research interventions, and training
Tailored interventions for adult student survivors of brain trauma
research interventions, and training
Tailored interventions for adult student survivors of brain trauma
Unlock Your Potential with Marsha Harris, Educator
Curriculum Vitae
Marsha Kay Harris
6 West 2nd North Street, Green River, WY 82935, (307) 871-7284, mharri64@uwyo.edu
EDUCATION
1979-1997 Vassar College, Brigham Young University, Bachelor of Science, University Studies/Environmental Education, English Minor
1997-1998 California State University, Graduate classes
2012-2016 Brain Injury Education Conferences, Utah and Wyoming
2020-2024 University of Wyoming, Master of Arts candidate, Higher Educational Administration
2024- University of Wyoming, Ed.D. candidate, Higher Education Administration
HONORS AND AWARDS
2023-2024 PEO International Scholarship
2021-2022 Kercher Family Scholarship in Education
2021-2023 Adult Student Scholarship
2020-2024 National Honor Society
PUBLIC SERVICE
2001-2010 Sweetwater School District #2, hiring committee for principals and teachers; counsel students in scholarship applications totaling over $1,000,000 in scholarships.
1990-2024 Church Youth Organization, President, educates and trains youth for leadership.
1995-2008 Boys Scouts of America, Assistant Scout Master, leading 36 youth to the rank of Eagle Scout.
1990-2020 Castle Rock Convalescent Center, leads adult education activities for residents.
BUSINESS ENTREPRENEURSHIP AND EMPLOYMENT
2012-2023 ACCESS, Education and Disability Services
Assess and determine academic and skill needs; promote adult education through practical services, curriculum advisement, and financial budgeting.
2008-2024 HARRIS OUTDOOR WORK, H.O.W., 2009 to present, owner
1990-2024 Work with youth and adults in procuring and providing employment and services.
EXPERIENCE, LEADERSHIP
1990-2024 Nonprofit Organizations, Project Leader:
LIFT, a humanitarian service in local, state, national, and global projects.
RELIEF FOR REFUGEES, life-sustaining supplies to refugees from Syria, Congo, and Nepal.
KUDDLES FOR KIDS, plush toys to Wyoming State offices for under- privileged children.
CHEER-UP, care for a lymphoma patient who is homebound.
LOVE OUR VETERANS, distribute hygiene kits to our homeless veterans.
LITERACY ACROSS THE NATION, educational supplies, and teaching aids for high-risk youth.
MAIN STREET FLOWER PROJECT, plant and fertilize flower pots for citizens.
BOOKS FOR BABIES, a literacy project distributing hundreds of books to at-risk youth.
9-11 MAP, stencil, paint and repaint a map of the USA in memory of 9-11 victims and their families.
HANDS ON, make and deliver meals, care for lawns, clean for brain injured and ill.
KITS FOR KIDS, supplies newborn kits to drug-addicted infants in the county.
CHRISTMAS IN MEXICO, collects quilts during the holiday season for citizens in need.
BLANKETS FOR BABIES, make, collect, and distribute blankets in Argentina and Guatemala.
GO FOR THE GOLD, educate students in the county to participate in the Congressional Award.
PLAY YOUR HAND, make apparatuses that help stroke victims at the Senior Center.
MALARIA PROJECT, supplies 175 malaria nets to African children.
“SAVE THE CHILDREN” HUMANITARIAN AID, create toys, school kits, and hygiene kits.
ALBANIA PROJECT, send work-related clothes and shoes to citizens in a struggling economy.
THiNC, education to 50 states in concussion protocol.
REFERENCES
Dr. Reed Scull, University of Wyoming, Education Building, Room 321, Laramie, WY 82070.
(307) 258-4415. Email: wscull@uwyo.edu
Mark L Fox, SLP, Intermountain Neuro Rehabilitation (TOSH), 5770 South 250 East, Suite G50
Murray, UT 84107. 801-314-5000. Email: Mark.Fox@imail.org
Dr. Sara Axelson, University of Wyoming, Education Building, Laramie, WY 82070 (307) 760-2370.
Email: sara.axelson@uwyo.edu
PERSONAL I am happily married, and we have twelve children. I enjoy family, research, running, reading, and the outdoors.
About Marsha Harris, Educator
Research Statement
I am a dedicated professional earning an Ed.D. in Higher Education Administration with a specialized focus on students with disabilities resulting from brain trauma. My research goals and objectives focus on advancing practices, support systems, and educational interventions to augment the academic and holistic success of this unique yet vulnerable student population.
