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Revised 10/2018

D-RE: REPORT OF EVALUATION


Circle appropriate action:
Reappointment Merit Increase Promotion* Tenure * Triennial post-tenure review

*Summary Sheet must also be completed.

Section I: Background Information

A.
Name Raychelle Harris
Department ASL & Deaf Studies
School College of Arts and Sciences
Date of August 2008
appointment
Faculty Tenure track Tenured Pre-tenure track Non-tenure track
Appointment (evaluate all areas) (evaluate only teaching (evaluate teaching
(circle one on and SCAR) and SCAR or service)
your right)

B. Date of this evaluation: C. Rank:


December 15, 2018 Associate Professor

D. Period of time covered by the evaluation: from _August 15, 2014_ to __December 15, 2018__
(time since last reappointment, MI, triennial, or promotion)

E. Documentation of Performance in ASL (UF Handbook, p. 32-34)


ASLPI Rating: 4+ Date of ASLPI: Fall 2009
Date of Faculty Classroom Discourse Observation Date(s) of Student Rating of Instructor’s
(if applicable): Classroom Communication:

Documentation of ASL development (include semesters and years) (UF Handbook p. 33-34):

Spring 2011: Participated in an IRB approved pilot study implementing Classroom Discourse
Observation (CDO)

F. Does faculty member being evaluated hold a joint appointment with a separate administrative unit at Gallaudet or
have administrative responsibilities external to the department (e.g., GRI, a second academic department, etc.?)
YES NO (Circle one) If yes, write an explanation and attach it to this form.

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Section II: Teaching

From UF Handbook, p. 22:


Teaching competence includes both expertise in the discipline as well as the ability to clearly communicate knowledge from
that discipline. Effective communication in teaching is separate from and in addition to competency in ASL and Classroom
Discourse as outlined in UF Handbook, pp. 32-33. University-wide requirements for teaching include: adherence to the
university-required instructional time for each course, providing students a clear and complete syllabus for each course (as
specified by Legislative Councils), demonstrate rigor in academic expectations, selecting instructional materials and bilingual
teaching approaches that satisfy the needs of a diverse student population with multiple learning styles, accessibility and
responsiveness to students’ individual academic needs, regular assessment of students’ work, providing students timely and
appropriate feedback, and designing new courses or re-design existing courses if necessary.

A. List of courses taught during evaluation period:

SEMESTER COURSE # COURSE TITLE CREDITS ENROLLMENT


/MAX
Fall 2018 No courses listed; on sabbatical
Summer 2018 ASL Methods and Theories of Teaching Sign Language 3 14/15
741.HY01
ASL Methods and Theories of Teaching Sign Language 3 14/15
741.HY02
ASL Assessing Sign Language Skills 3 14/15
750.HY01
ASL Assessing Sign Language Skills 3 15/15
750.HY02
Spring 2018 ASL 790.OL4 Sign Language Teaching Internship 3 6/6
ASL 799.OL1 Orature and Literature in Black Deaf Community 3 1/1
ASL 799.OL2 LSM Literature Development & Analysis 3 1/1
DST 799.OL1 Critical Pedagogy 3 1/1
Fall 2017 ASL 752.OL1 Sign Language Practicum 3 10/10
ASL 752.OL2 Sign Language Practicum 3 10/10
ASL 799.OL1 Digital Education Development 3 1/1
Summer 2017 ASL Methods and Theories of Teaching Sign Language 3 17/15
741.HY01
ASL Methods and Theories of Teaching Sign Language 3 17/15
741.HY02
ASL Assessing Sign Language Skills 3 17/15
750.HY01
ASL Assessing Sign Language Skills 3 16/15
750.HY01
Spring 2017 ASL 752.OL1 Sign Language Practicum 3 1/1
ASL 790.OL1 Sign Language Teaching Internship 3 6/6
ASL 790.OL2 Sign Language Teaching Internship 3 6/6
Fall 2016 ASL 741.OL1 Methods and Theories of Teaching Sign Language 3 13/15
ASL 741.OL2 Methods and Theories of Teaching Sign Language 3 12/15
Spring 2016 ASL 790.OL1 Sign Language Teaching Internship 3 6/6
ASL 790.OL2 Sign Language Teaching Internship 3 6/6
ASL 790.OL3 Sign Language Teaching Internship 3 6/6
Revised 10/2018
Fall 2015 ASL 752.OL1 Sign Language Practicum 3 13/15
ASL 752.OL2 Sign Language Practicum 3 12/15
Summer 2015 ASL 741.HY1 Methods and Theories of Teaching Sign Language 3 13/15
ASL 741.HY2 Methods and Theories of Teaching Sign Language 3 14/15
ASL 750.HY1 Assessing Sign Language Skills 3 13/15
ASL 750.HY2 Assessing Sign Language Skills 3 14/15
Spring 2015 ASL 790.OL1 Sign Language Teaching Internship 3 6/6
ASL 790.OL2 Sign Language Teaching Internship 3 6/6
ASL 790.OL3 Sign Language Teaching Internship 3 6/6
Fall 2014 No courses listed, on medical leave

B. List of other teaching-related activities (e.g., dissertation committees, course development, unique
features, etc.) during the evaluation period:

Course Development/Revision (asterisks indicate course proposals through CUE/CGE)


ASL 752 Sign Language Practicum Online course*
ASL 745: Sign Language Teaching, Culture and History*
ASL 760: Connecting Sign Language Research to Practice*
ASL 770: Sign Language Planning and Advocacy*
ASL 777: Digital Pedagogy in the Sign Language Field*
ASL 790: Sign Language Internship Online course*
Course Mentorship
ASL 743 Curriculum Development for Sign Language Education (Summer 2014 – 2018 – Curt
Radford)
ASL 752 Sign Language Practicum (Fall 2016 – Curt Radford; Fall 2017 – Curt Radford; Fall 2018 –
Curt Radford and Topher Gonzalez)
ASL 762 Sign Language Teaching Seminar (Fall 2013 to Spring 2014 – Curt Radford; Fall 2018 –
Topher Gonzalez)
ASL 770 Sign Language Planning and Advocacy (Spring 2014 – Robert Adam)
ASL 790 Sign Language Internship (Spring 2014 – Keri Ogrizovich; Spring 2016 – co-taught with Curt
Radford; Summer 2016 – assisted Keith Cagle; Fall 2016 – assisted Curt Radford; Spring 2017 – Curt
Radford; Spring 2018 – Kristine Hall and Leticia Arellano)
Program Mentorship
Masters in Sign Language Education (Summer/Fall 2014; January 2015) – Bauman/Boudreault
Masters in Sign Language Education (Fall 2017 – Fall 2018) - Bienvenu
Guest Lecturer
Presenter, ASL 762: Seminar in Sign Language Education, MASLED Mock Interviews (March 4-5,
2014)

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Dissertation Committee
Dan Hoffman, Deaf Studies and Deaf Education, Ed.D. candidate, Lamar University, completed 2014.
Teaching Awards
College of Arts and Sciences Graduate Teaching Award, 2014

Spring 2018: I worked with Department of World Languages and Cultures and facilitated the
establishment of a new online Introduction to Lengua de Senas Mexicana course (WLC 195.OL3) taught
by two student interns from the Masters in Sign Language Education program. After about a month, their
supervising teacher, Leticia Arellano, asked for my assistance in co-teaching her section of ASL 799,
which I happily obliged.

I also coordinated the development of the syllabus and Blackboard course for ASL 790 OL1, OL2, OL3
and OL4 sections for three adjuncts, Leticia Arellano, Kristine Hall and Dr. Curt Radford and their
respective sections.

