Education

Ed.D. in Educational Leadership                                                        2018

University of New Mexico, Albuquerque, NM

Dissertation: Pedagogical Impacts of the Common Core State Standards on Elementary Mathematics Teachers of the Deaf and Hard-of-hearing

M.Ed. in Communicative Disorders and Deaf Education                                2011

Utah State University, Logan, UT

Emphasis: Bilingual-Bicultural Deaf Education

B.S. in Mathematics Education                                                        2009

Utah State University, Logan, UT

Cum Laude

Minor: Chemistry Education

Collegiate Teaching Experience

Lecturer, Department of Deaf Education                                                2024-Present

Rochester Institute of Technology, Rochester, NY

Faculty for the Department of Deaf Education teaching assigned coursework in instructional methods and educational theory at the graduate level.

Teaching:

• MSSE 710 “General Instructional Methods”, Asynchronous & Synchronous
• MSSE 714 “Curriculum Content Methods of Instruction”, STEM focus section, Synchronous
• MSSE 727 “Sign Language in Instructional Delivery”, Summer In-Person Course
• MSSE 760/761 “Student Teaching”, On-Site
• MSSE 785 “Foundational of Educational Research”, Asynchronous & Synchronous
• Summer Transition Program - Mathematics, In-Person

Service:

Please see the Service section for more information.

• Curriculum development committees - MSSE bachelors and masters degree programs; Educational Leadership degree programs
• MSDE Program Mentoring coordination
• CEASD committees

Scholarship Topics:

*Note: Scholarship is not a required component of the duties of a Lecturer at RIT/NTID. Please see Publications and Presentations sections for more information.

• STEM Multilingual-Multimodal Education
• Deaf Educational Leadership
• NTID Summer Transition Program

Adjunct Associate Professor, Deaf Education                                        2022-Present

University of Utah, Salt Lake City, UT

Adjunct faculty for the Dual (Bimodal) Deaf Education program teaching assigned courses for the ASL/English portion of the bimodal program at the graduate level.

• SPED 5522/6522 “ASL Linguistics”, In-Person and Synchronous
• SPED 5550/6550 “ASL/English Instructional Strategies”, Synchronous
• SPED 6600 “Student Teaching”, On-Site

Adjunct Faculty, Master of Science in Secondary Education                        2023-2024

Rochester Institute of Technology, Rochester, NY

Adjunct faculty for the MSSE program teaching assigned coursework in instructional methods and educational theory at the graduate level.

• MSSE 710 “General Instructional Methods”, Asynchronous
• MSSE 785 “Foundational of Educational Research”, Asynchronous & Synchronous

Consultant & Presenter                                                                2012-Present

Multiple Universities & Programs

Provided workshops and trainings, both pre-service and in-service, regarding how to teach STEM subjects, with a literacy emphasis, using a multilingual approach for Deaf education.

• Utah State University, Logan, UT (2012-2022)
• University of Minnesota, Minneapolis, MN (2018-Present)
• Idaho State University, Pocatello, ID (2022-Present)

Teaching Assistant                                                                        2007-2009

Utah State University, Logan, UT

Teaching Assistant in both Mathematics and ASL departments.

• MATH 1050 “College Algebra”, In-Person Class & Recitation
• COMD 3010 “ASL1 Lab”, In-Person & Synchronous Labs
• COMD 3910 “ASL 2 Lab”, In-Person Labs

Deaf Educational Administrative Experience

Educational Program Director (Principal)                                                2023-2024

Utah Schools for the Deaf and Blind, Elizabeth DeLong School of the Deaf, Springville, UT

Principal for all grades (PK – 6) and building administrator for both Deaf and Blind schools

• Focused on building school spirit and implementing the P.H.O.E.B.E. Phoenix PBIS approach & mascot.
• Focused on the USD Portrait of a Graduate, social-emotional learning & PBIS, Deaf-focused literacy, and best teaching practices.
• Prepared school for addition of middle school program
• Facilitated IEP meetings for students, reviewed quality of Present Levels and Goals with staff, ensured compliance with laws and policies, emphasized student centered planning and transition.  
• Mentored, evaluated, and supported staff in planning, teaching, and classroom management.

