Jason Listman Headshot

Jason Listman

Associate Professor

Department of ASL and Interpreting Education
National Technical Institute for the Deaf

Jason Listman

Associate Professor

Department of ASL and Interpreting Education
National Technical Institute for the Deaf

Education

BS, MS, Rochester Institute of Technology; Ed.D., St. John Fisher College

Select Scholarship

Journal Paper
Mangelsdorf, Heather Harden, Jason D. Listman, and Anabel Maler. "Perception of Musicality and Emotion in Signed Songs." Music Perception. (2021): xx-xx. Web.
Listman, Jason D. and Kim C. Kurz. "Lived Experience: Deaf Professionals' Stories of Resilience and Risks." Journal of Deaf Studies and Deaf Education. (2019): XX. Print.
Listman, Jason D., Summer Crider Loeffler, and Rosa Lee Timm. "Deaf Musicality and Unearthing the Translation Process." Journal of American Sign Language and Literatures. (2018): 1-9. Web.
Braun, Derek C., et al. "Welcoming Deaf Students into STEM: Recommendations for University Science Education." CBE Life Science 17. 3 (2018): 1-8. Web.
Beal, Jennifer S., et al. "University American Sign Language Learners: Longitudinal Self- and Faculty Evaluation Ratings." Journal of Interpretation. (2018): 1-10. Print.
Listman, Jason D. and Jeannine Dingus-Eason. "How to be Deaf Scientists: Building Navigational Capital." Journal of Diversity in Higher Education. (2016): 16. Web.
Kurz, Kim, Peter C Hauser, and Jason D Listman. "Work Related Resilience: Deaf Professionals’ Perspective." Journal of ADARA. (2016): 24. Web.
Manuscripts Submitted for Publication
Mangelsdorf, Heather Harden, Jason D. Listman, and Anabel Maler. "Perception of Musicality and Emotion in Signed Songs." 1 Sep. 2019. TS - typescript (typed).
Listman, Jason D. and Robert Q. Pollard. "Deaf Culture." 2 Nov. 2017. TS - typescript (typed).
Listman, Jason D., Rosa Lee. Timms, and Summer C. Loeffler. "Deaf Musicality and Unearthing The Music Translation Process." In Press. TS - typescript (typed).
Published Conference Proceedings
Kurz, Kim B., et al. "What is the Learning Assistant Model? Transforming Your Course into an LA-Supported Course." Proceedings of the Conference of Interpreters Trainers, 10/31/18 - 11/3/2018, Salt Lake City, Utah. Ed. Elizabeth Winston, Christine Monikowski, and Robert Lee. Fremont, CA: n.p., Web.
Uninvited Presentations
Listman, Jason D. "Use of English in ASL Classroom." American Teachers Association. American Teachers Association. Salt Lake City, UT. 1 Jul. 2017. Conference Presentation.
Listman, Jason. "The Use of L1 as a Tool to Teach L2 American Sign Language (ASL)." American Council on the Teaching of Foreign Language Annual Convention & World Languages Expo. American Council on the Teaching of Foreign Language. Boston, MA. 20 Nov. 2016. Conference Presentation.
Kurz, Kim and Jason D Listman. "Deaf Professionals’ Resilience Characteristics." ASL Lecture Series. NTID. Rochester, NY. 16 Sep. 2015. Lecture.
Book Chapter
Listman, Jason D. and Kalyna Sytch. "Use of Written English in ASL Classroom." "New Research on Sign Language." Ed. Reynard Louis. Hauppauge, NY: Nova Publisher, 2017. 105-122. Print.
Bochner, Joseph, et al. "Method and Materials for a Computer-Based Test of Sign Language Ability: The American Sign Language Discrimination Test (ASL-DT)." "New Research on Sign Language." Ed. Reynard Louis. Hauppauge, NY: Nova Science Publishers, 2017. 57-81. Print.
Invited Keynote/Presentation
Kurz, Kim, Jason D. Listman, and Peter Hauser. "Deaf Professionals Resilience: A Qualitative Study." ADARA. ADARA. Rochester, New York. 23 Apr. 2015. Conference Presentation.
Kurz, Kim, Jason D. Listman, and Peter Hauser. "Deaf Professionals Resilience: A Qualitative Study." Educational Support Service Personnel. ESSP. Corning, NY. 13 Nov. 2015. Conference Presentation.
Kurz, Kim B., Peter C. Hauser, and Jason D. Listman. "Impact of Internalizing Audism on Deaf Students' Resilience." 22nd International Congress on the Education of the Deaf. International Congress on the Education of the Deaf (ICED). Athens, Greece. 7 Jul. 2015. Conference Presentation.
Boling, Leisa, et al. "The Roots of American Sign Language E-Curriculum." Our Roots: The Essence of Our Future. Conference of Interpreter Trainers. Portland, OR. 30 Oct. 2014. Conference Presentation.
Kurz, Kim B., Jason D. Listman, and Peter C. Hauser. "Deaf Professionals Resilience: A Qualitative Study." Waypoints! Deaf Studies Today!. Orem, Utah. 14 Apr. 2014. Conference Presentation.
Listman, Jason D. "How to be a Deaf Scientist: Navigating STEM Education." Standpoints! Deaf Studies Today!. Orem, UT. 12 Apr. 2014. Conference Presentation.
Hauser, Peter C., Jason D. Listman, and Kim B. Kurz. "Importance of Sign Language and Deaf Acculturation for Deaf Individuals Psychosocial Well Being." Standpoints! Deaf Studies Today! Conference. Orem, UT. 11 Apr. 2014. Conference Presentation.
Colayori, Kailea, et al. "Perceiving Being Deaf as a Negative Attribute is a Resilience Risk Factor for Deaf College Students." Inter-Science of Learning Centers. Inter-Science of Learning Centers. Pittsburgh, PA. 6 Mar. 2014. Conference Presentation.
Boling, Leisa, et al. "To Meet the Demands of a New Age: Innovative ASL e-Curriculum." 2013 American Sign Language Teacher Association's 7th Biennial Professional Development Conference. ASLTA. Charlotte, NC. 2-7 Jul. 2013. Conference Presentation.
Boling, Leisa, et al. "A New Frontier: American Sign Language e-Curriculum." Council of American Instructors of the Deaf Conference (CAID). National Technical Institute of the Deaf. Rochester, NY. 24-28 Jun. 2013. Conference Presentation.
Published Review
Listman, Jason D. "Embracing the Value of Deaf Interpreting at Work." Rev. of Deaf Interpreters at Work: International Insights, by Adam R. Stone, Steven D. Collins, and Melanie Metzger. Embracing the Value of Deaf Interpreting at Work 24 Aug. 2015: 1. Web.
Dissertation/Thesis
Listman, Jason D. "Nature of Deaf Mentoring Dyads: Role of Subjugated Knowledge." Diss. Doctoral in Education from St. John Fisher College, 2013. Print.

