Meet UBCO GNCTR, a student-led engineering design team that competes annually at the Great Northern Concrete Toboggan Race (GNCTR) against roughly 20 schools from across Canada. Founded at UBCO in 2015, the team designs, manufactures, and races a concrete toboggan carrying 5 riders, complete with a full metal roll cage, steering system, braking system, and concrete skis bolstered by internal reinforcement. Despite what the name might suggest, the team is far from a single-discipline effort — civil, mechanical, and electrical engineering students all play a role in bringing the build together. As part of a competition with over 50 years of history, UBCO GNCTR connects students with industry sponsors and a vast alumni network while developing the technical and collaborative skills that define a well-rounded engineer.

The UBCO GNCTR team on race day

Tell us about your team?

UBCO GNCTR is a multidisciplinary team of around 40 members organized into three core areas: the Superstructure team, the Concrete team, and the Technical Interaction team. The Superstructure team handles the mechanical design of the roll cage, steering, and braking systems, while the Concrete team is responsible for ski mix design, profile, and reinforcement. The Technical Interaction team manages the competition display booth, social media, and sponsor outreach. Each area has its own leads and sub-teams, with a focus on getting as many members as possible into meaningful roles.

Beyond the technical work, GNCTR also fosters a strong sense of community through social events such as bowling nights, movie nights, and patch-sewing sessions. These experiences build connections that make long hours in the machine shop and concrete lab feel less like work.

How did your team get started or grow over time?

The GNCTR competition itself has been running for over 50 years. UBCO’s chapter was established in 2015 and has been continuously building on its designs ever since. A key driver of this growth is continuity. Members often stay with the team for several years, creating a strong knowledge base that is passed down across generations.

What kinds of projects or competitions has your team been involved in?

The team competes annually at GNCTR, with the host city rotating each year, including St. John’s, Montreal, and London in recent years. The next competition will take place in January 2027 in Edmonton.

The competition spans a full week. It begins with themed skits and dances from each school, followed by a competitor interaction day where students explore the host city together. Teams then participate in a technical exhibition, presenting their designs to panels of industry professionals and being evaluated on fabrication and booth presentation. The week concludes with race day, featuring a drag race, giant slalom, and King of the Hill, a head-to-head bracket race between schools.

The UBCO GNCTR concrete toboggan,

What has been one of your team’s proudest accomplishments so far?

The team’s proudest accomplishment was winning 1st place overall at GNCTR 2024 in St. John’s, Newfoundland. More recently, the team swept all three mechanical design categories, steering, braking, and frame, and won King of the Hill at GNCTR 2026. With members dedicating themselves to the project year-round, spending summers deep in design work before transitioning to manufacturing through the fall, these wins represent the culmination of months of effort finally coming to life on the hill. 

“These wins represent the culmination of months of effort finally coming to life on the hill.”

How has being part of the design team shaped your view and understanding of
engineering?

Being part of the team has given members immense practical design experience, complemented by the hands-on experience of actually building what they’ve designed. Seeing what works and what doesn’t has only ever strengthened their engineering understanding.

A big part of that comes from the standard the team holds itself to. Every component is designed to a factor of safety of 2. A bar many competing teams don’t reach. Members aren’t just expected to build something; they’re expected to justify every decision they made. That habit of rigorous, documented reasoning is one that carries directly into industry.

What was a challenge you had as a team, and how did you overcome it?

At the 2025 competition in Montreal, design oversights with the ski profile led to the toboggan getting stuck about a quarter of the way down the hill. The team reflected, identified what went wrong, and came back the following year with a completely revised approach to ski design and preparation, including sanding the skis to 1600 grit and hand-buffing them for over 10 hours before competition. That level of prep was something the team had never done before. The failure in Montreal made it happen. This year, they won King of the Hill.

Student manufacturing components in the machine shop

How do you think student design teams contribute to the UBCO engineering experience overall?

Student design teams add an extra level of learning on top of coursework, but they also build connections and a sense of community and lifelong friendships. Members get access to the machine shop, high-bay lab, and wood shop earlier in their degree than coursework typically allows, working hands-on with equipment and processes that don’t show up in a lecture hall. They see the direct connection between theory and a real thing they built and raced, which changes how they engage with their studies.

Student sanding a concrete ski surface

What was one of your team’s best memories while working together?

For many members, the standout memory is the first time they see their own design become something real. After spending an entire year designing, iterating, and refining and then watching the parts get sourced, machined, and assembled into something you can actually touch and race down a hill, the payoff is hard to put into words.

“They see the direct connection between theory and a real thing they built and raced.”

How does being part of the team prepare members for co-op positions or jobs post
graduation?

The skills members build, including SolidWorks design and drawings, working on and leading a team, and operating in a collaborative design environment translate directly to industry. Multiple current members landed their co-ops or jobs through connections made through the club, whether through sponsors who attend concrete pours and meetings or alumni who stayed in touch after graduating.

At competition, industry sponsors set up booths specifically for competitors to network with. Members present their designs to panels of working engineers and receive real feedback. That combination of a strong portfolio project, presentation experience, and an active alumni network built over 52 years of competition gives members a meaningful advantage entering the workforce.

Student measuring and preparing concrete ski molds

What are the technical and transferrable skill members typically develop by being part of
the team?

Technical skills include advanced SolidWorks modeling, simulation, assembly, and technical drawings, as well as hands-on work in the machine shop and concrete lab. Members also gain experience writing technical safety reports and preparing design presentations for industry judges.

Transferable skills include professional communication with sponsors and industry partners, project management, public speaking, and the ability to work across disciplines under real deadlines. As one member put it: if you can’t communicate and justify your design decisions, you can’t convince anyone that what you built is good, and that’s true whether you’re talking to your team’s executive or a future employer.

What advice would your team give to students thinking about joining or starting a design
team?

Join a design team or start your own and be as involved as possible. You will only get out of it what you’re willing to put in. The members who were most involved in a given year were consistently the ones who learned the most, made the most connections, and had the most to show for it.

And don’t be afraid to ask questions, even the ones that feel too basic. More than once, a newer member’s “obvious” question has caught something the experienced members had completely overlooked.

“You will only get out of it what you’re willing to put in.”

Anything else you’d like to share?

There is more to GNCTR than the design. There is a spirit side to the competition costumes, opening ceremony dances, themed challenges throughout the week, and a community of students and alumni that has been building for over 50 years. The friendships that come out of this team don’t end at graduation, and those connections have led to real career opportunities for members long after they’ve left campus.

UBCO GNCTR is always looking for motivated students, regardless of discipline. Come to a concrete pour, come to a machine shop session, and see it for yourself.

Gurleen Gang is a civil engineer passionate about building infrastructure that supports resilient, inclusive, and sustainable communities. A graduate of UBC Okanagan’s Bachelor of Applied Science in Civil Engineering, Gurleen has worked across consulting, construction, and public-sector environments, gaining hands-on experience in capital projects and asset management.

He is currently stepping into a leadership role as the Director of Capital Projects, Assets and Infrastructure at Westbank First Nation, where infrastructure delivery is guided by Indigenous governance principles that emphasize relationships, stewardship, and long-term community well-being. He remains deeply committed to mentorship, community involvement, and giving back to the profession.

Gurleen Gang

Tell us a bit about yourself:

I’m a civil engineer with a strong interest in how infrastructure shapes communities—not just technically, but socially and culturally. I grew up in Nairobi, Kenya, which gave me early exposure to both the importance and fragility of infrastructure systems. Since coming to Canada, I’ve worked across consulting, construction, and government-related roles, which has given me a well-rounded view of how projects move from concept to reality. I’m deeply motivated by work that creates long-term value for communities.

To me, long-term value is generational growth. When you create opportunities for young people, they’re able to provide for their families and their communities and then become that example for the next generation. It continues beyond one project or one role.

That mindset comes from my upbringing. I learned it from my parents and the way they did their best with the resources they had. Now, I try to carry that forward. It’s about giving back and continuing the cycle

What was the most rewarding aspect of your time at UBCO?

The most rewarding part was the sense of growth—both professionally and personally. That growth also opened doors to leadership opportunities and national recognition that I hadn’t imagined when I first started the program. The program challenged me to think critically, manage time under pressure, and collaborate with diverse teams. Building relationships with classmates and professors, many of whom I still keep in touch with today, and seeing how everyone supported one another through demanding coursework made the experience incredibly meaningful.

“When you create opportunities for young people, they’re able to provide for their families and their communities and then become that example for the next generation.”

How did the Bachelor of Applied Science program prepare you for your current/future work?

