[important title=”Mission”]bluknowledge is a social-justice design firm resolved to end health and scientific inequities through empowering community education and advocacy.[/important]
bluknowledge envisions empowered communities that thrive in education, health and wellness, and economic sustainability. This is made possible through a creative, community-based design process that
– shapes conversation around social justice issues
– cultivates collaboration between individuals and organizations
– coordinates expertise among local residents and compassionate professionals
– empowers local communities through engaging learning experiences
Dr. Erika D. Tate founded bluknowledge to extend the scope and impact of her community service and design-based research experience to support healthy, sustainable, and just communities. In 2009, Dr. Tate earned her PhD in Education in Mathematics, Science, and Technology, from the University of California, Berkeley. Her doctoral research centered on the design and research of technology- and standards-based science instruction that engaged high school students in evidence-based decision-making about community health and environmental justice issues. Outside the Ivory Tower, Dr. Tate has designed a variety of interactive learning experiences that have taught residents about environmental health injustices in classrooms, neighborhood meetings, farmers markets, and after school programs throughout the Bay Area, California and in Savannah, Georgia. bluknowledge fuses her social justice orientation, expertise in inquiry-based science and health education, community-centered design and research philosophy, and demonstrated aptitude for fostering creativity and collaboration.[/important]
[important title=”Publications and Presentations”]
Debarger, A., Tate, E.D., Beauvineau, Y., Feng, M., Shank, P., Heck, T., and Williams, M. (2014). A design inquiry: Bridging assessment and curriculum frameworks to engage students in science practices. In International Perspectives in the Learning Sciences: Proceedings of the 11th International Conference of the Learning Sciences. Boulder, Colorado: International Society of the Learning Sciences, Inc.
Tate, Erika D. (2013). Participating in community science: A case study of knowledge integration about asthma in a personally relevant science dilemma. Paper presented at the Annual Conference of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Williams, Michelle W., DeBarger, Angela H., Montgomery, Beronda L., Zhou, Xuechun, and Tate, Erika D. (2012). Exploring middle school students’ conceptions of the relationship between genetic inheritance and cell division. Science Education, 96, 78-103. (Read)
Clark, D. B., Sampson, V. D., Chang, H., Zhang, H., Tate, E.D., & Schwendimann, B. (2011). Research on critique and argumentation from the Technology Enhanced Learning in Science Center. M. Khine (Ed.) In Perspectives on Scientific Argumentation: Theory, Practice and Research. The Netherlands: Springer. (Read)
Tate, Erika D. (2009). Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database (Umi No. 3383554).
Gerard, Libby. F., Tate, Erika D., Chiu, Jennifer L., Corliss, Stephanie. B., and Linn, Marcia. C. (2009). Collaboration and knowledge integration. In International Perspectives in the Learning Sciences: Proceedings of the 8th International Conference of Computer Supported Collaborative Learning (pp. 188–193). Rhodes, Greece: International Society of the Learning Sciences, Inc. (Read)
Tate, Erika D., Clark, Douglas B., Gallagher, James J., and McLaughlin, David S. (2008). Designing science instruction for diverse learners. In Y. Kali, M. C. Linn, M. Koppal & J. E. Roseman (Eds.), Designing Coherent Science Education (pp. 65-93): New York: Teachers College Press. (Read)
Bierbaum, Ariel. H., Vincent, Jeffrey M., and Tate, Erika D. (2008). Building schools and community. Race, Poverty, & the Environment, 15(1), 79-81. (Read)
Tate, Erika D. and Linn, Marcia C. (2005). How does identity shape the experiences of women of color engineering students? Journal of Science Education and Technology 14(5-6), 483-493. (Read)
Kristen M. Cellini, MA
Kristen M. Cellini joined the bluknowledge team in August 2015. Prior to joining the bluTeam, Kristen’s professional experience was primarily rooted in education-focused organizations. She has a background in institutional research, working as an analyst for a multi-campus university, which fueled her love of working with data and designing tools and reports to help inform institutional decision-making. More recently, she worked as an analyst for a national non-profit organization focused on ending K-12 educational inequalities. She earned her M.A. in sociology from Kent State University, with a specialization in social psychology.