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Lisalee Egbert

Title: Adjunct Faculty

Department: World Languages, Literatures, and Cultures

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Texas Woman's University, 2005
    Major: Reading Education

Current Scheduled Teaching

SGNL 1010.003American Sign Language IFall 2026
SGNL 1010.004American Sign Language IFall 2026
SGNL 1010.007American Sign Language IFall 2026
SGNL 1010.008American Sign Language IFall 2026
SGNL 1010.001American Sign Language ISummer 5W1 2026 Syllabus SPOT
SGNL 2040.001American Sign Language IIISummer 5W1 2026 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

SGNL 1020.005American Sign Language IISpring 2026
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Review

  • Egbert, L.D. (2023). The Butterfly Cage By Rachel Zemach: We Are Done! It is Time!. San Jose, CA, Paper Angel Press: Unruly Voices. https://rachelzemach.com/book-review-dr-lisalee-egbert/
  • Cooper, S.B., Egbert, L.D. (2017). Book Review: Deaf Culture: Exploring Deaf Communities in the United States. 56 (6)
  • Egbert, L.D. (2016). Different Ways of Being.

    • Conference Proceeding

  • Hamliton, K., , L.D. (2023). The Misrepresentation of American Sign Language in Mainstream Film Media: A Call for Inclusion Repreparation. (Winter/Fall 2023) 27-36. https://deafchildren.org/knowledge-center/all-topics/endeavor-magazine/

    • Journal Article

  • LaMarr, T., Egbert, L.D. (2024). ASL Weather Signs. https://wordgathering.com/
  • Hinojoza Gandara, A.F., Egbert, L.D. (2024). Enhancing Deaf YES!. https://wordgathering.com/
  • Hamliton, K., , L.D. (2024). The Misrepresentation of American Sign Language and Deaf Culture in Mainstream Film Media. Volume 4 Arlington, https://doi.org/10.32855/globalinsight.2024.001
  • LaMarr, T., Egbert, L.D. (2023). Access and Equity in ASL Acquisition: Resources to Improve Early Access to Sign Language. Vol 23 68-73. https://clerccenter.gallaudet.edu/wp-content/uploads/2023/09/ODYSSEY2023-FULLISSUE.pdf
  • LaMarr, T., Egbert, L.D. (2020). Hard Truths about Suspension and Social Justice: A Look at a School for Deaf Students.. 21 58--61. ERIC.
  • LaMarr, T., Egbert, L.D. (2019). The Importance of Quantity and Quality of ASL with Young Deaf and Hard of Hearing Children.. 20 66--69. ERIC.
  • Egbert, L.D. (2017). Is Silence Music to the Eye? A Review of Signed Music: A Symphonious Odyssey. SASL Journal. 1 (1) 96.
  • Egbert, L.D., Cripps, J. (2017). What type of Signed Music Should My Deaf Child Listen To?.
  • Egbert, L.D. (2017). Tools for Effective Psychiatric Treatment for Pediatric Patients With Hearing Loss.
  • Egbert, L.D., Marshall, J. (2015). Deaf Plus Resources: Supporting the Whole Family.
  • Egbert, L.D., LaMarr, T., Davenport, C., Hossler, T., Crace, J. (2014). From Research to Practice: Developing a Healthy Self-Theory.
  • Egbert, L.D., LaMarr, T., Hossler, T., Davenport, C., Crace, J. (2014). Meeting High Expectations: Healthy Thinking, Resiliency, and Deaf and Hard of Hearing Children.. 15 86--89. ERIC.
  • Egbert, L.D., LaMarr, T., Hossler, T., Davenport, C., Crace, J. (2014). Meeting High Expectations: Healthy Thinking, Resiliency, and Deaf and Hard of Hearing Children.. 15 86--89. ERIC.
  • Egbert, L.D., LaMarr, T., Davenport, C., Hossler, T., Crace, J. (2014). Self-Efficacy Among Deaf Children.
  • LaMarr, T., Egbert, L.D. (2013). Mistaking a Boot for a Fish: Can Deaf Children Read Minds?.
  • Ulrich, R., Egbert, L. (2013). Teaching Olympic Fencing to the Deaf: Identifying and Addressing a Gap in Teaching the Sport.. 3 (4)
  • Ulrich, R., Egbert, L. (2013). Teaching Olympic Fencing to the Deaf: Identifying and Addressing a Gap in Teaching the Sport.. 3 (4)
  • Hossler, T., Egbert, L.D., Bignell, M., Crace, J. (2013). With ASL and English your child CAN…Learn, Thrive, Succeed!.
  • Egbert, L.D. (2012). Building Literacy Through Schema and The Grand Canyon. American Society for Deaf Children.
  • Choate, A., Egbert, L.D. (2011). Personalized Learning: An Alternative Educational Option.
  • Choate, A., Egbert, L.D. (2011). Personalized Learning: An Alternative Educational Option.
  • Egbert, L.D. (2010). Nothing But the Best!.
  • Egbert, L.D. (2010). Powerful Parent Tools for the IEP Process. American Society for Deaf Children.
  • Egbert, L.D. (2010). My Journey in Deaf Education: Student, Teacher, Parent. American Society for Deaf Children.
  • Egbert, L.D., Dicus, D.L. (2009). Please and Thank You: Using Technology to Teach Literacy and Manners. American Society for Deaf Children.
  • Egbert, L.D. (2002). Is it time to rethink Reading Renaissance?. 5.
  • Egbert, L.D. (1997). Talking with Babies. 15.
  • Phillips, B.D. (1993). Cultural diversity in disasters: Sheltering, housing, and long-term recovery. International Journal of Mass Emergencies and Disasters. 11 (1) 101. International Sociological Association, International Research Committee on~….

    • Maryland State Legislation

  • Egbert, L.D., Morales , M. (2019). Co-Author: Maryland State Law: Enacted under Article II (8-601-606), Section 17(c) of Maryland Constitution – Volume V Chapter 742. SB0677/CH074. HB1384/CH0741.. Maryland,

    • Newspaper

  • Egbert, L.D. (2002). Is It Time to Rethink Reading Recovery?. McKinney,

    • eBook Contributor

  • Egbert, L.D. (2020). Native Americans in Texas: A Look at Four Texas Tribes Before the European Arrival. This eBook was created for the curriculum publish by the Texas School for the Deaf in alignment with state Texas Essential Knowledge and Skills (TEKS) requirements. The book was designed to target Deaf and Hard of Hearing students in the state of Texas who are in the 4th grade.. Arlington,
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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