The program gave me a strong technical foundation while also teaching me how to think like an engineer: problem-solving, prioritizing, and making decisions with real-world constraints in mind. Group projects, labs, and design work mirrored the collaboration and accountability required in industry. Just as importantly, it helped me develop communication skills that are essential when working with clients, contractors, and communities.

It also taught me how to prioritize and how to get rid of perfection paralysis. You can’t expect to get A’s everywhere, and that mindset carries into work. It helped me understand how to write and how to apply knowledge to real problems. I may not do thermodynamics every day now, but I do problem-solve every day, and that’s what engineering teaches you.

Tell us about your current role?

I’m transitioning into a leadership role at Westbank First Nations as the Director of Capital Projects, Assets and Infrastructure focused within an Indigenous governance framework. In this role, I oversee complex capital planning and infrastructure systems that support the long-term growth and servicing needs of the Nation. My work involves overseeing planning and delivery of infrastructure projects, aligning technical solutions with community priorities, and working closely with leadership, consultants, and contractors. A big part of my role is listening first, building trust, and ensuring infrastructure decisions support long-term community goals.

Having worked across consulting, construction, and client-side roles helps me understand what each stakeholder needs and what their priorities are. I understand how consultants function day to day, what contractors need, and what a client needs from a delivery standpoint. It creates empathy and trust because I’ve been on those sides before, and I know what’s involved.

Gurleen on-site at a field review, where technical planning meets real-world infrastructure delivery.

What do you like most about your current role or career path?

What I enjoy most is the opportunity to work at the intersection of engineering, leadership, and community impact. I’m not just delivering projects; I’m contributing to systems that will serve people for generations. Being able to influence how infrastructure is planned, not just how it’s designed, is fulfilling.

This role excites me because it’s the most challenging one I’ve taken on. I’m no longer focused on just the design piece. I’m involved in creating contracts, working with authorities, coordinating consultants and contractors, and overseeing how everything comes together. I’m thinking about both the short-term and long-term impacts on the Nation, on the elders, on the youth, and on the organization. That level of responsibility is what makes the role meaningful.

“I’m not just delivering projects; I’m contributing to systems that will serve people for generations.”

How has Engineering changed your view on the world?

Engineering has taught me to see the world as a system of interconnected parts, where every decision carries technical, financial, environmental, and social consequences. It has made me more conscious of the responsibility engineers carry in shaping safe, resilient, and equitable communities. I’ve learned that technical excellence matters most when it is grounded in humility, context, and an understanding of who is ultimately affected by our decisions. When I approach engineering challenges, I ask a few simple questions: is it safe, is it responsible, is it sustainable, and does it serve the long-term interests of the community? Those questions guide my work.

Who or what inspires you? Have you had a mentor before, and if so, what did they help you learn about yourself?

I’m inspired by engineers and innovators who aren’t afraid to challenge established norms. I’ve been fortunate to have mentors through research and internships who taught me that asking good questions and being persistent often matters more than having all the answers. Working closely with professors and industry professionals has helped me grow both technically and personally. 

“Engineering has taught me to see the world as a system of interconnected problems and opportunities.”

In 5 words or less, how would you sum up the UBCO / School of Engineering experience?

Challenging, supportive, practical, community-driven.

Gurleen celebrates graduating from UBC Okanagan with a Bachelor of Applied Science in Civil Engineering

What does mentorship look like for you in practice?

For me, mentorship is shared knowledge. It’s not hierarchical where one person knows everything. I still have mentors myself, and I ask them many of the same questions my mentees ask me. It’s a two-way exchange.

Many of the conversations I have with students are about navigating uncertainty — how to get started, what direction to take, or how to position themselves beyond grades. Sometimes it’s as simple as helping someone adjust how they approach their studies or build their network.

If I can help someone move forward and they go on to support others, that’s mentorship working the way it should.

“If I can help someone move forward and they go on to support others, that’s mentorship working the way it should.”

What values guide how you approach leadership?

I don’t really think about leadership as a title. I focus on supporting the team and doing the work well. If people define that as leadership, that’s fine.

I believe in servant leadership. We’re not pulling from the top — we’re supporting from the bottom. If you strengthen the person who needs the most support, the whole team benefits. I try to lead with empathy and give people the benefit of the doubt. Everyone has things going on that you might not see.

For me, leadership is about supporting others so they can do their best work.

Recognized as an ACEC BC Young Professional, highlighting leadership and impact in the engineering field.

What advice do you have for future/current engineering students? 

Don’t focus only on grades — focus on learning how to think. Get involved, ask questions, and seek experiences outside the classroom through co-ops, internships, or volunteering. Build relationships early, because engineering is a team sport. Your integrity and work ethic will matter just as much as your technical skills.

I encourage students to reach out and ask questions. Someone gave me a chance early on and took the time to speak with me, and that made a difference. I try to do the same for others. If students are nervous about reaching out, they should remember that everyone has been in that position before. I still have mentors, and I still ask questions. Seeing someone else succeed is rewarding in a way that goes beyond monetary goals.

Are there any projects or initiatives outside of your main role that are meaningful to you right now?

Outside of my role at Westbank First Nations, I continue mentoring students at UBC Okanagan and Okanagan College, and I coach youth soccer in the community. Coaching is leadership in a different form. It’s about building confidence and discipline early.

Working across different cultural and governance contexts has reinforced for me that good engineering is never one-size-fits-all.

I’m also involved with the Paradise Natural Living Society in Kenya on an organic agriculture initiative focused on youth, women, and sustainable farming practices. The project supports

education, environmental stewardship, and long-term capacity building within local communities.

My role is to provide engineering input where needed, particularly around water use, rainwater management, and sustainable systems, and to support funding applications. It’s not something I treat as work. It’s something I care about because it connects back to where I’m from.

If I can apply what I’ve learned here to support communities both locally and back home, that feels worthwhile.

Anything else you’d like to share about your UBCO Engineering journey?

UBCO gave me more than an education—it gave me confidence. It helped me believe that I belong in this profession and that my perspective has value. I’m grateful for the mentors, peers, and experiences that shaped my journey and continue to influence how I show up as an engineer today.

Katherine Latosinsky of UBC Okanagan is a Master’s student in Electrical Engineering and the recipient of the 2025 John Tiedje Fellowship in Clean Energy and Greenhouse Gas Mitigation. Her research focuses on developing new technology for lightweight and flexible solar panels using solution-processed materials, with the goal of accelerating innovation in clean energy. She also helps organize the Solar Energy Ambassador high school outreach program at UBCO and was featured in a School of Engineering student spotlight interview in Fall 2025. As her supervisor, Dr. Alexander Uhl, noted, “Katherine’s talent and dedication to advancing solar cell technology have made her an invaluable member of our team. She represents the very best of the next generation of researchers.”

Portrait of Katherine Latosinsky

What does receiving this recognition mean to you personally and professionally at this stage of your work?

I am grateful to receive the John Tiedje Fellowship, which supports my research on clean energy technology. This award encourages and affirms my academic and research work, and the recognition will support me as I pursue a career in the Canadian energy sector after graduating.

How does this award connect to your current research or projects? Are there particular areas of your work that it highlights?

My research focuses on developing new technology for efficient, lightweight, and low-cost solar panels using solution-processed, or “printed,” materials. This technology could simplify manufacturing and unlock new applications for solar panels, for example, in consumer electronics, which can accelerate the clean energy transition.

In what ways does this recognition contribute to your field or community more broadly?

The John Tiedje Fellowship and similar research funding are essential for promoting the development of clean energy technology and for retaining graduate students in Canada. I also believe this award strengthens the UBC ecosystem by being offered to students across both campuses.

Has receiving this award opened any new opportunities, collaborations, or directions for your research?

The funding allows me to focus more fully on my graduate research and gives me the time to explore my research questions in greater depth than I would otherwise be able to.

Solar cell technology in the lab UBC Okanagan

What are you hoping to focus on next as you continue building on this momentum?

I hope to take the research skills and knowledge of renewable energy that I’ve gained during my Master’s and apply them to a career in industry, likely with a power producer or technology startup. The clean energy transition is happening now in Canada, and there is incredible potential for innovation and growth. That is what I would like to contribute to.

What advice would you offer to other engineering students who hope to achieve similar milestones in their academic or professional journey?

Research, and academia more broadly, requires persistence. I think the key to sustaining that effort is to believe in what you are doing and to surround yourself with people who believe in you as well.

” I think the key to sustaining that effort is to believe in what you are doing and to surround yourself with people who believe in you as well.”

