جست‌وجوی استاد و پژوهشگر

Anna Villarroya Planasمشاهده پروفایل

استاد

• Cultural Economics
• Cultural Policy
• Gender Equality in Cultural Sectors
• +۵ مورد دیگر

Anna Villarroya Planas is a Professor at the Universitat de Barcelona, serving as Director of the Research Center for Information, Communication and Culture. She holds a law degree and economics degree from the Universitat de Barcelona, and a PhD in Public Sector Economics from the same institution. Affiliated with both the Faculty of Information and Audiovisual Media and the Department of Economics, she has been teaching courses related to cultural economics and cultural policies since 1993. Her research focuses on digital culture and content, with special emphasis on open access to science and economic studies on culture, particularly examining gender perspectives in cultural sectors. She serves as President of the European Association of Cultural Researchers and coordinates the Interuniversity Doctoral Program in Gender Studies: Cultures, Societies and Policies. Analysis of her recent publications (2022-2024) reveals a strong focus on gender equality in cultural sectors, particularly examining gender discrimination in the performing arts, LGBTQ perspectives in information studies, and cultural policies with gender perspectives. Her work spans multiple disciplines including cultural economics, gender studies, library science, and policy analysis, demonstrating interdisciplinary approaches to understanding cultural production, consumption, and policy implementation. She has participated in numerous research projects funded by public entities including the World Bank, Council of Europe, ERICarts, Organization of Ibero-American States, Spanish Ministry of Culture, Catalan Department of Culture, and Barcelona Provincial Council, as well as private foundations like "la Caixa" Banking Foundation, Carulla Foundation, and Alternativas Foundation. Since 2006, she has authored the report on cultural policy in Spain included in the Compendium of Cultural Policies and Trends, and since 2017 has been a member of the Council of the Association of the Compendium of Cultural Policies and Trends. Her leadership extends to directing research projects focused on gender perspectives in information and media studies, including the GEMPIMS (Gender Perspective Mentoring Program in Information & Media Studies) initiative at the University of Barcelona.

• Children's Literature
• Diversity and Inclusivity
• Social and Emotional Development
• +۶ مورد دیگر

Associate Professor Helen Adam is a leading academic in the School of Education at Edith Cowan University (ECU), specializing in culturally responsive pedagogy and the role of children’s literature in fostering equity and inclusion. She holds a PhD in Early Years Education (2019) and has extensive experience in primary education and literacy research. Her career includes roles as a teacher, researcher, and leader in teacher education, particularly in addressing systemic inequities through literature. She is Board President of the Primary English Teaching Association of Australia (PETAA) and actively contributes to national and international educational initiatives. Research interests focus on diverse children’s literature, social-emotional development, and dismantling prejudice through books. Notable projects include a Churchill Fellowship (2022) exploring global practices in children’s literature and equity-driven education. Her work has been recognized with awards such as the 2023 Churchill Fellowship and multiple ECU research accolades. Helen supervises postgraduate research in literacy and diversity, including projects on postmodern picturebooks and culturally diverse family representation. She collaborates with institutions like ECU’s Kurongkurl Katitjin Centre for Indigenous Education, emphasizing allyship and support for marginalized groups.

• Game Development
• Human-Computer Interaction
• Accessibility
• +۵ مورد دیگر

T.C. Nicholas Graham is a Professor of Computer Science at Queen's University's School of Computing, specializing in Human-Computer Interaction (HCI) and gaming technology. With a Dr.-Ing. from TU Berlin (1995), M.Sc. (1988) and B.Sc. (1985) from Queen's University and the University of Toronto respectively, he has held academic roles at York University and industry positions at Namzak Labs since 2000. Research Focus : Next-generation digital games, exergames combining physical activity with entertainment, and educational games using augmented reality. His EQUIS Lab explores heart rate power-ups, nudging mechanisms, and AI-assisted accessibility solutions for motor-impaired users. Teaching : Courses in Game Architecture (CISC 326) and Advanced Game Development (CISC 877), emphasizing game engine fundamentals, physics, networking, and AI algorithms. Labs & Collaborations : Director of the EQUIS Lab , co-founder of the Software Technology Laboratory , and former Chair of IFIP Working Group 2.7 on User Interface Engineering. Notable Projects : Liberi exergame for children with cerebral palsy, GAIM Exergaming Toolkit, and Partial Automation techniques for accessible gaming. His lab actively involves PhD, MSc, and undergraduate students in both technical and applied research.

