Dr. Shannon Harmon

Assistant Professor

Dr.  Shannon Harmon
615-898-2621
Room 392, College of Education Building (COE)
MTSU Box 69, Murfreesboro, TN 37132

Departments/Programs

Degree Information

  • Ed.D., University of Mississippi (2011)
  • M.Ed., University of Mississippi (2008)
  • B.A., Mississippi State University (2000)

Areas of Expertise

  • Elementary Education
  • Curriculum and Instruction
  • Clinical Practice
  • Assessment
  • Classroom Management

Biography

Dr. Shannon Harmon, Assistant Professor in the Department of Elementary and Special Education, earned her B.A. in Communications from Mississippi State University, her M.Ed. in Curriculum and Instruction from the University of Mississippi, and her Ed.D. in Elementary Education from the University of Mississippi. She joined MTSU in 2013 where she works within the K-5 Elementary Education Program as an undergraduate professor teaching courses in classroom management and assessment. Sh...

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Dr. Shannon Harmon, Assistant Professor in the Department of Elementary and Special Education, earned her B.A. in Communications from Mississippi State University, her M.Ed. in Curriculum and Instruction from the University of Mississippi, and her Ed.D. in Elementary Education from the University of Mississippi. She joined MTSU in 2013 where she works within the K-5 Elementary Education Program as an undergraduate professor teaching courses in classroom management and assessment. She also serves as the K-5 Residency 1 program coordinator which allows her the opportunity to mentor teacher candidates and partner with local schools in Rutherford and surrounding counties in Middle Tennessee. Dr. Harmon has been recognized for her work in the Tennessee Association of Colleges for Teacher Education, Association of Teacher Educators, and the Council for the Accreditation of Educator Preparation. She was also named MTSU’s Favorite Professor in 2015 by the 21st Annual Ruthies Awards.

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Research/Scholarly Activity

Dr. Harmon’s research is focused on examining field-based experiences and aims to support teacher candidates in implementing instruction that meets the needs of all learners. It is her intent that this research will support the Residency program as it seeks to produce candidates who are more adequately prepared for the teaching field. Although this research aims to inform the education community at large, it also serves to inform Dr. Harmon’s own practices, specifically in teaching.