Associate Professor of Music Education, University of South Florida

I teach "Progressive Music Education Methods" and "Creative Performance Chamber Ensemble" at the undergraduate level and "Philosophy of Music Education" and "Creative Thinking in Music" at the graduate level. My work is at the nexus between creativity and curriculum change.

Experience

  • 2010–present
    Associate Professor of Music Education, University of South Florida

Education

  • 2010 
    Michigan State University, Doctor of Philosophy, Music Education

Publications

  • 2016
    Measuring self-perceptions of creative identity: A cross-cultural comparison of the creative identities of pre-service music teachers in the United States and Australia., Music Education Research, __(_), __-__.
  • 2015
    The power of popular music in fueling the soundtrack to our lives., Perspectives: The Journal of the Early Childhood Music and Movement Association, 10(3), 14-17.
  • 2015
    A quest for the perfect tone: Luthiering, pedal boards, and curriculum expansion., Journal of Music, Technology & Education, 8(2), 183-197.
  • 2015
    Connecting ideas to practice: The development of an undergraduate student’s philosophy of music education in the United States., International Journal of Music Education, Published online before print May 5, 2015, doi: 10.1177/0255761415581150
  • 2015
    “Are you in a band?!”: Participatory (improvisatory) music making in pre-service music teacher education., International Journal of Community Music, 8(1), 59-72. DOI: 10.1386/ijcm.8.1.59_1
  • 2015
    Music education: Navigating the future., New York: Routledge.
  • 2014
    Using the iPad in musical performance: New pathways., Kansas Music Review. http://kmr.ksmea.org/?issue=201314s&section=articles&page=ipad
  • 2014
    Validation and further validation of a measure of creative identity among United States and Finland pre-service music teachers., British Journal of Music Education http://dx.doi.org/10.1017/S0265051714000151
  • 2014
    Evaluating the reliability of the consensual assessment technique in the measurement of individual and small group creativity., Music Education Research, DOI:10.1080/14613808.2014.909398
  • 2013
    How composers approach teaching composition: Strategies for music teachers., Music Educators Journal, 99(3), 51-57.
  • 2013
    Musicianship: Composing in band and orchestra., Chicago, IL: GIA Publishing.
  • 2013
    Being an iPadist., General Music Today, 27(1), 48-51.
  • 2013
    A theory of change in music education., Music Education Research, 15(4), 471-485.
  • 2012
    A first comparison of pre-service music teachers’ identities as creative musicians in the United States and England., Research Studies in Music Education, 34(2), 115-129.
  • 2012
    Music teacher as writer and producer., Journal of Aesthetic Education, 46(3), 36-52.
  • 2011
    Phenomenology: A review of literature., Update: Applications of Research in Music Education, 30(2), 11-21.
  • 2011
    “The hero’s journey:” A way of viewing music teacher socialization., Journal of Music Teacher Education, 1057083711403000, first published on March 29, 2011 as doi:10.1177/1057083711403000.
  • 2011
    What is a good musician?: An analysis of student beliefs., Arts Education Policy Review, 112(1), 1-8.
  • 2010
    Eminence in music education research as measured in ‘The new handbook on music teaching and learning.’, Bulletin of the Council for Research in Music Education, 183, 55-76.
  • 2010
    The relationship of compositional experiences of high school instrumentalists to music self-concept., Bulletin of the Council for Research in Music Education, 184, 7-18.
  • 2009
    Creating a philosophy of music education: Finding meaning and purpose in the mystery., Michigan Music Educator, 47(1), 22-24.
  • 2009
    “That’s my piece, that’s my signature, and it means more . . .”: Creative identity and the ensemble teacher/arranger., Research Studies in Music Education, 31(1), 52-68.
  • 2009
    Student composers’ expressed meaning of composition with regard to culture., Music Education Research International, 3, 42-53.

Honours

2015 Michael L. Mark Music Research Award Winner - University of Michigan