Janick Edingerمشاهده پروفایل

استاد

• Distributed Operating Systems
• Edge Computing
• Computation Offloading
• +۷ مورد دیگر

Prof. Dr. Janick Edinger is a Professor of Distributed Operating Systems at the Department of Informatics, Faculty of Mathematics, Informatics and Natural Sciences, University of Hamburg, Germany. He leads a research group focused on distributed, context-aware, and adaptive computing systems, with a strong emphasis on edge computing, computation offloading, and assistive technologies. Education: PhD in Computer Science, University of Mannheim Studies at National Taiwan University Studies at University of Alberta, Canada Research stays at University of British Columbia, Hong Kong Polytechnic University, and Georgia State University, USA His research explores how edge computing and computation offloading can enable efficient, privacy-preserving processing of sensor and video data close to their sources, particularly in dynamic environments. He investigates the integration of autonomous and heterogeneous systems—such as drone fleets and mobile devices—into scalable middleware platforms for real-time monitoring and decision-making in logistics and industrial operations. His work also emphasizes societal impact, contributing to accessible routing, adaptive interfaces, and crowd-sourced mapping. The recent publications reflect a strong trend in edge computing, federated learning, privacy-preserving analytics, and assistive technologies. Topics include WebAssembly-based offloading, emotion prediction via eye tracking, real-time traffic detection, and predictive maintenance in Industry 4.0, showcasing a blend of foundational systems research and applied human-centered computing. Scientific Awards: PerCom 2021 Mark Weiser Best Paper Award Best Paper Award at IEEE PerCom 2021 for 'Voltaire: Precise Energy-Aware Code Offloading Decisions with Machine Learning' Prof. Edinger actively advises students and leads research projects involving grants and collaborations. His team includes PhD candidates and researchers working on middleware, edge systems, and context-aware applications. He has served on conference program committees, such as shadow PC member for EuroSys 2021, and publishes in top venues including IPDPS, PerCom, CHIIR, and COMPSAC. Labs and Teams: He leads the Distributed Operating Systems research group at the University of Hamburg, where he mentors students and collaborates on projects involving edge computing, IoT, and adaptive systems.

• Social Developmental Psychology
• Intergroup Relations
• Prejudice Reduction in Children
• +۵ مورد دیگر

Dr. Lindsey Cameron is a Reader in Psychology and Director of Undergraduate Student Experience and Student Success at the University of Kent 's School of Psychology . Her research focuses on social developmental psychology , particularly how children develop social knowledge and intergroup attitudes. Her research interests include the development of intergroup attitudes, the role of social norms and cognitive development in shaping these attitudes, and the creation of school-based interventions to reduce prejudice. She investigates the impact of intergroup contact (direct and indirect), cultural awareness, and acculturation processes in childhood. Recent publications highlight trends in intergroup relations, bullying dynamics in schoolchildren, and interventions for social inclusion. Notable areas include intergenerational contact , malocclusion and peer relationships , and gender stereotypes in children’s media . Scientific awards include her appointment to the British Journal of Developmental Psychology Editorial Advisory Panel. She has supervised PhD students such as Dr. Caitlin Baker (2020) and Dr. Lauren Spinner (2017), focusing on topics like strategic color blindness and gender socialization . Her grants span projects like "Growing up with diversity" (British Psychological Society, 2014) and "Tackling racism amongst adolescents" (Big Lottery Research Programme, 2008–09). Collaborations involve charities and diversity organizations across Europe, including One Globe Kids and Office of the Children’s Commissioner .

Chelsey R. Carterمشاهده پروفایل

استادیار

• Black feminist anthropology
• Health equity
• Neurodegenerative diseases
• +۸ مورد دیگر