C. Sources used in determining the rating: (check all that apply)


__x___self-report __x___peers __x___students
___X____classroom observation _____personal observation _______ others

Narrative:
Raychelle is entering her 13th year as Gallaudet employee, 12th year as a faculty member at
Gallaudet, and 11th year as an ASL & Deaf Studies faculty member. In the period between January
through December 2018, Raychelle taught a total of 24 graduate credits. Nine out of 24 credits were
independent study courses.

Raychelle has taught a variety of courses related to ASL, education, language and culture for over 20
years for various organizations, schools and colleges. While at Gallaudet, Raychelle has both taught and
developed over twelve different courses, taught twenty independent study courses, and four special topics
courses. She has also taught those courses for different programs and units on campus: ASL, Deaf
Studies, Education, General Studies, Interpreting and Professional Studies. Those courses were also
taught in different capacities, including non-degree credit, undergraduate and graduate credit
courses. Raychelle also developed an additional thirteen new and revised courses, and continues to
participate in and lead curricular revisions for undergraduate and graduate programs in ASL and ASL
pedagogy. Raychelle also has converted the majority of the courses from onsite to hybrid and/or online
courses to accommodate current trends in education.

In the Spring of 2018, Raychelle developed and designed the syllabus and Blackboard course for ASL
790: Sign Language Teaching Internship course for herself (OL4) as well as three other adjuncts
(OL1, OL2 and OL3).

In the Summer of 2018, Raychelle taught two sections of ASL 750: Assessing Sign Language Skills,
and Dr. Radford two sections of ASL 743: Curriculum Development for Sign Language Instruction.
Both integrated their courses, worked proactively and collaboratively cross-course sections to ensure
all students received similar course content and support.

In the Fall of 2018, Raychelle went on her first sabbatical to focus on MASLED curriculum revisions,
and did not teach.
Revised 10/2018
Raychelle has had and continues to accommodate her students’ varied work schedules (some of her
students work 1st, 2nd, or 3rd shift or weekends) and her students’ disparate time zones as well as
technological preferences (and abilities), forcing Raychelle to become quickly competent with a wide
variety of technology to connect to her students, with the implementation of MarcoPolo (video
messaging app) as a way to advise her students quickly and conveniently as well as create group
assignments and discussions.

Raychelle's course evaluations continue to be consistently high. Students commend Raychelle’ ability
to meet with her students very frequently via video messaging software to answer any questions they
may have. She also is very punctual and timely with her responses to students’ needs and
concerns. Her ability to give detailed, constructive feedback is also a feature students appreciate.

Experienced and expert online professors Dr. Curt Radford (Utah State University) and Frank Griffin
(ASL Connect) evaluated Raychelle’s online courses in September 2016 and gave her top ratings for
her course structure, promoting high degree of engagement, providing plenty of academic access to
content in ASL and ease of navigation.

As an instructor, Raychelle provides a great balance of academic rigor, high expectations and student
support. The clarity of her course design and devotion to student success make her a sought after
instructor. This is especially important as the MASLED program instructs not only through content
delivery but through modeling exemplary pedagogy, which Raychelle has done consistently.

Department Standards:
In an overall review of her teaching, Raychelle meets all the criteria for the Departmental standards for
Satisfactory:

1) Syllabi meet university syllabus requirements and reflect current trends and effective practices in
area of expertise or content area Raychelle’s syllabi are always very colorful, engaging, organized,
and includes informative graphics/photos. Unique features of Raychelle’s syllabi includes a pie chart
depicting the percentages of each weighted assignment for her course, a photo of the front cover and
ISBN number of each required book, and a chart demonstrating assignment due dates in a weekly
format in her syllabi.

2) Ensures compliance (classroom meeting times, student activities and assignments) with university
credit hour policy: Raychelle has consistently demonstrated a high degree of ability to ensure her
online and hybrid courses carry similar requirements and expectations as an onsite course.

3) Demonstrates appropriate and current use of course assessments (i.e. rubrics, examinations,
checklist): Raychelle has developed, and continues to revise the majority of rubrics and checklists for
the assignments in nearly all online and hybrid courses offered in the MASLED program.

4) Establishes and complies clear expectations regarding response time to student communication,
including email, and expectations of when assignments will be returned: Raychelle has consistently
exceeded expectations in her responsiveness to student inquiries through different avenues, as well
as the use of video messaging apps.

5) Reports assessment data to modify curriculum and instruction to increase instructional


effectiveness: During Spring 2016, Raychelle completed all Unit Effectiveness Planning (UEP) and
Learning Assessment Update (LAU) requirements sent to her by the previous program coordinator in a
timely manner, and frequently participated in meetings with the program coordinator to increase
instructional effectiveness across all courses in the program. In Fall 2016, Raychelle became co-

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program director of the MASLED program, and completed curriculum mapping for the MASLED
program with Office of Academic Quality, a new achievement that was not completed in the past two
years. She is currently working on the upcoming UEP and LAU reports for the new cycle. During
Spring and Summer 2018, Raychelle frequently participated in meetings with numerous adjunct faculty
to increase instructional effectiveness across all courses in the program.

6) Complies with deadlines for requests to meet Department and University requirements of syllabus
reporting: Raychelle has met all deadlines for syllabi reporting since she joined the university.

In addition, Raychelle meets at least 3 criteria for the rating of Commendable. The Department criteria
state that 5 or more indicators in the Commendable column or one in the Outstanding column warrants
a rating of Outstanding. Here are in total, eight different indicators from the Commendable and
Outstanding columns are listed:

1) Use of creative teaching strategies or of current educational technologies: During Summer 2018,
Raychelle experimented with the use of FlipGrid for online student discussions, which was very well
liked by the students.

2) Teaching or development of special topic courses including but not limited to: independent study
courses or one-credit thesis writing courses, travel-study courses, GSR (200 or above) and
interdisciplinary courses, with each course counting as one indicator:

Due to scheduling and course offering needs by students, Raychelle willingly taught three independent
study courses during Spring 2018:
a) ASL 799.OL01: Orature and Literature in the Black Deaf Community
b) ASL 799.OL02: Lengua de Señas Mexicana (LSM) Literature Development and Analysis
c) DST 799.OL01: Critical Pedagogy

3) Completion of online certification training: Raychelle completed Quality Matters’ Applying the
Quality Matters Rubric (APPQMR) course Summer 2013, Gallaudet’s eCurriculum online course Fall
2014, two Sloan-C courses (now renamed Online Learning Consortium) Fall 2014, Quality Matters’
Peer Reviewer Course Spring 2014, Multi-Media Tools and Apps to Enhance Student Learning,
Summer 2015, Go-React: Online Video Assessment Made Ridiculously Easy, Summer 2015.

4) Participating in SOTL, bilingual or other pedagogical training workshops: Raychelle successfully


completed her participation in the Multicultural Transformation Institute (MCTI) during Summer 2018
as well as the Fall Report Out which resulted in a publication of her journey with MCTI in the Journal of
ASLs and Literatures.

5) Collaborate with outside entities (other universities, NGOs) as a part of class: Raychelle (along with
Miranda Medugno, Program Assistant) was able to invite and coordinate the visits of prominent ASL
curriculum authors: Ella Mae Lentz and Ken Mikos of Signing Naturally, Samuel and Barbara Ray
Holcomb of ASL at Work, and Ritchie Bryant of TRUE+WAY ASL, to provide training for MASLED
students in implementing and developing ASL curricula. Those training by those authors spanned a
total of 3 days of training for over 60 graduate students, including a very large, surprise gift from
DawnSignPress, a copy of Levels 1 and 2 of Signing Naturally as well as a copy of ASL at Work for
each student in the program, valued at approximately $18,000 of materials donated by
DawnSignPress to MASLED students. This was a very exciting highlight for the students in the
program.