Is there anyone you’d like to acknowledge who supported you along the way?

I would like to thank my Master’s supervisor, Dr. Alexander Uhl, and the professors who supported my award application: Dr. Jonathon Holzman and my undergraduate thesis supervisor, Dr. Stephen Julian at the University of Toronto.

Baran Hosal is a fourth-year Mechanical Engineering student at UBC Okanagan with a strong interest in sustainable transportation and energy systems. He is a hands-on learner who enjoys applying theory through design, prototyping, and experimentation. Baran has completed engineering internships in industry and is currently involved in research on hydrogen fuel cell systems, alongside a large-scale personal car project focused on advanced manufacturing techniques.

Portrait of Baran Hosal

Tell us a bit about yourself:

I’m originally from Ankara, Turkey, and I’m very much a hands-on learner. I enjoy designing and building things, especially when it helps me better understand concepts from class. Outside of coursework, I spend a lot of time working on engineering projects, ranging from hydrogen fuel cell systems to 3D modelling and manufacturing.

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

As an international student from Turkey, I had to think about my career path relatively early in high school. At one point, I considered going to car design school in Europe, as I’ve always been interested in automotive design. However, I decided I wanted to push my limits and gain a deeper understanding of the engineering behind design decisions. UBC Okanagan appealed to me because of its smaller campus and supportive environment, where I knew I’d have opportunities to work closely with professors and get involved in hands-on research. 

What has been the best part about being a UBCO Engineering student so far?

The best part of being a UBCO Engineering student has been the opportunity to work closely with professors on real research projects. I started working as a research assistant on a hydrogen-powered model train project, where I was initially helping with coordination and meetings. Over time, my role evolved into more hands-on technical work, particularly in 3D modelling and design, as I gained more experience and responsibility.

The original project focused on retrofitting hydrogen fuel cells into a real train in Burnaby. As I learned more about the system, I realized that full-scale experimentation is expensive and involves high voltage and high pressure, which limits how freely you can test and iterate. I decided to build a small-scale model train to demonstrate the concept in a safer and more practical way. That was my own idea, and I was given the trust and freedom to take it on independently.  Being able to explore, experiment, and teach myself new skills while receiving guidance from faculty has been incredibly motivating and has pushed me to grow both technically and professionally as an engineer. 

“Being able to explore, experiment, and teach myself new skills while receiving guidance from faculty has been incredibly motivating”

On the flip side, what has been the most challenging aspect of university so far?

Balancing demanding coursework, social life, and engineering projects has been one of the most challenging parts of my degree. Engineering requires consistency and long-term effort, and I’ve had to learn how to manage my time more intentionally to avoid burnout while still staying engaged with my projects.

Baran’s 3D-printed small-scale hydrogen model train

What are your goals?

My goal is to work on innovative, sustainability-focused engineering solutions, particularly in transportation and energy systems. I’ve been researching and learning about energy systems since middle school, and over time I’ve become increasingly aware of how inefficient many existing designs are. Although sustainability can be expensive and there aren’t always clear examples to follow, I see that uncertainty as both a challenge and an opportunity to build better systems. 

What is one thing most people don’t know about you?

One thing most people don’t know is that I’m currently building a large-scale model car in my own time. The project has grown into a serious engineering effort involving around 1,300 components and has pushed me to teach myself a wide range of technical skills, including 3D modelling, 3D printing, electrical systems, and manufacturing techniques. 

What started as a personal hobby has turned into a serious engineering project that combines mechanical design, manufacturing, and problem-solving. It has played a big role in shaping my interest in engineering and car design. 

Who or what inspires you? Have you had a mentor before, and if so, what did they help you learn about yourself?

I’m inspired by engineers and innovators who aren’t afraid to challenge established norms. I’ve been fortunate to have mentors through research and internships who taught me that asking good questions and being persistent often matters more than having all the answers. Working closely with professors and industry professionals has helped me grow both technically and personally. 

A detailed 3D model of Baran’s custom-built car project.

How has engineering changed your view on the world? 

Engineering has taught me to see the world as a system of interconnected problems and opportunities. It’s made me more analytical in how I approach challenges but also more optimistic about finding solutions. I find myself applying engineering problem-solving to everyday situations, not just technical ones. 

“Engineering has taught me to see the world as a system of interconnected problems and opportunities“

In 5 words or less, how would you sum up the UBCO / School of Engineering experience?

Challenging, hands-on, supportive, FUN 

What advice do you have for future/current engineering students? 

My advice to current and future engineering students is to start working on projects as early as possible. Hands-on projects help connect theory to real-life applications and allow you to discover which areas of engineering you genuinely enjoy. Through my own projects, I learned how to teach myself new skills by researching independently, asking questions, and figuring things out even when there wasn’t a clear example to follow. Projects also showed me aspects of engineering that aren’t covered in class, especially how designs behave in real life and where they fail. 

I also strongly recommend participating in the co-op program. Co-op provides essential industrial experience and shows you how engineering works beyond the classroom, from design communication to manufacturing and collaboration across teams. That exposure helps you understand how ideas move from concept to reality and develop both technical and professional skills. 

Baran’s large-scale model car.

With six courses per semester, balancing the technical demands of your degree can be tough. How do you manage to maintain a healthy work-life balance and meet the demands of your personal life?

I’ve taken six courses every semester, and I won’t lie, it was definitely tough at first. In the beginning, I struggled to balance everything, but over time I found a rhythm that worked for me. I started doing meal prepping to save time during the week, which helped a lot with staying healthy and less stressed. I also made it a priority to go to the gym around four days a week. It was my way of taking a break, staying active, and clearing my mind. Maintaining a work-life balance in engineering isn’t easy, but I learned that small habits and routines make a big difference. Planning ahead, taking breaks, and making time for yourself, even just a little, helps you stay focused and avoid burnout.

Anything else you’d like to share about your UBCO Engineering student journey?

UBCO Engineering has pushed me outside my comfort zone in the best way possible. Through research, co-op, and personal projects, I’ve learned how important curiosity, initiative, and persistence are. The program has helped me grow not just as an engineer but also as a critical thinker, and I’m grateful for the opportunities that continue to shape my path.

“The program has helped me grow not just as an engineer but also as a critical thinker”

Sarthak Bodhale is a fourth-year Mechanical Engineering student in the Aerospace concentration at UBC Okanagan. Originally from India, he has spent much of his life across Asia, including Malaysia, Indonesia, and China, which have shaped his global perspective. He completed a 16-month co-op with the City of Edmonton in Facility Asset Management, where he worked on building condition assessments, lifecycle cost analysis, and applied engineering decision-making. Outside the classroom, he is actively involved in UBCO Aerospace, currently serving as Vice-President Finance and competing in national UAV drone competitions. His academic interests focus on applied mechanical design, building and infrastructure systems, and sustainable infrastructure, with an emphasis on asset prioritization, lifecycle planning, and engineering-driven decision-making.

Portrait of Sarthak Bodhale.

Tell us a bit about yourself:

I’m a fourth-year Mechanical Engineering student in the aerospace concentration who enjoys working on engineering problems where informed decisions matter just as much as technical accuracy. During my co-op in facility asset management, I worked on building condition assessments where recommendations had to balance structural condition, lifecycle cost, and long-term maintenance planning. In parallel, my involvement with UBCO Aerospace has allowed me to apply the same decision-making mindset to competitive UAV projects, where design choices directly affect reliability and performance. Outside of academics, I enjoy watching aircraft accident investigations, following geopolitics, and biking in the mountains.

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

Having grown up across multiple countries, moving to Canada for university meant being miles away from family and stepping into a completely new academic and cultural environment. In my first year at UBC Okanagan, that transition felt daunting, but the smaller engineering community made it easier to find support and build genuine connections with classmates and professors. Getting involved early in student spaces and design teams helped turn what initially felt unfamiliar into a place where I belonged.

Kelowna’s environment also played a role. The campus and surrounding outdoors created a calm, inclusive atmosphere that made it easier to adjust, reflect, and stay grounded. Over time, the School of Engineering’s hands-on, people-centered culture made UBCO feel less like just a university and more like a community where I could grow both academically and personally.

“UBCO felt less like just a university and more like a community where I could grow both academically and personally.”

Sarthak Bodhale working on aerospace components.

What has been the best part about being a UBCO Engineering student so far?