Chelsey R. Carter is an Assistant Professor of Public Health in the Department of Social and Behavioral Sciences at Yale School of Public Health with a secondary appointment in the Department of Anthropology. A Black feminist anthropologist of medicine, public health, and race from St. Louis, Missouri, Dr. Carter's interdisciplinary work bridges public health, anthropology, and critical race studies to address health inequities, particularly focusing on neurodegenerative diseases like ALS in Black communities. Dr. Carter received her BA in Anthropology from Emory University (2012), followed by an MPH and PhD from Washington University in St. Louis (2021), and completed a Presidential Postdoctoral Fellowship at Princeton University (2022). Her educational background reflects her commitment to both anthropological theory and public health practice. Her research examines the relationship between social determinants of health (particularly anti-Black racism, socioeconomic status, and gender) and neurodegenerative diseases such as amyotrophic lateral sclerosis (ALS) and motor neuron diseases. Dr. Carter employs ethnographic research and qualitative methodologies to investigate how embodied inequality impacts diagnosis, treatment, and engagement in clinical trials for Black individuals with ALS. She also leads research on precision medicine and genomic research in Black communities through The Black Genome Project and studies caregiving among persons impacted by ALS. Her scholarship has been funded by the National Science Foundation, the Andrew Mellon Foundation, and the Wenner Gren Foundation. Analysis of Dr. Carter's recent publication trends reveals a strong focus on health equity, particularly examining how systemic racism manifests in medical settings and contributes to health disparities. Her work spans multiple domains including neurodegenerative diseases, HIV/AIDS care, genomics, and mental health, with consistent attention to intersectional approaches that consider race, gender, and socioeconomic status. A notable pattern in her scholarship is the use of qualitative and mixed methods to center the lived experiences of marginalized communities, challenging dominant biomedical paradigms through a Black feminist lens. Principal's Development Fund Visiting Scholar (2024) Distinguished Teaching Award from Yale School of Public Health (2023) Funding from the National Science Foundation Support from the Andrew Mellon Foundation Wenner Gren Foundation grant Dr. Carter actively mentors students and has developed innovative teaching approaches, including her course 'Biomedical Justice: Public Health Critiques and Praxis,' which encourages students to bring their full selves into the classroom. Her research has been supported by significant grants that enable community-engaged work addressing health disparities. She emphasizes the importance of community partnerships in her research, ensuring that academic work serves and is accountable to the communities being studied. Dr. Carter is Founder and Director of The LEITH (Lived Experiences Igniting Transformations in Health) Lab, which addresses Black invisibility and misdiagnosis for rare neurodegenerative and genetic diseases. The lab brings together persons and caregivers impacted by rare diseases, researchers, clinical providers, educators, students, and activists to develop more humanizing and critical approaches in the rare neurodegenerative field. The LEITH Lab's vision centers on advancing anti-racist research, fostering awareness through education, creating palliative networks for support, and developing a pipeline of health equity scholars.

Michael Cottinghamمشاهده پروفایل

دانشیار

• Disability Sport
• Sport Consumer Behavior
• Perceptions of Athletes with Disabilities
• +۳ مورد دیگر

Michael Cottingham is an Associate Professor of Sport Administration in the Department of Health and Human Performance at the University of Houston's College of Liberal Arts and Social Sciences. He serves as the Director of Adaptive Athletics at UH, leading a comprehensive disability sport program and research lab that has produced over 50 publications and secured more than $1.3 million in external funding. Dr. Cottingham teaches senior-level undergraduate classes and is involved in the Sport Administration graduate program. B.A. in Political Science, Minor in Sociology at The University of Arizona, 2002 M.S. in Recreation Administration at The University of Southern Mississippi, 2008 Ph.D. in Human Performance concentration Sport Management at The University of Southern Mississippi, 2012 Dr. Cottingham's research focuses on disability sport, particularly examining perceptions of athletes with disabilities, spectatorship and sponsorship in disability sport, and broader topics in sport consumer behavior. His work explores promotional strategies in sport and how these apply specifically to disability contexts. He has conducted extensive research on wheelchair rugby, power soccer, and wheelchair tennis, examining consumer motivations, marketing approaches, and the experiences of athletes and spectators in these sports. Analysis of Dr. Cottingham's recent publications reveals a strong emphasis on disability sport consumer behavior across multiple disciplines including sports marketing, psychology, rehabilitation science, and sociology. His research spans both theoretical frameworks and practical applications, with particular attention to how disability sport programming impacts Latinx populations with mobility impairments. The publications demonstrate interdisciplinary collaboration with researchers in community health, rehabilitation, and sport management fields. As Director of Adaptive Athletics at UH, Dr. Cottingham oversees a program that hosts large-scale disability sport events including the annual Cougar Open wheelchair tennis tournament. The program partners with The Institute for Research and Rehabilitation and runs the Community Healthcare Worker Model Study, which examines the impact of disability sport programming on Latinx with mobility impairments. Through Adaptive Athletics, Dr. Cottingham has developed programs for wheelchair rugby and adaptive tennis, with plans to expand to power soccer and wheelchair basketball. The program has received funding from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) and has established partnerships with organizations including Houston Parks and Recreation, United States Quad Rugby Association, United States Tennis Association, Halliburton Charitable Foundation, and One Step Closer Foundation.