6) Broaden teaching expertise/background: While Raychelle is an experienced ASL professor,


Raychelle has been attending multiple workshops and training as a certified Deaf interpreter, as
interpreting training/teaching is a crucial component of being a well-rounded ASL professor. Raychelle
became certified with Texas’ Board of Evaluation of Interpreters (BEI) Level 3 Spring 2015, and
passed the Registry of Interpreters for the Deaf (RID)’s Knowledge exam for Certified Deaf Interpreter
Revised 10/2018
(CDI) certification December 2015. Both certifications require regular workshop attendance, and
Raychelle has been attending various interpreting workshops. In 2017, Raychelle has achieved the
top level of interpreting competency (BEI Level V) and became a court certified interpreter in Texas. In
2018, Raychelle received training in ProTactile philosophy and volunteered at the 40 th anniversary of
the wildly popular DeafBlind-run camp in Seabeck, Washington for a week. She also attended the
national Conference of Interpreter Trainers (CIT) in Salt Lake City, earning more CEUs in the field of
interpreting, interpreting training, and pushing for more social justice for the interpreting field.

Teaching ratings since hire:

Year Rank Teaching Rating

2018 – 2019 Associate Professor ?

2017 – 2018 Associate Professor Outstanding

2016 – 2017 Associate Professor Outstanding

2015 – 2016 Associate Professor Outstanding

2014 – 2015 Associate Professor Outstanding

2013 – 2014 Assistant Professor Outstanding

2012 – 2013 Assistant Professor Outstanding

2011 – 2012 Assistant Professor Outstanding

2010 – 2011 Assistant Professor Outstanding

2009 – 2010 Instructor Outstanding

2008 – 2009 Instructor Outstanding

Rating: (circle one) Unsatisfactory Satisfactory Commendable Outstanding

Section III: Scholarship/Creative Activity/Research (SCAR)

From UF Handbook, p. 23:


A faculty member must be professionally active in a specific academic discipline or allied fields. Examples of professional
activities include:
• Attending professional meetings in the field,
• Participating in professional organizations and activities,
• Demonstrating knowledge of current developments in the field through a variety of scholarly activities such as writing and
signing for professional publications,
• Presenting at professional conferences and professional workshops,
• Dissemination of at least one scholarly or creative product (e.g., a scholarly publication, presentation of a creative product,
submission of a grant proposal) to the field every three years,
• Progress in executing research, scholarship or a creative activity agenda.
Faculty are expected to produce at least one scholarly product (e.g., a scholarly publication, presentation of a creative product,
submission of a grant proposal) triennially. The range of acceptable scholarly or creative products will be determined by the
faculty of the programs and/or departments.

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A. List of scholarly, creative, research activities conducted during evaluation period:


In progress:
Leigh, I. W., Andrews, J. F., Harris, R. L. & Gonzalez, C. (book contract). Deaf culture: Exploring deaf
communities in the United States (2nd ed.). San Diego, CA: Plural Publishing.

Murray, J., Harris, R. & Holmes, T. (book contract). The pedagogy of sign languages. United Kingdom:
Routledge.

Harris, R. L. & Mertens, D. M. (submitted). Research methods for performing research with special populations. In
D. Paris, K. Miller and G. Martin (Eds.), Selected Readings for Teachers and Other Professionals: Forensics and
Deaf People. Washington, DC: Gallaudet Press.

Published:

Harris, R. (2018). Transforming my teaching through action research. Journal of American Sign Languages and
Literatures.
Kurz, C., Kurz, K. & Harris, R. (2018). Effectively interpreting the content areas utilizing academic language
strategies. In T. Holcomb & D. Smith (Eds.), Deaf Eyes on Interpreting. Washington, DC: Gallaudet Press.

Bryant, R., Gelineau, L., Shannon, T. & Harris, R. (2018). TRUE+WAY ASL: Levels 3 and 4, Teacher and Student
Workbook. Austin, TX: Purple Moontower, LLC.

Leigh, I. W., Andrews, J. F. & Harris, R. L. (2018). Deaf culture: Exploring deaf communities in the United States.
San Diego, CA: Plural Publishing.

Kushalnagar, P., Harris, R., Paludneviciene, R., & Hoglind, T. (2017). Protocol for Cultural Adaptation and Linguistic
Validation of Health Information National Trends Survey in American Sign Language (HINTS-ASL). Journal of
Medical Internet Research Protocols. doi:10.2196/jmir.8067
Harris, R. L. (2017). ASL in academic settings: Language features. ASLized!. Retrieved from
http://aslized.org/journal/academicasl/
Bryant, R., Gelineau, L., Shannon, T. & Harris, R. (2016). TRUE+WAY ASL: Levels 1 and 2, Teacher and Student
Workbook. Austin, TX: Purple Moontower, LLC.

Harris, R.L., Leigh, I.W., & Wilkins, E. (2016). Companion Website to "Deaf Culture: Exploring Communities in the
United States". San Diego, CA: Plural Publishing. Available at http://www.pluralpublishing.com/publication/dc

Harris, R. L. & Thibodeau, R. (2016). Sign language teaching: Training. In P. Boudreault & G. Gertz (Eds.), The
Deaf Studies Encyclopedia. Thousand Oaks, CA: Sage Publications.

Harris, R. L. (2016). Sign language as an academic language. In P. Boudreault & G. Gertz (Eds.), The Deaf
Studies Encyclopedia. Thousand Oaks, CA: Sage Publications.

Paludneviciene, R. M. & Harris, R. L. (2016). Relationship between cochlear implants and the Deaf community. In
P. Boudreault & G. Gertz (Eds.), The Deaf Studies Encyclopedia. Thousand Oaks, CA: Sage Publications.

Harris, R. & Williams, F. (2016). Research and evaluation in education and psychology - ASL version. Austin,
Texas: ASLChoice. [The chapters I co-authored within this ebook are listed below]

Davis, J., Harris, R. & Williams, F. (2016). Data collection. In R. Harris & F. Williams (Eds.), Research and
Evaluation in Education and Psychology, ASL Version (14:24 m.). Austin, TX: ASLChoice.
Revised 10/2018
Marchut, A., Williams, F. & Harris, R. (2016). Qualitative research. In R. Harris & F. Williams (Eds.),
Research and Evaluation in Education and Psychology, ASL Version (39:30 m.). Austin, TX: ASLChoice.

Wilkins, E., Williams, F. & Harris, R. (2016). Causal comparative and correlational approaches. In R. Harris &
F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (14:09 m.). Austin,
TX: ASLChoice.

Williams, F. A. & Harris, R. L. (2016). Evaluation. In R. Harris & F. Williams (Eds.), Research and Evaluation
in Education and Psychology, ASL Version (15:05 m.). Austin, TX: ASLChoice.

Griffin, F. & Harris, R. (2015). Data analysis, interpretation and use. In R. Harris & F. Williams
(Eds.), Research and Evaluation in Education and Psychology, ASL Version (27:51 m.). Austin,
TX: ASLChoice.

Harris, R. L. (2015). What is research?. In R. Harris & F. Williams (Eds.), Research and Evaluation in
Education and Psychology, ASL Version (11:33 m.). Austin, Texas: ASLChoice.

Harris, R. L. (2015). An introduction to research. In R. Harris & F. Williams (Eds.), Research and Evaluation
in Education and Psychology, ASL Version (23:27 m.). Austin, Texas: ASLChoice.

Harris, R. & Hottle, K. (2015). Single-case research. In R. Harris & F. Williams (Eds.), Research and
Evaluation in Education and Psychology, ASL Version (9:25 m.). Austin, Texas: ASLChoice.

Harris, R. & Williams, F. (2015). Introduction. In R. Harris & F. Williams (Eds.), Research and Evaluation in
Education and Psychology, ASL Version (3:26 m.). Austin, TX: ASLChoice.