Curriculum Director                                                                        2021-2023

Utah Schools for the Deaf and Blind, Elizabeth DeLong School of the Deaf, Springville, UT

Curriculum Director for the Utah School for the Deaf supporting directors and teachers at four campus locations (Ogden, Salt Lake, Springville, St. George), online division, and statewide outreach.

Areas of emphasis:

• Instructional Coaching
• Provided state approved endorsement classes in Instructional Coaching to a cohort of administrators and educators
• Mentoring – Teacher and Administrator
• Curriculum & Educational Technology
• Professional Development
• Assessment & Data
• Special Education Compliance Support
• Transition

Special projects: USD Assessment Guide, USD Portrait of a Graduate: A roadmap for D.E.A.F. success, USD Badge Books, Deaf Reading Rope: Visualizing the Science of Reading for ASL/English

Committees: USDB policy development think-tanks, ASL Assessment, Deaf Theatre Competition, CEASD 2022 Conference, USDB Accreditation, All ad hoc committees related to curriculum and instruction

Assistant Educational Director & Innovative Learning Specialist                2017-2021

Utah Schools for the Deaf and Blind, Jean Massieu School of the Deaf, Salt Lake City, UT

Assistant Principal for all grades (PK – 12+) with an emphasis in secondary & Administrator leading innovations at USDB

• As a team with the director, oversaw the vision, mission, curricula, methodologies, and schedule of the Jean Massieu School of the Deaf.
• Facilitated IEP meetings for students, reviewed quality of Present Levels and Goals with staff, ensured compliance with laws and policies, emphasized student centered planning and transition.  
• Mentored, evaluated, and supported staff in planning, teaching, and classroom management.
• Lead administrator for secondary program, leading staff in realigning vision and approach for junior high and high school, encouraged continuous improvement and reanalysis of methods used in secondary program, reviewed and revised structures to improve quality, experience, and outcomes for students. Supported, and occasionally led, the USD Transition team in developing programs and change for student post-secondary outcomes.
• Encouraged innovative learning and teaching within the Jean Massieu School and all USDB. Collaborated with staff and administration both in JMS and across USDB to implement/improve strategies used within classrooms, especially related to 21st Century Skills, competency-based education, digital teaching and learning, and standards-driven instructional practices and planning.
• Assisted all USDB with technology needs, specifically the use of PowerSchool SIS and Canvas LMS software.
• Lead the school, especially the secondary team, in remote and online learning during the COVID-19 school “dismissal” in spring 2020. Worked with administration, staff, and families during fall 2020 to transition back to school. Supported staff, students, and administration during the pandemic school year during constantly changing schedules and policies.

Assistant Principal                                                                        2016-2017

New Mexico School for the Deaf, Santa Fe, NM

Assistant Principal for all grades (ECE – 12) focused on supporting staff and administration in the IEP process, served as acting secondary principal for secondary principal during maternity leave, in addition to teaching two upper-level mathematics courses.

K-12 Teaching Experience

Mathematics Teacher & Math/Science Support Specialist                        2010-2017

New Mexico School for the Deaf, Santa Fe, NM

Instruction for Grades 6-12 in Life Skills Math through Calculus. From 2014-2017, officially supported K-12 math/science teachers in vision, planning, resource use, and teaching of math/science content at NMSD.

Student Teacher & Long-Term Substitute                                                        2009

Mountain Crest High School, Hyrum, UT

Instruction for Grades 9-12 for Algebra 1 & 2, Pre-calculus, and Chemistry.  

Related Experience

Coach - Academic Bowl                                                        2011-2016, 2020

New Mexico School for the Deaf, Santa Fe, NM & Utah Schools for the Deaf and Blind, Salt Lake City, UT

Coaching students in a “quiz bowl” game focusing on academics, Deaf studies, and current events. Also supported one year as Assistant Coach at USDB, Utah.

Academic Coordinator - NM Challenge Summer Program                        2013-2014

New Mexico School for the Deaf, Santa Fe, NM

Coordinating programming and day activities for the NMSD Summer Program. Hired staff, lead meetings, designed program expectations. Incorporated technology and literacy in daily activities.  

