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Welcome to my e-Portfolio
This e-Portfolio outlines my doctoral work in Educational Studies at the University of Prince Edward Island. My scholarship explores how secondary music education can evolve to better serve diverse learners by centring creativity, agency, and belonging. Bringing together theoretical development, research inquiry, professional engagement, and university teaching, this collection reflects my development as a scholar and my readiness to undertake dissertation research - Krista
Four Principle Areas of Educational Competence
This section highlights the theoretical perspectives that inform my doctoral work. Through engagement with social, philosophical, and educational theory, I explore how questions of knowledge, power, legitimacy, and belonging shape the structures of secondary schooling and influence how music education is understood and practiced.
This section highlights my development in research design and methodology within educational studies. Through engagement with qualitative, quantitative, and interpretive research traditions, I have expanded my understanding of how educational research is conceptualized and conducted within the field.
This section highlights my professional contributions developed through leadership, service, and scholarly engagement beyond coursework. Through involvement in professional associations, diversity and inclusion initiatives, and collaborative research projects, I contribute to conversations that support the continued development of music education practice at both provincial and national levels.
Instructional Competencies
This section highlights my instructional work in higher education during my doctoral studies. Through course design, reflective practice, and responsiveness to student feedback, I continue developing my approach to teaching in ways that prioritize rigour, reflexivity, inclusion, and professional preparation for future educators.
Knowledge of Theory
Artifact: "Unfinished tracks: Listening for change in Canadian secondary music education through 25 years of the Canadian Music Educator"
This paper examines twenty-five years of The Canadian Music Educator journal through a theoretically informed reading that draws on genealogical and narrative approaches. Engaging with ideas about legitimacy, power, and musical practice, the article explores how conversations about creativity, inclusion, and alternative musical pathways have surfaced and evolved within Canadian secondary music education discourse.
Knowledge of Research
Artifact: “Building Adult Capacity to Support Executive Functioning: A Universal Design for Learning Approach — A Literature Review”
This published literature review was developed as part of my work as a research assistant on a multi-year project examining how adults build capacity to support executive functioning in neurodiverse communities. I served as a co-author on this collaborative publication with Synthia MacEachern, Dr. Terri Jackson, and Dr. Cinthya Guzman. The article synthesizes research in neuroscience, education, and adult learning to explore how Universal Design for Learning and community-based approaches can support educators, parents, neurodiverse adults, and pre-service teachers.
Professional Competencies
Artifacts: Letter recognizing peer review contributions to the Canadian Music Educator special research issue, and a letter recognizing service on the provincial Diversity, Equity, and Inclusion Committee
These letters document my professional service to the field of education through scholarly peer review and equity-focused leadership. The first, from editors Dr. Beryl Peters and Dr. Francine Morin, recognizes my contributions as a peer reviewer for the Canadian Music Educator special research issue. The second, from Andrea Garland of the PEI Department of Education and Early Years, acknowledges my participation in PRISM anti-racism training and my service as a teacher representative on the provincial Diversity, Equity, and Inclusion Committee.
Instructional Competencies
Artifacts: Teaching Dossier and Letter of Support from Dr. Ardith Haley
These artifacts highlight my instructional competencies in higher education contexts. My teaching dossier documents my work as a sessional instructor in the UPEI Music Department, including course design, teaching philosophy, syllabi, and selected student feedback from Percussion Techniques and Applied Percussion courses. The accompanying letter from Dr. Ardith Haley reflects on my work with pre-service and graduate music education students and speaks to my ability to connect research, professional practice, and innovative approaches to music teaching.
“It's funny how a class that hardly revolves around the teacher teaching would be the class where you learn the most. Not as in the teacher isn't doing their job, but the teacher lets the students learn on their own and fail on their own so they can grow"
- Popular Music Performance 621 student feedback