I study underrepresented groups and their teachers in STEM, literacy, and exceptional education contexts. My research aims to center the voices of marginalized learners, primarily those who identify as Black, Indigenous, People of Color (BIPOC) and their families, highlighting and affirming the cultural, ancestral, linguistic, scientific, and historically-divergent knowledge profiles that are significantly reflected and respected in their homes more frequently than their classrooms. I investigate, lead, and co-facilitate this work primarily in the United States and Cuba. The following terms describe my scholarship: *Science/STEM Education, *[International] Teacher Education, *Ancestral STEM/computing knowledge, *Culturally responsive, culturally relevant, and culturally sustaining pedagogies, *anti-racist, race-visible teaching, *STEM [teacher] recruitment/retention, *Interdisciplinary and Digital Literacy, *[Black] ESOL/English Learners and dialect shifting, *Teacher attitudes/dispositions toward under-represented groups, *The HBCU Experience.

Dr. Terrell Shockley is the College of Education's Executive Director of Teacher Education; she is also an Associate Clinical Professor for the Department of Teaching and Learning, Policy and Leadership.  She provides collegewide oversight for educator preparation and supervises assessment, recruitment, school partnerships, and accreditation. During the start of the COVID-19 pandemic, she initiated, coordinated, and launched UMD's #EdTerpDialogues to provide a space for the community to engage in discussions about critical issues in online learning, wellness, and social justice. From 2012 to 2020, Dr. Terrell Shockley directed the Master's Certification (MCERT) Program for graduate students seeking an M.Ed. and certification in art education, dance education, elementary education, English education, mathematics education, physical education, science education, social studies education, Teachers of English for Speakers of Other Languages (TESOL), and world languages education. Under her leadership, the MCERT program appeared on the National Education Association's website as a featured teacher residency model: https://www.youtube.com/watch?v=jfWrNWbdyjs and 100% of the MCERT teacher candidates seeking positions as classroom teachers receive jobs each year. Prior to 2012, she served as a PK-12 educator and instructional specialist as she holds certifications in administration and leadership, secondary science, ESOL, special education, and literacy.

From 2012 to 2020, Dr. Terrell Shockley served as the first Diversity Officer for the College of Education. As Diversity Officer, she created the COE's diversity website, designed and implemented a robust Diversity Plan, and led several initiatives. These initiatives include but are not limited to: developing and supporting a vast portfolio of courses centering inclusion and social justice, advocating and securing a separate space in the College for nursing young children, leading and organizing a joint event with the Graduate Student Organization on building community, collaborating with other Diversity Officers at UMD to form an ATP and AEP Diversity Charge, participating in the development of policies around climate survey data, and leading in critical conversations (and book reviews) to build awareness about the impact of systemic racism, specifically after the tragic deaths of the late Lt. Richard Collins, III, and George Floyd. She also joined and remains an active member of the UMD Diversity Education Task Force.

Dr. Terrell Shockley researches culturally and linguistically diverse, marginalized, and under-represented learners who identify as Black Indigenous People of Color (BIPOC) and their experiences in STEM, literacy, and exceptional education contexts. Specifically, she is a counter-narrativist and STEMinist conducting qualitative and quantitative research on access to rigorous and culturally responsive instruction, counter-examples to stereotypical, deficit-laden performance gaps, language bias, and opportunities for equity instruction in PK-12 STEM education. She is the author of The Pilot, a children's book and counter-narrative that encourages readers to consider stereotypes of women in STEM fields. Dr. Terrell Shockley presents The Pilot to audiences throughout the United States and abroad in English, Spanish, and French.

Dr. Terrell Shockley's scholarship reaches international audiences. Her international travel and study include Belgium, Canada, Cuba, Dominican Republic, England, France, Germany, Guatemala, Holland, Italy, Mexico, Morocco, Panama, Portugal, Spain, and Switzerland. She integrates these experiences into her investigations and clinical practice. She is a member of the Comparative International Education Society (CIES) and shared her research on Cuban contexts during a panel presentation with the President of the Cuban Pedagogical Association during the 2017 CIES conference in Atlanta, Georgia. That same year, she received an invitation to join the Editorial Board of Transformación Journal, a journal published by the University of Camagüey in Camagüey, Cuba. She is the first and only professor in the U.S. to serve on the journal's board.