Manager - House 8                                                                        2006-2009

Chrysalis, Inc., Logan, UT

Group home serving adults with severe cognitive disabilities. First an employee and then House Manager. Created employee work schedules, held staff meetings, hired/fired employees, directed finances of clients, communicated with client’s parents, set vision of quality and commitment for House 8.

Program Director - Handicraft, Outdoor Skills, Adult Training                        2006-2012

High Uintah Scout Camp, Vernal, UT

Working with Boy Scouts and Leaders in a summer camp program. Implemented national Scout curriculum for Merit Badges, trained youth and adult staff on teaching methods, and ensured all safety and training protocols followed within program areas. Employed by camp from 1999-2012 in various capacities.

Publications & Papers

 https://orcid.org/0000-0003-3241-6265

“Avoiding Unintended Consequences: Science of Reading Policies Potentially Harm Deaf Children”

Sampson, Becker, Campbell, Pyers, Hall, Sehyr, Czubek, DiPerri, Henner, Emmorey, Petrich, Dobbs, Lieberman, Coppola, Langdon, Pontecorvo, Gappmayr, Lim, Higgins, Napoli, Harrison, Benedict, Holcomb, Jones, Bottoms, Glenn-Smith, Clark, Caselli

Peer-Reviewed Article, Journal of Deaf Studies and Deaf Education                        2026

     A research-backed discussion of the fallacy of the Science of Reading’s assumptions that (1) all skilled reading requires a phonological route and (2) all children benefit from instruction in phonological awareness and phonics.  The article discusses the various ways that Deaf readers access English print and the potential harm of instruction based solely on the two assumptions.

https://doi.org/10.1093/jdsade/enag004

“Fostering Science Learning for Deaf Children in Early Childhood”                                

Harrison, N. E. & Kurz, C.                                                                        2025

Peer-Reviewed Chapter, Early Childhood Deaf Education: Teacher Preparation and Instructional Approaches (Graham & Neild)

     Book chapter discussing best practices in integrating science education into early childhood with an emphasis on developmentally appropriate inquiry play learning with strong language support.

https://doi.org/10.4018/979-8-3693-9127-3.ch008

“Deaf Reading Rope: Visualizing the Science of Reading for ASL/English”

Harrison, N. E.

Guide Paper                                                                                               2023

        Model of reading using a rope metaphor to combine Science of Reading concepts with ASL/English research. The rope has strands of ASL language comprehension, English language comprehension, and Word Decoding. Model was created by a meta-analysis of themes in ASL/English research, especially those studies from an emic perspective, and combining them with the major themes of the Science of Reading.

https://osf.io/d96jx

“Differing Opinions for One Student: Dual Modality Collaborations”

Tanner, M. T. & Harrison N. E.                                                                2023

Peer-Reviewed Chapter, Cases on Teacher Preparation in Deaf Education (Neild & Graham)                     Chapter discussing the opportunities and challenges of dual modality (ASL & LSL) professionals working together with a group of bimodal students. The chapter focuses on the combined stories of teachers’ experiences at USDB and how professionalism and positive relationships can grow out of what have historically been viewed as antagonistic philosophies. The chapter does not discuss the value or merits of the philosophies, but rather, the professional relationships of the staff assigned to them.

https://www.igi-global.com/book/_/297909

“Math, ASL, social studies—Building a Deaf school online”

Tanner, Harrison, Billings

Article, Odyssey (2021-2022 Issue)                                                                       2022

        Article discussing the journey, challenges, and successes of USDB in creating on online Deaf School using only existing positions and resources. Also discusses the role of the COVID-19 Pandemic in furthering the work and interest in online Deaf Education.

https://clerccenter.gallaudet.edu/national-resources/documents/clerc/odyssey/odyssey-2021-2022/ODYSSEY-2021-2022-pg-82-85-Tanner-feature.pdf

“Coronavirus School Dismissal: Lessons Learned by a Deaf Day School”

Harrison, Sides, Tanner, Chiodo, Huefner, Jennings, Meese, Solomon-Klebba, & Tolman

