Description

Expose students to spatial thinking concepts, graphical representation and communication. Provide a foundation of basic knowledge and technical skills for students to envision 3D structures, visualize and think in 3D, analyze spatial thinking problems using sketching, CAD modeling and 3D printed physical objects. Enhance the students’ spatial thinking abilities and skills (see and understand the world in new and useful ways).

Featured Projects

• Virginia Tech Facebook post
• Virginia Tech Facebook post
• Ingale, S., Srivasavan, A., and Bairaktarova, D. (2017). CAD Platform Independt Software for Automatic Grading of Technical Drawings. IDETC/CIE 2017, August 6-9, 2017, Cleveland, OH, USA.
• Reyes, M., Bairaktarova, D., and Woodcock, A. (2016). Improving Student Spatial Skills: Using Life Experiences and Motivational Factors to Inform Instructional Interventions. Proceedings of the 123th ASEE Annual Conference and Exposition, June 25 – 28, 2016, New Orleans, Louisiana.
• Identifying Freehand Drawing Activities to Enhance Spatial Skills of Engineering Students. Visualization in Science & Education, Gordon Research Conference, August 2-7, 2015, Lewiston, ME.
• 4VA grant fund.

Description

Teaching sophomore engineering students enrolled in Mechanical engineering first and second law of thermodynamics and the application of these laws to the solutions of problems from a variety of engineering fields. Extensive use is made of differential calculus to interrelate thermodynamics functions.

Resources

Dr. Bairaktarova had developed an open educational resource for the use of her Thermodynamics students and offered as an alternative textbook. The material is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The textbook includes different topics covered in Introductory Thermodynamics course, organized in chapters. The module discusses The First and Second Laws of Thermodynamics. After the introduction of every concept learners are offered a couple of examples with solved problems, supplemental materials, property tables, and examples from past years projects and assignments.

Featured Projects

• Students’ creative stakes on Thermodynamics: Poetry, prose, visual, and video.
• Edited Collection: Creative Ways of Knowing in Engineering.
• OU Engineer, Fall 2014: Leading by Example. The Art of Science.
• NSF funded project.

Description

Introduction to CAD systems, the modeling futures of SolidWorks program, geometry modeling, and tolerance. Solving open-ended design and visualization problems. Incorporated ANSYS to introduce finite elements modeling.

Featured Projects

• Bairaktarova, D. (accepted). Coordinating mind and hand: The importance of manual drawing and descriptive geometry instruction in a CAD-oriented engineering design graphics class. Journal of Engineering Design Graphics.
• Bairaktarova, D. and Cohen, D. Support Value of Technical Freehand Drawings in Engineering Design Graphics: A Complimentary Approach to Develop and Advance Spatial Thinking. CIRCLE Conference, September 17-19, 2015, Evansville, IL.

Description

The focus of this graduate course is on learning ‘to design’, “design tools”, and ‘design processes’ with a toy prototype as a course project. The design of artifacts is addressed from a multidisciplinary perspective that includes opportunity determination through inspiration, ideation, and implementation using design thinking framework.

Featured Projects

• The User Experience Evolution: Empathic Design in Engineering Design. Distinguished Lecture, University of Oklahoma, October 29th, 2015 – Blog post
• Adaptation of a Design Thinking Course from a Well-established Program – Lessons Learned. Design Thinking in Design Education, Mudd Design Workshop IX, May 28-30, 2015, Claremont, CA.
• Featured on Current Conversations with R.C David-Undiano: Discussion on design thinking and the human experience – Youtube link

Description

This course is led by professors from Management, Engineering, and Industrial Design, with mentors and visitors from professional communities at VT and beyond. Investigate real startup opportunities with an interdisciplinary team and learn strategies for commercializing new ventures.

Description

In the field of psychology, mindful mindset is connected to creativity. Historically, engineering education focuses on the training of analytical skills at the expense of fostering divergent thinking. In this course, we will explore together the relationship between mindfulness, empathy, and creativity and how these human qualities and abilities can be developed and enhanced in the engineering classroom. Course readings will include a multidisciplinary perspective on creativity, empathy, and mindfulness and how mindfulness may promote foundational skills for engineering graduates such as creativity, learning, and motivation.

This course is appropriate for all graduate students across campus who are interested in the topic, want to learn how to foster these skills in their research and teaching practices, and simply for those who want to enhance mindfulness, empathy, and creativity in themselves. 

Description

This course is a pathway to creative inquiry, collaborative exploration, and boundary-breaking innovation. Through interactive activities and thought-provoking discussions, you’ll forge a deep understanding of the interconnectedness among diverse disciplines. You’ll refine participation and questioning techniques, master analogical and metaphorical thinking, and thrive in collaborative settings. Our unique approach, bolstered by the collaboration of students, faculty, and visiting artists, encourages you to uncover your passions within disciplinary contexts while fostering empathy in the design process. Get ready to unleash your creativity and revolutionize interdisciplinary creation!