Diana Bairaktarova
Biographic Data
| ID | 9258324 |
|---|---|
| NAME | Diana Bairaktarova |
| GIVEN NAMES | Diana |
| FAMILY NAME | Bairaktarova |
| SIGNATURE | BAIRAKTAROVA D |
| AFFILIATIONS | Virginia Tech |
| ORCID | 0000-0002-7895-8652 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘Not just one winner’ – where empathy and community engagement meet
Prior research has demonstrated that service-learning is valuable for supporting empathy development in students. However, the specific aspects of undergraduate engineering students’ service-learning experiences that contribute to empathy development remain unclear. This study aimed to (i) explore the role of empathy as described by undergraduate engineering students in service-learning programs, and (ii) investigate elements of service-learning …
Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course
With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the tools they need to effectively cope with academic stressors, support well-being, and mitigate mental health concerns. This study aimed to understan…
Teacher Learner, Learner Teacher
Contribution: This paper analyzes reflective thinking within organizational structures in higher education and draws parallels between the challenges faced by educators developing interdisciplinary courses and their students working in ill-structured projects. Background: Interdisciplinarity as a learning goal is prevalent across engineering education literature. However, without organizational support structures to guide faculty members in devel…
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Teacher Learner, Learner Teacher
Contribution: This paper analyzes reflective thinking within organizational structures in higher education and draws parallels between the challenges faced by educators developing interdisciplinary courses and their students working in ill-structured projects. Background: Interdisciplinarity as a learning goal is prevalent across engineering education literature. However, without organizational support structures to guide faculty members in devel…
Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course
With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the tools they need to effectively cope with academic stressors, support well-being, and mitigate mental health concerns. This study aimed to understan…
‘Not just one winner’ – where empathy and community engagement meet
Prior research has demonstrated that service-learning is valuable for supporting empathy development in students. However, the specific aspects of undergraduate engineering students’ service-learning experiences that contribute to empathy development remain unclear. This study aimed to (i) explore the role of empathy as described by undergraduate engineering students in service-learning programs, and (ii) investigate elements of service-learning …
Higher education (2 works) · Psychology (2 works) · Applied Psychology (1 work) · Clinical Psychology (1 work) · Cognitive dissonance (1 work) · Community engagement (1 work) · Computer Science (1 work) · Conceptualization (1 work) · Curriculum (1 work) · Design Education and Practice (1 work)