In engineering, some projects begin with equations. Others begin with people. 

Project group S1 and their clients standing in front of their project board at the Capstone Showcase.

Capstone Project Name:

Acting on Limitations: Improving Front Drive Power Assist Devices in Collaboration with Accessible Okanagan

Team Members:

• Ciana Dawydiuk-Clozza – Mechanical Engineering (Biomedical Concentration)
• Hussain Al-Digs – Electrical Engineering
• Sonia Mann – Mechanical Engineering (Biomedical Concentration)
• Brennen Topor – Mechanical Engineering (Biomedical Concentration)
• Deven Cresitelli – Mechanical Engineering
• Brett Stefan – Mechanical Engineering (Biomedical Concentration)
• Thorsten Krohn PLEX – (Person with lived experience)

For this Capstone team, it started with a question that refused to stay theoretical: what happens when a critical component fails in a device someone depends on every day? From there, their project, “Acting on Limitations: Improving Front Drive Power Assist Devices in Collaboration with Accessible Okanagan”, took shape not just as a design challenge, but as a responsibility.  

Their work centers on a deceptively small component: the central attachment bracket in front-drive power assist devices. But its impact is anything but small. As the team explains, “The existing central bracket suffers from mechanical wear, instability, and eventual failure, which can compromise both the safety and usability of the device.”

And when that bracket fails, the consequences ripple outward. The device stops functioning as intended. Mobility is interrupted. Independence is compromised for vulnerable users that rely on it to go about day to day life. 

Homing in on this problem, they explained their focus: “Our project focuses on redesigning the central attachment bracket…to improve durability, stability, and user safety.”

Designing with people, not just for them 

The partnership with Accessible Okanagan grounded the project in reality from the start. More than a stakeholder, the organization acted as a bridge between design and lived experience, offering context that no textbook could replicate. 

“Connecting with our clients and hearing directly about their experiences highlighted the significance of the problem we were addressing,” said James Hektner of Accessible Okanagan.

What emerged was a shift in perspective. The bracket was no longer just a point of failure. It became a point of intervention – one that could improve not only a device, but the daily experience of its users. 

Rendering of the central attachment bracket.

The balancing act behind the build 

If the problem was clear, the solution was anything but straightforward. 

Engineering, in practice, rarely offers clean trade-offs. Strength competes with usability. Durability complicates manufacturability. Cost shapes all those aforementioned categories. The team found themselves navigating all of it at once. 

“One of the main challenges was balancing all of the factors that influenced the design, including strength, durability, manufacturability, cost, and usability,” the team explains.  

The process became iterative by necessity. Ideas were tested, challenged, refined, and sometimes abandoned. Progress came not from individual breakthroughs, but from collective scrutiny. 

“Being able to sit down as a team to talk through ideas and constructively challenge each other’s assumptions ultimately helped us overcome this.”

In that sense, the technical solution is inseparable from the way it was built: collaboratively, critically, and with a willingness to rethink. 

Simplicity as a design philosophy 

While many engineering solutions trend toward complexity, this team moved in the opposite direction. 

Accessibility, for them, did not end with the user. It extended to the installation process, the sourcing of parts, and the overall usability of the design. “Our solution improves the device’s reliability while keeping the design simple, durable, and cost-effective,” they note.  

The result is intentionally straightforward to reflect the use case of its users. Components can be easily sourced through the open-source design. Assembly requires minimal tools. Installation mirrors a plug-and-play system. 

“Users can remove the original bracket and install our product with minimal tools or technical expertise.”

It is a quiet, yet loud kind of innovation – one that prioritizes ease over complexity. 

Rendered exploded assembly of the central attachment bracket.

The team behind the work 

The group itself reflects an interdisciplinary approach, combining expertise from electrical and mechanical engineering, with several members bringing a biomedical focus through the biomedical concentration within mechanical engineering at UBCO. Their shared foundation in systems analysis, mechanical design, and human-centered engineering shaped both the process and the outcome.  

But beyond disciplines and technical skills, what stands out is the way they worked together. 

“Our team dynamic was really special. We all brought a unique skill set to the project and were able to challenge and support each other in a really positive way.”

Even moments of levity found their way into the process. Their team captain, Ciana, had a drive that earned her the nickname “President Business” from the LEGO movie, a running joke that doubled as a morale boost during demanding phases of the project.  

Learning beyond the formula sheet 

Perhaps the most defining takeaway from their experience is how different real-world engineering feels compared to the classroom. 

“We were surprised by how iterative and non-linear real-world engineering design is compared to academic problems,” they admit.  

In lectures, problems resolve cleanly into one box. In practice, they evolve into multiple boxes. The team points to a shift in mindset as their most valuable outcome: “the ability to translate real-world problems into practical engineering solutions while balancing constraints.”

It is a skill that sits at the core of engineering, and one that can only be learned over and over by doing it over and over. 

Stress simulation of the central attachment bracket.

