Mayra S. Artiles is an assistant professor in engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Artiles joined ASU in 2020. Before joining the Polytechnic School, she completed postdoctoral training at Virginia Tech in Engineering Education. Her research expertise includes engineering doctoral education structure, experiences of underrepresented minorities in doctoral engineering programs, and doctoral student motivation and persistence. Her research methods specialty is qualitative data analysis.
Artiles research has received the Outstanding Dissertation Award in Graduate and Post-Doctoral Education across the Disciplines by the American Educational Research Association. She is a member of the Bouchet Honor Society, American Society for Engineering Education (ASEE), the American Educational Research Association (AERA), and Tau Beta Pi. Prior to transitioning into engineering education, Artiles worked at Ford Motor Company as an Electrified Vehicle Thermal Engineer for four years in Dearborn, Michigan & Oakville, Canada.
Información de proyecto:
Research has shown that underrepresented historically underrepresented racial and ethnic groups (African American, Hispanic American, Native American, and Pacific Island) are finishing the doctorate in engineering in lesser rates than their majority peers. For every seven doctorates in engineering granted to majority students, only one minority will obtain one. To address this problem, we developed the Rising Doctoral Institute (RDI) which aims to provide a timely and preparatory experience for rising doctoral students in engineering to address issues related to transitioning into the PhD encountered by underrepresented students. However, we understand that a single intervention will not change the landscape for underrepresented PhD students. For this reason, our proposed project aims to develop a research-based intervention model of this preparatory experience and develop a community of practice among institutional partners to develop and adapt this model for local contexts. Integral to the project is an investigation of the dynamics of academic systems and how implementing programs like the RDI can influence systemic change within the institution. Thus, the goals of the proposed project are to (1) research the effect of early interventions for doctoral students on the transition into the engineering doctorate, and (2) develop sustainable models for institutions to implement on their campus to help underrepresented students? transition into the doctorate.