The best part has been the ability to connect what I learn in class to real, tangible impact. Through co-op, design teams, and projects like competitive UAV development, I’ve seen how engineering concepts translate into decisions that affect performance, safety, and long-term value. The smaller class sizes at UBCO have made it easier to build meaningful relationships with both peers and faculty, creating an environment where discussions feel open and perspectives are genuinely acknowledged. Having instructors and teammates who take the time to engage with your ideas has made the learning experience more collaborative and motivating.

On the flip side, what has been the most challenging aspect of university so far?

One of the most challenging aspects has been learning how to manage uncertainty, both academically and personally, while being far from family. In my earlier years, I often took everything on myself and assumed that if a particular study strategy worked once, it should work everywhere, which wasn’t always realistic across different courses and learning styles. It took time to accept that not every outcome would be perfect and that growth sometimes comes from adjusting expectations rather than pushing harder.

Balancing demanding coursework with design teams and co-op responsibilities forced me to prioritize, adapt, and make informed trade-offs instead of trying to do everything at once. Through that process, I learned the importance of flexibility, asking for support, and trusting that progress doesn’t always follow a straight line.

What are your goals?

My goal is to work on sustainable public infrastructure projects where engineering decisions have a direct and visible impact on communities. I’m particularly interested in roles that involve building inspections, energy audits, lifecycle planning, and developing RFPs, where technical analysis supports long-term asset performance and responsible public investment. In the short term, I want to continue building hands-on experience in infrastructure assessment and planning, working closely with multidisciplinary teams and stakeholders.

Over the longer term, I aim to grow into a project management or leadership role where my voice is heard, my judgment is trusted, and I can help guide projects from early assessment through implementation. Ultimately, I want to contribute to infrastructure systems that are resilient, well-maintained, and designed with long-term sustainability in mind.

UBCO Aerospace team members with their drone.

What is one thing most people don’t know about you?

Most people don’t know that I genuinely enjoy watching aircraft accident investigations, not for the drama, but for the methodical and disciplined analysis behind them. I find the contrast striking: how something as fragile as human life is entrusted to a complex metallic system operating at the limits of physics, and how even small design choices, maintenance decisions, or human factors can shape the outcome. What resonates with me most is the focus on understanding systems, assumptions, and decision chains rather than assigning blame. Even after a failure has occurred, the emphasis on root cause analysis and patient investigation reflects how meaningful, truthful answers are reached, an approach that has strongly influenced how I think about engineering, decision-making, and responsibility.

Who or what inspires you? Have you had a mentor before, and if so, what did they help you learn about yourself?

My biggest inspiration has always been my father, not only as an academic or career mentor, but as a life mentor and constant source of support. He has always been someone I can turn to, whether for guidance on major career decisions or perspective on everyday challenges, and his advice is consistently thoughtful and grounded. Seeing him lead the engineering operations department at a multinational company taught me the importance of combining technical competence with empathy, accountability, and clear communication. One of the most important lessons he shared with me was to stay grounded and humble, and trust that everything else will follow. That advice has stayed with me, reminding me that no matter how skilled or academically accomplished you become, your attitude and character ultimately define how others experience and respect you.

Sarthak Bodhale assembling drone.

How has engineering changed your view on the world? 

Engineering has changed the way I see everyday systems and decisions, shifting my focus from outcomes to the processes and assumptions behind them. I’ve learned to approach problems through a systems lens, questioning how design choices, constraints, and human factors interact over time rather than in isolation. This way of thinking strongly connects to my interest in aircraft accident investigations, where the emphasis is on root cause analysis and understanding decision chains rather than assigning blame. It has also made me deeply aware of the responsibility engineers carry, especially in public infrastructure, where decisions directly affect safety, sustainability, and communities long after a project is completed. Overall, engineering has taught me to value evidence, context, and long-term thinking over quick solutions.

In 5 words or less, how would you sum up the UBCO / School of Engineering experience?

Grounding, challenging, supportive, and transformative

What is one thing you know now that you wish you would have known in high school, in first year, or in an earlier moment in your life? If you could give your future self one piece of advice, what would it be?

I wish I had understood earlier just how valuable asking questions and actively seeking constructive feedback really are. Early on, I often held back, worrying that a question might sound obvious or unnecessary, when in reality many others likely shared the same uncertainty or line of thought. Over time, I learned that no question is meaningless, and that open discussion often clarifies ideas not just for the person asking, but for everyone involved.

Learning to ask questions openly also helped me become more confident in receiving feedback and using it to improve rather than taking it personally. I also came to appreciate how essential collaboration is in engineering. Working in teams exposes you to diverse perspectives, different problem-solving approaches, and insights you may not arrive at on your own. The advice I would give my future self is to stay curious, keep asking questions, remain open to feedback, and never hesitate to work with new teams, because engineering is ultimately a collaborative field where growth comes from learning together.

Sarthak Bodhale speaking at a podium.

With six courses per semester, balancing the technical demands of your degree can be tough. How do you manage to maintain a healthy work-life balance and meet the demands of your personal life?

I’ve taken six courses every semester, and I won’t lie, it was definitely tough at first. In the beginning, I struggled to balance everything, but over time I found a rhythm that worked for me. I started doing meal prepping to save time during the week, which helped a lot with staying healthy and less stressed. I also made it a priority to go to the gym around four days a week. It was my way of taking a break, staying active, and clearing my mind. Maintaining a work-life balance in engineering isn’t easy, but I learned that small habits and routines make a big difference. Planning ahead, taking breaks, and making time for yourself, even just a little, helps you stay focused and avoid burnout.

What advice do you have for future/current engineering students?

Don’t be afraid to ask questions early and often, and don’t feel pressure to figure everything out on your own. Engineering is collaborative by nature, and some of the best learning happens through discussions with classmates, design teams, and mentors who challenge how you think. Be open to feedback, stay flexible in how you approach different courses, and accept that not every study strategy or problem-solving approach will work the same way in every situation. Most importantly, try to enjoy the process and treat learning as something you actively engage in rather than a burden.

Anything else you’d like to share about your UBCO Engineering student journey?

My time at UBCO has been as much about personal growth as it has been about technical learning. Being far from family, navigating a new country, and balancing academics with co-op and student involvement challenged me in ways I didn’t expect, but ultimately helped me become more confident and self-aware. UBCO Engineering gave me the space to be curious, to collaborate, and to pause and reflect, allowing me to learn just as much from setbacks as from successes.

Sarthak Bodhale standing beside a fire truck during an engineering-related visit or event.

Along the way, I learned the value of taking risks and stepping outside my comfort zone, whether that meant moving to a new country, relocating for co-op, handling responsibilities like filing taxes for the first time, or signing off on my first industry-based technical documentation. Looking back, I’m deeply grateful for the people and experiences that shaped not only how I think as an engineer, but how I navigate challenges in life. I’ve learned to see setbacks as moments to learn from rather than failures, and to trust that growth unfolds in its own time.

“I’ve learned to see setbacks as moments to learn from rather than failures, and to trust that growth unfolds in its own time.”

This year, Samantha Krieg, a graduate engineering student at UBC, was selected as a recipient of the prestigious Order of the White Rose Scholarship. Created to honor the memories of the 14 women who lost their lives in the 1989 École Polytechnique tragedy, the scholarship recognizes exceptional women pursuing graduate studies in engineering who demonstrate leadership, academic excellence, resilience, and a strong commitment to advancing equity in the field. Samantha joins three other UBC engineers recognized this year for their impactful work and dedication to creating a more inclusive engineering community. More about the award and this year’s recipients can be found here: White Rose Scholarship Recipients 

Samantha with a white rose

What does receiving the Order of the White Rose mean to you personally and academically?

Receiving the Order of the White Rose Award is life-changing. On a personal level, it holds deep significance for me as someone who has experienced sexism and misogyny while working in male-dominated environments. Even as progress is made, engineering remains a field where women continue to navigate subtle, shifting forms of discrimination. Workplace sexism has evolved, often appearing as loaded comments masked by plausible deniability or informal mentorship networks that disproportionately benefit certain people. These quiet barriers can make it difficult for underrepresented groups to advance. This award affirms not only my place in this field, but the importance of continuing to push for change. Academically, the scholarship will support me throughout my PhD and strengthen my research by connecting me with a community of individuals who are equally committed to making engineering more inclusive.

The SoE ‘E’ painted white in honor of 14 Not Forgotten.

What will this award allow you to do, and how will it support your continued research and studies?

This award will help bridge the pay gap between research and industry, allowing me to fully devote my time and energy to my academic work. It gives me the confidence and financial stability to pursue opportunities that will elevate my research on earthquake-resilient and sustainable buildings. More than a monetary award, it has connected me with 13 other remarkable scholars who are all using their work to create meaningful change. The relationships formed this year, as well as those with past recipients and individuals involved in the Order of the White Rose community, will help propel my research forward and extend its impact beyond New Zealand.

