Dr. Angelicque Tucker Blackmon is a nationally respected expert in STEM education evaluation with over 25 years of experience transforming how we assess and improve learning in science and technology. As Founder and CEO of Innovative Learning Center (ILC), she partners with leading institutions to develop human-centered, data-informed approaches to STEM program design and evaluation.

Blending data analytics with ethnographic research, Dr. Blackmon helps organizations create impactful, culturally relevant learning experiences that drive measurable outcomes.

She earned her Ph.D. in Educational Studies (Science Education) from Emory University, holds a B.S. and M.S. in Analytical Chemistry from Georgia Tech, and completed a postdoctoral fellowship in Cultural Anthropology. Before founding ILC in 2003, she worked as a research chemist with Dow Chemical and 3M.

Dr. Blackmon has led over 20 funded research initiatives and authored more than 30 reports, presentations, and publications advancing STEM equity and innovation. She currently serves as Principal Investigator on a cutting-edge eye-tracking study in distance learning, with implications for both chemistry education and intelligent software development.

• Certified in Human Subjects Protections (CITI Program, 2027)

Dr. Zhina Shen is the Director of Research and Evaluation at the Innovative Learning Center (ILC), where she leads STEM education evaluation projects aimed at improving program effectiveness, supporting student learning, and strengthening funding outcomes. She serves as project director for multiple initiatives, partnering with educators and program leaders to assess impact and guide data-informed decision-making.

Dr. Shen earned her Ph.D. in Learning Disabilities and Behavior Disorders from the University of Texas at Austin, along with two Master of Science degrees—one in Statistics and one in Special Education. Her interdisciplinary training supports her expertise in both educational research and advanced quantitative analysis.

Her research experience includes randomized controlled trials, quasi-experimental design, meta-analysis, correlational studies, and secondary data analysis. She also has qualitative expertise in constructing interview protocols and conducting focus groups, enabling her to lead mixed-method evaluations that center both evidence and context.

As Principal Investigator for a state-funded study in Texas, Dr. Shen led research on manipulative-based interventions designed to improve whole-number computation for K–12 students with mathematics difficulties. She conducted a meta-analysis to assess the impact of these interventions, contributing to the evidence base for supporting students with learning challenges in STEM education.

Dr. Terrence Calistro holds a Ph.D. in Educational Psychology from the City University of New York. He brings extensive experience in statistical consulting, data analysis, teaching, and research support, with a focus on behavioral science, education, and health-related topics.

As a statistical consultant, Dr. Calistro specializes in statistical modeling, APA-style reporting, and data visualization. He supports research projects on adolescent health, institutional resilience, and academic performance, using tools such as R and SPSS to manage complex data—from cleaning to interpretation. His work includes developing clear, actionable insights and supporting all phases of research, including lab collaboration and conference preparation.

Dr. Calistro also teaches courses in research design and statistics as an adjunct professor. He emphasizes hands-on application to help students understand and apply advanced analytical concepts. In his role as a learning support facilitator, he tutors students in psychology and statistics, encouraging independent learning and academic success.

His experience spans grant-funded projects, freelance analysis, and academic support. He conducts a range of statistical tests, including t-tests, ANOVA, regression, and non-parametric analyses. All findings are presented in accessible, APA-compliant formats, paired with clear data visualizations.

With a strong blend of analytical, instructional, and consulting skills, Dr. Calistro contributes meaningful value to projects requiring both methodological rigor and practical data interpretation.

Liya Haile is a public health and data analyst with a strong background in biochemistry, digital health, and program evaluation. She holds an M.S. in Biochemistry and Molecular Biology from Johns Hopkins University and a certificate in Data Analytics and Visualization from UCLA. At ILC, she contributes to STEM program evaluation with a focus on digital transformation, data integrity, and evidence-based decision-making.

Prior to joining ILC, Liya spent nearly five years leading school-based evaluation initiatives under the USAID-funded DREAMS program, aimed at HIV prevention and health improvement for adolescent girls and young women. Her work extended beyond HIV reduction to include education, lifestyle behaviors, and psychosocial well-being. She designed and implemented digital health information systems (DHIS2), transforming data collection, analysis, and reporting processes across multiple countries.

Liya also managed the development of a data quality tool now used in over 25 USAID priority countries. Her global health experience includes implementing electronic medical records and remote consultation tools across sub-Saharan Africa to improve care access and system responsiveness in low-resource settings.

Her interdisciplinary experience brings a valuable global lens to ILC’s mission of delivering impactful, equity-minded evaluation services.

