Aimee Whyte Headshot

Aimee Whyte

Senior Lecturer

Department of Liberal Studies
National Technical Institute for the Deaf

Office Location
Office Mailing Address
52 Lomb Memorial Drive, Office #2235, Rochester, NY 14623

Aimee Whyte

Senior Lecturer

Department of Liberal Studies
National Technical Institute for the Deaf


BS, Rochester Institute of Technology; MA, Gallaudet University


Courses taught:

  • LEAD 200: Ethical Dimensions for Community Leadership
  • LEAD 301: Social Media Communication & Leadership
  • LEAD 304: Conflict Resolution: Negotiation & Mediation
  • PSYC 101: Introduction to Psychology
  • PSYC 221: Abnormal Psychology
  • CRIM 110: Introduction to Criminal Justice
  • CRIM 250: Domestic Violence (Criminal Justice)
  • NENG 241: Written Communication
  • NENG 222: Analytical Reading & Writing II
  • NENG 232: Bridge to College English II
  • NENG 231: Bridge to College English I

Personal Links

Select Scholarship

Cripps, J. H., Small, A., Rosenblum, E., Supalla, S. J., Whyte, A. K., & Cripps, J. S. (2023). Signed music and the deaf community. In A. Cruz (Ed.), Culture, Deafness, and Music: Critical Pedagogy and a Path to Social Justice. Rotterdam, NL: Sense Publishers. 

Whyte, A.K., Aubrecht, A.L., McCullough, C.A., Lewis, J.W., & Thompson-Ochoa, D. (2013, October). Understanding Deaf people in counseling contexts. Counseling Today, 56(4), 38 – 45. 

Whyte, A.K., & Esposito, E. (2011). Deaf community accountability model. The Voice: A Journal of the Battered Women’s Movement, 24 – 29. 

Whyte, A.K., & Smith, K.S. (2010). Deaf college students. In Irene W. Leigh (Ed.), Psychotherapy with Deaf Clients from Diverse Groups (2nd ed, pp. 261 – 280). Washington, DC: Gallaudet University Press.

Whyte, A.K., & Guiffrida, D.A. (2008). Counseling Deaf college students: The case of shea. Journal of College Counseling, 11, 184 – 192.


NTID Teaching/Tutoring Award for Non-Tenure Track Faculty, National Technical Institute for the Deaf (2024).

Outstanding Performance Award: Director of Programs and Services, IGNITE (formerly ASADV) (2014).

New Staff Outstanding Support Services Award: Staff Psychologist/Counselor, RIT Counseling and Psychological Services, RIT Student Affairs Division (2006).

Currently Teaching

3 Credits
This course provides an introduction to ethical theories, concepts, and practices as they relate to community development and inclusive leadership. Some of the topics in this course include: ethical definitions and ethical literacy, individual and group ethics, ethical principles and codes of practice, moral reasoning and behavior, ethical decision-making formats, leadership and followership, intersectionality, and accessibility. These topics will be approached through the use of ethical theories, including: Utilitarianism, Deontology/Kant’s Categorical Perspective, Rawl’s Justice as Fairness, Aristotelian, Confucianism, and Altriusm. Students will learn how to apply these theories using a pluralistic approach. With a focus on ethical leadership experiences and decision-making, students will engage in self-analysis and reflection to develop a deeper ethical self-awareness and cultural awareness in this course.
3 Credits
Social media is a valuable leadership tool. This course focuses on social media communication and leadership and provides an overview of how to strategize, create, and evaluate social media activities used by leaders and organizations. Students will build their own social media brand and design accessible and inclusive content using prominent theories and approaches that guide successful social media practice. To examine the constantly evolving social media landscape, real-time case studies, ethical and psychological issues, and current social trends are integrated throughout the course.
3 Credits
This skills-oriented course introduces theories and practices of conflict resolution and provides basic training in mediation, negotiation, and facilitation. In addition to examining the strengths and weaknesses for each of these conflict resolution methods, this course orients students to specific tools commonly used in each to manage conflicts, such as identifying the zone of possible agreement (ZOPA), developing BATNAs (best alternative to a negotiated agreement), and performing SWOT Analyses (Strengths, Weaknesses, Opportunities, Threats). Through the use of case studies, simulations, role-plays, and reflective practice, students will learn how to manage power imbalances and ethical dilemmas, address needs for accommodations, and adapt for cultural differences. Students will learn a range of transferable skills for managing interpersonal, organizational, and community disputes.
3 Credits
This course is an introductory survey of Deaf culture in the United States. Students will study the scholarly literature pertaining to various social groups in the Deaf community and have contact with their members. This course will familiarize students with the characteristics of Deaf Culture, as well as general perceptions of the Deaf community within the dominant mainstream society.