An animated demeanor and a knack for breaking down complicated subjects mark Erica Lembke’s role in the department of Special Education.  The assistant professor travels the country to educate teachers on the newest special education research, while MU students enjoy her expertise in the classroom. 

It's not surprising that Erica Lembke regularly makes complex research user-friendly: her near-effervescent personality gives the assistant professor of special education an air of relatabilitythat lends itself to training teachers and leading lectures.

Much of Lembke's work involves leading conferences and seminars nationwide on Response to Intervention and Curriculum Based Measurement -- two assessment tools that allow classroom teachers to note student progress and identify struggling learners early-on.

Lembke first researched the techniques as a doctorate student at the University of Minnesota.

"The University of Minnesota is a research institution," Lembke says. "So I became interested in that process.  My mentor was involved with progress monitoring and CBM, and that has carried over into my work at MU."

Lembke's interest in the assessment tools is rooted in her education background: She earned a bachelor's degree in elementary education and special education from Iowa State University in 1993; taught special education in northwest Iowa for six years; studied special education and learning disabilities for her master's at Morningside college in Sioux City, IA; and left the University of Minnesota in 2003 with a Ph.D. in educational psychology, special education – learning disabilities. 

Encouragement from professors at Morningside College and an interest in administrative training roles brought Lembke to Minnesota for her doctorate.  "I loved working with kids, but I felt more suited for consulting or administration," Lembke says. "I wanted to direct or manage.  I wanted to create and impact education in a different way."

Since Lembke joined the special education staff, she has impacted education: she’s given nearly 50 presentations since 2000; teaches four university courses; and has served as a guest reviewer for seven publications.

That sort of involvement, along with her background in special education teaching, has earned Lembke respect from her nationwide trainees.  "When I go out and train, it means so much to audiences that I've 'been in the trenches,' as they say," Lembke says. "I understand what they're going through. I'm conscious of the daily demands on special educators. When I research or train, I'm always thinking about the classroom and how to make teaching easier for instructors."