• Data Analytics & Visualization – UCLA 

Dr. Franita Ware is a nationally recognized qualitative researcher, educator, and author whose work focuses on racial and educational equity. She is best known for her foundational research on Warm Demander pedagogy, which continues to shape culturally responsive teaching practices and has been cited widely in academic literature. Her workshops and trainings empower educators to examine their biases, transform systemic inequities, and create anti-racist learning environments.

Dr. Ware is the creator of the Radical Self-Care framework, which blends neuroscience, positive psychology, and equity-centered leadership to support educator well-being. Since 2016, she has trained hundreds of teachers and district leaders, particularly in Denver Public Schools, where her work with the Gifted and Talented teams and the Culture, Equity, and Leadership Team earned national recognition. Her approach positions self-care not as a luxury but as essential to healing from racialized trauma and sustaining impactful teaching.

At ILC, Dr. Ware leads equity-focused professional development and consults on evaluation strategies that center healing, sustainability, and anti-racist practice. Her ability to merge deep theory with grounded, healing-centered methods makes her a powerful partner for schools and districts advancing equity in STEM education.

Dr. Asia Williams is a national leader in STEM education, with nearly two decades of experience designing, evaluating, and scaling programs that foster equity, representation, and impact. She has held key roles at the Department of Defense STEM (DoD STEM), National Science Foundation, and George Mason University—developing culturally responsive initiatives and managing multi-million-dollar federal grants.

At DoD STEM, Dr. Williams served as both STEM Program Analyst and Communications Coordinator, overseeing grantees under the $53 million National Defense Education Program. Her work involved legislative reporting, cross-sector collaboration, and evaluating outcomes aligned with national equity goals. As a scholar-practitioner, she has published extensively on multilingual and multicultural STEM education, emphasizing inclusion and identity in learning environments.

Dr. Williams brings this expertise to her consulting role at ILC, where she supports high-impact STEM evaluations and strategic communication for mission-driven organizations. Her approach is grounded in data, informed by lived experience, and shaped by a deep commitment to culturally responsive education.

She regularly partners with K–16 educators, researchers, and policy stakeholders to ensure programming reflects the diverse needs of students and communities. Her work not only strengthens grant compliance and reporting but also fosters environments where underrepresented learners can thrive.

Dr. Kelly Correa is a clinical psychologist and postdoctoral fellow at UC San Diego, where she studies how personality, cultural identity, and neural processes shape adolescent mental health. Using data from the Adolescent Brain Cognitive Development (ABCD) study, she examines how traits like anxiety and risk-taking evolve—and how they relate to substance use and cognitive development.

At ILC, Dr. Correa serves as a Quantitative Data Analyst, applying her background in psychology and neuroscience to evaluate STEM education programs. Her work investigates how participation in STEM initiatives impacts student motivation, anxiety, and academic performance, especially among historically marginalized groups. She also examines allostatic load, exploring how chronic stress affects learning and engagement in classroom environments.

Dr. Correa collaborates with Dr. Angelicque Tucker Blackmon on the Eye-Tracking Distance Learning Study, using eye-tracking data to assess how students interact with chemistry assessments. Her interdisciplinary perspective helps connect biological and behavioral data with practical classroom applications.

Known for her ability to translate complex datasets into meaningful insights, Dr. Correa supports ILC clients in designing evaluations that center student well-being and cognitive development. Her work advances the field of STEM education by integrating psychology, learning science, and equity.

Allison Sklenar is a Quantitative Research Analyst Consultant at ILC and a Ph.D. candidate in Cognitive Psychology at the University of Illinois at Chicago, with a minor in Statistics, Methods, and Measurement. She brings over a decade of academic and applied research experience focused on how memory, belief, and emotion shape human behavior and decision-making.

At ILC, Allison supports evaluation projects that assess the impact of STEM education initiatives on student learning and engagement. She specializes in experimental design, statistical modeling, and data interpretation, translating complex analyses into clear, actionable insights. Her work involves conducting ANOVA, regression, mediation, and other statistical techniques to evaluate program effectiveness and equity outcomes.

Allison is also a published researcher whose academic work explores cognitive processes like self-reflection, encoding strategies, and memory prediction. She has co-authored several peer-reviewed articles and contributed to studies examining how language, emotion, and social cues influence memory recall.

Her ability to bridge rigorous quantitative analysis with meaningful communication ensures that ILC clients can use data to inform decision-making and program improvement. Whether supporting grant-funded projects or large-scale education initiatives, Allison brings clarity, precision, and purpose to every evaluation.