Alexa Quinnمشاهده پروفایل

استادیار

• Early Childhood Education
• Elementary Education
• Teacher Education
• +۳ مورد دیگر

Dr. Alexa Quinn is an Assistant Professor in the Department of Early, Elementary, and Reading Education at James Madison University's College of Education. Her research focuses on culturally responsive teaching, family-school interactions, and inclusive education practices. She holds a terminal degree in Education and is dedicated to preparing future educators to address the diverse needs of students, particularly in early childhood and elementary settings. Her work emphasizes the importance of teacher training programs that foster cultural competence and self-efficacy, alongside strategies for supporting students with disabilities. Dr. Quinn’s scholarship bridges theory and practice, advocating for policies that prioritize equitable educational access and family engagement. Her publications span topics such as inquiry-based learning, morning meeting practices in social studies, and the role of wordless picturebooks in multilingual families. While no formal awards are listed, her contributions to teacher education and policy-relevant research reflect her commitment to impactful educational solutions. Dr. Quinn advises no listed students and does not mention current grants or labs, though her research interests suggest involvement in collaborative projects focused on early childhood education equity and teacher development.

Eun Kyoung Choeمشاهده پروفایل

دانشیار

• Human-Computer Interaction
• Health Informatics
• Ubiquitous Computing
• +۹ مورد دیگر

Eun Kyoung Choe is an Associate Professor in the College of Information at the University of Maryland, College Park. She returned to UMD in Fall 2024 after a year-long sabbatical at Seoul National University’s Computer Science Department. Her research bridges Human-Computer Interaction (HCI), Health Informatics, and Ubiquitous Computing, with a focus on designing inclusive and accessible health technologies for marginalized populations such as blind and low-vision individuals, older adults, and stroke survivors. She earned her BS from KAIST, MIMS from the University of California, Berkeley, and PhD in Information Science from the University of Washington, where she received the Distinguished Alumni Award in 2024. Her research focuses on creating technologies that empower individuals to manage their health through personalized and accessible systems. Key areas include personal informatics, semi-automated tracking, teachable interfaces, and mobile data visualization. She investigates how people reflect on personal data and how visualizations can support insight generation, particularly on mobile devices. Her work emphasizes inclusive design, addressing health disparities through accessible technologies. The trends in her recent publications reveal a strong focus on health equity, aging, and rehabilitation. Her research spans activity tracking for older adults, stroke recovery systems, and inclusive health technologies for people with disabilities. She leverages mixed-methods approaches, co-design, and user-centered development to build systems that are both technically sound and socially impactful. Distinguished Alumni Award, University of Washington, 2024 Dr. Choe has advised several students and researchers, including Young-Ho Kim, Diana Chou, and Sabahat Fatima, and leads interdisciplinary teams on projects funded by NSF, NIH, and Microsoft Research. Her major projects include MyMove (personalized activity tracking for older adults), mHealth platforms for stroke survivors, and OmniTrack (flexible self-tracking tools). She has served on editorial boards of PACM IMWUT and Foundations and Trends in HCI and co-chaired the Health Subcommittee for CHI (2021–2023). Her work continues to advance the frontiers of accessible and human-centered health technologies. She leads the Inclusive and Accessible Health Tracking Lab, where her team develops technologies in collaboration with users from marginalized communities. The lab emphasizes participatory design, real-world deployment, and ethical considerations in health technology development.