Building something that lasts 

While many projects end with a prototype or business plan, this team’s vision extends further – not through commercialization, but through accessibility of the solution itself.

The goal of this design was to create an open-source, accessible solution that can benefit the individuals who rely on these devices most.

There is something altruistic and deliberate in the choice of impact they are aiming for – an impact that is scalable not through profit, but through reach of its users.  

And in that sense, the project lives up to its title. It acts on both engineering and practical limitations to reshape them into a reliable, technical product that is ultimately more human since it began with people.  

Dr. Will Hughes welcoming new UBCO engineering students.

Dr. William Hughes is the Director of the School of Engineering at UBC Okanagan. Fourth-year mechanical engineering student, Alice Xie, sat down with Dr. Hughes to ask some questions from a student’s perspective. In this conversation, he reflects on his personal path, current research, views on the future of engineering, and the importance of creativity, mentorship and balance in life. 

Can you tell me a little bit about your journey? How did you end up here at the School of Engineering in Kelowna? 

I was originally recruited to UBC Vancouver many years ago for a faculty position, so I visited BC and had the chance to meet some great people. At one point during that trip, I also visited Vancouver Island, and it turned into a bit of a grand adventure. I met a logger there, and together we worked on building a motorcycle with a steel frame. I didn’t have enough money to finish the motorbike, but it sparked an early interest in the outdoors, especially biking along the Georgia Strait. While I didn’t end up joining UBC Vancouver at that time, the visit left a lasting impression. It would be many years before I returned to BC and joined UBC Okanagan. 

My first faculty job was in California at California Polytechnic State University, San Luis Obispo, where I also had close family nearby. Through my work with the National Academy of Engineering, I became involved in developing new curricula and programs and advocating for women in engineering and educational reform. That experience shaped the next phase of my career. 

Coming back to BC

Eventually, I was recruited to Boise State University to help build a new School of Materials Science and Engineering. It was at Boise State that I first heard about UBC Okanagan around ten years ago. I was drawn to it because of its startup-campus atmosphere and its connection to UBC Vancouver, which offers the reputation of a major institution while maintaining the lifestyle I value. 

When I saw the opportunity for my current position a few years ago, it brought back memories of when I visited BC, and people encouraged me to consider the role. I was excited by the idea of joining a growing campus embedded in a growing community; combined with my love of the outdoors and the sense of emerging potential here, moving to UBC Okanagan was the right fit for me. 

I was excited by the idea of joining a growing campus embedded in a growing community; combined with my love of the outdoors and the sense of emerging potential here, moving to UBC Okanagan was the right fit for me. 

In your experience, what are some common misconceptions people have about what a “typical engineer” looks like, and how can we break those stereotypes down?  

Breaking down stereotypes starts with examining the dominant culture and holding ourselves accountable—what defines us can also constrain us. It begins with individuals: myself, the students, our faculty and staff being willing to listen and remain open to different perspectives on what engineering can look like. 

Rebranding Engineering

Engineering has a branding problem. People say, “Come to engineering if you’re good at math,” but in medicine, the message is, “Come here because you want to save lives.” We need to rethink the way we present engineering to the world and create a more universally appealing narrative. Saying “engineering solves problems” isn’t as compelling or altruistic as saving lives. Are we trained to simply identify and analytically solve problems, or can we go further and collaborate across disciplines to address broader organizational and mindset challenges? 

Will Hughes speaking to students about making an impact at 2026 Capstone Showcase and Competition.

Building more than just technical skills

Teamwork and broader skill development are essential, and changing these attitudes takes time. As a school, we can also set the tone: how does it feel when someone walks into our building? If we create conditions where people feel they belong, we will thrive. Everyone has something to contribute to this feeling. Boxing in the identity of an engineer isn’t intentional, but it has consequences. When we fail to broaden participation, we limit our ability to find the most innovative and effective solutions. If you’re part of the dominant culture, it can be hard to see beyond your own perspective. 

If we create conditions where people feel they belong, we will thrive. Everyone has something to contribute to this feeling.

Your research focuses on using the structure of DNA for data storage and computing-a field that sits at the intersection of computer science, materials science, biology, and engineering. As traditional data storage materials become more limited, your work offers a fascinating alternative. Could you tell us about the research you’re involved in now, and what excites you most about the direction it’s heading? 

I currently work in the field of molecular self-assembly and molecular self-computing, particularly using DNA programming to perform chemical, physical, biological, and informational tasks. When you can program DNA, it can function in numerous ways- acting like a transistor or performing mechanical work inside human blood or serum. 

Part of my research team is based in the U.S with the other half being built here at UBCO, and we’re working on encoding DNA for archival storage. Its rectilinear structure gives us a rough framework for understanding spatial arrangements, but sequencing in solution presents greater challenges. 

Much of my earlier work focused on sequencing DNA linearly reading it back in the order of A, C, G. Now, I’m interested in encoding information across space, time, and sequence to use a multi-dimensional approach that includes error correction. 

