Faculty Profile for Dr. Araceli Ortiz

profile photo for Dr. Araceli Ortiz
Dr. Araceli Ortiz
Research Associate Professor — LBJ Inst for STEM Education and Research
phone: (512) 245-3102

Biography Section

Biography and Education

Araceli Martinez Ortiz, Ph.D., is Research Associate Professor of Engineering Education in the College of Education at Texas State University and Executive Director of the LBJ Institute for STEM Education and Research. She has bachelor’s and master’s degrees in engineering and a master’s and Ph.D. in education. She teaches and conducts research with teachers and students in engineering education as a learning context and instructional strategy. She works with traditionally under-served populations to understand challenges and solutions for improving motivation and academic readiness for students’ college and career success.

Teaching Interests

I develop and teach short duration professional seminars for educators and present these as the main instructor with colleagues on an international level. Most recently, in 2017, I delivered a leadership development course for female faculty in STEM academic fields in Ethiopia. I have completed similar work in Spain, Germany, and Japan.

Research Interests

I am an engineering education researcher. Primarily, I study the role of engineering as a curricular context and integrated teaching and learning as an instructional strategy to facilitate teachers’ and students’ mathematics and science learning. My research is guided by both systems theory (Banathy, 1991) and collective impact theory (Kania and Kramer, 2011) as applied in education. The use of a dynamic systems approach frames learning and teaching as a dynamic rather than a linear process (Rodriguez, 2012).
Specifically, my focus has been on advancing knowledge in the area of K–12 engineering education and researching various instructional approaches and interventions aimed at answering basic questions such as: How should engineering be taught in grades K–12? What types of instructional materials and curricula can be most effective? How does engineering education incorporate science, technology, and mathematics concepts, and how are these subjects used to provide a context for exploring engineering concepts? These general guiding questions are further defined by targeted research questions aligned to particular research efforts or studies.
The common thread running through my scholarly activities is a unique interest in engaging those communities of traditionally underserved populations in the STEM fields. I define “community” using broad terms, and have worked with communities connected by geography, age, culture, and shared identity. I work with students from traditionally underserved populations and I seek to understand through research how their challenges can be minimized and solutions for improving their motivation and academic readiness for college and career success. I also conduct research regarding effective STEM teacher preparation, induction, and professional development.

Selected Scholarly/Creative Work

  • Novoa, C. M., Spencer, B. J., Hazlewood, L. C., & Ortiz, A. M. (2020). Spatial Visualization Skills Training at Texas State University to Enhance STEM Students Academic Success. In Proceedings of the 2020 American Society of Engineering Education (ASEE) Virtual Conference. Retrieved from https://peer.asee.org/35200
  • Ortiz, A. M., Novoa, C. M., & Sriraman, V. (2019). A Collective Impact Model Towards Increasing STEM Major Student Retention. Journal of College Academic Support Programs (J-CASP), 2(2), 21–30.
  • Kibling, K., Torres, A. S., Sriraman, V., & Ortiz, A. M. (2018). The Use of Peer Teaching Quality Managers to Improve Student Learning Retention in a Construction Project Management Course.
  • Spencer, B. J., Sriraman, V., Talley, K. G., & Ortiz, A. M. (2018). Social cognitive impact of industry internships upon engineering technology students developing professional identity:  A case study.
  • Ortiz, A. M., Sriraman, V., & Smith, S. F. (2018). Transformative STEM Teacher Education - Supporting Teacher Identity Development through Design and Making. Journal of the World Federation of Associations of Teacher Education, 2(3a), 69–93.

Selected Awards

  • Award / Honor Recipient: Texas State University Hispanic Star Award, Texas State University Hispanic Policy Network. April 27, 2018
  • Award / Honor Nominee: Excellence in Diversity Award- 2016, Office of Equity and Access. January 2016 - December 2016

Selected Grants

  • Ortiz, Araceli Martinez (Principal), Huling, Leslie L (Co-Principal). NASA STEM Engagement and Educator Professional Development Collaborative, NASA, Federal, $6020016.28. (Funded: September 1, 2019 - August 31, 2021). Grant.
  • Ortiz, Araceli Martinez. FAMA- Future Aerospace Engineers And Mathematicians Academy, NASA, Federal, $399000. (Submitted: April 1, 2018, Funded: September 1, 2018 - August 31, 2021). Grant.
  • Ortiz, Araceli M (Co-Principal). STEM Pre-Teacher Summer Educator Institutes, NASA, Federal, $2900000. (Funded: October 1, 2015 - September 30, 2018). Grant.
  • Ortiz, Araceli Martinez (Principal). NASA STEM Educator Professional Development Collaborative, NASA, Federal, $1.483649432E7. (Submitted: March 1, 2014, Funded: September 1, 2014 - August 31, 2019). Grant.
  • Asiabanpour, Bahram (Principal), Aslan, Semih (Co-Principal), Ortiz, Araceli Martinez (Co-Principal), Jimenez, Jesus (Co-Principal), Kim, Yoo-Jae (Co-Principal), Salamy, H (Co-Principal). Designing green-engineering summer camp, Source: Texas Higher Education Coordinating Board (THECB)-Engineering Summer Program, State, $12500. (Funded: June 2014). Grant.

Selected Service Activities

National Academy of Engineers
September 1, 2019-Present
National Center for Research in Geography Education
American Society for Engineering Education, Minorities in Engineering Division
National Academy of Engineering (NAE)- Working Committee Member: Defining Standards for Professional Development for K12 Teachers of Engineering
January 2012-December 2014
International Advisory Council
January 1, 2020-Present