Our Founder – Dr. Erika D . Tate

Image of Dr. Erika D. Tate, founder and CEO of Bluknowledge
Erika D. Tate, PhD Founder & CEO of Bluknowledge
Presentations by Dr. Erika Tate

Recent Talks and Appearances

Flyer for ASCD Webinar on March 11 at 3 PM EST.

Dr. Erika D. Tate is the featured speaker.

The title of the webinar is A Gift of Digital Learning: Empowering Teachers to Build an Equitable Assessment Practice

#ASCDWebinar
Watch the recording!

EDUCATORS: Watch Dr. Tate’s ASCD webinar: A Gift of Digital Learning: Empowering Teachers to Build an Equitable Assessment Practice.

Watch this recording of Dr. Tate on LitWorld’s Facebook and YouTube with Duane Davis, Executive Director of the UChicago My Very Own Library Program. This #WRADChat  celebrated Black voices in storytelling and explored ways of discussing race and equity with young people!


Take a sneak peek at Dr. Erika D. Tate’s keynote. She charged educators to facilitate connections with their learners and to push forward meaningful learning anytime, anywhere. Request her today!

Watch the recording!

Dr. Erika D. Tate is featured in Marsha Guerrier’s newest book, “Pathways to HerRise”! 

Watch the book launch from International Women’s Day, March 8. All co-authors share their personal journeys. Watch on YouTube or Facebook!


Watch this recording of Dr. Erika D. Tate’s talk for the SAFE Speaker Series at Utah State University. She advances equity by advocating for Black women business owners. Also check out the images from the graphic recording.


Dr. Erika D. Tate founded Bluknowledge LLC, a learning design and research firm that specializes in the design, delivery, and study of education and community experiences for learners of all ages and community organizations at all stages. Bluknowledge extends the scope and impact of Dr. Tate’s community service, design knowledge, and research experience to empower healthy, sustainable, and just communities.

For nearly 20 years, she has worked to advance education and community health through research, design, and evaluation. She has applied quantitative and qualitative methods to investigate evidence-based practices that support learning and health among children, youth, and adults, individually and as families and communities. 

Recent community projects aimed to increase food access in under-resourced communities; engage parents in childhood obesity prevention, and increase the number of insured children in Savannah, Georgia. Formative research and evaluation for these projects have informed the organizations’ programming and policy recommendations on local and state levels.

Dr. Tate has consulted on several National Science Foundation grants to design technology-enhanced STEM learning experiences for classroom, after school, and community settings. She has published and presented on topics related to STEM education and blended learning, including a book chapter on Designing Science Instruction for Diverse Learners. She has designed and delivered K-16 professional development across the country, specializing in training and instructional coaching for elementary and secondary teachers that center on blended learning, STEM teaching and learning, inquiry-based instructional strategies, and project-based learning (PBL). 

Dr. Tate’s unique expertise and experience bridge education and public health and fosters collaboration among diverse stakeholders. She earned her ScB in Electrical Engineering from Brown University and 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-, inquiry-, and standards-based science instruction that engaged high school students in evidence-based decision-making about community health and environmental justice issues.


Publications by Dr. Erika Tate
Book Chapter: Empowered Entrepreneurship: Guidance for Starting, Growing, and Scaling Your Business
Book Chapter: Designing science instruction for diverse learners
Journal Article: Middle School Students’ Mechanistic Explanation About Trait Expression in Rice Plants During a Technology-Enhanced Science Inquiry Investigation
Book Chapter: Research on critique and argumentation from the Technology Enhanced Learning in Science Center

Tate, E.D., Ibourk, A., McElhaney, K.W. et al. (2020). Middle School Students’ Mechanistic Explanation About Trait Expression in Rice Plants During a Technology-Enhanced Science Inquiry Investigation. J Sci Educ Technol 29, 677–690. https://doi.org/10.1007/s10956-020-09846-4

Tate, Erika D. and Mason, Venola (2017, 2018, 2019). Quad D Idea Lab: Be Ready for the Unpredictable. Presentations at the Model Schools Conference, Nashville, Tennessee, Orlando, Florida, and Washington, DC.

Tate, E. D., Feng, M., and McElhaney, K. W. (2016). Designing the Idea Manager to integrate STEM content and practices during a technology-based inquiry investigation. In International Perspectives in the Learning Sciences: Proceedings of the 12th International Conference of the Learning Sciences. Singapore: International Society of the Learning Sciences, Inc. 

Tate, E. D., Feng, M., and McElhaney, K. W. (2016). Analysis of middle school students’ knowledge integration about trait expression during a technology-based science inquiry investigation Annual Conference of the National Association for Research in Science Teaching, Baltimore, Maryland.

Tate, Erika D. (2016). Design a STEMaker Learning Experience for Young Learners. Southern Conference on Children, Georgia Southern University, Statesboro, Georgia.

Tate, Erika D. (2015). Designing a STEMaker Experience for your Students. Presentation at the Model Schools Conference, Atlanta, Georgia.

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)


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