Richard Burnsمشاهده پروفایل

دانشیار

• Mental Health
• Wellbeing
• Global Disease Burden
• +۷ مورد دیگر

Associate Professor Richard Burns is a Senior Fellow at the Australian National University's National Centre for Epidemiology and Population Health, working within the Department of Health Economics, Wellbeing and Society. With a distinguished academic career spanning epidemiology and population health, he contributes significantly to global health research initiatives including the Global Burden of Disease Study. BMus (ANU) BA (CSU) PGDE (UC) MSc (Manchester) MBiostats (USyd) PhD (USQ) Professor Burns' research focuses primarily on mental health, wellbeing, and the global disease burden, with particular expertise in life expectancy, psychological wellbeing, and dementia. His work bridges epidemiological methods with practical applications for population health improvement. His research fingerprint shows strong concentration in mental health (100%), wellbeing (49%), global disease burden (47%), and life expectancy (25%). His recent publication record demonstrates remarkable productivity, with 112 research outputs including 18 publications in 2024 alone. These works span high-impact journals including The Lancet, The Lancet Neurology, and Genes, focusing on global health metrics, mental health services, cognitive function, and healthy aging across diverse populations. His research shows a clear trend toward interdisciplinary approaches combining epidemiology, neuroscience, and public health policy. Professor Burns has successfully secured multiple research projects, including the Internal Validation of Defence Wellbeing Measure (2023-2025), Mental Health Analysis and Modelling, and the Request for Quotation application: Defence Wellbeing Research Framework. He collaborates extensively with researchers across Australia and internationally. As a registered supervisor, Professor Burns mentors students in epidemiology and population health research. His laboratory work focuses on the PATH through Life Project and other longitudinal studies examining mental health trajectories across the lifespan. His team employs advanced statistical modeling and neuroimaging techniques to understand the complex interplay between biological, psychological, and social determinants of health.

Laraib Niazمشاهده پروفایل

پژوهشگر

• Inclusive Education
• Disability
• Gender and Development
• +۵ مورد دیگر

Dr. Laraib Niaz is a Research Associate at the Faculty of Education, University of Cambridge, where she contributes to the independent evaluation of the Girls' Education Challenge II initiative. She holds an MSc in Development Management from the London School of Economics (LSE) and a PhD in Education from University College London (UCL). Previously, she served as an education consultant at the World Bank and has taught at LUMS and University College London. Her research focuses on inclusive education, disability studies, gender and development, national identity construction, and decolonizing research practices. She is affiliated with the Cambridge Network for Disability and Education Research (CaNDER) and the REAL Centre. Her research interests include exploring the role of religion in education, particularly in Pakistan, and analyzing media narratives during pandemics. She examines how textbooks construct national identity and investigates the impact of pseudoscience in educational systems. Her work also addresses academic freedom in higher education institutions in India and Pakistan. Laraib has extensive experience in supervising students and collaborating with international organizations such as the World Bank on inclusion-focused projects. Laraib has supervised students during her academic roles at LUMS and UCL. While specific grants are not detailed here, her current work involves evaluating 41 GEC II projects across 17 countries to assess support for girls with disabilities. Her research often intersects with global development and educational equity initiatives. She is part of the Cambridge Network for Disability and Education Research (CaNDER) and the REAL Centre , focusing on equitable access and learning in education systems.

Chang-kyu Kwonمشاهده پروفایل

استادیار

• Disability Studies
• Critical Human Resource Development
• Organizational Learning
• +۵ مورد دیگر

Chang-kyu Kwon serves as an Assistant Professor in the Department of Education Policy, Organization & Leadership within the College of Education at the University of Illinois, Urbana-Champaign. His academic journey includes a Ph.D. in Learning, Leadership & Organization Development from the University of Georgia (2019), an M.A. in Organizational Behavior & Evaluation from Claremont Graduate University (2015), and a B.A. in Education from Korea University (2013). Professor Kwon's research is fundamentally informed by critical systems thinking with a focus on diversity, inclusion, and the role of learning in promoting whole-person inclusion. He investigates leadership and organizing principles that cultivate 'safe to be vulnerable' learning spaces where individuals across power divides can collaborate and develop as teams, organizations, and communities. His work critically examines ableism and disability inclusion in educational and workplace settings, with international recognition for his scholarship and advocacy in countries including South Korea, Japan, Peru, and Taiwan. Currently, he leads a U.S.-based project focused on promoting disability employment in small- and medium-sized manufacturing contexts. His scholarly output demonstrates a clear trajectory toward increasingly impactful work at the intersection of critical human resource development, disability studies, and transformative learning. The publications reveal a progression from foundational theoretical work to applied research with practical implications for organizational change, particularly in creating inclusive environments for people with disabilities. His recent work shows growing emphasis on generative pedagogy, dialogic organization development, and the practical application of critical HRD principles in real-world settings. Early Career Scholar Award, Academy of Human Resource Development (2025) Richard A. Swanson Research Excellence Award, Academy of Human Resource Development (2022) Cutting Edge Award, Academy of Human Resource Development (2019) Professor Kwon teaches courses in diversity, adult learning, leadership, and organization development, with a focus on helping students develop an adaptive learning mindset to strengthen relationships and lead inclusively. His EPOL 470 course covers principles of human resource education, while EPOL 474 examines diversity in workplace environments and strategies for harnessing the power of diversity and inclusion. His teaching philosophy emphasizes genuine humility and curiosity as essential components of effective leadership in global workforce contexts. His research is characterized by a strong commitment to bridging theory and practice, with particular attention to the practical implementation of critical ideas in organizational settings.