Dr. Terrell Shockley is a member of the American Educational Research Association (AERA) and first began presenting at AERA at the 2012 conference in Vancouver, Canada. She organizes presentations each year for AERA. For example, in 2016, she chaired a research panel and presented with her colleagues, "Let Girls Lead: Girls as Critical Thinkers, Designers, and STEAM researchers." In 2017, she chaired a symposium with her graduate students and colleagues entitled, "Intersections of Race, Color, Gender, Culture: U.S. Researchers Examining Access and Opportunity in Cuba." In 2018, she invited her Cuban and U.S. colleagues to join her on a collaborative panel entitled, "Dreams, Possibilities, and Necessities in U.S. - Cuba Relations: Language, Policies, Resources, Resilience, Trust, and Position." In 2019, she composed a panel with her colleagues from P-12 and other institutions, "WOKE Educational Leaders in the Era of Alternative Facts," in Toronto, Canada. The paper that she co-authored for the 2020 conference, "Decolonizing the 'critical': Working with stakeholders to dismantle whiteness in qualitative education research,did not occur due to COVID-19. She and her mentees presented via Zoom for the 2021 AERA conference, "A Call to Action for a Changing World: The Positionality of Accountable STEM Researchers." Her research teams received an invitation for two different papers for the 2022 conference. The title of the STEM paper for 2022 is "Research as Ceremony. Contemplative Pedagogy and Indigenous Knowledge, A Global, Inclusive, Responsive STEM Education." The literacy presentation title for 2022 is "Exploring Academic Spaces for Equitable Practices-Elementary Education Dispositions Toward African American Language." 

In addition to the scholarship that she disseminates via AERA, Dr. Terrell Shockley holds membership in several other organizations. As a member of the National Women's Studies Conference, she presented a paper on a panel entitled, "Not Your Mules: Women of Color in the Academy" at the 2018 conference. At the 2020 American Association of Colleges of Teacher Education (AACTE) conference in Atlanta, she and her team organized a panel entitled, "Diversity, Recruitment, Collaboration, and Resources." She is also a member of the National Association for the Research of Science Teaching (NARST) and was a featured Keynote Speaker for the Maryland TESOL Association conference in November 2020. In 2021, she served as an invited panelist for the Maryland TESOL conference. Prior to membership in these organizations, Ebony was a member of the International Society for Technology Educators (ISTE) and the Maryland Society of Educators of Technology (MSET). She held the position of Professional Development Chair of MSET for four years.

Dr. Terrell Shockley is the recipient of the 2015 College of Education Teaching Award, the 2018 College of Education Service Award, the 2019 Office of Multi-ethnic Student Education Service Award for Faculty, and the 2019 Provost's Excellence Award. In 2021, she and her research team received the Audubon Nationalist Taking Nature Black Award. Referred to as "Dr. E" by her students, she is a Principal Investigator for Provide Educational Access to Research & Learning in GeoSciences (PEARLS), an NSF-funded project for $384,413 to increase the number of underrepresented groups in science. She is a Co-Investigator for the research project, An Efficacy Study of Toggle Talk, an Institute of Education Sciences grant, funded for $3,447,480 studying linguistic diversity in Black communities and schools. She is a Principal Investigator of GAANN: UMD GROW (Generating a Research Outstanding Workforce), a United States Department of Education funded grant for $447,750.00 composed jointly with colleagues in the Department of Chemical and Biomolecular Engineering.  

This year, she received $795,651.00 of NSF- funding as a Co-PI of ACT (Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts) collaborating with other researchers from both UMD (Dr. Diane Ketelhut, PI) and Arizona State University (Dr. Brian Nelson, PI). Also this year, she helped compose CRAFT (Culturally Responsive Affective-Focused Teaching) (Dr. Julie Brown, PI) funded for $917,755.00 by the National Science Foundation with colleagues at the University of Florida, where they will study and support the dispositions of secondary mathematics and science teachers. Dr. Terrell Shockley is the Lead Consultant for CRAFT.

Dr. Terrell Shockley holds a bachelor's degree in biology and graduate degrees in Curriculum & Instruction, Reading, Instructional Technology & Leadership, and Minority & Urban Education; she is a proud #HBCU graduate of Florida Agricultural & Mechanical University (FAMU) and a member of Alpha Kappa Alpha Sorority, Incorporated. Both experiences changed her life for the better. Founded at Howard University, Alpha Kappa Alpha is the first sorority for Black college women. She and other members of her sorority chartered a graduate chapter in the College Park, Maryland area, in 2019 (Alpha Alpha Lambda Omega). In 2021 she received the North Atlantic Region's Wilma Holmes Tootle award. The North Atlantic Region of Alpha Kappa Alpha Sorority, Incorporated is comprised of 140 graduate and undergraduate chapters in Massachusetts, Eastern New York, Eastern Pennsylvania, New Jersey, Delaware, Connecticut, Maryland, DC, Rhode Island, Maine, New Hampshire, and Vermont. The sorority presents this award to a Graduate member who has demonstrated outstanding examples of educational advancement in the field of education or in an associated field. Dr. Terrell Shockley is a life member of Alpha Kappa Alpha Sorority, Incorporated.

