Angelicque Tucker Blackmon, Ph.D.

Angelicque Tucker Blackmon, Ph.D.

CEO and Director of Research and Evaluation

Dr. Blackmon is the CEO and Director of Research and Evaluation at Innovative Learning Center (ILC). ILC is an education, research, and data management firm. Dr. Blackmon earned her Ph.D. in Educational Studies with an emphasis in Science Education from Emory University. She has a B.S. and an M.S. degree in Analytical Chemistry from the Georgia Institute of Technology. Dr. Blackmon completed a two-year Postdoctoral Fellowship in Cultural Anthropology. She has an extensive background in developing and executing performance, outcome, and impact-based evaluations. She has a depth of knowledge of mixed methods research and general inferential statistical analysis. She specializes in designing STEM education program evaluation studies that measure cognitive and non-cognitive variables that influence students’ persistence and retention in STEM. Dr. Blackmon was trained as a quantitative scientist but specialized in qualitative research methods and analysis. Before entering education, Dr. Blackmon worked as a research chemist with Dow Chemical and 3M.

She has served as the external evaluator or researcher for 20 funded programs designed to increase students’ knowledge, skills, interests, attitudes, and efficacy in STEM, produced combined over 30 reports, conference presentations, research publications, and book chapters. In addition to evaluating programs, she also works with educational leaders to create strategic plans for program design and implementation, develop logic models, and provide clients with data visualization services to generate multiple ways to engage evaluation findings. She has a Collaborative Institutional Training Certification (CITI) certification valid from 2010-present and an NIH Human Research Participant Certification valid from 2013-present.

Dr. Blackmon is the Principal Investigator for an Eye-tracking Distance Learning Research Study. Eye-tracking hardware and software are used to measure undergraduate students’ cognitive processes objectively while solving chemistry nomenclature and titration word problems in an online environment. Research in chemistry education shows that eye-tracking is a functional new approach for exploring problem difficulty and students’ cognitive activities while solving chemistry word problems. Research findings from this study have implications for chemistry education and software development to improve chemistry education.

Learn more about Dr. Blackmon’s research at Research Gate.