• Inclusive Education
• Racial Equity
• Social Justice
• +۵ مورد دیگر

Pearl Subban is an Associate Professor at the School of Curriculum Teaching & Inclusive Education at Monash University. Her work focuses on Inclusive Education , Racial Equity , and Social Justice , contributing to UN Sustainable Development Goals. She has led and collaborated on international projects, including a professional development program for inclusive education in Australia and Malaysia. Key Research Areas: Inclusive pedagogy, differentiated instruction, gifted education, teacher self-efficacy, and systemic equity in education. Recent Projects: Development of inclusive education frameworks, early intervention programs for at-risk students, and collaborative research on dysgraphia and behavior support practices. Her publications analyze inclusive education practices across diverse contexts, with a focus on teacher attitudes, collective efficacy, and culturally responsive frameworks. She actively contributes to media discourse on educational equity and has participated in academic conferences, including the Monash Education Academy Learning and Teaching Conference.

• Green Supply Chain Management
• Circular Economy
• Sustainability in Operations Management
• +۴ مورد دیگر

Charbel Jose Chiappetta Jabbour is a Professeur Eminent and Head of the Systèmes d’Information, Supply Chain Management & aide à la Décision department at NEOMA Business School in France. He holds a Habilitation à diriger un doctorat from the University of São Paulo, Brazil. His research focuses on green and circular supply chains , Industry 4.0 , and sustainability integration in operations management. He has been included in Clarivate/Web of Science Highly Cited Researchers and received the British Academy of Management’s Best Paper Award (2019). Education & Career: Completed Habilitation at University of São Paulo (Brazil) International experience across Brazil, Japan, Scotland, England, and France Former Associate Editor of Journal of Cleaner Production Research Interests: His work bridges theory and practice in sustainable supply chain design, circular economy frameworks, and the human dimension of operations. He emphasizes integrating Industry 4.0 technologies with sustainability goals, and has pioneered studies on blockchain in supply chain digitalization. Grants & Projects: Principal Investigator/Co-Investigator on projects funded by Innovate UK, Midlands Engine UK, FAPESP Focus areas: Sustainable supply chain resilience, circular economy adoption Labs/Teams: Leads the Systèmes d’Information department and collaborates with global networks on sustainability initiatives.

Ara J. Schmittمشاهده پروفایل

استاد

• School Psychology
• Neuropsychological Assessment
• Evidence-Based Intervention
• +۳ مورد دیگر

Dr. Ara J. Schmitt is a Professor of School Psychology and Associate Dean for Research and Faculty Advancement at Duquesne University's School of Education. He holds a Ph.D. from Illinois State University (2001) and a B.S. from the University of Illinois at Urbana-Champaign (1996). His research focuses on neuropsychological assessment, evidence-based interventions for learning disabilities, school-based chronic illness management, and bullying dynamics. Dr. Schmitt has authored numerous peer-reviewed articles, book chapters, and textbooks, including Patterns of Learning Disorders (2006) and Theory and Cases in School-Based Consultation (2020). Education: Ph.D., School Psychology, Illinois State University (2001); B.S., Psychology, University of Illinois (1996) Professional Roles: Associate Dean for Research, School Psychology Program Director, Adjunct Faculty Collaborator His research interests emphasize applied interventions in schools, including neurocognitive assessments, concussion management, and bullying prevention. He has pioneered studies on Taped Problems Intervention adaptations for remote learning and explored cognitive predictors of bullying behavior in adolescents. Recent work addresses socially responsive evaluation practices in health psychology and disparities in concussion awareness among athletes and parents. Dr. Schmitt has advised over 20 graduate students and contributed to national initiatives like the CCTC 2020 guidelines for health psychology training. His work bridges clinical practice and education, particularly in supporting students with chronic illnesses and neurodiverse needs.