Mertens, D. M. & Harris, R. L. (2015). Foreword: Original author of REEP - Dr. Donna M. Mertens. In R.
Harris & F. Williams (Eds.), Research and Evaluation in Education and Psychology, ASL Version (9:15
m.). Austin, TX: ASLChoice.
Moore, J. & Harris, R. (2015). Historical and narrative study of lives. In R. Harris & F. Williams (Eds.),
Research and Evaluation in Education and Psychology, ASL Version (12:39 m.). Austin, Texas: ASLChoice.

Oates, J. A. & Harris, R. L. (2015). Literature review and focusing the research. In R. Harris & F. Williams
(Eds.), Research and Evaluation in Education and Psychology, ASL Version (12:48 m.). Austin, Texas:
ASLChoice.

Singleton, D., Gunderson, J. & Harris, R. (2015). Sampling. In R. Harris & F. Williams (Eds.), Research and
Evaluation in Education and Psychology, ASL Version (20:59 m.). Austin, TX: ASLChoice.
Harris, R. L. & Loeffler, S. C. (2015). Seizing academic power: Creating Deaf counter narratives. Journal of ASL
and Literature, 5, 23:36 m.

Harris, R. L. (2014). [Review of the book An introduction to American Deaf culture, by T. Holcomb]. Sign Language
Studies, 14(3).

Harris, R. L. & Moore, J. (2014, Spring). Academic study of ASL skyrockets. NADmag, 14(1), 25-27.

Presented:

Harris, R. L. (2018, November 14). Deaf culture book writing process and Deaf identities. Austin Community
College, Austin, TX.

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Harris, R. L. (2018, October 12 – 13). The five principles of language assessment: PRVAB-izing your assessment
tools. Oregon ASL Teachers Association (OR-ASLTA), Portland, Oregon.

Harris, R. L. (2018, October 12). Academic language development: The crucial foundation for academic success.
Washington School for the Deaf, Vancouver, Washington.

Harris, R. L. (2018, October 12). Academic language development: The crucial foundation for academic success.
Oregon School for the Deaf, Salem, Oregon.

Harris, R. L. (2017, November 1). Deaf cultures, sign languages and universal design. Austin Community College,
Austin, TX.

Harris, R. L. (2017, October 14). Interpreting in academic settings. Deaf Action Center, Deaf Interpreters Workshop
Series, Dallas, TX.

Burcham, P. & Harris, R. (2017, July 15). The ASL and interpreting fields: Linguistic and cultural convergence. Deaf
Interpreter Conference II, Villanova, Pennsylvania.

Harris, R. (2017, June 30). The evolution of graduate sign language teacher preparation programs. American Sign
Language Teachers Association national biannual conference, Salt Lake City, Utah.

Bryant, R., Gelineau, L., Shannon, T. & Harris, R. (2017, June 27). TRUE+WAY ASL: A revolutionary digital
curriculum. American Sign Language Teachers Association conference, Salt Lake City, Utah.

Harris, R., Kushalnagar, P. & Paludneviciene, R. (2017, April 1). Open-ended cognitive interview approach:
Rethinking the gold standards for translating health measures to ASL. Interpretation and Translation Research
Symposium, Gallaudet University, Washington, DC.

Harris, R., Loeffler, S., Brunton, M. & Grabelsky, S. (2016, July 21). White privilege @ National Deaf People of Color
conference. National Deaf People of Color conference, Austin, Texas.

Harris, R. (2016, April 22). Assessing ASL Skills: PRVAB-izing Your Assessment Tools. Rochester Institute of
Technology, ASL and Interpreting Education, Rochester, NY.

Harris, R. (2016, April 21). ASL in academic settings: Language features. Rochester Institute of Technology, RIT
ASL and Deaf Studies Community Center (RADSCC), Rochester, NY.

Harris, R. (2016, April 16). Assessing ASL Skills: PRVAB-izing Your Assessment Tools. Keynote speaker.
University of Louisville, Blue Grass ASL Teachers Association (BGASLTA), Louisville, KY.

Harris, R. (2016, April 4-8). ASL in academic settings: Language features. Gallaudet University Center for
Bilingual Teaching and Learning, Washington, DC.

Harris, R. (2016, March 23). ASL in academic settings: Language features. Gallaudet University Department of
Linguistics, Washington, DC.

Harris, R. (2015, October 6). American sign language teaching: Career prospects in 2025. Texas School for the
Deaf, Austin, Texas.

Harris, R. (2015, September 18). ASL/English linking strategies. University of Northern Florida, Jacksonville,
Florida. September 18, 2015.

Harris, R. (2015, July 27). Endnote speaker. National biannual ASL Teachers Association (ASLTA) Conference,
Minneapolis, Minnesota.
Revised 10/2018
Harris, R. (2015, May 19). Academic language development: The crucial foundation for academic success. Lamar
University, Beaumont, Texas.

Journal Editor:
Raychelle is transitioning out her responsibilities as one of four lead co-editors of Journal of American
Sign Languages and Literatures (JASLL) peer-reviewed journal, a role she started in January 2015.
During that time, the editors have launched a revamped JASLL website, creating a new editorial
board, including associate editors, along with a new stringent rubric and multiple-tier peer review
process for original journal submissions. The new JASLL website was unveiled September 2016. A
special issue, led by JASLL editor, Dr. Octavian Robinson, was published in 2018.

In a review of her scholarship since her last promotion, Raychelle meets all of the criteria for the
Departmental standards for Satisfactory, Commendable and Outstanding:

Evidence of at least three self-initiated and/or substantial product or activity in one of the six
scholarship activities since her previous promotion results an Outstanding distinction. Below is a list of
self-initiated and/or substantial products or activities.

1. Scholarly Research and Dissemination


a. Evidence of substantial progress towards editing or authoring books and textbooks
i. Due to its popularity, Andrews, Leigh and Harris’ Deaf Culture book is currently
undergoing revisions for a second edition, to be published in 2022.
ii. Murray, Holmes and Harris’ book proposal in writing a handbook about sign
language pedagogy was approved by Routledge May 2016, with 2019
scheduled as the submission date.
b. Evidence of substantial progress towards publishing an article in peer reviewed
journal/e-journal/video journal
i. Harris and Pfau’s Strategies in Bridging ASL and English has been IRB
approved, researched, scripted and filmed and is currently in the last stage –
editing and captioning.
ii. Harris and ASL 762/790 students’ research project about how deaf people cite
in live presentations as opposed to video publications – has been IRB approved,
data has been collected, individually coded, audited, and the data interpreted.
Remaining work includes script writing, filming and editing.
c. Evidence of substantial progress towards book chapters from academic publishers
i. Harris and Mertens submitted Research Methods for Performing Research with
Special Populations chapter to editors May 2015. Awaiting results.
d. Translation of ASL/English materials in video/book/digital media
i. Harris, Holmes & Mertens (2009) article on research ethics will be translated
into ASL for the upcoming Deaf Studies Digital Journal (DSDJ) Issue #6.

3. Academic Community Engaged Research and Activities


a. Invited Keynote at international and/or national conference
i. Harris keynoted 2015 ASLTA national conference in Minneapolis, Minnesota.
b. Invited papers and guest lectures

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Revised 10/2018
i. Harris was invited multiple times to present at Austin Community College (2016,
2017 and 2018) about her Exploring Deaf culture book that she co-authored.
ii. Harris was invited to present at two Deaf schools’ inservice training –
Washington and Oregon School for the Deaf in October 2018.
iii. Oregon-ASLTA invited Harris to present about assessment to ASL teachers in
Portland October 2018.
iv. Deaf Action Center invited Harris to present about interpreting in academic
settings in Dallas, Texas, October 2017.
v. Harris provided pre-conference training along with three other co-presenters at
the American Sign Language Teaching Association national biannual
conference in June 2017.
vi. Harris moderated three different panels at the American Sign Language
Teaching Association national biannual conference in June 2017.
vii. Harris was invited to present at Center for Bilingual Teaching and Learning and
Department of Linguistics about ASL in academic settings in March - April 2016.
viii. Harris was invited to present at Rochester Institute of Technology in two areas –
ASL assessment tools and Academic ASL in April 2016.
ix. Harris was invited to present about White Privilege at the National Deaf People
of Color conference July 2015.
c. Served as an external reviewer (grants, journal articles, books, etc.)
i. Harris reviewed Brigham Young University – Hawai’i’s online ASL courses and
produced a 10+ page report in February 2016.
d. Assisting in making an existing organization more creative and innovative
i. Harris has been meeting regularly with several ASLTA board members in
consulting on organization infrastructure and future goals.

