Contact Information

• echiang@unca.edu
• 251-6382
• 235 Delany Hall

Office Hours

• Wednesday 11:00 am - 12:00 pm
• Note: Other days/times by appointment

Education

• A., New College (General Studies)
• A.E., University of Florida (Educational Psychology)
• D., University of Florida (Educational Psychology)

Courses Taught

• Educational Psychology
• Psychology of Exceptional Children
• Psychology of Adolescence
• Senior Seminar

Research and Professional Interests

• Educational and Developmental Psychology
• Motivation
• Executive Functions and Cognitive Learning Science
• Disability

As an educational psychologist, Dr. Chiang focuses on child and adolescent development, as well as all aspects of teaching and learning, including motivation and executive functioning skills. Dr. Chiang also works extensively in disability-related areas, such as promoting universal design for learning (UDL) and advocating for the understanding of disability through a diversity lens. In recent years, Dr. Chiang has been involved in faculty development, working with UNC Asheville’s Center for Teaching and Learning (CTL) first as a faculty fellow and later as a co-director of the center. Dr. Chiang is also committed to advocacy for Asian/Pacific Islander populations, particularly given the upsurge in discrimination during the COVID-19 pandemic.

Selected Publications:

Chiang, E. S., Riordan, K. M., Himelein, M. J., Batada, A., Mulhollem, M. L., & Padilla, M. A. (2020). Elementary physical education: Cost is personal and social. Archives of Psychology, 4, https://doi.org/10.31296/aop.v4i3.143

Chiang, E. S., Riordan, K. M., Ponder, J., Johnson, C., & Cox, K. (2020). Distinguishing firefighters with subthreshold PTSD from firefighters with probable PTSD or low symptoms. Journal of Loss and Trauma, DOI: 10.1080/15325024.2020.1728494.

Chiang, E. S., & Frye, K. R. (2021). Safer and more inclusive: Addressing sensory differences in the preschool classroom. Teaching Young Children.

Chiang, E. S. (2019). Disability cultural centers: How colleges can move beyond access to inclusion. Disability & Society, DOI: 10.1080/09687599.2019.1679536