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 #2238, 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


Aimee Whyte hails from St. Catharines, Ontario, Canada – just minutes away from Niagara Falls. She has been in the U.S. since she started at RIT/NTID as a freshman. She was a student of NTID SVP ’96! 

As a senior lecturer in the Department of Liberal Studies at RIT/NTID, Aimee teaches/tutors courses in liberal arts, mainly leadership (ethics, social media, and conflict resolution), as well as psychology and criminal justice. In previous roles at RIT/NTID, Aimee taught and tutored different courses in English, led academic/career orientation sessions for several SVPs (Summer Vestibule Programs), and was an NTID staff psychologist (at CaPS).

Educational background:

  • B.S. degree in professional and technical communication from RIT/NTID. 
  • M.A. in mental health counseling from Gallaudet University.
  • Ph.D. Candidate at the University of Rochester Warner School of Education and Human Development (Dissertation in progress).

Aimee is an avid Twitter user and utilizes her academic platform for education, mental health, and social justice issues. Her areas of interest are: Deaf college students, mental health/psychology, social media, and music/musicking. She loves dogs, gardening, poetry, and travel. She’s been called “Scrambled Eggs Sorceress” and “Quotes Queen.” 

Courses taught by Aimee at RIT/NTID:

  • 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 222: Analytical Reading & Writing II
  • NENG 232: Bridge to College English II
  • NENG 241: Written Communication
  • NENG 231: Bridge to College English I

Personal Links

Select Scholarship

Invited Article/Publication

Whyte, A.K., Aubrecht, A.L., McCullough, C.A., Lewis, J.W., & Thompson-Ochoa,. "Understanding Deaf people in counseling contexts." Counseling Today (both in print and on web). (2013). Print.

Whyte, A.K., & Guiffrida, D. A. "Counseling Deaf college students: The case of shea." Journal of College Counseling. (2008). Print.

Book Chapter

Whyte, A.K., & Smith, K. L. "Deaf College Students." Psychotherapy with Deaf Clients from Diverse Groups (2nd ed). Ed. Irene W Leigh. Washington, DC, USA: Gallaudet University Press., 2010. Psychotherapy with Deaf Clients from Diverse Groups (2nd ed, pp. 261–280). Print.

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
This course focuses on social media technologies and communication used by leaders and organizations in the United States and globally. Students will examine various social media platforms, including Facebook, Twitter, Instagram, YouTube, and LinkedIn, and evaluate the security, privacy, ethics, and accessibility possibilities for each. Through experiential learning, students will build their own social media brands, content, and hashtags, using current trends, theories, and tools, including tools of accessibility and inclusion, to welcome a diverse network of followers. An analysis of how social media technologies have impacted organizational development, political activism, social justice, the economy, and news consumption, will inform students about social media advantages and disadvantages, as well as etiquette, best practices, and do’s and don’ts. This course will provide students with the opportunity to experience how people with various disabilities access social media to guide management on best practices in accessibility, and review case studies of diversity and inclusion in social media to engage with followers/audiences from various cultural, racial, and ethnic backgrounds.
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.