Research, Fellowships, Prizes, and Awards

2019: Carillon Faculty $15,000

2018: Carillon Faculty $15,000

2017: Undergraduate Faculty Fellow $5,000

2016: iSeries Faculty $5,000

2015: Cultural Competence Course Initiative $2,000

2014: Cultural Competence Course Initiative $1,000

2012: Office of International Initiatives $600

2011: Goldhaber Travel Award $200

Audobon Naturalist Society: Taking Nature Black Award (2021)

Provost's Excellence Award (2019)

Office of Multi-ethnic Student Education Award for Faculty (2019)

UMD Athletics Department Most Valuable Professor Award (2019)

College of Education Service Award (2018)

College of Education Teaching Award (2015)

*denotes student co-author

Select Publications

Terrell Shockley, E. (2021). Expanding the Narrative of the Achievement Gap in Education Research: Black English Learners as a Counter-Example. Journal of Negro Education, 90(1), 7-25. https://www.jstor.org/stable/10.7709/jnegroeducation.90.1.0007

Stoltz, A., Goffney, I, *Buli, T., *Ivy, K., & Terrell Shockley, E. (2020, December). Teacher candidates' implementation of equitable mathematics teaching practices: An examination of divergent paths. [Paper Presentation]. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (2020). Mathematics Education Across Cultures: Proceedings of the forty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (1692-1697). Available at: https://pmena2020.cinvestav.mx/Program/Proceedings

Terrell Shockley, E. & McDaniel, K. (2020). Co-teaching twice exceptional students: Perspectives from ESOL/Special education teacher education. In M. Dove and A. Honigsfeld (Eds.), Co-teaching for English learners, evidenced-based practices, and research-informed outcomes (127-154)Greenwich, CT: Information Age Publishing.

Terrell Shockley, E. & Krakaur, L. (2020). Arts at the Core: Considerations of cultural competence for secondary pre-service teachers in the age of Common Core and the Every Student Succeeds Act.  Pedagogies: An International Journal.doi: 10.1080/1554480X.2020.1738936

Terrell Shockley, E., & *Ivy, K., & Peters, M. (2020). Culturally Relevant Pedagogy and Connectivism: Interdisciplinary Literacy in Linguistically Diverse STEM Classrooms at the Middle Grades. In S. Stacki, M. Caskey, & S. Mertens (Eds.), Curriculum, Instruction, and Assessment: Intersecting New Needs and New Approaches (126-150). Charlotte, NC: Information Age Publishing.

*Ivy, K., Stoltz, A., *Buli, T., Goffney, I., & Terrell Shockley, E. (2019, November). Teacher candidates' understanding of equitable mathematics teaching [Paper Presentation]. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1335-1339). St Louis, MO: University of Missouri. Available at: https://www.pmena.org/pmenaproceedings/PMENA%2041%202019%20Proceedings.pdf

Terrell Shockley, E., (2019). An African American’s experience of the Talented-Gifted-STEM rollercoaster. In M. Trottman Scott, N. Walters, J. Young, and D. Ford (Eds.), Gumbo for the Soul II: Female Scholars of Color. Scottsdale, AZ: Information Age Publishing.

Terrell Shockley, E., *Orellana, C., & *Chicas, A. G. (2018). Employing culturally relevant pedagogy in blended and online classrooms. In B. Eisenbach and P. Greathouse (Eds.), The Online Classroom: Resources for Effective Middle Level Virtual Education (pp 189-204). Greenwich, CT: Information Age Publishing.

Gibson, S. & Terrell Shockley, E. (2018). Walking the tightrope between advocacy and knowledge: An appeal from teacher educators to SLPs regarding AAE. Perspectives of the American Speech-Language-Hearing Association, 3(1), 147-158. doi:10.1044/persp3.SIG1.147

Miles, A. D. & Terrell Shockley, E. (2018). Project EXCEL: A teacher education partnership for culturally and linguistically diverse communities. In A. Burtin, J. Fleming, & P. Hampton-Garland (Eds.), Changing urban landscapes through public higher education (pp. 78-96). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-3454-9.ch004

*Ylizarde, N. & Terrell Shockley, E. (2018). Nurturing local to global thinking: Third graders explore with technology and citizen science. Science and Children, 55(8), 44-51.

Terrell Shockley E. & Fotiyeva I. (2017). Best practices in distance education: An investigation of a hybrid faculty development program. In Á. Rocha, M. Serrhini, & C. Felgueiras (Eds.), Europe and MENA cooperation advances in information and communication technologies. Advances in intelligent systems and computing (pp. 57–66). Cham, Switzerland: Springer International.