Article, ReDeafening Academic Collaboration                                                   2020

        Review of successes, struggles, and lessons learned at a Deaf Day School (JMS) during the spring 2020 school dismissal due to coronavirus with specific discussions by grade band teachers and administration. Includes an appendix of digital learning tools and their efficacy with D/HH students.  

https://www.lamar.edu/fine-arts-communication/_files/documents/deaf-studies-deaf-ed/rac1-1

“Pedagogical Impacts of the Common Core State Standards on Elementary Mathematics Teachers of the Deaf and Hard-of-hearing”

Harrison, N. E.

Dissertation, University of New Mexico, Albuquerque, NM                                                2018

        A mixed methods dissertation research study into the intersection of the Common Core State Standards for Mathematics and Deaf Education, looking specifically at the pedagogical impacts of the Common Core on elementary mathematics teachers of the Deaf/Hard-of-hearing.

https://digitalrepository.unm.edu/educ_teelp_etds/255

https://www.proquest.com/docview/2267899635/

Manuscripts In Preparation

“Deaf Educational Leadership: Scoping Review”

Harrison, N. E. & West, R. O.

        A systematic, scoping review of the literature about deaf educational leadership using a mixed methods approach wherein we quantitatively look at what kinds of research are being published qualitatively explore the themes of the research that exists.

“Stakeholder Perceptions of Effective Leadership in Deaf Education”

West, R. O. & Harrison, N. E.

        Study of administrator, educator, and parent perceptions of what defines “good” leadership in schools/programs for the deaf/hard of hearing based on nationwide surveys and focus groups. Identifying key themes and group inter-comparisons.

Presentations

“Deaf Reading Rope”

Harrison, N.

Presentation, CEASD Conference, Pittsburgh, PA                                                2025

Presentation and group discussion about reading instruction in Deaf schools/programs and how to integrate purposefully the Science of Reading in ways that honor ASL/English research and Deaf ways of learning.  

“Deaf School Leadership: What We Know and What We Don’t”

West & Harrison

Presentation, CEASD Conference, Pittsburgh, PA                                                2025

Report on the systematic review of the literature about Deaf educational leadership. This was followed with a collective development of a shared research agenda on deaf educational leadership by current leaders.

“Deaf Reading Rope”

Harrison, N.

Peer-Reviewed Presentation, ACE-DHH Conference, Washington, DC                        2025

Roundtable style discussion of the Deaf Reading Rope approach to the ASL/English integration into the Science of Reading.

“5 Minutes with Nate”

Harrison, N. and Guests                                                                2021-2023

A weekly professional development VLOG in ASL for teachers of the deaf/hard of hearing. Each VLOG is approximately 5 minutes and focuses each month on important topics related to teaching students in the field of Deaf Education.

New Link: https://www.youtube.com/@5MinuteswithNate 

Old Link: https://www.youtube.com/channel/UCuVtLUHN9gK4mXqgckVvvLw

“Pipeline or Hose? Barriers to Recruiting & Retaining Teachers & Administrators”

Tanner & Harrison

Presentation, CEASD Conference, Spartanburg, SC                                        2024

Presentation based on research done during 2023 about barriers to recruitment and retention of teachers and barriers to becoming leaders.

https://ceasd2024.sched.com/event/1aNE8/barriers-to-recruiting-teachers-and-administrators

“Deaf School Leader Demographics”

Tanner & Harrison

Presentation, CEASD Conference, Riverside, CA                                                2023

Presentation based on research done during 2022 about the demographics of current leadership in schools and programs for the deaf/hard of hearing in the United States.

https://ceasd23.sched.com/event/1LPNR/presentation-4-b-demographics-of-deaf-school-leaders-by-michelle-tanner-nathan-harrison-usdb

“Utah’s Portrait of a Graduate: A Roadmap for D.E.A.F. Success”

Harrison, N.        

Presentation, CEASD Conference, Salt Lake City, UT                                        2022

Presentation on the journey, purpose, and current draft of the Utah School for the Deaf’s Portrait of a Graduate and its ability to influence school programming and instruction from PIP to HS to prepare students holistically for their future.