Imagine a DNA substrate with different strands forming the borders, representing binary ones and zeroes. Like a lightboard toy or a pegboard, you can insert strands of DNA that are complementary to others in the surrounding solution. Though these bonds are beneath the wavelength of light, through equilibrium shifts, we can visualize their “on” and “off” states at super-resolution. This allows us to build extremely dense memory platforms. 

I’m especially interested in developing alternatives to conventional sequencing approaches that could benefit biological diagnostics and semiconductor technologies. Ultimately, DNA is a programmable molecule, much like how transistors are wired together in electronics. 

What do you believe is the next big breakthrough or area of focus in engineering that we should be paying attention to?  

Looking ahead, more energy-efficient, higher-density data storage—particularly alternatives to magnetic tape—will be crucial as the next breakthrough. As a university, it’s our responsibility to stay up to date with these advances, not only for research but also to enhance student engagement and support our wider Okanagan community. 

Can you share a specific instance where a mentor in your life really shaped your path, either as a person or in your career?  

I tutored students during my undergrad even though my grades weren’t the strongest. Some of the students took a special interest in me—one person helped connect me with the Disability Resource Centre, where I discovered I was dyslexic. That validation of my struggles, and the connection to support resources, made a huge difference in my success. 

That validation of my struggles, and the connection to support resources, made a huge difference in my success. 

I’ve had many mentors, both inside and outside academia. One especially formative experience was during my PhD, when Donna from the STEP Program at Georgia Tech placed me in an inner-city high school to teach. That experience shifted my perspective—it led me to ask, “What am I doing?” Donna’s mentorship through the National Academy of Engineering’s education fellowship focused on maximizing impact rather than prestige. She built a strong leadership community that included faculty, deans, and executives who all traced their beginnings back to humble, impactful roles. 

She was also the one who encouraged me to change fields when I needed to. Her philosophy was: if you don’t try, who will? My advice to others is to always have mentors in different areas of your life-whether it’s for modelling how to be a great dad, partner, or for life in general. I’m fortunate to have mentors across all these facets of my life. 

My advice to others is to always have mentors in different areas of your life-whether it’s for modelling how to be a great dad, partner, or for life in general.

For Dr. Hughes, work and life aren’t separate-they’re threads of the same tapestry, with his family woven into every choice, triumph, and turning point. 

Balancing a demanding career with family life can be tough. How have you managed to integrate both aspects of your life, and what’s one piece of advice you would offer to others in a similar position?  

A lot of people talk about work-life balance, but in reality, especially when you’re early in your career and building a family, there’s really just life. We prioritize the things that are meaningful to us. For me, contributing to the greater good includes my family. 

My PhD advisor once said that when you’re passionate about something, it’s not enough to simply understand it—you have to contribute to it. For me, I’m not just Will; I’m also a husband and a father. My wife, Diane, and my daughters are deeply intertwined in every decision and success. Their victories and setbacks are ours together. 

To manage it all, I try to simplify my priorities and avoid adding too much complexity. Diane and I have a “kill switch” rule [a firewall between work and home life] along with our daughters; we maintain a shared line of sight and commitment to showing up for one another. It’s not about the quantity of time we spend together in one place; it’s about being present for all situations, critical or not. 

Not in our “Wildest Dreams”, would we have thought Dr. Hughes a fan of this artist! 

I’ve heard that you’re a big Swiftie thanks to your daughters! What’s your favourite Taylor Swift song?  

Diane grew up surrounded by music, while I came to appreciate the arts later in life. But now music is everywhere—in the car, at home-and it’s a big part of my daughters’ lives.  

On my daughter’s birthday, we attended the Eras Tour in New Zealand while traveling for a family wedding. It was definitely a special moment! My daughters even made friendship bracelets for trading, and I got one that says “Mastermind.” This song, “Mastermind”, resonated with the beginnings of my relationship with Diane, because the day I met her, I called my mom and said, “That’s the woman I want to marry.” 

Dr. Will Hughes’ journey emphasizes the value of interdisciplinary thinking, mentorship, and human connection-reminding us that engineering is not just about solving problems, but about building inclusive and inspired futures. We would like to thank him for his time in sharing his invaluable insights with us and the rest of the School of Engineering community. 

Dr. Jing Li standing outside the EME building.

Dr. Jing Li is a lecturer in engineering communication. In recognition of International Women’s Day coming up on March 8, 2026, she is one of several women being spotlighted from the School of Engineering.

Tell us a bit about yourself. If you had to describe yourself in three sentences, what would you say?

I grew up in Kunming, the capital city of Yunnan Province in southwestern China. I then lived in different cities before coming to Canada in 2013 to pursue my PhD in Education at Simon Fraser University. Teaching has always been an important part of my professional identity, and my experiences working across disciplines and cultures has shaped how I teach. I draw on insights and best practices from engineering communication, education, writing studies, and applied linguistics to help engineering students communicate with clarity and impact.

