Cherie M. Avent

Cherie M. Avent serves as an Assistant Professor in the Department of Educational Psychology within the College of Education at the University of Illinois Urbana-Champaign. Her scholarly work centers at the intersection of evaluation theory, social justice, and STEM education, with particular attention to issues of equity, diversity, and inclusion in educational contexts.

Dr. Avent received her PhD in Educational Research, Measurement, and Evaluation from the University of North Carolina Greensboro. Prior to her doctoral studies, she taught at Guilford Technical Community College in North Carolina, bringing practical educational experience to her academic work. Her research trajectory has been shaped by her commitment to social justice in evaluation practices and STEM education.

Her scholarly contributions focus on how language shapes conceptualizations of equity, diversity, and inclusion in STEM education evaluation, with particular attention to racial justice perspectives. She examines the complex interplay between evaluator roles, conceptual frameworks, and practical implementation in creating more equitable educational environments. Her work often employs qualitative methodologies to explore how STEM education evaluators understand and apply concepts related to social justice in their professional practice.

Analysis of Dr. Avent's recent publications reveals a consistent focus on critical examination of evaluation practices through lenses of racial equity and social justice. Her work spans multiple dimensions of evaluation theory and practice, with increasing attention to how language shapes understanding of equity concepts and influences evaluator roles. She has made significant contributions to understanding how Black evaluators navigate professional spaces and how culturally responsive approaches can transform evaluation practice.

Dr. Avent has secured and contributed to multiple evaluation projects funded by prestigious organizations including the National Science Foundation, U.S. Department of Education, and the College Foundation of North Carolina. Her evaluation expertise spans K-12 and higher education contexts, with particular emphasis on STEM education programs designed to broaden participation of historically underrepresented groups.

She actively contributes to the American Evaluation Association, particularly through the STEM Education and Training Topical Interest Group, where she has held leadership positions. Her teaching portfolio includes courses on evaluation theory, methods, and mixed-methods inquiry, reflecting her commitment to preparing the next generation of evaluators who can address complex equity challenges in educational settings.