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.
Ph.D. Engineering Education, Virginia Tech
M.S. Mechanical Engineering, Purdue University
B.S. Mechanical Engineering, University of Puerto Rico at Mayagüez
My research mainly focuses on engineering graduate education, specifically looking at the relationship between students and advisors.
Recent Selected Publications
Publications Under Review or in Process
Motivating Successful Advising: Creating Productive Doctoral Advising Relationships in Engineering
Sponsor: ASU Kern Grant
This study aims to identify and characterize the advising practices faculty in Chemical Engineering believe to be effective when working with doctoral students. By effective, we mean mutually beneficial for students and advisors such that students are supported in ways that are helpful to them and faculty are able to meet productivity demands (i.e., value is created for both parties). We anticipate that our findings would be transferable to other engineering disciplines with context-appropriate (discipline and specific school) modifications. Specifically, this project aims to address the following research questions:
This study will address these research questions using the entrepreneurial mindset (EM) through a series of faculty advising workshops that will also serve as focus groups for data collection. Through these activities, we will engage faculty in conversations about doctoral advising and what they believe to be effective advising to engage our curiosity on this topic and make connections between what is known in the advising literature and experienced in practice.
Collaborative Research: The Rising Doctoral Institute Funding
Sponsor: National Science Foundation (Award: 2029796)
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.
Thermal Engineer for Electrified Vehicles, Ford Motor Company, Dearborn, Michigan 5/2012 – 8/2016.
Program Buyer, Hewlett Packard, Aguadilla, Puerto Rico 2/2012 – 5/2012
Summer Intern, General Motors, Milford, Michigan 5/2007 – 8/2007
Summer Intern, General Motors, Warren, Michigan 5/2006 – 8/200