If I were to describe myself in three sentences, I’d say that I’m a curious, life-long learner with an interdisciplinary and transnational background. I genuinely enjoy connecting with people across cultures and disciplines. Outside of work, I enjoy swimming and travelling.

I’m a curious, life-long learner with an interdisciplinary and transnational background. I genuinely enjoy connecting with people across cultures and disciplines.

What drew you to UBC Okanagan and the School of Engineering?

I joined the School of Engineering in 2022, but my connection with UBCO actually began in 2015, when I presented at a conference here during my PhD. My session was in the EME building, and I still remember standing inside the building, looking out through the large glass windows over the valley and distant mountains. While the view was striking, I had no idea at the time that I would one day return in a different role.

So, when I later saw a faculty position open, it felt like a natural return. That alignment between personal memory, natural environment, and professional opportunity is what ultimately drew me here. The School of Engineering is a wonderful community to be a part of and my time here has brought so many opportunities to meet and work with great people.

The School of Engineering is a wonderful community to be a part of and my time here has brought so many opportunities to meet and work with great people.

Tell us about your work. 

Most of my work centers on teaching undergraduate and graduate courses in engineering and professional communication. I focus on helping engineering students develop communication competencies that align with the rhetorical, cognitive, and technical demands of their fields. Whether they write technical reports, deliver project pitches, or navigate workplace communication, I guide students in integrating technical clarity with audience awareness and contextual purpose.

Beyond teaching, I am also engaged in research on inclusive writing instruction. I’m currently a team member on a SSHRC (Social Sciences and Humanities Research Council) funded project in collaboration with colleagues from UBCO’s Faculty of Creative and Critical Studies and Simon Fraser University. The project addresses current issues in teaching first-year writing to multilingual students in Canada. As part of that work, we developed the PRISM Framework (Plurality, Raciolinguistics, Indigenous Worldviews and Social Justice for Multilingual Learners), which offers both a theoretical lens and a practical resource toolkit for writing and communication instructors and researchers.

What are the big questions you hope to answer – or problems you hope to solve – through your work?

One big question I hope to answer grows out of my work in engineering communication. Engineers do far more than solving technical problems. They design, collaborate, persuade, and make decisions that shape communities and the world. There is a deeply human, and even creative, dimension to engineering. One guiding question in my work is how we prepare engineering students to become not only technically competent, but also thoughtful, articulate, and responsive to the complex social contexts in which their work operates.

I’m also interested in how we teach communication effectively to engineering students whose cognitive training emphasizes structure, predictability, and rule-based problem-solving. Engineering students often excel at decomposing complex systems using predefined frameworks, but communication requires navigating ambiguity, interpretation, and interpersonal dynamics. My work explores how we can design pedagogies that build on engineers’ analytical strengths while intentionally scaffolding their capacity to operate in open-ended, socially negotiated contexts. This is especially important as engineering increasingly intersects with policy, business, and public engagement.

What courses do you teach?

I teach two undergraduate courses in engineering and technical communication, as well as a graduate course for Master of Engineering (MEng) students (Professional Communication for Engineering Leaders). I also teach engineering communication to first-year students in the UBC Vantage One Engineering Program. In these courses, I guide students to explore a range of academic and professional communication genres across written, oral, visual, and multimodal forms to develop communication competencies aligned with engineering practice.

How does your research influence your teaching?

I believe research and teaching are mutually reinforcing. My research shapes how I design learning experiences, and problems I observe in the classroom often generate new research questions. This reciprocal relationship ensures that my scholarship remains grounded in authentic learning contexts, while my teaching is continually shaped by evidence-based inquiry. For example, I’ve been working with colleagues at Simon Fraser University, using an argument visualization tool called Dmap – developed by a group of SFU researchers – to help engineering students visually map claims, evidence, counterarguments, rebuttals, and warrants. This work addresses common challenges students often face in constructing arguments, particularly in articulating counterarguments and making warrants explicit. By incorporating argument mapping into teaching, students learn to argue – by building coherent, persuasive arguments, and argue to learn – by deepening their understanding of course content.

March 8 is International Women’s Day. June 23 is International Day of Women in Engineering.

All throughout the year, the SoE is committed to celebrating and acknowledging the contributions and leadership of women in our engineering community.

As a woman working in engineering communication, how has your perspective shaped the way you support engineering students, and what changes are you seeing in the field today?

Coming from education, I’m used to working in classrooms that are more gender-balanced. In engineering, I’ve noticed that classroom composition can be quite different, with male students often forming the majority. Representation does shape classroom dynamics, particularly in discussion, group work, and leadership roles within teams.

I am intentional about designing participation structures to address these issues. Rather than leaving participation to emerge on its own, which can unintentionally reproduce imbalances, I try to make collaboration more structured and reflective so that all students have space to contribute in a comfortable and meaningful way. What I’ve seen over time is that when communication expectations are made explicit and roles are thoughtfully designed, students of all genders participate more confidently and equitably. Engineering education is gradually becoming more attentive to these dynamics, and I see that as a very positive shift.

