Before joining the faculty at the University at Buffalo, I spent nearly a decade practicing in the community as a physical therapist specializing in neurologic and vestibular rehabilitation. During that time, I developed a concussion rehabilitation program and worked extensively with individuals recovering from both sport- and non-sport-related concussions.

As my clinical experience grew, I began to notice a recurring disconnect between the symptoms my patients reported, such as dizziness, oculomotor disturbances, autonomic dysfunction, and exercise intolerance, and how concussion was typically described in the scientific literature. Many of these presentations suggested involvement of the brainstem, yet this region was rarely discussed in concussion research at the time.

These unanswered questions ultimately motivated me to pursue a PhD at UB, where I could gain the research training and support needed to bridge basic neuroscience and clinical practice. That experience shaped my current work as a clinician–scientist, focused on improving how we understand, assess, and treat individuals with concussion and other neurologic conditions.

My research is intentionally designed to improve real-world clinical decision making and patient outcomes. I collaborate with interdisciplinary teams at UB and with colleagues across the United States and Canada to translate emerging evidence into practical tools that clinicians can use in everyday practice.

Much of this work has focused on improving concussion management by helping providers adopt evidence-based examination and treatment approaches. In addition to peer-reviewed publications, I have contributed to the development of clinical guidelines and educational resources that support return to work after concussion and return to the classroom for college and university students.

These efforts have led to national and regional presentations, public service announcements, and freely available resources aimed at helping individuals with brain injury safely return to the activities that matter most to them. By connecting research, education, and advocacy, my goal is to ensure that new knowledge meaningfully improves patient care rather than remaining confined to academic journals.

One of the most surprising, and encouraging, developments in my field is how responsive concussion recovery can be when impairments are identified early and managed with targeted, active approaches. Recovery is far more modifiable than was once believed, particularly when care moves beyond passive rest and focuses on addressing specific physiologic and functional limitations.

At the same time, I have been struck by how influential education is in shaping outcomes. Patients, students, and clinicians who understand what is happening and why are more confident, more engaged in care, and better positioned to make informed decisions throughout the recovery process.

Together, these insights have reinforced my belief that effective clinical management of any condition depends not only on what we do, but on how thoughtfully we support clinicians in delivering clear, meaningful education that empowers patients to actively participate in their recovery.

I am excited about my current work focused on concussion in occupational settings, an area that has been historically underrepresented in research despite its high prevalence and societal cost. Through collaborative, funded projects, we are examining ways to improve recovery and return-to-work outcomes for injured workers using evidence-based, active rehabilitation approaches.

I am also proud of the opportunity to connect my teaching, research, and clinical expertise with service to organizations beyond the university. Sharing knowledge through education, research collaboration, and professional service, and seeing that work translate into meaningful impact, is one of the most rewarding aspects of being a faculty member.