Dr. Terrell Shockley is the College of Education's Executive Director of Teacher Education and Diversity Officer; she is also an Associate Clinical Professor for the Department of Teaching and Learning, Policy and Leadership.  A component of her work includes directing 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. 

Dr. Terrell Shockley researches culturally and linguistically diverse, marginalized, and under-represented learners who identify as Black Indigenous People of Color (BIPOC) 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 responsive instruction, performance gaps, language bias, and issues of equity and social justice. 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. At her first international conference in 2005, she presented at her convening of the International Society for Technology Educators (ISTE). She continues her membership with ISTE and presented her research on integrating digital resources recently during the 2017 ISTE conference in San Antonio, Texas. In addition to ISTE, 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. Dr. Terrell Shockley is the first and only professor in the U.S. to serve on the journal's board. 

Dr. Terrell Shockley holds a bachelor's degree in biology and graduate degrees in Curriculum and Instruction, Reading, Instructional Technology and Leadership, and Minority and Urban Education. She is a member of the American Educational Research Association (AERA) and began presenting at AERA at the 2012 conference in Vancouver, Canada. She organizes symposia each year during AERA. For example, in 2016, she chaired a symposium with her colleagues, "Let Girls Lead: Girls as Critical Thinkers, Designers, and STEAM researchers."  In 2017, she organized and chaired a symposium with graduate students 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 in a collaborative symposium entitled, "Dreams, Possibilities, and Necessities in U.S. - Cuba Relations: Language, Policies, Resources, Resilience, Trust, and Position." In 2019, she composed a symposium proposal for the AERA conference with her colleagues from K-12 and other institutions. The synergetic research presentation, "WOKE Educational Leaders in the Era of Alternative Facts," took place in Toronto, Canada. The panel that she joined with a co-authored presentation for the 2020 conference (canceled due to COVID) was, "Decolonizing the 'critical': Working with stakeholders to dismantle whiteness in qualitative education research."  She and her mentees submitted a proposal recently accepted for the 2021 AERA conference entitled, "A Call to Action for a Changing World: The Positionality of Accountable STEM Researchers."

In addition to the work that she disseminates via AERA, Dr. Terrell Shockley is the former Executive Board Member for the Maryland Society of Educators of Technology (MSET). She held the position of Professional Development Chair for three years. She joined a collaborative presentation for the 2017 National Women's Studies Conference entitled, "Not Your Mules: Women of Color in the Academy" and she organized a "Diversity, Recruitment, Collaboration, and Resources" panel at the 2020 American Association of Colleges of Teacher Education (AACTE) conference. She is a member of the National Association for the Research of Science Teaching (NARST) and expects to present at the 2021 conference. She is also a featured Keynote Speaker for the Maryland TESOL Association conference in November 2020.

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. She was a nominee for the 2019 Office of Undergraduate Studies Teaching 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.