Currently Teaching

INTP-485
1 - 4 Credits
This course is a faculty-directed student research project at the undergraduate level. The research will entail an in-depth study in the discipline that could be considered of an original nature. Enrollment in this course requires permission from the Department Chair and completion of the NTID Undergraduate Research Contract.
HCIA-610
3 Credits
This online course will prepare graduate interpreters for working in research settings. Students will learn about the lived experience of Deaf scientists and how to effectively work with them by utilizing a variety of tools and strategies. Students will also become familiar with procedures and protocols for interpreting in research settings including lab-based work, meeting with collaborators, and professional conferences. Additionally, students will have the opportunity to build upon their American Sign Language (ASL) and English skills, specifically working on how to translate and interpret complex research related terminology and jargon. Also, students will investigate a topic related to their interest specifically in context of research and science that extends beyond the course materials covered in class and will summarize their findings in both academic ASL and English. This course involves online video lectures in both English and ASL, video observations and case studies, and online group discussions. Grading in the course will be based on students’ participation online and performance on their assignments. Students can receive credit for INTP-510 or HCIA-610, not for both.
INTP-460
3 Credits
This capstone course offers students an opportunity to integrate content areas in the program curriculum and investigate current issues and controversies in the field of interpreting. The course content and activities will vary depending on current issues, literature developments, and students’ interests, but students will be given guiding research tools through research development with a critical approach to interpreting-related issues.
INTP-340
3 Credits
This course will focus on skills and techniques for the interpretation of frozen and literary texts. Work includes translation and interpretation between English and ASL. Source English texts used in this course are the: National Anthems of USA and Canada; Lord's Prayer; Pledge of Allegiance; children's songs and poetry; patriotic songs; religious songs and prayer; AA 12 steps and 12 traditions; holiday songs; and selected poetry.
INTP-510
3 Credits
This online course will prepare interpreting students for working in research settings. Students will learn about the lived experience of Deaf scientists and how to effectively work with them by utilizing a variety of tools and strategies. Students will also become familiar with procedures and protocols for interpreting in research settings including lab-based work, meeting with collaborators, and professional conferences. Additionally, students will have the opportunity to build upon their American Sign Language (ASL) and English skills, specifically working on how to translate and interpret basic research related terminology and jargon. This course involves online video lectures in both English and ASL, video observations and case studies, and online group discussions. Grading in the course will be based on students’ participation online and performance on their assignments. Students can receive credit for INTP-510 or HCIA-610, not for both.
INTP-399
1 - 3 Credits
The description for each independent study request will be specified in each student proposal.
INTP-225
3 Credits
In this course, students will develop ASL receptive and expressive skills needed to communicate discrete paragraphs using complex connected sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about less familiar topics at an Intermediate-Mid level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States.