What was it like to attend the ceremony at Polytechnique Montréal, and was there a moment that stood out for you?

Attending the award ceremony at Polytechnique Montréal was an unforgettable experience. The moment that resonated most deeply with me was hearing Nathalie Provost share her story as a survivor of the 1989 shooting. Her words were powerful and emotional and served as a stark reminder of the very real dangers that stem from misogyny. Throughout the ceremony, I found myself reflecting on how far we have come as a society while recognizing how much work remains. Violence against women in male-dominated fields continues to be a pressing issue. The recent death of Amber Czech, a 20-year-old welder killed by a coworker simply for “giving him a bad look,” weighs heavily on me. Moments like these underscore why advocacy, education, and cultural change are still urgently needed.

A memorial display honoring the 14 women killed in the 1989 tragedy

What are your goals for the future, and how do you see this award helping you move toward them?

During my PhD, I hope to collaborate closely with policymakers and industry leaders in both New Zealand and Canada to advance the tools and knowledge structural engineers need to design buildings that are more sustainable and better able to withstand earthquakes. After completing my degree, I plan to work in consulting as a structural engineer and join a company that prioritizes innovation and environmental responsibility. The mentorship and leadership workshops offered through the Order of the White Rose will help me build the skills I need to thrive in my research, and eventually in my professional career. This award has opened doors not only to new opportunities, but to a network that supports and amplifies my aspirations.

What advice would you offer to women in engineering and to young people inspired by your journey?

It is everyone’s responsibility to work toward ending misogyny and violence against women. If we are not actively breaking down the barriers that exist in engineering, we are allowing systems built on inequity to persist. My advice is to never shrink yourself to meet someone else’s expectations. This is true for all people, but especially for women in male-dominated fields. Support the people around you; community and collaboration will take you further than competition or tearing others down. When we uplift each other, we create environments where everyone can succeed.

Read more about UBCO’s White Rose Ceremony:  Reflecting on the past, standing together for a brighter future

Meet Engineers in Action Okanagan (EIA Okanagan), a student-led engineering design team that partners with underserved communities around the world to design and construct sustainable infrastructure solutions. Founded in 2024, the team empowers students to apply classroom concepts in real-world, cross-cultural settings while encouraging and developing leadership, communication, and project management skills. As part of the global EIA program, EIA Okanagan connects students with industry professionals for mentoring, as well as other university chapters to create community-driven infrastructure. 

Members of the club standing on top of the bridge they built

Tell us about your team?

EIA Okanagan is a multidisciplinary club composed of engineering and management students focused on humanitarian infrastructure projects. The club operates under three core groups: Project Management, Bridge, and WASH (Water, Sanitation, and Hygiene), each collaborating closely with faculty advisors, alumni, and industry mentors.

The Bridge team designs pedestrian bridges for rural communities, transforming site layouts into fully engineered, buildable structures over the course of a year. The WASH team is a new addition that focuses on water and sanitation projects. Meanwhile, the Project Management team coordinates logistical work such as stakeholder communication, fundraising, budgeting, events, and day-to-day operations to keep the club running smoothly.

Together, these groups form a cohesive unit that not only designs and constructs life-changing infrastructure but also offers students hands-on professional experience in teamwork, leadership, and sustainable design.

How did your team get started or grow over time?

EIA Okanagan began in late 2023 when a small group of students recognized a gap on campus for a club that applied engineering skills to real-world humanitarian challenges. What started as an idea quickly evolved into a formal club by early 2024.

Initially, the team planned to operate as a tag-along chapter, supporting experienced universities in an observational capacity. However, student dedication soon exceeded expectations. Within their first year, members successfully designed and helped construct the Chunchuli Alto bridge in Bolivia while working alongside chapters from the University of Alberta and the University of Toronto.

That project marked the club’s first tangible success, serving as proof of concept. The completed bridge now connects more than 1,500 community members to schools, markets, and clinics. Building on that success, the team was invited to lead EIA’s first student-led bridge in Peru and collaborate on a new WASH initiative in Bolivia in partnership with CU Boulder and Washington State University.

From just four founding members to more than fifty today, the club has grown rapidly and continues building the foundation for future members to carry forward.

The students standing in front of the bridge with the residents.

What has been one of your team’s proudest accomplishments so far?

The club’s proudest moment was the “Entrega”, or inauguration ceremony, of the Chunchuli Alto bridge. Two UBCO students, Erik and Teryl traveled to Bolivia and lived within the local community for a month while helping construct the bridge.

They described the experience as life changing and a true test of engineering and adaptability. They worked ten-hour days, six days a week, performing manual labor in remote conditions with limited access to electricity and water. Despite the challenges, they formed strong bonds with community members and celebrated their success together at the bridge’s opening, where local elders inaugurated the structure with dancing and music.

This moment reinforced the purpose behind EIA Okanagan: Using engineering to create meaningful, tangible change.

“Using engineering to build meaningful tangible changes”

How has being part of the design team shaped your view and understanding of
engineering?

Being part of EIA Okanagan has shown members that engineering goes far beyond technical design. It includes collaboration, empathy, and global impact. Through hands-on experience, students have learned to apply classroom knowledge in unfamiliar, resource-limited environments and to think critically about how their work affects the daily lives of community members.

The projects mirror real engineering practice. Multiple stakeholders, international coordination, safety requirements, and strict standards. Students learn to communicate across cultures and disciplines, gaining a level of perspective and responsibility that classroom projects cannot always provide.

What was a challenge you had as a team, and how did you overcome it?

As a new chapter, one of the biggest challenges was building legitimacy, establishing a sustainable internal structure, securing funding, and earning trust within the university framework. Unlike competition-based teams, EIA Okanagan’s model did not fit existing club systems.

Early on, the team relied on small grants, crowdfunding, and support from various student organizations. Over time, they developed a stronger foundation by forming corporate partnerships, establishing faculty mentorships, and creating succession plans to ensure long-term success.

Mentorship from EIA’s Bridge Corps and alumni advisors played an important role. Students learned that success came from working with, not against, existing systems by building relationships and showing value through impact.

How do you think student design teams contribute to the UBCO engineering experience overall?

Clubs like EIA Okanagan transform the UBCO engineering experience by bridging the gap between academic learning and real-world application. They challenge students to lead, problem-solve, and communicate across cultures and disciplines.

Two members of the club standing in a field

Beyond technical design work, students develop leadership, budgeting, risk management, and stakeholder communication skills that are essential in professional engineering environments. Through partnerships with alumni and EIA’s international network, members also gain access to mentorship and professional development opportunities that prepare them for co-op and future careers.

These experiences create engineers who are not only technically capable but also socially aware, globally minded, and ready to make a difference.

What was one of your team’s best memories while working together?

One of the club’s most meaningful memories was standing on the completed Chunchuli Alto bridge alongside the Bolivian community during the inauguration ceremony. Months of design work, safety reviews, and construction planning culminated in a single, powerful moment of connection.

Erik and Teryl described living with host families, attending a community wedding, and building lifelong friendships with locals. These experiences reminded them why they joined EIA Okanagan. To see engineering transform lives firsthand.

How does being part of the team prepare members for co-op positions or jobs post
graduation?

EIA Okanagan equips students with both technical expertise and professional competencies that translate directly to co-op placements and future careers. Members gain experience in structural design, load analysis, construction management, and safety planning. They also strengthen teamwork, leadership, budgeting, and cross-cultural communication skills.

Because every project involves coordination between multiple universities and industry mentors, students learn to manage complex stakeholder relationships similar to those found in real-world engineering projects. The projects are as global as they get and as down to earth as they come.

As a result, EIA Okanagan alumni enter the workforce with a strong foundation in both engineering practice and human-centered design.

“Our projects are as global as they get  and as down to earth as they come.”

As a member of the team, what opportunities are available to connect with industry
professionals, alumni or companies?

Members engage with professionals through EIA’s Bridge Corps network, which connects students to practicing engineers and project managers across North America. Within UBCO, the club regularly hosts professional development events featuring alumni and industry partners who share insights on career paths, project management, and field engineering.

An upcoming alumni panel will feature graduates working in industry and government. Two in civil engineering, one in mechanical engineering, and one in management. These conversations provide mentorship and guidance to current members.

Corporate sponsors can also connect directly with the club by participating in speaker sessions, offering technical mentorship, or collaborating on outreach initiatives, strengthening ties between education and industry.