“Responding to students with C.A.R.E.”

Harrison, N.

Presentation, Back 2 School Summit, Small School District Assoc.,                         2020

        Discussed lessons learned with Deaf students during the COVID-19 pandemic to advocate for C.A.R.E. for all students while navigating the unique 2020-2021 school year: creativity, adaptability, routines, and empathy.

“Competency-Based Equity: Questions to Ask to Ensure Competency-Based Education Works for All”

Gedney, M., Alvarez, G., Harrison, N., & Smith, K.

Session Panelist, iNACOL Symposium, Nashville, TN                                              2018

        A panel presentation by selected member districts of the League of Innovative Schools to discuss competency-based education and its role in promoting equity for diverse students.  

“The Common Core and Deaf Students”

Harrison, N.

Presentation, ASDC Conference, Salt Lake City, UT                                                2018

        Presentation of dissertation research and an open discussion on how to approach Deaf Education at home and in school to foster positive success with the Common Core State Standards for Deaf/Hard-of-hearing students.

“How common is the Common Core? The Common Core and Culturally Sustaining Deaf Pedagogy”

Harrison, N.

Poster Presentation, ACE-DHH Conference, New York City, NY                                       2016

        A qualitative study to see if the Common Core State Standards meet the criteria of Culturally Sustaining Deaf Pedagogy: Academic Success, Cultural Competence, and Sociopolitical Consciousness.

“Trilingual Mathematics”

Harrison, N.

Presentation, USU Winter Workshops, Logan, UT                                                        2014

        Training and perspectives on how to think about mathematics, especially in light of the Common Core, and how to harness ASL, English, and Mathematics in teaching Deaf/hard-of-hearing students in Deaf Education.

Service

College Service

Rochester Institute of Technology - National Technical Institute for the Deaf

• Classroom Communication Taskforce                                        2025-2026

University of Utah - College of Education

• Search Committee Member, Special Education Severe Program                2024       (Associate Professor)

Department Service

Rochester Institute of Technology - National Technical Institute for the Deaf

• MSSE Program Mentoring                                                        2024-Present
• MSSE Mentoring Coordinator                                                        2025-Present
• MSDE Program Revamp Committee                                                2024-2025
• MSDEA Program Development Co-Lead                                        2024-Present
• DDE Policy Committee                                                        2026-Present
• DDE Grants Committee, Chair                                                2026-Present

Professional Service

• Professional Development to K-12 Deaf Education Programs                2024-Present

• 2025-2026
• 2024-2025             || (2)    
• 2025-2026         III (3)

• CEASD School Accreditation Team                                                2024-Preset

• Iowa School for the Deaf                2025-2026

• CEASD Recruitment & Retention Committee Member                        2023-2025

Community Service

• Irondequoit-Webster Book Club (Co-Leader)                                        2024-Present
• ASL Religious Community - Member & Leader                                Present

Education Committees, Taskforces, Consultancy

Utah State Board of Education Stakeholder & Work Groups

Utah State Board of Education                                                              2019-2024

Participated in a variety of stakeholder, work, and input groups for various statewide initiatives of the Utah State Board of Education as both an educator and representative of the needs of Deaf/Hard of Hearing students.

• Utah Effective Teaching Standards Work Group

• Participated in a work group committee to provide input for the revision and development of effective teaching standards for public education in the State of Utah. These standards are designed to improve the knowledge, skills, and dispositions of Utah educators to help them become the best possible educators they can be. Also provided feedback on proposed changes to the Utah educator evaluation system related to the teaching standards.
• https://www.schools.utah.gov/file/e4b09714-0799-4c8c-ab5a-49659fd5198c 

• Utah Portrait of a First Year Principal and Teacher Stakeholder Committees

• Participated in a stakeholder committee to provide input for the development of the elements of the Utah Portrait of a First Year Principal, a guide for a holistic view of the skills and characteristics to support new school administrators in developing to ensure success in their administrative tenure. With that, also provided feedback for the Utah Educator Evaluation system from an administrator perspective. Also participated in a stakeholder committee to provide input for the development of the elements of the Utah Portrait of a First Year Teacher, a guide for a holistic view of the skills and characteristics to support new educators in their journey as beginning professionals. With that committee, also provided state-level feedback on the Utah Educator Competencies.