I also think it’s important that students see diverse faculty in classrooms. Representation matters not only in student cohorts, but also in who is teaching and leading.

I try to make collaboration more structured and reflective so that all students have space to contribute in a comfortable and meaningful way.

What advice would you share with the next generation of women and underrepresented voices entering engineering?

During my time in the School of Engineering, I’ve had the privilege of working with many remarkable engineering students – including women, international students, and those from underrepresented backgrounds. They are smart, confident and articulate. Watching their growth and leadership gives me great confidence that the next generation of women and underrepresented voices in engineering will make outstanding contributions to the field.

Building on that, my advice would be this: do not underestimate the value of your perspective and voice. You belong in engineering not in spite of your background, but because of it. The field increasingly depends on people who can think across cultures, disciplines, and communities. Your ability to navigate complexity and difference is not peripheral; it is central to where engineering is heading. Also, remember that engineering itself is evolving – the field is expanding to include ethics, stakeholder engagement, sustainability, equity, and more. This creates meaningful opportunities for diverse voices not just to participate, but to help shape what engineering becomes.

Do not underestimate the value of your perspective and voice. You belong in engineering not in spite of your background, but because of it.

Who inspires you?

Throughout my professional journey, I’ve been inspired by many incredible women. One of the most influential is my PhD supervisor, Dr. Danièle Moore, who has remained both a lifelong mentor and friend. She modeled intellectual rigor, generosity, and integrity in ways that continue to shape how I approach my work today.

I’m also inspired by my colleagues in the School of Engineering and at UBCO – their dedication to students, openness to new ideas, and collegial support create a welcoming environment that continually stretches me to learn, adapt, and grow – both professionally and intellectually.

My students themselves are also a constant source of inspiration – their curiosity, passion, and successes remind me why this work matters. As much as I strive to motivate my students, their successes and appreciation of my work, in turn, are a driving force for me to plough straight on ahead!

My students themselves are also a constant source of inspiration – their curiosity, passion, and successes remind me why this work matters. As much as I strive to motivate my students, their successes and appreciation of my work, in turn, are a driving force for me to plough straight on ahead!

Dr. Lisa Tobber standing outside.

Dr. Lisa Tobber is an assistant professor in civil engineering specializing in structural engineering. In recognition of International Women’s Day coming up on March 8, 2026, she is one of several women being spotlighted from the School of Engineering.

Tell us a bit about yourself. If you had to describe yourself in three sentences, what would you say?

I’m driven by solving challenging problems that can make the built environment safer and more sustainable. I genuinely enjoy the technical side of engineering, whether that’s working in the lab, modeling structural systems, or building new computational tools. Outside of engineering, I spend as much time as possible outdoors with my family, and being a mother is central to who I am.

What drew you to UBC Okanagan and the School of Engineering?

UBC Okanagan offered the opportunity to help build a structural engineering research program and be part of shaping a growing institution. That kind of opportunity is rare and the location also mattered to me. Being close to mountains, lakes, and wilderness creates a balance between intense technical work and time outdoors.

UBC Okanagan offered the opportunity to help build a structural engineering research program and be part of shaping a growing institution. That kind of opportunity is rare.

Why did you decide to study engineering?

I didn’t start with a clear plan to become a structural engineering professor. I worked for a construction company and initially thought I wanted to manage construction sites. I entered engineering through a college transfer pathway, and once I was exposed to structural engineering, I realized how much I enjoyed it. I was drawn to the problem-solving, the mechanics, and the idea that the calculations directly affect real buildings and people’s safety.

I also had mentors who encouraged me and helped me see possibilities I hadn’t considered for myself.

Tell us about your work.

My research focuses on structural and earthquake engineering, particularly prefabricated concrete systems used in high-rise buildings. Our work spans three areas. First, applied research that can directly influence building codes and engineering practice. Second, the development of new structural technologies and patented systems that improve performance and constructability. Third, discovery-driven research exploring new concepts that may shape the future of structural design.

The goal is to create buildings that are safer during earthquakes, more economical to construct, and more sustainable over their life cycle. Structural engineering has a direct role in housing affordability, climate resilience, and public safety.

What are the big questions you hope to answer – or problems you hope to solve – through your work?

How do we design buildings that are resilient and repairable after earthquakes?

How do we use prefabrication to deliver housing faster, more economically, and with less environmental impact?

And how do we translate research into real changes in engineering practice and building codes?

What courses do you teach?

I teach APSC 261 (Theory of Structures), which introduces students to the fundamentals of structural analysis, and ENGR 414 (Precast Concrete Structures), a senior-level course focused on real structural systems used in practice.

How does your research influence your teaching?

My research constantly reminds me that engineering is not just theory – it is an evolving field. I bring real examples from our lab and research into the classroom so students can see how the concepts they are learning apply to real buildings and real problems.

