Audrey Martínez-Gudapakkam

• Family engagement in STEM
• Broadening participation in STEM among minorities
• Family engagement in STEM learning
• Early childhood math/ STEM learning
• Teacher professional development
• Informal education

Audrey Martinez-Gudapakkam is a qualitative researcher with over ten years of experience in STEM education research and evaluation in public schools, community-based organizations, and universities in Massachusetts, Texas, and Mexico.

Audrey draws on her prior teaching experience in her work on evaluation projects, which primarily involve STEM-related teacher professional development. Audrey’s other work combines her interests in early childhood education, minorities, and immigrants, including an investigation she is conducting on how to engage Latino families with young children by building on daily activities to teach math and science concepts. Audrey came to TERC from EDC, where she evaluated STEM educational programs and researched a Latino teen pregnancy prevention program.

Outside of TERC, Audrey enjoys spending time with family and friends, painting, biking, learning about history, nature, and volunteering as a Boston Public School parent.

• Ed.M. in International Education Policy, Harvard Graduate School of Education
• B.A., Boston College

• American Evaluation Association
• National Association for the Education of Young Children

• Institute for Educational Leadership – Education Policy Fellowship Program graduate (2017)

Martinez-Gudapakkam, A., Mutch-Jones, K., Hicks, J. (2017). Formative assessment practices to support students who struggle in science. Science and Children, 55(2), 88-93

Karelitz, T.M., Fields, E., Levy, A., Martinez-Gudapakkam, A., Jablonski, E. (2011). No Teacher Left Unqualified: How Teachers and Principals Respond to the Highly Qualified Mandate. Science Educator, 20(1), 1-11.

Fields, E., Levy, A., Karelitz, T., Martínez-Gudapakkam, A., Jablonski, E. (2012). The Science of Professional Development. Phi Delta Kappan, 44-46.