inclusive Education. Advance articles. doi:10.1080/13603116.2020.1866688 
  • Freer, J. (2021). The Effects of the Tripartite Intervention on Students’ Attitudes toward Disability. Journal of Research in Special Education Needs. doi: 10.1111/1471-3802.12512 
  • Freer, J. (in press). A Picture is Worth 1000 Words: Examining Students’ Understanding of Disability in Definitions and Drawings. Disability & Society.
  • Freer, J. & Kaefer, T. (in press). Experience matters: Educators’ attitudes toward disability in higher education. Canadian Journal of Higher Education.
  • Freer, J. (in press). Assessing doctoral candidacy: The development of a self-assessment tool for comprehensive portfolios. Canadian Journal of Education.
  • Baker, N., Freer, J., Fujita, N., Higgison, A., Lubrick, M., Sabourin, B., . . . van Wyk, P. (2020). Online Instructor Development: A COOL story.Collected Essays on Learning and Teaching. https://celt.uwindsor.ca/index.php/CELT/article/view/6011
  • Sabourin, B. M., Freer, J. R. R., Bobbie, I., Bumanlag, M., Derbyshire, A., Huntingford, L., & Sharma, S. (2020). Using Basecamp in student-staff partnerships to organize, communicate, and promote non-hierarchical leadership. Journal of Educational Innovation, Partnership and Change, 6(1). http://dx.doi.org/10.21100/jeipc.v6i1.1005
  • Freer, J. (2018). The Educators' Attitude toward Disability Scale (EADS): A pilot study. International Journal of Disability, Development, and Education, 65(6), 581- 598. doi: 10.1080/1034912X.2018.1426098
  • Freer, J. (2018). Pre-service educational assistants’ attitudes toward inclusion.Exceptionality Education International, 28(1) 68-85. Retrieved fromhttps://ir.lib.uwo.ca/eei/vol28/iss1/

Research Interests:

Inclusive Education
Disability Studies in Education
Attitudes toward inclusion and disability
Anti-Ableism

Courses Taught:

Undergraduate:
DISB 3020- Historical Approaches to People with Disabilities
PSYC 1150- Introduction to Psychology as a Behavioural Science

Preservice Education:
EDUC 5203- Educational Psychology
EDUC 5204- Differentiated Instruction for Students with Special Education Needs
EDUC 5208- Assessment & Evaluation
EDUC 5499- Field Practicum

Graduate:
EDUC 5534- Special Education and Language Acquisition

Education

  • Doctor of Philosophy in Educational Studies (Cognition & Learning), University of Windsor (2020)
  • Master of Education (Curriculum Studies), University of Windsor (2015)
  • Bachelor of Education (Primary-Junior Division), University of Windsor (2013)
  • Honours Bachelor of Arts (Disability Studies), University of Windsor (2012)
  • College Diploma (Educational Assistant), St. Clair College of Applied Arts and Technology (2009)

Kustra, Dr. Erika

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.


Mio, Dr. Vanessa

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.

Publications (selected):
 

Mio, V. (in press). Remedial strategies in violin instruction: Body awareness and bow technique. Canadian Music Educator.
 
Mio, V. (2020). Instrumental strings: New additional qualification courses for Ontario music educators. The Recorder: The Journal of the Ontario Music Educators’ Association, 61(2), 20–23.
 
Mio, V. (2019). It’s all about the bow!; Strategies for teaching bow technique in elementary string classrooms. The Recorder: The Journal of the Ontario Music Educators’ Association (Special Issue: OMEA’s 100th Anniversary), 62, 61–65.
 
Mio, V. (2019). The remedial process: In interview with Mimi Zweig. American String Teacher, 64(4), 29–32. doi:https://doi.org/10.1177/0003131319871453
 
Mio, V. (2019). The need for remedial pedagogy in undergraduate violin instruction: A case study of postsecondary instructors’ perceptions. Update: Applications of Research in Music Education, 37(3), 36–45. doi:https://doi.org/10.1177/8755123319826243
 
Mio, V. (2017). An investigation of postsecondary violin instructors’ remedial pedagogy: A case study. International Journal of Music Education, 36(2), 297–308. doi:https://doi.org/10.1177/0255761417731439

Education

  • 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

Sirek, Dr. Danielle

Danielle Sirek (Adjunct Associate Professor, 2021-2026) 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 arts 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, the International Journal of Education & the Arts, 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 designed the concurrent Honours Bachelor of Music in Music Education/Bachelor of Education programExternal Link with Dr. Janice Waldron (Associate Professor, Faculty of Education) in 2017. Her other service contributions have included representing sessional faculty on Faculty Council and WUFA. She also participates in various local and international music education organizations, and serves as Newsletter Editor for the international critical music education body MayDay GroupExternal Link.

In addition to her scholarly work, Dr. Sirek sings professionally with the JUNO-nominated Canadian Chamber ChoirExternal Link and also sings with local ensembles including the Windsor Classic Chorale. Dr. Sirek conducts the Windsor-Essex Youth ChoirExternal Link (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 also is 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. 

Courses Taught:

Preservice Courses:

  • Music Methodology (P/J)
  • Music Methodology (J/I)
  • Pedagogy of the Arts (J/I)
  • Pedagogy of the Arts (I/S)
  • Drama Methodology (P/J)
  • Music Teachable I (Vocal)

Graduate Courses:

  • Special Topics: Language Assessment (M.Ed.)
  • Theories and Approaches to Language Instruction and Acquisition (M.Ed.)

Bachelor of Music Courses (School of Creative Arts):

  • Critical Issues in Music Education
  • Seminar in Elementary Music Education
  • Introduction to Ethnomusicology

Publications (selected):

Sirek, D. (in press). Singing the revolution in Grenada: Music in/as “we revo.” In C. Frierson-Campbell, C. Hall, & S. Powell (Eds.), Links & Anchors in the Sociology of Music Education: International Intersections Across Theory and Practice. Indiana University Press.

Sirek, D. (2021). Jump up, wine, and wave: Soca music, social identity, and symbolic boundaries in Grenada, West Indies. In R. Wright, G. Johansen, P. Kanellopoulos, P. Schmidt (Eds.), Handbook to Sociology of Music Education (pp. 153-163). Routledge. https://www.routledge.com/The-Routledge-Handbook-to-Sociology-of-Music-Education/Wright-Johansen-Kanellopoulos-Schmidt/p/book/9781138586369

Sirek, D. (2021). At the panyard, in the calypso tent, on the soca stage: Exploring ‘ideal’ identity in community music activities across generations in Grenada, West Indies. In L. Willingham (Ed.), Walking the Boundaries, Bridging the Gaps (pp. 445-460). Wilfrid Laurier University Press. https://www.wlupress.wlu.ca/Books/C/Community-Music-at-the-Boundaries

Sefton, T. G., Sirek, D. (2020). Musical self-portraits and representations of non/conformity: In the music classroom with preservice generalist teachers. International Journal of Education & the Arts, 21(32). http://doi.org/10.26209/ijea21n32

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. http://doi.org/10.22176/act17.3.12

Sirek, D. & Sefton, T. (2018). Control, constraint, convergence: Examining our role as generalist teacher music educators. Action, Criticism & Theory for Music Education, 35-56. http://doi.org/10.22176/act17.2.50

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. https://doi.org/10.1177/0255761417703783

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. http://act.maydaygroup.org/articles/Sirek15_3.pdf

Education

  • 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

Wiebe, Dr. Natasha

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.