I also try to create opportunities for students to engage directly through projects, research experiences, and exposure to industry.

What is the best part about being an engineer today?

Engineers have an enormous ability to shape the future. The buildings, infrastructure, and technologies we design will exist for decades and affect millions of people. Today we also have powerful computational tools and experimental facilities that allow us to explore ideas and innovate in ways that were not possible before.

Engineers have an enormous ability to shape the future.

March 8 is International Women’s Day. June 23 is International Day of Women in Engineering. All throughout the year, the SoE is committed to celebrating and acknowledging the contributions and leadership of women in our engineering community.

As a woman in engineering, how has your perspective shaped your experience or purpose in the field, and what shifts are you seeing today?

Structural engineering is still a field where women are underrepresented, especially in research and leadership roles. That makes mentorship and representation especially important.

Different perspectives also influence the questions we ask. Structural engineering is increasingly not just about whether a building stands, but also how it performs – whether it is repairable, whether it is affordable, and whether it contributes to sustainable and resilient communities.

There has been progress, but there is still work to do to ensure engineering is a field where everyone feels they belong and can succeed.

What advice would you share with the next generation of women and underrepresented voices entering engineering?

Engineering is challenging, and it is normal to struggle at times. What matters most is persistence and curiosity. Focus on learning deeply, ask questions, and seek out mentors and opportunities.

You do not need to have everything figured out at the beginning. Many engineering careers develop in unexpected directions.

You do not need to have everything figured out at the beginning.

Who inspires you?

I am constantly inspired by the students at UBC Okanagan. Many are first-generation university students or come from backgrounds where engineering was not an obvious path. Their determination, resilience, and willingness to take on difficult challenges are incredibly motivating.

Green Construction Research & Training Centre WORKSHOP

Concrete Repair and Restoration with Commercially Available Solutions

March 13th, 2026 | 8:30 a.m. – 1:30 p.m. (PST)

Please join us for the next session in the Green Construction Research & Training Centre (GCRTC) Seminar Series, featuring Randall Dave, Dr. Peiman Azarsa and their team from MAPE, for a half-day workshop on “Concrete Repair and Restoration with Commercially Available Solutions”.

MAPEI, a leading Italian manufacturer of adhesives, sealants and chemical products for the building industry, will be hosting a workshop on concrete repair.

The half-day workshop will be a hands-on in-person event with experts from MAPEI demonstrating innovative techniques for concrete restoration, new materials and case studies from the field.

Undergraduate and graduate students, EIT’s and early career professionals, are encouraged to attend this event for a unique opportunity to learn about and try out practical concrete repair techniques that are used on a daily basis in the real world.

PPE (i.e. steel toe boots and eye protection) is mandatory for attendance. A lab coat is strongly recommended. There will be no extra PPE available on site except gloves and dust masks. Registration will be very limited on a first come, first serve basis.

Date: March 13th, 2026
Time: 8:30 a.m. – 1:30 p.m. (PST)
Location:

• EME 1101 (presentations) (8:30-10:30)
• EME 0256 (hands-on demo) (10:30-1:30)

Green Construction Research & Training Centre Seminar Series

Beyond Infrastructure: Toward Proactive and Systems-based Flood
Risk Governance Integrating Local (indigenous) Knowledge

January 29th, 2026 | 1:00 p.m. – 2:00 p.m. (PST)

Please join us for the next session in the Green Construction Research & Training Centre (GCRTC) Seminar Series, featuring Dr. Kh Md Nahiduzzaman, Associate Professor of Civil Engineering at Citinnov for Integrated Territorial Planning & Smart Cities, Mohammed VI Polytechnic University (UM6P).

Dr. Nahiduzzaman will deliver a talk entitled “Beyond Infrastructure: Toward Proactive and Systems-based Flood Risk Governance Integrating Local (indigenous) Knowledge.”

This presentation critically examines the limitations of traditional flood risk management, which has largely focused on structural measures such as dikes, embankments, and pumping systems. Drawing lessons from the 2021 British Columbia floods, Dr. Nahiduzzaman highlights persistent gaps in data-driven risk assessment, outdated floodplain mapping, and an overreliance on infrastructure-led responses. Such approaches are ill-equipped to address the growing reality of compound and cascading hazards and are further constrained by fragmented, siloed environment. His research advances a systems-thinking framework so that it integrates scientific tools with Indigenous knowledge systems and adopts a rights-based perspective recognizing rivers’ natural rights to occupy floodplains. By calling for a shift from reactive response to proactive planning, this can be supported with analytical tools such as cost–benefit analysis to demonstrate long-term social and economic benefits.