What are the technical and transferrable skill members typically develop by being part of
the team?

Members develop a balanced mix of technical and transferable skills that extend beyond the classroom. Technical skills include bridge design, load calculations, material selection, concrete mixing, and safety analysis.

Equally important are transferable skills such as project management, financial planning, communication, adaptability, leadership, and intercultural teamwork. Students also learn to work in resource-limited environments, an invaluable skill for any engineer entering the global workforce.

What advice would your team give to students thinking about joining or starting a design
team?

Start small, stay passionate, and focus on the impact you want to make. Building a club from the ground up takes time, patience, and collaboration, but every initiative begins with a few dedicated students and a clear purpose.

Seek mentorship early, establish a solid structure, and remember that growth comes from learning by doing. Most importantly, build a culture that values both technical excellence and human connection. The strongest engineering clubs do more than build structures. They build communities.

“Building a team from the ground up takes time, patience, and collaboration, but every great initiative starts with a few dedicated students and a clear purpose.”

Anything else you’d like to share?

EIA Okanagan is always looking for motivated students who want to combine their technical knowledge with real-world impact. Whether your interest lies in design, construction, management, or outreach, there is a place for you in EIA Okanagan and an opportunity to make a tangible difference in the lives of others.

The club is also seeking partners and sponsors who share their commitment to sustainable development and student growth. Join them in creating long-term positive change while connecting with a dynamic group of future engineers and leaders.

In addition, the team is continuing to raise funds through their ongoing student-led crowdfunding campaign, which directly supports travel, construction materials, and community-driven infrastructure projects. You can contribute here: Support the campaign

Curious about Engineers in Action Okanagan? Visit their LinkedIn: Learn more!

Meet UBCO Aerospace is a student-led engineering design team that brings together passionate students to design, build, and test innovative aerospace systems. The team works on a diverse range of projects, including drones, rockets, fixed-wing aircraft, and drone racing initiatives, while also participating in national and international competitions such as the AEAC National Student Drone Competition and LAUNCH Canada. Beyond technical design, UBCO Aerospace promotes collaboration, technical skill development, and outreach through workshops, community events, and STEM engagement activities. The team provides students from all faculties with the opportunity to gain hands-on experience, strengthen problem-solving skills, and contribute to  advancing aerospace innovation at UBC Okanagan.

UBCO Aerospace Team with their Aircraft

How did your team get started or grow over time?

We’re a student-led engineering design team at UBC Okanagan with one big focus: aerospace. What started as a small group of students passionate about flight has grown into a team that designs, builds, and tests everything from drones and rockets to fixed-wing aircraft and racing drones.

Our projects don’t stop at campus, either. We put our designs to the test on national and international stages, competing in challenges like the AEAC National Student Drone Competition and LAUNCH Canada.

We’re also pushing into new territory with our pilot project, the Space Design Team. Guided by UBCO Aerospace, this group is preparing a technical proposal for the 2026 AIAA Undergraduate Team Space Design Competition, blending research with hands-on problem-solving.

But what really makes our team different is the culture. We’re not just building aircraft’s; we engage in workshops, community events, and STEM initiatives. From hosting workshops and STEM events to representing UBCO in competitions, we’re committed to growing as engineers and as a community. UBCO Aerospace provides students from all faculties the chance to gain hands-on experience, strengthen problem-solving skills, and contribute to advancing aerospace innovation.

“We’re committed to growing as engineers and as a community“

What kinds of projects or competitions has your team been involved in?

UBCO Aerospace has been involved in a wide range of projects and competitions across drones, rocketry, fixed-wing aircraft, and space design. On the UAV side, the team has competed in the AEAC National Student Drone Competition, with upcoming tasks focused on fire reconnaissance and extinguishing for 2026, while also running internal drone racing events, UAV certification training, and technical workshops such as PCB design, GitHub, and Flight Simulation.

In rocketry, the team participates annually in Launch Canada and is preparing for the international FAR-OUT competition with projects like the Dragon Lady rocket, DIY and certification rockets, an autonomous steerable parachute system, a new all-in-one ground station, and the “Hell’s Kitchen” motor test stand designed for liquid, hybrid, and solid engines. The Fixed-Wing division has built a 3D-printed plane (63 Seconds) and is working on new projects such as Dragon Lady Glider, a Flying Wing, and a competition-ready base aircraft, with members learning skills in CAD, aerodynamic simulation, and stability analysis.

In addition, the Space Design Team, a pilot program under UBCO Aerospace, is preparing for the 2026 AIAA Undergraduate Team Space Design Competition by developing a heliophysics mission concept to enable Earth–Mars communication. Together, these initiatives highlight the team’s commitment to hands-on aerospace innovation, technical skill-building, and national and international competition.

UBCO Aerospace’s drone wiring and electronic’s system

What has been one of your team’s proudest accomplishments so far?

One of UBCO Aerospace’s proudest accomplishments was at the 2023 AEAC Student Drone Competition, where the team won two awards: placing 2nd overall out of more than 14 top Canadian university teams and earning the Innovation Award for developing our custom helicopter platform, ORCA. More recently, the rocketry division achieved a historic milestone with the successful launch of HYDRA Mini, the first clustered hybrid rocket launched from Canadian soil. This launch made UBCO Aerospace the first non-commercial team, and possibly the first team worldwide, to fly a clustered hybrid rocket using different impulse engines. These accomplishments showcase both our technical innovation and our ability to compete on a national and international level.

“We placed 2nd overall out of more than 14 top Canadian University teams and earned the Innovation Award. This showcase’s our ability to compete on a national and international level.”

UBCO Aerospace’s Hydra Mini

How has being part of the design team shaped your view and understanding of
engineering?

Being part of UBCO Aerospace gives students the chance to take engineering concepts beyond the classroom and see theory come alive in real-world projects like drones, rockets, and fixed-wing aircraft. These hands-on experiences deepen our understanding of design, testing, and problem-solving under real constraints, while also emphasizing collaboration, leadership, and adaptability.

The learning goes far beyond technical skills. Team members develop project management, budgeting, sponsorship outreach, and event organization experience, while also strengthening communication, teamwork, and public speaking through outreach and industry engagement. Together, these opportunities build resilience, sharpen time management, and expand professional networks shaping a well-rounded foundation for success in both technical and non-technical careers.

What was a challenge you had as a team and how did you overcome it?

One of our biggest challenges has been navigating the steep learning curve that comes with aerospace design. From financial constraints to coordinating complex projects, UBCO Aerospace has faced its share of setbacks, including the occasional lost or crashed aircraft. In more than one case, the team had to rebuild an aircraft overnight just to make it to competition or testing on time.

High-powered rocketry has added another layer of complexity. Projects like the HYDRA Mini clustered hybrid rocket demanded rigorous planning, extensive simulations, and strict compliance with CAR/Tripoli safety standards.

What got us through wasn’t just technical skill, but communication, collaboration, and grit. By working across sub-teams, testing iteratively, and approaching problems creatively, we turned obstacles into lessons. These experiences have shaped us into a team that’s resilient, adaptable, and capable of tackling ambitious technical goals together.

The UBCO Aerospace team standing with their aircraft

How do you think student design teams contribute to the UBCO engineering experience overall?

Student design teams like UBCO Aerospace don’t just give students technical practice, they shape the culture of engineering at UBCO. They create spaces where students from different disciplines come together to innovate, compete, and represent the university on national and international stages. These teams become a bridge between campus and industry, building connections, inspiring younger students through outreach, and showcasing what UBCO engineers are capable of. More than projects, they foster pride, community, and a spirit of innovation that strengthens the entire engineering experience at UBCO.

“Student design teams like UBCO Aerospace don’t just give students technical practice, they shape the culture of engineering at UBCO. They create spaces where students from different disciplines come together to innovate and compete”

What was one of your team’s best memories’ while working together?

One of UBCO Aerospace’s best memories was during the successful launch of the HYDRA Miniclustered hybrid rocket. The moment when the rocket lifted off flawlessly, after months of design, testing, and coordination across sub-teams, brought the entire team together in celebration. Other unforgettable moments include overnight rebuilds of crashed aircraft to ensure competition participation, the excitement of winning awards at the 2023 AEAC Student Drone Competition, and engaging with the community during STEM outreach events.

How does being part of the team prepare members for co-op positions or jobs post
graduation?