5. Grants, Contracts, and Related Activities


a. Wrote and submitted a grant proposal
i. Cooper and Harris, project co-directors, worked with RSIA and submitted a
grant proposal for $100,000 to Fulright-Hays Group Initiatives to work with the Deaf
Vietnamese community in developing a Ho Chi Minh Sign Language Curriculum
(HCMSL). Proposal was not approved.
ii. Participating in University of Texas’ 20 million grant from Office of Special
Education Programs as a consultant, 2016 - 2020.
iii. Participated in National Institutes of Health grant focusing on ASL translation
regarding interview questions about access to health information, 2016 – 2018.

6. Eminence Factors
a. Position as editor or guest editor of journal
i. Harris is one of four co-editors of the Journal of American Sign Languages and
Literatures organization, a role she began January 2015, and is currently
transitioning out of her role, hopefully ending in 2019.

Sources used in determining the rating: (check all that apply)


__x___self-report __x___peers __x___personal observation __x___other

B. Narrative:
On top of her year-round, three semester (fall, spring and summer) teaching and assisting/co-program
directing duties, Raychelle was able to publish her dissertation, co-author a book, write multiple book
chapters, three book reviews, several journal publications, three encyclopedia submissions, an article in
NADmag, and a newspaper article in a psychology magazine. She also pioneered the world’s first ASL
Revised 10/2018
translation of a research textbook which continues to set the standard for ASL translated academic
textbooks. She was also able to review six different journal articles and book chapter submissions on top
of being a co-editor of an ASL journal.

Raychelle has been invited to present at over 40 different venues internationally (colleges, deaf
schools, universities and organizations). Raychelle has presented at numerous conferences, including
American Sign Language Teachers’ Association, International Congress on the Education of the Deaf,
Association for College Educators of Deaf and Hard of Hearing, American Evaluation Association,
National ASL and English Bilingual Early Childhood Education Summit, Gallaudet University Regional
Interpreter Education Center, ASL Roundtable, Visual Language and Visual Learning Lecture Series,
and Conference for Community and School Awareness for Deaf, Hard of Hearing and DeafBlind.

In January 2016, Raychelle published three short encyclopedic articles in the Deaf Studies
Encylopedia with former student Regan Thibodeau about ASL teacher training programs, with Dr.
Raylene Paludneviciene about cochlear implants in the Deaf community, and as a sole author about
use of ASL in academic settings.

In February 2016, Raychelle submitted an external review of Brigham Young University Hawai’i’s
online ASL courses.

In late March and April 2016, Raychelle gave a total of five presentations – one with Center for
Bilingual Teaching and Learning, one with the Department of Linguistics, one at University of Louisville
as their keynote speaker for the regional ASLTA conference, two at Rochester Institute of Technology.

In May 2016, Raychelle published a co-authored volume, Deaf Culture: Exploring Deaf Communities
in the United States with Professors Emerita Irene W. Leigh and Jean F. Andrews. This book was
selected as Amazon’s bestseller in the Auditory and Speech Pathology textbook section. Raychelle
was also invited to join as a researcher-consultant with Dr. Poorna Kushalnagar’s grant with National
Institutes of Health, which was completed in 2017.

In July 2016, Raychelle was invited to present at the National Deaf People of Color conference about
white privilege. She invited three additional co-presenters with her. Near the end of July (and early
August), Dr. Audrey Cooper and Raychelle, co-project directors also completed a grant application
with Fulbright-Hays Group Initiatives Abroad with the aim of sponsoring Vietnamese Deaf Community
in developing their own sign language curriculum July 2016, to learn in October 2016 that this grant
was not supported.

In August 2016, Raychelle and co-editor Felicia Williams completed a unique, massive project,
entering an agreement with Sage Publications and Dr. Donna M. Mertens to semi-translate (instead of
translating fully) and deliberately integrating ASL and Deaf community research examples within each
signed chapter from the text-based Research and Evaluation in Education and Psychology textbook,
published by Mertens in 2015.

In September 2016, Journal of American Sign Languages and Literatures (JASLL) editorial board
released a peer-reviewed process tied with a detailed rubric, and a new, larger editorial board along
with associate editors on a brand new website. Meanwhile, Kurz, Kurz and Harris published chapter
discussing academic signing for interpreters to Deaf Eyes on Interpreting in 2018.

Several of Raychelle’s strongest features include frequently collaborating with her students (and
alumni) on different endeavors such as the encyclopedic entry on sign language training programs,
IRB-approved research projects in the areas of citing in live presentations and video publications as
Page 13 of 24
Revised 10/2018
well as the ASLTA conference panel in 2017. She also strongly believes that academic information
about Deaf people should be delivered in sign languages to the Deaf community, hence her strong
emphasis on submitting ASL publications and translations.

Being invited to present at the National Deaf People of Color conference in 2016, Rochester Institute
of Technology and University of Louisville in 2016, and keynoting ASLTA national conference in 2015,
Raychelle is being called upon as one of the leading scholars in an area of inquiry—academic uses of
American Sign Language, particularly in translated textbooks, articles and chapters. Raychelle’s
contributions to this area of scholarship is an invaluable asset to the Department, the University and
the field of sign language studies, translation and interpretation. In addition, she is a versatile scholar,
who is able to present on assessment, curricular design, early childhood language acquisition,
language teaching methodology, specialized discourses (such as Academic ASL) and advocacy for
sign language peoples.

Scholarship ratings since hire:

Year Rank Scholarship


Rating

2018 - 2019 Associate Professor ?

2017 – 2018 Associate Professor Outstanding

2016 - 2017 Associate Professor Outstanding

2015 – 2016 Associate Professor Outstanding

2014 – 2015 Associate Professor Outstanding

2013 – 2014 Assistant Professor Outstanding

2012 – 2013 Assistant Professor Outstanding

2011 – 2012 Assistant Professor Outstanding

2010 – 2011 Assistant Professor Outstanding

2009 – 2010 Instructor Commendable

2008 – 2009 Instructor Commendable

Rating: (circle one) Unsatisfactory Satisfactory Commendable Outstanding

Section IV: Service

From UF Handbook, p. 23:


A faculty member must actively participate in at least one academic or professional service activity on behalf of the
University. Such service activity may be provided to:
• Students (e.g. academic advising, sponsoring of student activities),
• The academic program or department (e.g. service on committees, participating in department academic assessment
activities, evaluating peers, coordinating multi-section courses),
• The University (e.g. faculty committees, evaluating administrators, participating in public relations activities, recruitment,
outreach),
• The deaf community, and/or
• Professional organizations (e.g. committee participation or leadership responsibilities).
From UF Handbook, p. 33:
Revised 10/2018
The faculty of the program and/or department shall determine what is satisfactory professional or academic service. In
addition, a faculty member shall participate in program or department and University meetings and activities (e.g. attending
University faculty meetings and commencement).

