Lamont Simmons
Dr. Lamont Simmons has been a contributing faculty member at Walden University since February 2024. He received his EdD in Higher and Adult Education Leadership from the University of Memphis and a Master of Social Work Degree from Aurora University. Dr. Simmons has taught undergraduate social work courses across the curriculum, master-level social work courses in diversity, policy, and research, and has supervised independent studies, undergraduate social work honors theses and doctoral dissertations. His primary research examines academic persistence among undergraduate students in social work education, with a particular interest in the persisting experiences of historically marginalized students. Dr. Simmons also engages in research situated at the intersection of ant-iracism, diversity, equity, and inclusion, with a focus on racial and disability justice. Professionally, Dr. Simmons has worked in the areas of child welfare, mental health, and school-based settings.
Courses Taught
SOCW 6002 - Changing Lives, Changing Society: Introduction to Social Work
SOCW 6051 - Diversity, Human Rights, and Social Justice
Education
EdD, University of Memphis
MSW, Aurora University
Public Service
Council on Racial, Ethnic, and Cultural Diversity, Committee Member -
Awards / Honors
Dr. Martin Luther King, Jr. Leadership Award, , 2022
Distinguished Teaching Award, , 2019
Outstanding First-Year Advocate Award, , 2018
Outstanding Doctoral Student Award, , 2012
Publications
Simmons, L., Slayter, E. Intersectional antiracist practice with the disability community.
Simmons, L., Slayter, E., Johnson, L. (2023). Using an anti-racist, equity-minded lens in assessment of teaching and learning.
Fulcher, S., Simmons, L., Slayter, E. (2023). Identifying and responding to resistance around conversations about diversity, equity, and inclusion.
Kattari, S., Yakas, L., Singh, R., Goulden, A., Taylor, S., Wernick, L., Simmons, L., Prince, D. (2022). Beyond ramps, curb cuts, and captions: A call for disability justice in social work.
Elswick, S., Casey, L., Delgado, D., Crutchfield, J. M., Cuellar, M., Seemann, D., Taylor, L., Rudd, L., Simmons, L. (2021). Using a multi-tiered system of supports framework as the foundation for overlaying trauma-informed practices: A pilot study in one urban school district.
Johnson, L., Slayter, E., Simmons, L. (2021). On equity-minded practice as a framework for social workers.
Simmons, L. (2019). Sustaining trajectories: Black males persisting in undergraduate social work education.
Simmons, L. (2019). Beyond matriculation: Examining factors that contribute to African American male persistence at a predominantly White institution.
Simmons, L., Taylor, L., Anderson, K., Neely-Barnes, S. (2018). Comparative experiences of first- and continuing-generation social work students.
Simmons, L., Watson, J., Washington, G., Akinyemi, H. (2017). A comprehensive insight on men healing men and communities’ network (MHMCN).
Simmons, L. (2015). Exploring teacher development through racial discourse [Review of the book Making Meaning of Whiteness, by A. McIntyre].
Simmons, L. (2013). Factors of persistence for African American men in a student support organization.
Presentations
Simmons, L. (2023). Equity, equality, and fairness - A survey analysis of MSW conceptualizations of social justice.
Mirick, R., Simmons, L. (2022). Gatekeeping in BSW programs: Processes, pitfalls, and resources.
Simmons, L. (2022). A case study of persistence among undergraduate Black males in an ethnic-based student organization..
Simmons, L., Slayter, E. (2022). Intersectional anti-racist interventions with the disability community.
Simmons, L. (2021). Systemic racism, COVID-19, and the social determinants of health.
Simmons, L., Harris, J. S. (2021). Understanding MSW student perceptions of social justice in social work education.
Simmons, L., Johnson, L., Slayter, E. (2021). Using an antiracist, equity-minded lens in assessment of teaching and learning.
Slayter, E., Simmons, L. (2021). Intersectional anti-racist practice with the disability community.
Simmons, L. (2021). How master of social work students conceptualize social justice in preparing for social change.
Yang, J., Bencomo, B., George-Bettisworth, R., Rouland, R., Simmons, L. (2020). Antiracism: Learning from social work’s history and planning for the future.
Simmons, L. (2020). Facilitating persistence and success among first-generation students in baccalaureate social work education.
Simmons, L. (2020). Voices of Black males: “Hearing” what it takes to persist in college.
Simmons, L. (2019). Through the lenses of Black males: Persisting in undergraduate social work education.
Walbam, K., Mirick, R., Simmons, L., Amato, F. (2019). A case study of early competency-based gatekeeping in BSW education.
Dreschler, K., Howell, T., Suk-hee, K., King, D., Lopez-Humphreys, M., Singh, M., Torres, M., Simmons, L. (2019). Strategies for emphasizing diversity and inclusion in and throughout the MSW curriculum.
Simmons, L. (2019). Examining academic persistence among undergraduate Black male social work students.
Simmons, L. (2018). Students of color building community across campus and ethnic-based student organizations in engendering academic success.
Simmons, L., Anderson, K., Neely-Barnes, S., Taylor, L. (2016). Comparing the experiences of first and continuing generation social work students.
Simmons, L. (2016). Insights into Persistence among African American Males at a Predominantly White Institution.
Simmons, L. (2016). Empowered to persist: The impact of “Project Empowerment” on retaining Black males.
Wilson, J., Simmons, L. (2015). From one brother to another: The ins and outs of graduate school.
Simmons, L., Anderson, K., Neely-Barnes, S. (2015). Strategies for promoting academic success among first-generation social work students.