Being part of UBCO Aerospace is more than a student activity, it’s preparation for co-op placements and future careers. Members gain critical aerospace industry skills through projects in drones, rockets, fixed-wing aircraft, and space systems, while also developing professional strengths in project management, teamwork, leadership, and communication. Close collaboration with industry sponsors and experts, along with exposure to competitions, workshops, and community outreach, further builds adaptability, time management, and networking. For those on competitive teams, balancing demanding projects with academics mirrors a full-time workplace, giving members a valuable head start as they transition into industry careers.

“Being part of UBCO Aerospace is more than a student activity, it’s preparation for co-op placements and future careers”

As a member of the team, what opportunities are available to connect with industry
professionals, alumni or companies?

As a member of UBCO Aerospace, students have multiple opportunities to connect with industry professionals, alumni, and companies. These include participating in national and international competitions such as the AEAC Student Drone Competition and Launch Canada. The team collaborates directly with industry sponsors and experts for mentorship, technical guidance, and project support. For example, past sponsorship with KF Aerospace provided not only financial support but also unique experiences, including tours of their facilities, participation in the KF Aerospace Open House, and the opportunity to observe live aircraft maintenance within their hangars. Members also gain exposure to alumni in aerospace and related fields, helping build professional networks, gain industry insights, and enhance career prospects.

A UBCO Aerospace member wearing the club’s official shirt

What are the technical and transferrable skill members typically develop by being part of
the team?

Members of UBCO Aerospace develop a wide range of technical and transferable skills.
Technically, students gain experience in design, simulation, testing, and problem-solving across drones, rockets, fixed-wing aircraft, and space systems. They also learn software tools such as SolidWorks, XFLR5, KiCAD, and flight simulation platforms, and develop skills in aerodynamics, systems integration, and control. Transferable skills include project management, teamwork, leadership, communication, public speaking, time management, and collaboration with industry sponsors and experts.

What advice would your team give to students thinking about joining or starting a design
team?

Our advice to students considering joining or starting a design team is to step out of your comfort zone and get involved. Design teams simulate real-world industry projects, giving you the chance to collaborate with peers who have diverse skills and backgrounds. You’ll learn from each other, tackle challenges together, and grow both technically and professionally. Being part of a design team offers hands-on experience, exposure to competitions, and opportunities to connect with industry, all while building teamwork, problem-solving, and leadership skills that are invaluable in your future career.

Anything else you’d like to share?

Even though UBCO Aerospace is labeled as a design team, it is not limited to engineering
students. The team welcomes members from diverse disciplines, including computer science for software, business for sponsorship and outreach, and arts for media and marketing — every background can contribute meaningfully.

Curious about the UBCO Aerospace? Visit their website to learn more: https://aerospacerocketry.wixsite.com/home

Meet Ravy Lock: A passionate fourth-year Civil Engineering student at UBC Okanagan, Ravy has embraced every opportunity to learn, grow, and make a meaningful impact. From student projects and competitions to research and leadership roles, he’s been actively involved in shaping his academic and professional journey. What drives him isn’t just the desire to stand out, but a genuine love for collaboration and creating solutions that matter. While he’s still exploring his path, he approaches it with curiosity, purpose, and deep appreciation for the experiences and support that have helped him get here.

A headshot of Ravy standing outside.

Tell us a bit about yourself.

I grew up in the city of Hong Kong and then spent most of my high school years in Vancouver, so I’ve always lived in cities where there’s a lot going on. I think just being around that – tall buildings, roads, and CONSTANT construction – made me curious about how everything worked. I didn’t have some big “aha” moment, but civil engineering felt like an industry I could build a home in (pun intended). I like the idea of building things that actually help people, even if it’s in small ways. In the recent years, I’ve started to think more seriously about the kind of impact I want to have, and that led me to focus more on sustainability. That’s shaped a lot of what I’m working on now, from doing research on eco-friendly soil stabilization methods to leading a student design team that looks at structural efficiency and optimizing project life cycles. Whether it’s through competitions, research, or even just learning, I’ve been trying to stay mindful of how engineering choices affect the bigger picture.

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

To be honest, it wasn’t some big plan from the start. I knew I wanted to study engineering, and UBCO offered a more welcoming environment where I could actually get to know people, not just be a face in a crowd. The smaller class sizes and hands-on learning really stood out to me. It felt like a place where I could try things, make mistakes, and grow at my own pace. Over time, I’ve come to appreciate how much freedom students have to shape their own experience here.

Over time, I’ve come to appreciate how much freedom students have to shape their own experience here.

What has been the best part about being a UBCO Engineering student so far? If you could design a course or program to add to your degree, what would it be?

The best part for me has honestly been the people. UBCO is a smaller campus, so it’s easier to get to know your classmates, professors, and even folks in different disciplines. That sense of community made it easier to take risks because you know there’s support around you.

If I could design a course, I’d probably want something that blends hands-on construction with sustainability. Something like a “design-build” studio where students actually build small-scale projects using recycled or low-impact materials. It would give people a better feel for how designs actually come to life, and what trade-offs you have to make when working with real-world constraints.

On the flip side, what has been the most challenging aspect of university experience so far?  How has your perspective on perseverance evolved because of it, and what lessons did you learn from it?

I think the most challenging part has been learning how to navigate ambiguity, not just academically, but in life. University doesn’t come with a step-by-step guide, and sometimes it feels like you’re making big decisions with limited information, whether it’s picking a project, choosing between work opportunities, or figuring out what “success” even means to you.

Perseverance used to mean grinding things out no matter what, but now I see it more as staying grounded when things feel uncertain. It’s about being okay with not knowing everything right away, and still moving forward with intention. I’ve learned that discomfort is part of growth, and that clarity often comes after, not before, you take the leap.

I’ve learned that discomfort is part of growth, and that clarity often comes after, not before, you take the leap.

Why did you choose to study engineering? How do you envision engineering shaping your life personally and professionally in the future?

I’ve known since I was a kid that I wanted to build things. I didn’t know the word for it at the time, but I was always drawn to how things worked – how buildings stood up, how roads connected, how everything fit together. That curiosity eventually led me to civil engineering. It felt like a natural path where I could apply that interest in a way that actually helps people and communities.

I see engineering as more than just a job — it’s a mindset that teaches you how to think critically, adapt, and design with intention. Whether I stay on a technical path or move toward starting something of my own, I know I want to keep working on meaningful problems and creating things that leave a positive mark.

What project or experience at UBCO has made you feel particularly proud or like a “real” engineer so far?

Leading the UBCO Steel Bridge Team has probably been the moment when it all felt real. Starting the team from scratch, figuring out design challenges, coordinating fabrication, dealing with last-minute issues… It was messy, stressful, and honestly one of the most rewarding things I’ve ever done.

There was something about seeing a physical structure come to life, piece by piece, that hit different. It wasn’t just theory or grades anymore, it was solving problems under pressure, working with a team, and building something you could literally stand on. That’s when it really clicked for me: this is what engineering feels like.

How has Engineering changed your view on the world? What misconceptions do you think the public holds about engineering, and what would you do to change those perceptions?

Engineering has made me see the world through a more systems-based lens. I’ve come to realize that almost everything around us is the result of countless decisions, trade-offs, and problem-solving behind the scenes. It’s helped me appreciate the complexity of everyday things and the responsibility that comes with shaping them.

I think a common misconception is that engineering is purely technical, just math, formulas, and cold calculations. But in reality, it’s deeply human. Engineering is about people, context, and impact. If we want to change that perception, we need to tell better stories. We need to show how engineering touches lives, supports communities, and solves real problems, especially in ways that aren’t always flashy or visible.

Engineering is about people, context, and impact.

Ravy competing at WEC 2025 in the University of Sasketchewan.

What is one thing most people don’t know about you?

Most people don’t know that I can be pretty self-critical. On the outside, I might seem confident or driven, but I spend a lot of time second-guessing myself and quietly figuring things out behind the scenes. I think it’s part of why I work hard, not to prove anything to others, but to meet my own standards.

Who or what inspires you? Have you had a mentor before, and if so, what did they help you learn about yourself?

I come from a lineage of remarkable individuals. My parents and those before them have achieved a great deal, but more than their accomplishments, it’s their kindness and character that continue to inspire me the most. They’ve set an example of working hard, staying grounded, and doing things with integrity, not for external recognition, but because it’s the right thing to do. That mindset has stuck with me.

I’ve also been fortunate to have mentors throughout university who challenged me in a good way. They helped me recognize strengths I didn’t always see in myself, and taught me that growth often comes from being uncomfortable and learning to lead by example.

 In 5 words or less, how would you sum up the UBCO / School of Engineering experience?

Learn, fail, adapt, grow, repeat.

