Erika teaches in the early childhood and elementary programs in the Graduate School of Education. Her life-long passion for educational technologies in constructivist learning environments emerged from an experiential situation; at an early age, she was afforded the opportunity to be schooled under the skillful direction of a Socratic practitioner in a confluent education program. More importantly, she discovered how self-directed learning helps students find opportunity when faced with adversity as it requires them to use adaptive reflection, reason, and logic to solve problems.
Erika's research in higher education suggests that the most successful adult learning environments are those utilizing a humanist pedagogical approach alongside 21st century connectivist ideals. She contends that contemporary adult learning must arise from this balance if it is to be self-generative and sustainable. Her research is part of a small but growing body of literature focused on graduate students’ experiences in certain learning contexts.
She has found both correlations and divergences regarding students’ level of digital nativity in her quest to develop a novel model for contemporary adult learning. Recent interests take Erika beyond the efficacy of the techno-peripheral to consider the complexities of creativity, intellectual freedom, and flow in the adult experience in higher education.
Specialized areas of expertise: Philosophy of Education, Cognitive & Developmental Theory, Socialnomics, Systems Design, and Program Planning & Evaluation
Education: M.Ed., Lesley University; PhD, Lesley University