Sydney Okland is a Ph.D. candidate in Psychology at the University of Texas at Austin and a mixed-methods researcher specializing in program evaluation and social-behavioral science. With a background in qualitative and quantitative methodology, Sydney designs and executes evaluations that blend statistical rigor with culturally responsive analysis.

At ILC, Sydney contributes to STEM education research by creating evaluation frameworks that capture both measurable outcomes and contextual nuance. She uses survey design, data visualization, and qualitative coding to support clients in interpreting results and applying findings to real-world challenges. Her work helps education leaders identify what’s working, where to improve, and how to serve students more effectively.

Sydney’s academic research focuses on the emotional and linguistic effects of social rejection, including large-scale studies involving over 600 participants. She has led every stage of the research process, from participant recruitment to analysis, and brings this operational expertise to her consulting work.

By integrating ethnography with data analytics, Sydney ensures that STEM evaluations reflect the lived experiences of students and educators. Her approach supports ILC’s mission to deliver equity-driven insights that are both rigorous and human-centered.

Jeff Miles is a business strategist with over 30 years of leadership experience in operations, sales, and revenue management. He holds a B.A. in Management and Business Administration from the University of Northern Iowa and is currently completing a cybersecurity certification to expand his capabilities in digital risk and systems analysis.

At ILC, Jeff advises on financial strategy, organizational operations, and sustainable growth planning. His background in managing both corporate and franchise operations gives him deep insight into budgeting, forecasting, and data-driven decision-making. He supports ILC leadership in identifying opportunities for strategic expansion, optimizing internal systems, and increasing long-term organizational sustainability.

Jeff has led multi-unit teams, implemented staff development programs, and played key roles in acquisition and development. His ability to align financial systems with mission-driven goals helps ILC scale its work while remaining grounded in community impact. His insight into operational efficiency and resource optimization supports a thriving infrastructure for the organization and its clients.

With a proven track record in business development and performance improvement, Jeff brings a practical, systems-oriented perspective to ILC’s mission of driving equity in STEM education.

• Cybersecurity Certification (in progress)

Dr. Karen Falkenberg is a nationally recognized expert in science and engineering education, leadership coaching, and systems innovation. With over 30 years of experience, she brings deep expertise in performance strategy, adult learning, and organizational transformation. She holds a Ph.D. in Educational Research from Emory University and B.S. and M.S. degrees in Chemical Engineering.

At ILC, Dr. Falkenberg advises on learning strategy, high-performance coaching, and scalable innovation. Her coaching work draws from neuroscience, wellness, and systems thinking to help leaders and educators align values with action. She supports school and district leaders, nonprofits, and higher education institutions in designing learning environments that build equity, engagement, and internal motivation.

Karen has trained over 1,000 teachers and individually coached 25 emerging leaders. She contributed to the National Academy of Engineering’s Technically Speaking report and holds a patent for solar cell technology. Her background in engineering and education positions her uniquely to bridge scientific rigor with human-centered leadership.

Known for helping teams build “something from scratch,” Dr. Falkenberg equips educators and leaders to innovate with purpose, clarity, and resilience

Evonna Ramirez is a Design Consultant at Innovative Learning Center, where she supports website development, visual communication, branding, and report design. With a BFA in Communication Design from Metropolitan State University of Denver, she brings a deep understanding of how design enhances clarity, storytelling, and impact—especially in education and equity-driven work.

Her academic training focused on communication theory, UX/UI, narrative design, and social impact, with a thesis centered on positive psychology and reducing stigma around therapy. As an adjunct faculty member at MSU Denver, she taught Introduction to Communication Design and prioritized inclusive, student-centered teaching. She adapted her curriculum during the pandemic to support students navigating academic and personal challenges, ensuring flexibility and connection remained core to the learning experience.

Professionally, she has led design and marketing efforts across corporate and advocacy sectors. Her portfolio includes work for Dish Network, Sling, Fatsnax, Fantastic Fungi, and political initiatives like the Decriminalize Denver campaign and Marianne Williamson’s 2020 presidential run. She specializes in integrated brand identity, campaign strategy, and user-centered design that balances creativity with real-world constraints—including navigating restrictive ad policies while advancing progressive causes. She also runs Underdog Design, a studio that helps small businesses and mission-driven teams build clear, compelling brands through UX/UI, identity, and digital design.

Her interdisciplinary approach helps ILC translate data and equity-centered research into compelling, accessible communications that support systemic change.