Prof. Kh Md Nahiduzzaman is a faculty member at Citinnov for Integrated Territorial Planning and Smart Cities at UM6P’s Rabat campus. An internationally recognized scholar in urban and territorial resilience and transformational planning, he has held prior academic appointments at the University of British Columbia and King Fahd University of Petroleum and Minerals. His research is highly collaborative and internationally engaged, supported by over $6 million in competitive funding from organizations including DFID, the British Council, SSHRC, UM6P, and multiple industry partners. He has authored more than 115 scholarly publications and edited several influential volumes on urban and territorial resilience. In 2024, he received the Career Award at the 24th International Conference on Computational Science and its Applications (ICCSA) in Hanoi, Vietnam, in recognition of his sustained impact and innovative contributions to the field.

Date: January 29th, 2026
Time: 1:00 p.m. – 2:00 p.m. (PST)
Location: Join via Zoom
Meeting ID: 626 7476 8659
Passcode: 110763

Room EME 4218 will also be available for those who wish to join in person.

Dr. Adebola Olutayo is a postdoctoral fellow at UBC Okanagan, specializing in channel modeling of emerging wireless systems. She is passionate about teaching, mentorship, and developing future engineers through innovative approaches to learning. Adebola also leads We Guide Learning Initiative, a non-profit focused on bridging educational gaps between African and Western systems. Her work combines teaching and research excellence with a commitment to leadership and community impact.

Dr. Adebola Olutayo, postdoctoral fellow in engineering at UBC Okanagan.

Tell us a bit about yourself:

I am a postdoctoral fellow at UBC Okanagan, specializing in channel modeling of emerging wireless systems. Beyond research, I am passionate about teaching, mentorship, and bridging educational gaps through my non-profit, We Guide Learning Initiative, which connects African and Western education systems. I am committed to advancing teaching, research, and leadership in academia while supporting the next generation of engineers and scholars.

Can you share a bit about your academic journey leading up to your postdoctoral fellowship? 

I earned my undergraduate degree in Electronic and Electrical Engineering from Obafemi Awolowo University in Nigeria, followed by a Master’s in Communication Networks and Signal Processing from the University of Bristol, UK. I completed my PhD in Electrical Engineering at the University of British Columbia, Canada. Alongside my academic journey, I gained valuable industry experience working in telecommunications, IT, banking, and retail, which has enriched my research and broadened my perspective as an engineer.

What motivated you to pursue a postdoctoral fellowship, and why did you choose UBC Okanagan for this stage of your research?

After completing my PhD, I realized that I needed to deepen my understanding of the leadership and administrative aspects of academia – areas I had little opportunity to focus on during my doctoral studies. Returning to UBC Okanagan to work with my PhD co-supervisor, Dr. Johnathan Holzman, was a natural choice as he is renowned for his expertise in academic systems, structures, and processes. This fellowship provides the ideal environment to grow not only as a researcher but also as a future academic leader.

This fellowship provides the ideal environment to grow not only as a researcher but also as a future academic leader.

Please describe your current research project. How does it build on or differ from your previous work? 

I am working on evaluating channel models, which are mathematical tools used to describe how wireless signals behave in different environments. By testing their performance; such as the likelihood of errors or dropped signals, I aim to better understand how future wireless systems will perform in real-world conditions. This work not only builds on my previous research in wireless communication but also moves it forward by focusing on making these systems more reliable and efficient.

How have you found the research community at UBCO?  How about your community outside of research?

The research community at UBCO is vibrant and deeply collaborative. In The Integrated Optics Lab, Dr. Jonathan Holzman cultivates an environment where we openly share projects and partnerships, sparking new ideas and opportunities for collaboration. A distinctive feature of the lab is Integrated Teaching, which involves undergraduates working alongside graduate students and postdocs. This not only nurtures future researchers early in their journey but also helps graduate students develop valuable mentoring and leadership skills.

A distinctive feature of the lab is Integrated Teaching, which involves undergraduates working alongside graduate students and postdocs. This not only nurtures future researchers early in their journey but also helps graduate students develop valuable mentoring and leadership skills.

Beyond campus, I engage with professionals and academics through my non-profit, We Guide Learning Initiative, which is dedicated to bridging the learning gap between African and Western education systems.

What has been the most rewarding part of your postdoctoral experience so far?

The most rewarding aspect has been learning directly from my supervisor, who also serves as Associate Dean of Faculty Affairs; observing leadership, academic structures, and processes firsthand has been invaluable. Another highlight has been teaching across two different years in Engineering, which has deepened my understanding of effective teaching systems and classroom management while enhancing my own leadership skills.

What challenges have you encountered during your fellowship, and how have you adapted or grown from these experiences?

Balancing teaching responsibilities while trying to maintain research output within the same semester has been demanding. This experience has strengthened my time management, prioritization, and adaptability, helping me grow as both an educator and researcher.

Have you had opportunities to present your research at conferences, publish papers, or participate in workshops? What insights or skills have you gained?

This year, we have published a paper and are working on two more, which we hope to publish soon. I have also attended workshops, including one organized by WWEST (Westcoast Women in Engineering, Science and Technology) at UBC led by Dr. Jennifer Jakobi, which offered valuable insights into effective research practices and professional development.

