John L. Davis, Ph.D.  
Project Director

A native of Austin, Texas, Dr. John L. Davis earned a B.A. in psychology from the University of Texas, an M.A. in School Psychology from Texas State University, and a Ph.D. in School Psychology from Texas A&M at College Station. In 2022, Davis joined the University of Texas at San Antonio, where he works as an Associate Professor in the Department of Educational Psychology’s School Psychology Program. Beginning early in his career, Davis has provided direct support to individuals with disabilities. “I've always been drawn to supporting others in their challenges and finding creative pathways to success,” he said. “The field of educational psychology has provided me opportunities to identify needs and support others in their learning, motivation and wellbeing.” 

In addition to teaching, Davis is the Project Director of Employ 210 — a program that’s near and dear to his heart. “I would like to connect as many people as possible to meaningful work opportunities,” Davis said of the program and its goals to align the needs of San Antonio employers and the goals of neurodivergent employees. “My background as a practitioner and researcher in many disciplines has provided me with a deep understanding of the challenges faced by those in this community,” Davis continued. “In addition, my experience designing and evaluating interventions positions me well to support this project.” 

​Sierra Stegemann, M.A., BCBA, LBA 
Lead Special Research Associate &  Project Manager 

San Antonio native Sierra Stegemann got an early introduction to the special needs community through her autistic cousin. “He attended a camp for kids with special needs, and I started volunteering there during high school,” Stegemann recalled. “That experience sparked a deeper interest in supporting individuals with special needs, which I continued throughout high school by caregiving for different families.” 

That experience also inspired Stegemann to pursue a B.A. in special education from the University of Texas at San Antonio. “During my student teaching I was placed in an autism unit, and that’s where everything truly clicked,” she explained.  During her course of study, Stegemann decided to pursue an M.A. in educational psychology with a concentration in behavioral analysis. “What really drew me in was the individualized, one-on-one nature of applied behavior analysis (ABA) and the ability to focus on meaningful life skills that could directly support a student’s success in school and beyond.” 

With two degrees under her belt, Stegemann is putting her education into practice as Project Manager for Employ 210. A vocal champion of neurodivergent communities, Stegemann challenges common misconceptions. “Our society tends to expect neurodivergent individuals to adapt to a fast-paced, rigid hustle culture — but rarely do we stop to consider how we, as a community, can adjust to better support and include them,” she said. “In any setting where I have a leadership role — whether it’s a classroom, clinic or community space — my priority is to create an environment where everyone feels welcomed, respected and supported.” 

Leslie Neely, Ph.D., BCBA-D, LBA
Co-Director ​

Born and raised in San Antonio, Leslie Neely grew up with family members on the autism spectrum and felt a strong pull to make a difference within the disability sector. “During high school and college, I worked at Camp CAMP in the Texas Hill Country and knew then that this population was incredibly special,” Neely recalled. Although Neely earned a bachelor’s degree in civil engineering from the University of Texas at Austin and began working in that realm, she reached a crossroads by chance. “One day over lunch, a friend introduced me to someone studying behavior analysis,” Neely said. “After learning just a little about the field, I was immediately drawn in. I ‘retired’ from engineering a month later and enrolled in a master’s program at Texas A&M. From there, I was fortunate to be recruited into a doctoral program, and even more lucky that a position opened in San Antonio the same year I graduated.” 

Since joining UT San Antonio, Neely’s position has developed into a dual appointment as a Professor of Educational Psychology and a Professor of Neuroscience, Developmental and Regenerative Biology in the university’s College of Education and Human Development and College of Sciences. Additionally, Neely serves as the Associate Director of the Brain Health Consortium and the Project Co-Director of Employ 210. “This is truly my dream job,” she said. “I’m grateful every day for the opportunity to serve the San Antonio community and support individuals and families through my work.” 

Neely’s ever-expanding work is connected by a deep understanding of neurodivergent individuals. “I wish more people understood that neurodivergence reflects meaningful differences in how people think, communicate and engage with the world, not just in challenges, but also in how they solve problems, focus and process information,” she said. “These differences often require support, but they also offer perspectives and capabilities that are incredibly valuable in many settings, including the workplace. We do better when we stop expecting everyone to fit into the same mold and instead build environments, educational, clinical and professional, that are flexible enough to meet people where they are. That starts with taking the time to understand, not just accommodate.”

Humberto Peña Jr., Ph.D., BCBA-D, LBA 
​Lead Trainer

Raised in a predominantly Hispanic border town in the Rio Grande Valley, Humberto Peña Jr. learned early on about the hardships many families in his community were facing. “It provided me with the values for caring for my neighbors and a love for family,” Peña said of his upbringing. “Those values gave me the life experiences to view my role as a form of service to the community.”  

Peña pursued that pathway to service throughout college, completing a bachelor’s in communication sciences and disorders from the University of Texas Rio Grande Valley and then earning his board-certified assistant behavior analyst (BCaBA) certification from the University of North Texas. In 2017, Peña earned a master’s in special education with an emphasis in applied behavior analysis from the University of Texas at San Antonio.  

 “My time at UT San Antonio played an important role in shaping my career,” Peña said. “My professors inspired me to improve the quality of life for individuals with disabilities; and their influence reinforced my decision to pursue higher education and contribute to the field and my community.” That encouragement led Peña to pursue a Ph.D. in educational psychology at Texas A&M, where his work focused on supporting individuals with disabilities in their transitions to adulthood, particularly in the area of employment. 

Peña’s early work in the field exposed him to the barriers individuals with disabilities face in accessing meaningful educational and life opportunities. “A defining moment for me was hearing a caregiver I worked with ask, ‘What is next for my child? I would like my child to work and have a job in the community,’” Peña recalled. “That question stayed with me. It highlighted the long-term outcomes families hope for and guided my focus towards higher education.”  

Peña’s background and experience in the field made him a natural fit for the Employ 210 team, which he joined in 2024. In addition to working with transition-aged youth and adults, Peña has designed person-centered interventions that align with workplace expectations and emphasize independence.  
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“As Employ 210 continues to grow as a model program that bridges the gap between education and meaningful employment for individuals with disabilities, my goals include strengthening our partnerships with employers, using technologies to support learning, and contributing to rigorous research,” Peña said. “Employ 210 brings a commitment to ensure that individuals with disabilities are supported in meaningful employment settings. Employment is not just about skill acquisition, but about access to valued roles, independence, and a sense of belonging in the community.”