Translation. Region: Russian Federation –
Source: Peoples'Friendship University of Russia
An important disclaimer is at the bottom of this article.
What's a typical day like for a professor at the RUDN University Engineering Academy? We spoke with one of them and shared her thoughts. On weekday mornings, Galina Erikovna Okolnikova, PhD in Engineering and Associate Professor of the Department of Construction Technologies and Structural Materials, wakes up around 6:30 AM. For her, this time is a time of silence and concentration.
Typically, a teacher starts the day with a cup of coffee and a quick check of email: responding to emails from students and graduate students, checking reports or course project materials. If there's little time left before the lecture, she reviews slides, updates illustrations, and adds fresh examples from recent research or real-world engineering projects.
Tests and calculations
Galina Erikovna teaches several courses, including "Reinforced Concrete and Masonry Structures," "Special Course in Reinforced Concrete Structures," "Engineering Structures," as well as "Design of Specialized Engineering Structures," "Design of Bridges and Overpasses," and "Design of Reinforced Concrete Structures." A typical day for the instructor includes two to three lectures, periodically accompanied by a practical lesson.
"Practical classes can follow lectures. For example, in the Building Materials and Structures Lab, students test concrete and reinforcement samples. We examine the strength of concrete cubes, documenting the appearance of initial cracks and the nature of failure. Students are particularly interested in experiments with high-strength concrete, especially when comparing standard mixtures with modified mixtures containing fiber. Without fiber, such samples often fail instantly during testing, literally 'exploding' upon reaching their ultimate strength, whereas fiber-reinforced concrete is significantly more resilient, demonstrating plasticity and controlled crack formation," says Galina Okolnikova.
According to the instructor, during the classes, students also master non-destructive testing methods, learning to operate instruments that measure the strength and density of concrete without damaging the specimen. This helps them better understand the real-world practice of structural diagnostics on construction sites and during building inspections.
"During practical classes, students not only master theory but also perform comprehensive structural calculations. They learn to select reinforcement, determine its diameter and spacing, calculate the strength and stiffness of elements, and then present the results in the form of design drawings. This approach allows them to understand the relationship between the calculation model, the design solution, and actual engineering documentation," says Galina Okolnikova.
Unexpected cracks
Galina Erikovna recalls that she and her students once conducted a series of tests in the laboratory on beams with different types of reinforcement cages to evaluate their performance under transverse loads.
"In one of the specimens, upon reaching the design moment, cracks began to develop not in the tension zone, as expected, but diagonally, intersecting the compressed portion of the section. We paused the test, recorded the crack formation pattern, measured the crack angles, and noted how the stress distribution in the reinforcement changed. Afterward, the class discussed why the diagonal cracks formed earlier than predicted by the models and how the stirrup placement influenced this. This case became a good example for subsequent laboratory exercises and the analysis of the behavior of reinforced concrete elements in ultimate states," says Galina Okolnikova.
Galina Erikovna also leads the professional student and scientific student society "Composites and Nanocomposites." The "Composites and Nanocomposites" professional student and scientific student society is a club for future civil engineers researching technologies for producing modern building materials with predetermined properties: fiber-reinforced concrete, cinder concrete, textile-reinforced concrete, lightweight aggregate concrete (expanded polystyrene concrete), polymer concrete, cautons, nanoconcretes for 3D printing, and wood-based composites.
"A special place in my work is devoted to research with postgraduate students (I have over 30 of them) and master's students. Currently, we conduct research with postgraduate students in the field of materials science: we are developing and studying the properties of new high-strength concrete compositions, fiber-reinforced concrete, polymer concrete based on liquid rubber (cautones), concrete using industrial and agricultural waste, and wood-based composites. We also study the stress-strain state of structures reinforced with external reinforcement systems; the specific features of the combined operation of reinforced concrete structures and permanent formwork; and the operating mechanism of dowel joints in wooden structures modified with composite materials," says Galina Okolnikova.
According to the professor, undergraduate and graduate students of the Department of Construction Technology and Structural Materials actively participate in research project competitions, international forums and exhibitions, and international conferences, publish articles in VAK and Scopus journals, and receive grants.
Always in touch
Galina Erikovna notes that students sometimes stay in the labs or office after class, asking her questions and asking for clarification on project calculations. She also stays in touch via email and instant messaging, where she also answers questions about diploma and course projects and provides literature recommendations. Once every two weeks, the teacher holds an hour-long consultation—students come to discuss drawings, calculation details, reinforcement selection, or clarify the specifics of GOSTs and standards for design projects.
"Every month, I organize a scientific seminar for the Department of Industrial and Civil Engineering, attended by renowned world-class scientists. I invite undergraduate and graduate students, and colleagues to discuss recent publications and modern research in the field of construction. These meetings help connect theoretical knowledge with practice and demonstrate how research results are applied in real-world projects," says Galina Okolnikova.
According to Galina Erikovna, this connection is especially evident during off-site events and excursions. Recently, for example, they took a trip to the MonArch Innovation Technologies Plant, where students were able to see production processes, testing equipment, and modern technologies in action.
"I participated in this excursion as the department's responsible person, and for the students, it was a great addition to the lab classes and project calculations they complete at the university," says Galina Okolnikova.
Moscow through the lens
To take a break from her work, Galina Erikovna spends her time photographing Moscow's architectural landmarks—the facades of ancient buildings, bridges, structures, and unusual cladding solutions. As the teacher emphasizes, this is both a creative passion and a way to see structures from a different perspective—not only from an engineering perspective, but also as a visual expression of form and aesthetics.
"I also enjoy nature walks—short forays through Moscow parks or out of town—listening to the silence and occasionally taking notes for publications or lectures in the fresh air. I also love going to the theater, visiting art galleries and museums—such outings broaden my horizons and provide new experiences that sometimes inspire both teaching and research. Sometimes in the evenings, I read fiction or listen to music to unwind after a busy day of technical work; I regularly go to the gym and swim in the pool," says Galina Okolnikova.
According to the teacher, by 6:30–7:00 PM on weekdays, she tries to complete her work cycle: writing out tasks for tomorrow, checking email again, and preparing a draft of a lecture or assignment. Before bed, she drinks a cup of tea and reads or skims through articles on professional topics.
"And, of course, I'm busy planning: mentally planning the next day, including discussions with colleagues, suggestions for improving the course, or new ideas for graduate students' research," says Galina Okolnikova.
Please note: This information is raw content obtained directly from the source. It represents an accurate account of the source's assertions and does not necessarily reflect the position of MIL-OSI or its clients.