How has this fellowship helped prepare you for your future career goals or academic aspirations?

This fellowship has greatly prepared me to step into professional and academic spaces with confidence and clarity. It has strengthened my seminar delivery, teaching strategies, and overall teaching philosophy, especially through the opportunity to work closely with one of UBC’s most accomplished faculty members. These experiences have been instrumental in shaping me for the next stage of my career, as I will be joining the University of Calgary as an Assistant Professor in the Department of Electrical and Software Engineering. The fellowship has provided me with the skills, perspective, and confidence needed to transition into this new role and to contribute meaningfully as both an educator and researcher.

What advice would you give to early career researchers considering a postdoctoral fellowship?

I recommend that postdoctoral fellows perform a gap analysis of their skills, especially when it comes to communication, writing, teaching, and leadership, and use the fellowship period to develop them. Seek guidance from professors or leaders who excel in areas where you want to grow, and be transparent about your goals. For example, when I discussed teaching a first-year course with my supervisor, I explained the skills I wanted to build, allowing him to mentor me effectively.

Seek guidance from professors or leaders who excel in areas where you want to grow, and be transparent about your goals.

Looking back, is there any advice you would give your past self before starting your postdoc?

A postdoc is not an extension of your PhD. It is a training period focused on skill development, mentorship, and professional growth.

Is there anything else you’d like to share about your experience as a postdoctoral fellow in engineering at UBC Okanagan?

I am deeply grateful for the support I have received. Dr. Holzman and my labmates at the Integrated Optics Lab have created a welcoming, family-like environment. I also appreciate the guidance and encouragement from Dr. Mehran Shirazi, Dr. Anas Chaaban, Dr. Jennifer Jakobi, Dr. Laura Patterson, Dr. Christopher Collier, Dr. Stephen O’Leary, and the administrative staff who have made UBC feel like a second home.

Green Construction Research & Training Centre Seminar Series

Recent Development of Magnesium Carbonate Cements

December 11th, 2025 | 3:00 p.m. – 4:00 p.m. (PST)

Please join us for the next session in the Green Construction Research & Training Centre (GCRTC) Seminar Series, featuring Dr. Shaoqin Ruan, Assistant Professor of Civil Engineering and Architecture at Zhejiang University.

Dr. Ruan will deliver a talk entitled “Recent Development of Magnesium Carbonate Cements.”

This presentation examines the rapidly evolving landscape of low-carbon construction materials and highlights the potential of magnesium-based cements as a pathway toward carbon-negative concrete systems. As the global construction sector faces increasing pressure to cut emissions, Dr. Shaoqin Ruan explores how magnesium carbonate cement offers a viable alternative to traditional Portland cement. Drawing on experimental studies of coupled hydration–carbonation reactions and CO₂-curing processes, he analyzes how factors such as curing humidity, CO₂ concentration, and MgO reactivity can be optimized to improve strength and durability. His research further evaluates the integration of industrial by-products including fly ash, slag, and red mud, demonstrating how their effects on microstructure can enhance performance.

Dr. Ruan is internationally recognized for his contributions to low-carbon and carbon-sequestration concrete technologies. With experience spanning China, Singapore, the United Kingdom, and Hong Kong, he has been an applicant on nearly 10 million RMB in funded research and has collaborated extensively across academia and industry. He currently serves as an Assistant Professor in the College of Civil Engineering and Architecture and the State Key Laboratory of Clean Energy Utilization at Zhejiang University, and as Deputy Director of the Field Observation Research Station for Material Corrosion. His work includes participation in the EU Horizon 2020 program, consultancy for U.S. industry partners, and service on the editorial board of Scientific Reports. Recognized among the world’s top 2% of scientists in 2023 and 2024, he played a key role in launching Zhejiang Province’s first carbon-fixation concrete production line.

As interest in low-emission building systems accelerates worldwide, Dr. Ruan’s expertise in CO₂-curing technologies and carbon-negative cement materials offers important insights into the future of sustainable infrastructure within the field of civil engineering.

Date: Thursday, December 11th, 2025
Time: 3:00 p.m. – 4:00 p.m. (PST)
Location: Join via Zoom
Meeting ID: 626 7476 8659
Passcode: 110763

Room EME 4218 will also be available for those who wish to join in person.

I recently completed my PhD in the School of Engineering at the UBC Okanagan campus, where my research focused on supply chain digitalization. Prior to beginning my PhD, I earned my MSc. and BSc. degrees in Industrial Engineering and gained professional experience in my home country, Iran, as a quality assurance specialist and industrial engineer.

I was actually set on being a psychiatrist and had been accepted at the University of Toronto for a psychology program. But then towards the end of my Grade 12 year I realized I wasn’t that keen on spending more than a decade of my life in school. I began reflecting on what careers I could pursue that would be fulfilling and that matched up with my passions.