Who We Are
Voices of DSHA
Nudging Forward with Purpose
In her first year at DSHA, Academic Dean Erin Housiaux (pronounced HOOZ-see-oh) has already become a familiar and respected presence in the halls and classrooms. With a passion for academic excellence, a deep belief in the power of sisterhood, and a commitment to faith-filled education, she is helping lead DSHA into its next chapter.
Q: What drew you to DSHA and inspired you to take on the role of academic dean?
Erin Housiaux: When I moved to Wisconsin eight years ago, DSHA quickly became a name I heard everywhere—through its graduates, its reputation, and the spirit of its community. I was drawn to the genuine sisterhood among alumnae and their commitment to giving back—spiritually, professionally, and within Milwaukee. I actually reached out to the former dean years ago because it seemed like a dream role. When the position opened, I felt called. It was the right challenge at the right time in my life.
Erin Housiaux: When I moved to Wisconsin eight years ago, DSHA quickly became a name I heard everywhere—through its graduates, its reputation, and the spirit of its community. I was drawn to the genuine sisterhood among alumnae and their commitment to giving back—spiritually, professionally, and within Milwaukee. I actually reached out to the former dean years ago because it seemed like a dream role. When the position opened, I felt called. It was the right challenge at the right time in my life.
Q: How would you describe your philosophy of teaching and learning in an all-girls Catholic college preparatory school?
EH: I believe that we contain multitudes—especially as women. Education should honor all parts of who we are: intellectual, spiritual, emotional, and communal. At DSHA, faith and rigor are not opposites; they strengthen one another. I want classrooms to be places of curiosity, courage, and mentorship—not perfection. Perfectionism can limit young women. I want them to know: try everything. Perfection is the enemy of the good. Your gifts will make themselves known.
EH: I believe that we contain multitudes—especially as women. Education should honor all parts of who we are: intellectual, spiritual, emotional, and communal. At DSHA, faith and rigor are not opposites; they strengthen one another. I want classrooms to be places of curiosity, courage, and mentorship—not perfection. Perfectionism can limit young women. I want them to know: try everything. Perfection is the enemy of the good. Your gifts will make themselves known.
Q: What are your top academic priorities this year—and for the future?
EH: I’ve inherited an excellent academic environment, but excellence is never static. This year, I’m focused on building trust, understanding our strengths, and using data wisely to inform instruction and curriculum. Long-term, I want us to be even more intentional about how girls learn—collaboratively, relationally, and with confidence. I also care deeply about reading and critical thinking. Those skills are timeless, and in a complex world, they matter more than ever.
EH: I’ve inherited an excellent academic environment, but excellence is never static. This year, I’m focused on building trust, understanding our strengths, and using data wisely to inform instruction and curriculum. Long-term, I want us to be even more intentional about how girls learn—collaboratively, relationally, and with confidence. I also care deeply about reading and critical thinking. Those skills are timeless, and in a complex world, they matter more than ever.
Q: How do you plan to support both students and faculty in reaching their fullest potential?
EH: Relationships come first. When teachers and students feel safe to reflect, take risks, and ask for support, growth follows. I see teachers as learners, too—we should model curiosity and self-awareness. I’m passionate about using the science of how girls learn, leveraging data thoughtfully, and anticipating the academic, emotional, and technological needs of our community.
EH: Relationships come first. When teachers and students feel safe to reflect, take risks, and ask for support, growth follows. I see teachers as learners, too—we should model curiosity and self-awareness. I’m passionate about using the science of how girls learn, leveraging data thoughtfully, and anticipating the academic, emotional, and technological needs of our community.
Q: What has surprised or delighted you most since joining the DSHA community?
EH: The integrity of the mission. Who DSHA says it is—faith-filled, academically strong, and student-centered is exactly who it is. I love the joy in assemblies, the confidence of our students, and the quiet beauty of daily prayer. Even small pauses—like schoolwide morning prayer—feel innovative in today’s world. I’m grateful to be here, and I’m excited to finish year one, learn from it, and keep nudging us toward our best selves.
EH: The integrity of the mission. Who DSHA says it is—faith-filled, academically strong, and student-centered is exactly who it is. I love the joy in assemblies, the confidence of our students, and the quiet beauty of daily prayer. Even small pauses—like schoolwide morning prayer—feel innovative in today’s world. I’m grateful to be here, and I’m excited to finish year one, learn from it, and keep nudging us toward our best selves.
Divine Savior Holy Angels High School
Sponsored by the Sisters of the Divine Savior
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