What is one thing you know now that you wish you would have known in High School, in First Year, or in an earlier moment in your life? If you could give your future self one piece of advice, what would it be?

I wish I had known that no one really has it all figured out, and that’s okay. In high school and early university, I thought success meant having a clear plan and following it without mistakes. But I’ve learned that growth often comes from detours, trial and error, and sometimes just showing up when things feel uncertain.

If I could give my future self one piece of advice, it would be: don’t rush the process. Stay present, stay curious, and trust that things will fall into place if you keep moving with intention.

With six courses per semester, balancing the technical demands of your degree can be tough. How do you manage to maintain a healthy work-life balance and meet the demands of your personal life?

Honestly, it’s not always balanced, and I think that’s okay to admit. Some weeks are chaotic and things pile up, but I’ve learned to be more intentional with my time and energy. What helps me is setting boundaries where I can, leaning on people I trust, and finding small ways to recharge. Even if it’s just going for a walk, hitting the gym, or spending time with people who ground me.

I’ve also learned that being “productive” isn’t just about doing more. It’s about doing the right things and knowing when to step back. It’s still a work in progress, but I try not to tie my self-worth to how busy I am.

What advice do you have for future / current engineering students?

Don’t be afraid to figure things out as you go. You don’t need to have all the answers, you just need to stay curious, ask questions, and be willing to put yourself out there. Take the opportunities that scare you a little, whether it’s joining a team, trying research, or starting something new. That’s where the growth happens.

Also, don’t forget that engineering is a team sport. The people around you will make a huge difference, so find your circle, support each other, and don’t be afraid to lean on them when things get tough.

Don’t forget that engineering is a team sport. The people around you will make a huge difference, so find your circle, support each other, and don’t be afraid to lean on them when things get tough.

Anything else you’d like to share about your UBCO Engineering student journey?

For my last year of studies, aside from focusing on the initiatives that I am already in and giving back to my community, I will be dedicating myself to a meaningful Capstone Project. I am looking forward to working on a project that is a sustainable solution to real-world problems. I can’t give away too much on what my idea is just yet, but let’s just say, it’s something I really believe in. Stay tuned!

A headshot of Katherine outside.

Katherine Latosinsky is an MASc student in electrical engineering whose experimental research is focused on developing new technology for solar energy generation. Katherine came to UBC Okanagan after completing her bachelor’s in engineering science at the University of Toronto, where she majored in engineering physics. She is passionate about science communication and community outreach and was also a finalist in the 3-minute thesis competition at UBCO this year.

Tell us a bit about yourself.

I have roots in a few different places – I was born in Winnipeg and then lived in London, Ontario, before moving to Toronto for my bachelor’s. Now I’m here in the Okanagan for graduate studies. I love to both learn and do hands-on activities, and I care a lot about the impact my work has in the world, which is what brought me to pursue research in renewable energy. Outside of school, I enjoy being outdoors and commuting by bike. I also live on a sheep farm while staying with family in the Okanagan, so between the farm and school there’s always a lot going on!

Tell us about your academic journey leading up to your MASc studies.

My journey in science and engineering was never a straight path—actually, I nearly majored in history! In my undergrad I explored several different fields through summer research, and I also did a 12-month internship at an engineering firm specialized in acoustics and vibrations. For my bachelor’s thesis I developed instrumentation on superconducting materials, which got me interested in material physics and electronics. After undergrad I knew I was looking to do something intellectually stimulating and hands-on and also related to addressing climate change, which I feel is the most significant challenge facing the world today. This led me to experimental research in solar energy

What inspired you to pursue a Master of Applied Science degree, and why did you choose UBC Okanagan for your graduate studies?

I chose to pursue an MASc to build my credentials and contribute to research in renewable energy. I came to UBCO because I felt I would grow more at a new university, and, within Canada, Dr. Uhl’s research fit best with my interests and my background in physics and engineering. The mountains and smaller campus were also a draw for me!

Katherine working in her research lab

Tell us about your research.

My research is focused on developing a new type of solar cell, which is the part of a solar panel that converts light to electricity. Most solar panels are made from crystalline silicon, but my research involves two different materials that can be deposited as thin films in a process similar to inkjet printing, which can greatly reduce manufacturing costs. These materials—called perovskites and CIGS—absorb different visible and invisible colors of light, so they can be stacked on top of each other to make a “tandem” solar cell that absorbs more light and produces more electricity than a conventional single-layer structure. Our research group already makes solar cells using each of these materials separately; my role is to combine them in a tandem solar cell, ensuring all the layers are chemically, electrically, and optically compatible. In the future, this technology could be used to make efficient, low-cost, lightweight, and flexible solar panels, unlocking new applications for solar energy generation.

How did you find your community at UBCO? (clubs, within your research group, etc.)

This year I contributed to the Women in Science and Engineering and Solar Energy Ambassador programs at UBCO, which are outreach programs for undergraduate and high school students, respectively. Volunteering with campus-based groups has helped me connect with students with similar interests. This degree is my first time being a “commuter” student at university, but I’ve had a lot of success finding off-campus community programs closer to where I live, including recreational volleyball and an upcoming across-the-lake swim event.

Katherine at the 3MT engineering heat in February

What has been the most rewarding part of your UBCO experience?

I really appreciate the opportunity I have as a graduate student to support other students’ learning. In my first experience as a TA this year, I found it very rewarding to provide tutorials to undergraduates on a subject I love (electromagnetism). Explaining the content also deepened my own understanding of the material.

What challenges have you faced during your time at UBC, and have you grown or adapted as a result?

Coming from a large campus to a smaller one was a bit of an adjustment. I’ve found it useful, though, to use term papers as an opportunity to explore connections between the course content and my own research. My supervisor also helped me set up a directed studies course (ENGR 598) with a curriculum that will let me dive deeper into the physics and theory behind my research, so I’m excited to start that in the fall.

What advice would you give to prospective or incoming UBCO students?

I highly recommend reaching out to both professors and students to learn more about specific programs, courses, and research groups you are interested in. Don’t be scared to approach a prof or TA after class, find someone’s office, or send an email out of the blue.

“You don’t lose anything by asking for advice, and most people are happy to share their experiences.”

How has your experience in the MASc program prepared you for your career or future academic goals?

Beyond acquiring niche technical knowledge relevant to my research, this degree has helped me improve my skills in project planning, troubleshooting, and technical communication, while gaining a deeper understanding of the challenges and opportunities associated with renewable energy technologies. After graduating I plan to work in the renewables industry for a few years before deciding if a PhD is the right fit for me, and I’m looking forward to that adventure.

Have you had opportunities to present your research (e.g., conferences, publications, workshops)? If so, what have you learned from those experiences?

I had a great experience participating in UBC Okanagan’s three-minute thesis competition this year. It was challenging to explain my research briefly to a general audience, especially when I was a few months into my degree, but it really helped me distill the motivation and challenges associated with my research area. I also had the opportunity to present a research poster at the Solar Energy BC conference hosted by UBCO in April, which was a great opportunity to hear both academic and industry perspectives on the future of solar energy in this province

Katherine speaking on stage at a Solar Energy Ambassador Outreach Activity

If you could give your past self one piece of advice before starting your MASc journey, what would it be?

As cliché as it is, I would say have the courage to be yourself, especially coming to a new place. Whether engaging in class, in your research group, or just in everyday interactions, it’s better to put yourself out there and risk making mistakes rather than to be small and never leave an impression.

” It’s better to put yourself out there and risk making mistakes rather than to be small and never leave an impression.”

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

Twice in my life I have studied a technical subject with a mostly-female cohort, and in both instances I was deeply inspired by the courage and skill of my peers. The summer before I started undergrad, I had the privilege of obtaining my Private Pilot’s License (PPL) through the Canadian Air Cadet program. Although only about 10-15% of PPLs are issued to women each year, I completed flight training with an all-female group of cadets. Later, in my graduating year at U of T, most of the roughly twelve students in the engineering physics major were women, in stark contrast to the larger group studying pure physics. In both those experiences, studying challenging, technical subjects alongside other women was extremely motivating, and I certainly learned from my friends on how to be comfortable with my own identity while pursuing a career in STEM.

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

There are still real challenges facing women and other minorities in engineering, but it’s always easier when you find friends, mentors, and community. You have as much right to be an engineer as the next person, and if you can focus on the beauty of what you learn and joy in what you do, it will take you far.

“You have as much right to be an engineer as the next person, and if you can focus on the beauty of what you learn and joy in what you do, it will take you far.”

Learn more about Katherine’s research group Here: Laboratory For Solar Energy and Fuels