Addison E. Lee Scholarship in Science Education

Shelly Rodriguez

Shelly is an Austin, Texas native. Before earning her teaching certificate from Texas State University she earned an undergraduate degree from the University of Texas at Austin. While at UT, she had several opportunities to work on research projects. She was awarded an internship from the Smithsonian Institute to travel to the Tropical Research Institute in Panama where she worked to investigate the mate preference of female Tungara frogs and had the opportunity to work with National Geographic. She was also a participant in a summer research program at the University of California, Davis. Both programs were designed to provide minority students an opportunity to work with research scientists in the field. Shelly found the courses enormously fulfilling and they shaped her career as a science educator.

After graduation, Shelly taught science at Crockett High School in the Austin Independent School District for 12 years. She taught at all grade levels, served as department chair, established a science club, and earned a Masters degree. She was also awarded National Board certification in science by the National Board of Professional Teaching Standards and worked with research faculty from UT to establish a research and design course. The course is part of a program that invites Crockett Hseniors to work in science labs on the UT campus during their final year. The program provides high school students with similar invaluable research opportunities that Shelly was inspired by as an undergraduate. Shelly currently works as a master teacher for the UTeach Natural Science Program and supports and nurtures students as they embark on high school teaching. She also manages the UTeach internship program that is designed to support UTeach students, majors in the College of Natural Sciences seeking teaching certification in mathematics or science, by providing opportunities for these students to gain hands-on teaching experience while serving the Austin community. In 2009, Shelly entered the doctoral program in Science Education. Her current research focuses on ways in which cooperating teachers in mathematics and science learn from the pre-service teachers with whom they work. Her interests beyond doctoral work will include how teacher preparation programs can actively support the learning of both pre-service and in-service teachers.