Terrell Shockley, E. (2017, April). Strategies to encourage positive dispositions toward exceptional students. ASCD Express, 12 (6). Retrieved from http://www.ascd.org/ascd-express/vol12/1216-shockley.aspx

Terrell, Shockley, E. (2015, September). Legacy: My inheritance from a family of educators. Benjamin Bulletin. Retrieved from http://bit.ly/EbonySept2015

Fotiyeva, I. & Terrell Shockley, E. (2015, May). Using traditional LMS for mathematics instruction: Lessons learned from instructor-made videos. Proceedings of the International Conference on Computer Supported Education, Lisbon, Portugal. Retrieved from: http://www.scitepress.org/DigitalLibrary/Link.aspx?doi=10.5220/0005495603380342

Terrell Shockley, E. (2008, May). The pilot. Charleston, SC: BookSurge.

Grants

Sponsored Research and Programs – Administered by the Office of Research Administration (ORA)

2021 - Dispositions among Educators toward Language Variation in Elementary classrooms (DELVE). Principal Investigator: Ebony Terrell Shockley, (Co-PI) Jan Edwards, Spencer Racial Equity Research Grant (pending funding).

2021 - Collaborative Research: Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts (ACT), Principal Investigators: Diane Jass Ketelhut, Brian Nelson, (Co-PI) Ebony Terrell Shockley. National Science Foundation DRK-12 grant (funded $795,651.00).

2020 - Provide Educational Access to Research & Learning in GeoSciences (PEARLS), Principal Investigators: Akua Asa-Awuku, Candice Duncan & Ebony Terrell Shockley). National Science Foundation IUSE: GEOPATHS grant (funded $384,413).  https://agnr.umd.edu/student-opportunities/pearls

2018 - GAANN: UMD GROW (Generating a Research Outstanding Workforce). Principal Investigator: Akua Asa-Awuku, Co-Principal Investigators, Jeff Klauda, Peter Kofinas, & Ebony Terrell Shockley. United States Department of Education grant (funded $468,000). https://mage.umd.edu/news/story/umd-faculty-awarded-ed-grant-to-increase-doctoral-degrees-in-areas-of-national-need

2017 -  An Efficacy Study of Toggle Talk. Principal Investigator: Jan EdwardsCo-Investigators: Jeff Harring, Rebecca Silverman, & Ebony Terrell Shockley. Institute of Education Sciences grant (funded $3,447,480). https://learningtotalk.umd.edu/toggletalk/

Projects

2021- Culturally Responsive Affective-Focused Science Teaching (CRAFT). Principal Investigator: Julie Brown, Co-Investigators: Catherine Paolucci, Chonika King, Corinne Anne Manley, (Consultant/Senior Personnel-Ebony Terrell Shockley)  National Science Foundation DRK-12 (pending)

2019 - Ancestral Computing for Sustainability. Principal Investigator: Joseph Carroll-Miranda, Co-Principal Investigators, Cueponcaxochitl Dianna Morena Sandoval, Michelle Chatman, Jeffrey Fleming, & April Landala, Evaluator: Ebony Terrell Shockley. National Science Foundation EAGER grant (funded $75,000).

Gifts, and Funded Research not administered by ORA

2018 – Improvement of Lactation/Nursing Rooms on Campus. Committee member and co-editor of the proposal for funding to the Universities Facilities Council. Proposers: Ellen Scholnick and Stephanie Cork (funded $42,500).

 

 

Course Number and Name (Last 7 years)

Enrollment

Semester

TLPL 698: Conducting Research in Schools 42 Spring 2021

TLPL 688E: Special Topics: Digital Learning Tools

94

63

20

 

Spring 2021

Spring 2020

Spring 2019

TLPL 300: Digital Learning Tools and Communities

79

65

Spring 2020

Spring 2019

TLPL 288C: Linguistic Profiling, Dialect, and Education

 

63

60

27

58

Fall 2019

Fall 2018

Fall 2017

Spring 2017

TLPL 625: Methods of Teaching Science

20

Fall 2018

EDUC 747: Advanced Seminar on Instructional Improvement for School Leaders

 

14

13

Summer 2018

Spring 2018     

TLPL 385: Digital Learning Tools and Communities

 

56

71

Spring 2018

Spring 2017

EDCI 611: Studying in Diverse Settings

 

  9

Fall 2017                        

EDCI 661: Content Area Reading

 

13

27

Summer 2016

Summer 2015

EDCI 690: Teaching as a Profession

 

27

Summer 2016 

EDCI 631: Student Assessment in the Second Language Classroom

25

21

Spring 2015

Spring 2014

EDCI 689: Mathematics and Science Seminar

  9

Spring 2014