Susan Dill

Susan Dill is an Associate Professor and Music Education Area Coordinator at the Department of Music, College of Liberal and Fine Arts, The University of Texas at San Antonio (UTSA). She joined UTSA in 2001, serves as director of the UTSA Institute for Music Research, and is current president of the Texas Music Educators Conference (TMEC). She also directs music at the First Unitarian Universalist Church of San Antonio.

Her educational background includes:

• Bachelor of Music Education from Southern Illinois University
• Master of Music in Music Education from the University of North Texas
• Ph.D. in Music Education from the University of North Texas

Dr. Dill's research focuses on Music Education with emphasis on motivation in music learning, teacher socialization, urban music education, and improvisation/composition pedagogy. Her work examines school-wide motivation cultures, urban teacher recruitment factors, and collaborative methods for developing student creativity. Findings have been presented at international conferences and published in journals like the Journal of Music Teacher Education.

Her 2009-2019 publications reveal consistent investigation into music teacher development and student engagement. Research spans urban education challenges, motivation theory applications, and practical strategies for integrating improvisation into curricula, highlighting her commitment to evidence-based music pedagogy in diverse settings.

Scientific Awards: No specific awards are documented in the provided text.

Dr. Dill advises music education students and coordinates the area at UTSA, teaching undergraduate choral methods and graduate seminars. While specific grant details are absent, her leadership roles demonstrate institutional impact through curriculum development and professional advocacy.

As director of the UTSA Institute for Music Research, she spearheads interdisciplinary scholarship connecting academic research with K-12 music education practice, fostering faculty-student collaboration on contemporary pedagogical challenges.