A. List of service activities engaged in during evaluation period:


2018 - 2019
Department
- Co-coordinate practicum and internship placements for 55+ MASLED students (Spring 2018; Fall
2018)
- Co-lead various initiatives and projects (e.g. summer MASLED events; CGE program revisions;
Learning Assessment Update (LAU), Unit Effectiveness Planning (UEP), course and adjunct
scheduling)
- Attended and participated in a Department retreat – May 9, 2018
- Attended and presented at MASLED Orientation, June 11, 2018
- Congratulated MASLED graduates during Program Celebration with Dr. Bienvenu– July 13, 2018
- Co-moderated with Program Assistant Miranda Medungo-Kuehne two private Facebook sites for
MA-SLED alumni and students and incoming cohort
- Co-led program applicant review, screening and recommendation – Fall 2018
- Co-led financial award distribution with Graduate Dean’s office – Spring, Summer and Fall 2018
- Chaired a Search Committee for two ASL faculty positions
- Represent MASLED program at Graduate Dean’s Monthly meetings with graduate program
directors
- Collected data for, and wrote the Academic Program Review report for the MASLED program
January – June 2018

University
- Attended and participated in January 2018 professional development events
- Completed Multicultural Transformation Institute (MCTI) training June 2018

Professional Development
- Legal Interpreting webinar, Carla Mathers, Esq., January 17, 2018
- US Deaf Ski and Snowboard week, Salt Lake City, Utah, February 17 – 25, 2018
- MATHER film premiere, Austin, TX, March 3, 2018
- Legal Interpreting webinar, Carla Mathers, Esq., March 7, 2018
- What to Expect in Interpreting a Civil Case, presented by Carla Mathers, Esq. on April 11, 2018
- Deaf Abused Women’s Network (DAWN) Game Night on June 8, 2018
- De’VIA exhibition and presentation at Ole Jim, June 22, 2018
- AquaHands Scuba Diving PADI certification, Thomas Koch, July 21 – 28, 2018
- BEI: Train the Rater, August 11-12, 2018
- Deafhood Yoga: Blossom 1 – The 5 Petals of Life, September through December 2018
- Conference of Interpreter Trainers (CIT) conference, Salt Lake City, October 2018
- Community of Practice: Legal Objections, led by Austin Andrews and Carie Barrett-Ioya, November
11, 2018
- CALI Language Analysis Team Procedure and Findings, presented by MJ Bienvenu, December 25,
2018

Professional Community
-Member, Deaf Women of Austin
-Member, National Association of the Deaf
Page 15 of 24
Revised 10/2018
-Member/Professional Certified, ASL Teachers’ Association
-Certified BEI Intermediary Interpreter, Level V and Texas Certified Court Interpreter
-Editor/Board member, Journal of ASLs and Literatures
-Volunteer Deaf Interpreter, various settings and assignments
-Consultant, ASL Teachers Association (ASLTA) conference 2019

2017 – 2018
Department
-Coordinate internship placement for 30+ MA-SLED students (Spring 2017; Spring 2018)
-Co-lead various initiatives and projects (e.g. summer MASLED events; CGE program revisions;
Learning Assessment Update (LAU), Unit Effectiveness Planning (UEP), course and adjunct
scheduling)
-Attended and participated in two Department retreats– August 18, 2017 (virtually) and January 12,
2018 (in person)
-Executive producer, “What are MASLED Alumni Up to? – Austin, Texas” recruiting video that went
viral October 2017
-Hooded MASLED graduates with Dr. Bienvenu at Ole Jim - August 4, 2017
-Coordinate practicum placements for 30+ MA-SLED students - Fall 2017
-Co-moderated with Program Assistant Miranda Medungo-Kuehne two private Facebook sites for
MA-SLED alumni and students and incoming cohort
-Co-led program applicant review, screening and recommendation – Spring, Summer 2017 and
Spring 2018
-Co-led financial award distribution with Graduate Dean’s office – Spring, Summer and Fall 2017
-Chaired a Search Committee for two ASL faculty positions
-Represent MASLED program at Graduate Dean’s Monthly meetings with graduate program
directors

University
-Attended and participated in January 2018 professional development events
-Member, Teaching and Learning with Technology (TLT) committee (September 2016 – May 2017)
-Member and Reviewer, Institute Review Board (IRB) committee (September 2016 – May 2017)

Professional Community
-Secretary, ASL Teachers Association (July – December 2017)
-Member, Deaf Women of Austin
-Member, Austin Deaf Club
-Member, National Association of the Deaf
-Member/Professional Certified, ASL Teachers’ Association
-Certified BEI Intermediary Interpreter, Level V and Certified Court Interpreter
-Editor/Board member, Journal of ASLs and Literatures
-Volunteer Deaf Interpreter, various settings and assignments

Professional Development
-“Choices II: Critical Thinking and Ethical Decision Making”, Presenter: Amber Farrelly (10/19/16;
11/9/16, 12/7/16, 1/4/16, 2/8/16, 3/8/16, 4/12/16, 5/10/17 - 24 hours)
-“Balancing the Scales: ASL/English Interpreters in Legal Settings”, Author: Gwendolyn M. Bennett
(November 2017 – 16 hours)
-“Magistration Training”, Facilitator: Jan Castleberry (11/30/16 – 2.5 hours)
-“Criminal Law Interpreting: ASLegalese” Presenter: Amber Farrelly (1/13/17-1/14-17, 11 hours)
-“Educational Interpreting in K-12 Settings” Presenter: Holly Warren-Norman (1/28/17, 2/25/17, 6
hours)
Revised 10/2018
-“Deaf Translators Summit” Multiple Presenters (3/27 – 3/28/17, 15 hours)
-“Interpretation and Translation Research Symposium” Multiple Presenters (3/30 – 4/2/17,
24 hours)
-“American Sign Language Teachers Association National Biannual Conference” Multiple Presenters
(6/28 – 7/2/17, 35 hours)
-“Texas Association for the Deaf Conference” Multiple Presenters/Volunteer Interpreter (9/23/17, 5
hours)
-“ASLTA Board Meeting: Rocky Mountain Deaf School, ASLTA History, Parliamentary Procedure,
Taking Business/Board Meeting Minutes, Social Justice Training” (10/20-22/17, 20 hours), Colorado
Springs, Colorado
-“Court and Legal Interpreting” Presenter: Carla Mathers (11/17-11/18, 14 hours)

2016 - 2017
Department
● Coordinate internship placement for 30+ MA-SLED students
● Co-lead various initiatives and projects (e.g. summer MASLED events; CGE program revisions;
Learning Assessment Update (LAU), Unit Effectiveness Planning (UEP), course and adjunct
scheduling)
● Attended and participated in two Department retreats– January 14 and August 23, 2016
● Presented during MASLED Graduate Student Orientation about Practicum and Internship
Placements - July 4, 2016
● Hooded MASLED graduates with Dr. Bienvenu at Ole Jim - July 9, 2016
● Coordinate practicum placements for 24 MA-SLED students - Fall 2016
● Moderate two private Facebook sites for MA-SLED alumni and students and incoming cohort
● Participated in, and then co-lead program applicant review, screening and recommendation –
Spring/Fall 2016
● Co-led financial award distribution with Graduate Dean’s office – Fall 2016
● Prepare documents for program revisions and course revisions for Council of Graduate
Education – Fall 2016

University
● Wrote a document for Office of Distance Learning committee about online peer evaluations
including a component focused on bilingualism (Spring 2016)
● Attended and participated in January 2016 professional development events
● Presented at Center for Bilingual Teaching and Learning’s ASL Gatherings on April 4 and 6,
2016
● Department representative for University Teaching and Learning with Technology (TLT)
committee

Professional Community
● Co-coordinate TexASL Professionals workshops for the greater Austin Deaf community with
Lisa Gelineau and Ritchie Bryant
● Consult & support certain ASLTA board members on various initiatives
● Member, Deaf Women of Austin
● Member, Texas School for the Deaf Athletics Booster Club
● Member, Austin Deaf Club
● Member, National Association of the Deaf
● Member, ASL Teachers’ Association
Page 17 of 24
Revised 10/2018
● Consultant, Seek The World media team

