Learning Unveiled. Making learning visible for educators, academic administrators, and organizational leaders. Conveniently located in Silicon Valley with flexible remote options.

My partners know that learning is complex. It can be challenging to intuitively understand when, where, and how learning happens best. Learning Unveiled is about inclusively considering the different conditions, perspectives, and experiences that students bring into learning and identify them better with data. My mission is to help clients better accomplish their goals and understand their learners and customers in an inquiry-based, collaborative, and evidence-based manner.

We create awareness together. By equipping clients with comprehensive solutions through an active partnership, I facilitate opportunities and training experiences tailored to the needs of specific schools, departments, or student populations. By integrating a pragmatic approach with flexible techniques, I empower clients with answers based on best-practices and innovation in adult learning, assessment, evaluation, and continuous improvement.

Core Values:

In 2017, Dr. Emilie Clucas Leaderman, Ed.D. founded and currently leads Learning Unveiled, a consultancy designed to advance learning through assessment, evaluation, and data-driven decision-making. Emilie partners with clients at colleges, schools, and organizations to use data to improve effectiveness. 

Prior to relocating to Silicon Valley, Emilie led university assessment efforts as Director of Assessment at American Jewish University in Los Angeles. She also taught Educational Psychology to teachers in the Graduate Center for Jewish Education. Here, Emilie worked with deans and faculty on program review, learning outcomes assessment, WASC accreditation reporting, and classroom assessment. She established an annual course design and pedagogy orientation training for full-time and adjunct faculty and consulted with faculty on curriculum development plans for two new academic programs. Emilie also collaborated with the Vice President for Marketing and Communications to improve the use of data in admissions and enrollment decisions.

Previously, in the Boston area, Emilie spent three years helping institutions evaluate programs and learning through assessment. Her doctoral apprenticeship at the University of Massachusetts, Boston in the College of Nursing and Health Sciences focused on assessing cultural competence and mentoring for a HRSA grant scholarship program for APN graduate students: Boston Urban Nurse Leaders in Eliminating Academic Disparities. During this time, she also had two research fellowships and two teaching fellowships at Endicott College. In the Van Loan School of Graduate and Professional Studies, Emilie assisted the Associate Vice President with organizing assessment data, served as a liaison for faculty, and prepared reports for 11 graduate and continuing education programs for NEASC accreditation. She also assisted two doctoral program faculty in redesigning their signature assignments, integrating formative assessment, and restructuring learning activities for online and hybrid courses. In the Undergraduate School, Emilie collected mixed methods data for the Social Sciences senior internship program and collaborated with faculty to design reflective assignments, develop surveys, and integrate formative assessment into their seminar courses. In each of these consulting roles, she provided course, program, and policy recommendations to university stakeholders based on data. 

Emilie’s doctoral research focused on faculty at a liberal arts college and their development as  learner-centered teachers. Her findings which focus on faculty learning and institutional support, have implications for academic administrators, faculty developers, and higher education faculty. Emilie received two awards for her dissertation research: The Schmitt Award from the New England Educational Research Organization (NEERO) and the Eleanor Tupper Distinguished Dissertation Award from Endicott College. Dr. Clucas Leaderman recently completed a book chapter based on several findings from her research that will be available later this year. Her current research interests are: faculty learning identity, student partnerships in faculty development, student persistence and retention, and higher education leadership.

Dr. Clucas Leaderman is proficient in teaching high school students, emerging adults, and adult learners in graduate school, at the undergraduate level, and in community colleges. She has specialized experience working with first-generation, english language learners, and students with language-based learning disabilities. Emilie has taught in multiple formats: face-to-face, online, and hybrid models and is familiar with Canvas, Blackboard, and Moodle learning management systems. In the greater Boston area, she taught courses in Psychology and Health Education at the following colleges: North Shore Community College, Endicott College, Curry College, and Benjamin Franklin Institute of Technology. 

Prior to teaching, Dr. Clucas Leaderman led and developed a substance abuse education, wellness, and sexual assault prevention program in Student Affairs at Curry College. Relying on the latest research and best practices, Emilie initiated faculty and staff coalitions, campus-wide health surveys, student conduct education programs, comprehensive assessment, and an annual bystander training for incoming students to improve campus culture. Here she also developed a nationally certified Peer Education program, a major aspect of planning and leading successful student programs and events. Emilie received the Barbara Pettingill and Curry College Person of the Year Awards for her active involvement of student leaders in creating a healthier campus climate.

Preceding her work at Curry College, Emilie worked as a Lead Clinician for a clinical substance abuse counseling program where she established a 28 day psychoeducational curriculum for didactic groups, implemented several wellness initiatives, and improved documentation processes to increase client retention and success. She also coordinated several grant-based adolescent counseling programs for schools and families through SAMHSA. Dr. Emilie Clucas Leaderman has over 12 years of combined experience in assessment, program evaluation and effectiveness, teaching, culture change, higher education, and counseling.