Mark Huerta, Ph.D.

Research Statement

Dr. Huerta applies qualitative and mixed-methods research study designs to investigate and understand the experiences and perspectives of students and faculty in undergraduate and graduate engineering teaching and learning environments. He continuously works toward developing and assessing innovative pedagogical approaches that foster professional skills and establishing safe and inclusive educational environments conducive to learning, mental health and well-being, and innovation.

Biography

Dr. Mark Huerta is an Assistant Professor in the Department of Engineering Education at Virginia Tech (VT). In his role, Dr. Huerta aspires to enhance the learning environments of engineering education and ensure students develop the professional skills they need to be successful in the future workforce. He was previously a Visiting Assistant Professor at VT before transitioning to his current role. Before his time at VT, Dr. Huerta was a Lecturer at the Fulton Schools of Engineering at Arizona State University (ASU) for two years. He was recognized for his teaching efforts with a 2020 Top 5% Teaching Award at ASU. He earned his BS and MS in Biomedical Engineering and PhD in Engineering Education at ASU.

Dr. Huerta also has a passion for humanitarian engineering and serving his community. He serves as a board member of 33 Buckets, a non-profit organization he co-founded, which develops sustainable clean water solutions within underserved, rural communities in the Global South. His leadership role in 33 Buckets has led to numerous awards, including the Pritzker Prize Top 5 Finalist for Emerging Environmental Genius and the Tempe Sister Cities ‘‘Making a World of Difference’’ Award. In his Lecturer role at ASU, he co-directed the Engineering Projects in Community Service (EPICS) program and was the lead instructor for the Global Resolve program at ASU. These experiences have helped shape his teaching philosophy and interest in designing experiential, authentic, and project-based learning experiences.

• Top 5% Teaching Award, Ira A. Fulton Schools of Engineering, Arizona State University, 2020
• Best Paper Award, Multidisciplinary Division, American Society of Engineering Education, 2019
• Best Research Paper Award, Entrepreneurship & Innovation Division, American Society of Engineering Education, 2018
• Best Teaching Paper Award, Entrepreneurship & Innovation Division, American Society of Engineering Education, 2017
• Barrett Early Career Achievement Award, Arizona State University, 2018
• Pritzker Prize Top 5 Finalist for Emerging Environmental Genius Awards, University
  California, Los Angeles, 2017
• Tempe Sister Cities ‘‘Making a World of Difference’’ Award, 2017

Huerta, Mark V., London, Jeremi, McKenna, Ann F. (2022). Engineering Deans’ Perspective on Current State of Faculty Development Programs in Engineering Education. International Journal of Engineering Education.

Huerta, Mark V., Carberry, Adam, Pipe, Teri, McKenna, Ann F. (2021). Inner Engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal and interpersonal competencies among first-year engineering students. Journal of Engineering Education.

London, J., Carberry, A., Abhyankar, R., Ayela-Uwangue, A., Huang, W., Huerta, M., Lee, E., Cruz, S., Yasuhara, K., Allendoerfer, C. (2021). The Pioneers’ Stories as A Tool for Introducing Graduate Students to the Engineering Education Research Community. Advances in Engineering Education, 29(1), 1-22.

Bekki, J. M., Huerta, M., London, J. S., Melton, D., Vigeant, M., & Williams, J. M. (2018). Opinion: Why EM? The Potential Benefits of Instilling an Entrepreneurial Mindset. Advances in Engineering Education, 7(1), n1.

Huerta, M. V., Sajadi, S., Schibelius, L., Ryan, O. J., & Fisher, M. (2024). An exploration of psychological safety and conflict in first‐year engineering student teams. Journal of Engineering Education, 113(3), 635-666.

Sajadi, S., Huerta, M. V., Ryan, O., Drinkwater, K., (2024). Harnessing Generative AI to Enhance Peer Evaluation and Feedback Experiences in Engineering Project-Based Learning: A New Frontier in Teamwork Skill Development. International Journal of Engineering Education.

Martini, L., Huerta, M. V., Jurkiewicz, J., Chan, B., & Bairaktarova, D. (2024). Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course. Education Sciences, 14(6), 584.