Professional Development
● Texas Association for the Deaf Symposium: Preserve the Past to Protect the Future, October
1, 2016
● Ethics, Code, Oath or Law: You Decide, Stacy Landry, September 29, 2016
● NCIEC Teaching Slam – Reflections on Creativity in Interpreter Education, September 14,
2016
● The NCIEC Grant Culmination: 11 Years of Collaboration, September 8, 2016
● Don’t Mess With Texas: Interpreting in a Legal Setting, Robin Shannon & Ryan Shepard,
August 12 -13, 2016
● National Deaf People of Color conference, July 22 – 23, 2016
● Pro-Tactile Happy Hour, July 16, 2016
● Pro-Tactile and DeafBlind Interpreting: An Introduction, Sarah Morrison & Hayley Broadway,
July 13, 2016
● Visual Gestural Curriculum: A New Curriculum, Ritchie Bryant, TexASL Professionals, June 4,
2016
● Multicultural Competency Building and Curriculum Transformation Institute (MCBCTI), March
24 & 25, 2016
● ASL Nook, Sheena McFeely, TexASL Professionals, February 20, 2016

2014–2015
Student Body
• Advisor, 60+ graduate students - 30 new students, 30 returning students

Program – Masters in Sign Language Education


• Co-coordinator, MA-SLED events (e.g. Graduate Student Orientation, Welcome Back Luncheon,
Farewell/Program Graduation)
• Advise 65+ MA-SLED students, Spring 2014.
• Coordinated practicum and internship placement
• Maintain private Facebook pages for MA-SLED alumni and students
• Sole respondent, signlanguageeducation@gallaudet.edu email inquiry address
• Coordinate program applicant reviews and recommendations
• Maintain program website/handbook
• Work with Dr. Thumann re: NCATE accreditation process
Academic Department
• Member, ASL Ph.D. program committee (on-going)
• Member, MA-SLED program faculty (on-going)

University
• Advisory board member, Critical Studies in the Education of Deaf Learners Ph.D. program
(currently on hold)
• Member, Gallaudet Smoking Policy committee (group currently inactive)
• Member, Gallaudet Distance Faculty Handbook Revisions
• Member, Sign Language Interpreting Corpus & Analysis (Led by Roy & Brunson)
• Member, Dean Search Committee

Professional Community
• Modern Language Association, Foreign Language Enrollment data reviewer
• Consultant, American Sign Language Teachers Association (ASLTA) board
Revised 10/2018
• Candidate, Certified Deaf Interpreter - BEI Testing
Professional Development
• Participant, Online Peer Reviewer, January 22, 2014
• Participant, New to Online: Introduction to Online Presentation Tools, September 26 - October 3,
2014
• New to Online: The Essentials, September 26 - October 3, 2014
• Certificate, Certified Online Instructor, Gallaudet University, October, 7, 2014

Department Standards
In an overall review of her service, Raychelle meets all of the criteria for the Departmental
standards for Satisfactory: Regular participation in meetings, plus 3 additional indicators for a
rating of Satisfactory. For a rating of Commendable, an additional 4 indicators are required, for a
total of 8 indicators. For a rating of Outstanding, another additional 5 indicators are required, for a
total of 13 indicators. There are a total of 16 indicators below.

1) Regular participation in department, faculty, and university meetings and activities: Raychelle
makes every effort to be present at department full-day retreats, university and program
graduation, program Graduate Student Orientation, and professional development weeks. She
also makes every effort to connect virtually for various committee and project meetings.

2) Participated in and co-leading Learning Assessment Update (LAU) development, data


collection and reporting. Raychelle led the LAU reporting cycle from 2013 – 2014, participated in
data collection and reporting 2014- 2016, and led the LAU reporting cycle for 2016 – 2017 as well
as 2017 - 2018.

3) Mentored/collaborated with faculty and adjuncts: As long-term MASLED coordinator, Raychelle


has mentored many adjuncts who have taught within the program. She is also available to support
Non-Tenure Track faculty members.

4) Participated in Faculty Development Week activities: Raychelle makes every effort to attend
and participate in Faculty Development week activities. She has also given multiple workshops
during Faculty Development Week over the years.

5) Career advisement: Raychelle provides general graduate school and career advising for all
MASLED students and alumni since the inception of the program in 2011, and before that, she
advised all undergraduate ASL majors from 2009 - 2011.

6) Maintains MASLED Private Facebook Groups: Established in 2011, and now with over 150
members, including alumni and current students, Raychelle keeps a close eye on the group
contributions, moderates when needed, and posts job advertisements and useful and relevant
academic links.

7) Participated actively in an organization related to an academic field: Since 2011, Raychelle


works closely with several ASLTA board members, providing consulting and input on board
initiatives. She joined the board as a secretary July 2017, but needed to resign upon request by
Gallaudet in January 2018 in order to focus on Academic Program Review (APR) for the MASLED
program during Spring 2018.

Page 19 of 24
Revised 10/2018

8) Served on MASLED screening committee: Since 2009, Raychelle participated in and/or led the
screening and selection of new graduate students.

9) Participate as Department Representative for TLT committee: For 2016-2017, Raychelle was
selected as a department representative for the Teaching and Learning with Technology (TLT)
Committee.

10) Coordinated/Participated in MASLED Graduate Student Orientation: Raychelle established


the MASLED program orientation and has led and/or participated in the orientation since 2011.

11) Evaluate external ASL program: Raychelle evaluated an ASL online program (Levels 1
through 4) designed and implemented by Brigham Young University, Hawai’i faculty.

12) Recruiting: Raychelle has been involved in, and led various recruiting initiatives for the
MASLED program, including developing flyers, recruiting videos, arranging a panel at a national
conference, developing a large poster advertising department offerings, inviting guest speakers,
promoting alumni by announcing their achievements in Facebook groups.

13) Chair/Member, Search Committees: Raychelle has sat on numerous search committees for the
department, on a near annual basis since becoming a tenure-track faculty member in 2010. She
has chaired multiple search committees in the last few years. She also sat on a search committee
for a Dean position in 2014.

14) Participate as Department Representative for IRB committee: Raychelle served on the IRB
committee as a reviewer and committee member in Dr. Gene Mirus’ absence during AY 2016-17.

15) Continued Professional Development: Raychelle attends workshops and presentations


frequently. She especially enjoys collecting CEUs to maintain her interpreting certifications.

16) Academic Program Review Report: Raychelle prepared MASLED’s first Academic Program
Review (APR) report during Spring 2018, welcoming the three reviewers to observe and talk with
the MASLED program faculty, students and staff during the month of June.

B. Sources used in determining the rating: (check all that apply)


__x___self-report ___x__peers ___x__personal observation __x___other

C. Narrative:
As a distance faculty, Raychelle is fully committed to being on campus or participating virtually for
department retreats, professional development weeks, attending program graduation, and coming
to special events such as the Multicultural Transformative Institute in March 2016, Teaching and
Learning with Technology committee meeting in September 2016 as well as Multicultural
Transformative Institute in June 2018.

As an advisor, Raychelle has advised over 300 undergraduate and graduate students in a 10-year
span. She often was the sole full-time faculty dedicated to an intensive, year-round hybrid
graduate program serving 60+ graduate students. During some of those years, she also juggles
being the practicum/internship placement coordinator for of her advisees as well as co-
coordinating multiple events, such as the MA-SLED Graduate Student Orientation, Welcome Back
Luncheon and Program Graduation. She has also been an advisor for a very active student
organization for three years.
Revised 10/2018

For her department, Raychelle has successfully proposed and established a new online/hybrid
graduate degree program that has received the second highest number of applicants, and the
highest number of students of all graduate programs at Gallaudet since its inception, as evident in
the recent University Academic Portfolio and Efficiency/Productivity Review results shared by the
rpk group. During her tenure, Raychelle usually submits new and/or revised program and/or
course proposals via Councils of Undergraduate and Graduate Education on an annual basis,
showing her steadfast dedication to upgrading degree programs and course design at Gallaudet.