My primary research goal is to explore the lived experiences of students with disabilities stemming from brain injury within higher education. Recognizing the complexity of brain trauma-related disabilities, I am committed to fostering interdisciplinary collaborations of proven key stakeholders including the student, administrator, student disability specialists, rehabilitation clinicians, advisor, and family members. Through qualitative methodologies such as case studies, interviews, and participant observation, I uncover the challenges and successes that these individuals encounter in their academic journey. Literature reviews and personal research combine to create tailored support interventions. Evaluations and assessments in the form of surveys allow for continued success. To maximize the impact of my research, I am dedicated to publishing findings through scholarly publications, conference presentations, and institutional training. I intend to contribute not only to the academic dialog and research surrounding disabilities resulting from brain trauma but also to influence practical changes in educational institutions through training and proven interventions.
In conclusion, my research agenda is driven by a passion for improving the educational experiences of students with disabilities resulting from brain trauma. With personal experience and research, I aspire to contribute to the empowerment of these students to achieve their academic and personal goals.
Academic Plan
“Something is wrong with me,” said Eric. “Where are you?” I asked.
“In a stairwell.”
“Have you been to class today?”
“I don’t know.”
“Have you eaten today?”
“I don’t know.”
My son, once an athlete and scholar, is now permanently disabled. Once able to glide through classes, now struggles to read. Brain injury changed his life. Personal research has led me to digest hundreds of journals from current studies to consultations with top-tier medical facilities. Research continued with a neuroscience center and cognitive innovations. Additional study involved consultation with global professionals and researchers with attendance at countless academic conferences. Once given no hope, I have discovered that education opens the door as a key to success, subsequent fulfillment, and potential happiness. Continued adult education has been life-changing for Eric, and I believe education maintains the ability to elevate the lives of many adult students with disabilities from brain trauma. My personal experience and research have lit the fire of motivation for me to join with professionals in opening the world of education to others who also may feel stuck in the mire of futility and hopelessness. Education leads to independence, confidence, and progress for self and society. I want to be part of this rewarding impact.
Innovations in education have led to pioneering and successful avenues and trajectories for students locally and nationally. Educational leadership has encouraged administrators of education with tangential goals and methods for teachers and pupils to follow for qualitative and quantitative progression. I have been personally involved while working in teams of hiring committees and curriculum advisement committees. I seek to be professionally educated and knowledgeable with a strong voice for education in the future. With relevant organizational and supervisory skills, I will take this knowledge and training to institutions of higher education.
I began undergraduate studies at Vassar College and completed my degree at Brigham Young University. After earning a Bachelor of Science Degree, I completed graduate classes successfully. My undergraduate education was interrupted by cancer when I was in my early twenties. I am fully recovered. I have filled my life with service and volunteer work as I have been deeply involved in the education of youth and adults. From working with nonprofit organizations, THiNC and LIFT, educating the public and private sectors, to grant writing for public schools, I have met with advancement and success. In addition, I have led projects in education promoting academics, service, and recreation. I will complete an M.A. in 2024 and will continue in doctoral studies in Higher Education Administration. These credentials will give voice to the students with disabilities through research and consultant work.
Eric, one of our twelve children, has changed my life. His story is personal. With Eric's inspiration, my quest for increased skills and knowledge to help other student survivors of brain trauma has been intrinsically motivating. Adult education can elevate humanity. I hope to contribute to this rewarding discipline and add to the research bank, leadership, and training for the future of education.
University of wyoming, ma, higher education administration
Learning Outcomes
Learner Outcome 1: As evidenced in the syllabi listed below, the University of Wyoming’s Master of Arts Degree in Higher Education Administration requires the acquisition of and demonstration of academic knowledge. The philosophical and historical foundations are integrated into the coursework. Sociologic foundations are webbed into the
Learner Outcome 1: As evidenced in the syllabi listed below, the University of Wyoming’s Master of Arts Degree in Higher Education Administration requires the acquisition of and demonstration of academic knowledge. The philosophical and historical foundations are integrated into the coursework. Sociologic foundations are webbed into the degree requirements through weekly social interaction with colleagues where communication flourishes. Adult development and education are the hallmarks of the curriculum where planning, executing, and evaluations are taught, assigned, and required.
Learner Outcome 2: Theory to practice, or translating knowledge to training as related to my position as educator in service to students with disabilities is powerfully demonstrated in my academic papers.
Learner Outcome 3, 4: Diversity, equity, and inclusion are paramount for students with disabilities. The global epidemic of traumatic brain injuries and the reaction of higher education is critical. My tailored curriculum and assignments demonstrate thorough reflection and professional practices in support of this vulnerable population of students.
Learner Outcome 5: The complexity of adult and continuing education, as it relates to equal learning, is especially evident for students with disabilities from brain trauma. The unique nature of the individual, the unique nature of the brain, and the unique trauma intensify the intricacy of education. My commitment to higher education for these students with training for professionals creates a crosswalk to success and elevated learning.
Learner Outcome 6: Interview processes throughout the degree requirements personally engaged me with professionals in adult and continuing education in professional engagement. Attendance in conferences with a plethora of experts in the field of education for brain-injured students stimulated creative out-of-the-box solutions.