Jessica A. Artiles is a designer, maker, educator, Cuban dancer, snowboarder, and roadtripper, but above all else, a connector.
After obtaining her Bachelors in Mechanical Engineering, Jessica continued at MIT and is currently working on her Dual Masters in Mechanical Engineering and the Technology and Policy Program. She researches how design thinking can be taught to non-designers in order to innovate in large systems. Her international experience with SPEED (the Student Platform for Engineering Education Development) has enabled her to try out design thinking methods with engineers from across the globe, and she's committed to spreading the love for "design with a small d" to continue to impact education. All around proud of her Cuban heritage, Jess is an accomplished salsa dancer always ready to meet new people and learn from their stories.
In her first blog, she'll write about the kinds of things she connects every day. From word play in the perspective of a former ESL student to the engineering principles that guide society's relationships, follow her through her discovery and efforts to make the world a better place.
Teaching & Education Philosophies
I am a product of the Miami-Dade Public School System. In high school, I went to school board meetings and presented on the effects of extending to an 8-period schedule.
My mother is a school teacher that's suffered under the injustices of a system not designed for its users. During dinner conversations, the nightly topic featured my mother's limitations and frustrations, and the occasional praise of the one thing that was working.
In Spring 2014 I completed the MIT Teaching and Learning Lab's Teacher Certification Program. For this program, I wrote my first ever Teaching Philosophy Statement. I look forward to editing this with time, as my experience within the field harpens. An excerpt of that statement, below:
“If I have seen further it is by standing on the shoulders of giants.”
—Sir Isaac Newton
When philosophy meets practice
I believe that as a teacher, one should spend time constructing and innovating new types of learning experiences. I believe as developing teachers we have a responsibility to our students to surround ourselves with the best possible mentors, and inherit their lessons. The most extraordinary teacher in my 17 years of schooling came my very last year, as a senior, in the senior capstone design class of the Mechanical Engineering Department at MIT. His name is Professor Wallace— David, to be exact— and when I later found out of his many awards in teaching innovation, I could understand why. One year later I commenced my graduate studies and was lucky to have him as an advisor. And so my learning from him began, and my mental note-taking of every tidbit of philosophy I could gather whenever we conversed. My teaching philosophy for in and out of the classroom learning greatly builds on the philosophies I’ve learned from his mentorship, having experienced them as a student, and having implemented them myself in classrooms in Colombia, India, and the U.S. Below I extract a few of these lessons and their implications for my teaching recipes.