At the University level, Raychelle has given multiple workshops during the faculty development
week and during Gallaudet’s graduate student orientation, and participates as a board member for
Gallaudet’s Critical Studies in the Education of Deaf Learners Ph.D. program, interview member on
a Graduate Dean Search committee, several faculty interview committees as well as a member of
the Gallaudet Smoking Policy committee.

On top of that, Raychelle continues to hone her technological and pedagogical skills by attending
multiple professional development opportunities as well as completing online courses in the art of
online teaching, with Gallaudet’s eCurriculum, Quality Matters and Online Learning Consortium
(OLC). Raychelle is now fully certified by Gallaudet’s Office of Distance Learning, even though the
requirements to become fully certified has now been downgraded.

During the Spring semester of 2016, Raychelle continued to contribute to MASLED program needs
by working closely with the program coordinator, Dr. Boudreault, on various projects and initiatives
such as program advertising, recruitment, retention, assessment, schedule, course offerings,
program reporting (e.g. UEP and LAU) and more. Raychelle also led the beta testing of three
different tutorial software (Appear.in, Blackboard Collaborate and Veditz) with ASL 1 online
students during the first 8 weeks and second 8 weeks, and worked with ASL faculty, Elizabeth
Martinez, Kimberly Pudans-Smith and Christina Hopewell-Albert. Raychelle also wrote a
document for Office of Distance Learning committee detailing the peer evaluation process for
online courses.

For several years straight, Raychelle was honored with a Lavender Graduation Certificate of
Appreciation for being an outstanding advocate for certain MASLED alumni. During the Summer
of 2016, Raychelle volunteered her time in working closely with ASL 790 faculty in supervising two
MASLED interns, provided practicum and internship information during Graduate Student
Orientation, attended and hooded students during the MASLED program graduation.

Since the Fall semester of 2016, Raychelle returned as co-director of the MASLED program with
Dr. Bienvenu, assuming an increased amount of departmental service responsibilities.

As evident in the list of professional development opportunities, Raychelle continues her steadfast
commitment to honing her technological and pedagogical skills by attending numerous
professional development opportunities during the year available to her locally, and at Gallaudet.
There is no question that Raychelle’s commitment to the MASLED program, the department, the
university and the professional community has been nothing less than stellar. Her service has
single-handedly supported the Department mission and the Gallaudet Strategic Plan, increasing
enrollment, retention and prestige.

Page 21 of 24
Revised 10/2018

Service ratings since hire:


Year Rank Service Rating

2018 - 2019 Associate Professor ?

2017 – 2018 Associate Professor Outstanding

2016 - 2017 Associate Professor Outstanding

2015 – 2016 Associate Professor Outstanding

2014 – 2015 Associate Professor Outstanding

2013 – 2014 Assistant Professor Outstanding

2012 – 2013 Assistant Professor Outstanding

2011 – 2012 Assistant Professor Outstanding

2010 – 2011 Assistant Professor Outstanding

2009 – 2010 Instructor N/A (pre-tenure track)

2008 – 2009 Instructor N/A (pre-tenure track)

D. Rating: (circle one) Unsatisfactory Satisfactory Commendable Outstanding

Section V: Rating Summary and Calculation of Points

Three areas of evaluation


Unsatisfactory = 0 points
Satisfactory = 1 point
Commendable = 2 points
Outstanding = 3 points
ASL Proficiency
For MI, Promotion, and Tenure: ASLPI target score of 3

Note: For MI, Promotion, and Tenure, target ASLPI rating of 3 is expected. Additional documentation must be
provided if the rating is below the expected score, and is also strongly encouraged if the level is 3 or above.
(UF Handbook pp. 33-34.)

Areas of Evaluation Rating Merit Points


(circle)
1. Teaching O 3
2. Scholarship/creative activity/research O 3
3. Service O 3
4. ASL Development/Proficiency N/A
1. ASLPI date: Fall 2009, 4+
2. CDO date:
Revised 10/2018
3. Student Rating of Classroom Communication
date:
4. Efforts to improve ASL and classroom discourse

Total: 9

Section VI: Personnel Action Criteria

Merit Increase - 6 Levels (4-9 points) Promotion Tenure


Satisfactory in all categories; at least Tenured & Tenure-track: at least 6 At least 6 points or
commendable in one area (teaching, SCAR points; no unsatisfactory ratings in any higher; no unsatisfactory
and/or service); must earn the following of the four categories of evaluation. rating in the cumulative
points: Pre-tenure track: at least 4 points; no evaluation for tenure in
Tenured & Tenure-track: 4-9 points unsatisfactory ratings in any of the four any area and
Pre-tenure track: 3-6 points categories of evaluation. demonstrate ASL and
Non-tenure track: 3-6 points Non-tenure track: A total of at least 4 classroom discourse
points in teaching and service or competence.
scholarship; no unsatisfactory ratings
in any of the four categories of
evaluation.
(UF Handbook, pp. 31-32)

Section VII: Summary/Recommendations

Narrative highlighting recommendations for continued development as a faculty member and prospects
for future personnel action:
Multi-talented and an exemplary teacher, Dr. Harris truly cares for her students by responding to their
questions or concerns timely. Creative with her teaching, Dr. Harris has honed her pedagogy to challenge
her students, and to keep up with current trends in the field of ASL instruction. Student evaluations
express appreciation for her high expectations.

Widely sought as a speaker, Dr. Harris has presented at over 40 venues, both nationally and internationally.
Collaborating with a junior colleague, , Dr. Harris broke ground by developing an ASL version of Dr.
Donna Mertens’s text-based Research and Evaluation in Education and Psychology textbook (2015).
While most of her publications are mostly in Journal of American Sign Language & Literature (JASLL),
Deaf Studies Digital Journal (DSDJ), ASLized!, among others, which are excellent examples of bilingual
scholarship, she is encouraged to publish in peer reviewed journals in the mainstream field of foreign
language instruction. Her works could make a larger impact on the perception of ASL within the context
of all foreign or world languages.

Dr. Harris’ dedication to Service is incredible, serving the Department, the University and the community.
She is involved in numerous venues, but especially in the formation and continuation of the online/hybrid
MASLED program. MASLED can boast to have received the second highest number of applicants, as
well as the highest number of all Gallaudet’s graduate programs as evidenced by rpk’s Academic Portfolio
and Efficiency/Productivity report. Since its 2011 inception, MASLED now has over 250 alumni.

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In a nutshell, Dr. Harris is a very valuable member of the Department and it is anticipated that she will
continue to be even more productive in the years to come. She indeed has gone beyond the call of duty.
While it’d be nice to have her on campus, rather than as a distance faculty, it is without any reservations
that she is highly recommended to be promoted to Professor.

Section VIII: Recommendations

Based on this evaluation and the criteria for personnel actions summarized above, the following action is
recommended: (Check where appropriate)

____ Reappointment ____ Non-reappointment ____ Tenure ____ Dismissal

____ Merit Increase/Triennial: (Number Points Earned: _____ )

__X__ Promotion to new Rank: _Professor______________

Chair¹ Date 2.19.19___________

Faculty member comments (optional):

Faculty Member² Date ____2-18-19________________


¹ If this evaluation pertains to a department Chair, the Dean or other department member designated by the Dean will prepare and sign the
form.
² A faculty member’s signature does not necessarily indicate agreement with the contents of the evaluation.

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