• Utah Portrait of a First Year Principal and Teacher Stakeholder Committees

• Participated in a stakeholder committee to provide input for the development of the elements of the Utah Portrait of a First Year Principal, a guide for a holistic view of the skills and characteristics to support new school administrators in developing to ensure success in their administrative tenure. With that, also provided feedback for the Utah Educator Evaluation system from an administrator perspective. Also participated in a stakeholder committee to provide input for the development of the elements of the Utah Portrait of a First Year Teacher, a guide for a holistic view of the skills and characteristics to support new educators in their journey as beginning professionals. With that committee, also provided state-level feedback on the Utah Educator Competencies.

• Utah Portrait of a Graduate Stakeholder and Competencies Committees

• Participated on committees to provide input for the development of the elements of the Utah Portrait of a Graduate, a guide for a holistic view of the skills and characteristics to instill in all Utah graduates. In 2019, participated in stakeholder focus groups to develop initial portrait. In 2020, participated on a sub-committee to develop competencies for the “Respect” element of the Portrait and provide feedback for other competency areas. In 2021, was asked to return to participate on a sub-committee to develop rubrics and assessment for the previously developed competencies for “Academic Mastery” and provide feedback to other competency areas.
• https://www.schools.utah.gov/portraitgraduate 

End of Course Assessment Development Conferences        

New Mexico Public Education Department                                                2015-2017

        Attended annual conferences of training and taskforce work to create End of Year Assessment for mathematics for New Mexico public schools, refine the work of other creators, and use student data to establish passing score norms for assessments.  

School Consultant

Indore Deaf Bilingual Academy, Indore, M.P., India                                        2012-2013

Provided workshops, training, and modeling as part of a team of three educators/administrators regarding how to teach STEM subjects, with a literacy emphasis, using a multilingual approach for Deaf education. Programmatic consultant regarding ASL/English instructional strategies, especially for STEM. Supported school improvement in India and a reciprocal visit to the New Mexico School for the Deaf.

Graduate Student Committees

Master’s Committee Member

• 2025-2026        |||| (5)
• 2024-2025        |||| || (7)
• 2023-2024             | (1)

Peer Reviews

Conferences

ACE-DHH                                                                                        2025

Books

Early Childhood Deaf Education: Teacher Preparation and Instructional Approaches        2025

        Graham & Neild, IGI Global

Cases on Teacher Preparation in Deaf Education                                                2022

        Neild & Graham, IGI Global

Journals & Magazines

Mathematics Teacher                                                                              2014-2016

        National Council of Teachers of Mathematics

Education Sciences                                                                                2026

Certifications & Awards

Utah Educator License - Professional (Permanent)                                        2009-Present

     Administrative Endorsement

     Deaf Education License with ASL/English Endorsement

     Secondary Teaching Endorsement: Mathematics & Chemistry

     Instructional Coaching (Train-the-Trainer) Endorsement

New Mexico Educator License - Level 2 (Expired)                                        2009-2019

     Mathematics Education

Mandt System, Certified Instructor                                                        2020-2024

PowerSchool University                                                             2018, 2019, 2022

     PowerSchool Champion                                                                2022-2025

     Deaf Schools PowerSchool User Group (co-founder)                                2022-Present

Utah Educator Evaluation Rater, Certification with Distinction                        2019

Outstanding Deaf Education Graduate Student, Utah State University                2011

Outstanding Deaf Education Graduate Student, Utah State University                2010

Top 10%, “Principles of Learning and Teaching”, Praxis Teacher Examination        2009

Student Teacher of the Year, Utah State University                                        2009

Languages

English – native language

American Sign Language – ASL Proficiency Interview Score of 3+

Professional Memberships

Association of College Educators – Deaf and Hard of Hearing

        Multilingual Education Special Interest Group (MLE-SIG)

CEASD Associate Member for NTID – Deaf Educational Leadership