UBC’s Office of the VP Research and Innovation (VPRI) has announced recipients of the 2024 Faculty Research Awards. UBCO VPRI highlighted the Okanagan campus recipients.

On behalf of the School of Engineering, congratulations to all awards recipients across both campuses, and special congratulations go to the following SoE faculty members who received awards:

Dr. Shahria Alam, Professor, Civil Engineering, UBC Okanagan

Shahria Alam, Professor, Civil Engineering, received the UBC Killam Research Prize (Established Category)

Established in 1986, ten UBC Killam Research Prizes are awarded annually to top campus researchers with funds provided annually from the Izaak Walton Killam Memorial Fund for Advanced Studies established through a bequest from the late Dorothy J. Killam. The award recognizes outstanding research and scholarly contributions.

In addition to serving as a full professor for UBCO’s School of Engineering, Dr. Shahria Alam is the technical lead of UBCO’s Green Infrastructure Cluster and holds the Tier-1 Principal’s Research Chair in Resilient and Green Infrastructure. He is also the founding director of the Green Construction Research & Training Center (GCRTC), a joint initiative between UBC-O and Okanagan College, dedicated to advancing sustainable construction and reducing the carbon footprint of the construction industry. Recently, he was appointed as the acting Director of the Materials and Manufacturing Research Institute (MMRI) at UBC, where he continues to drive innovative research in sustainable materials.

“I am truly honored to receive the 2024 Killam Faculty Research Prize from UBC. This recognition is a reflection of the dedication and collaboration of my research team at ALAMS and industry partners, whose hard work continues to drive innovation in resilient and sustainable infrastructure. I am deeply grateful to my nominators, external referees, and mentors, as well as my colleagues (UBC Faculty & Staff) and the Faculty Research Awards Committee for their support. This award reinforces my commitment to advancing climate-resilient solutions and sustainable construction for a better future,” said Dr. Alam.

Dr. Mohammad Arjmand, Assistant Professor, Mechanical Engineering, UBC Okanagan

Mohammad Arjmand, Assistant Professor, Mechanical Engineering received the Charles A. McDowell Award for Excellence in Research

Established in 1985, the Charles A. McDowell Award for Excellence in Research, one of UBC’s most prestigious research prizes, is named in honour of Professor Emeritus Charles A. McDowell. The award is made to an outstanding early career member of the faculty of UBC who has demonstrated excellence in pure or applied scientific research.

Dr. Mohammad Arjmand is a renowned and award-winning researcher in the fields of nanotechnology and polymer engineering. He is an Assistant Professor at the University of British Columbia, where he leads the Plastic Recycling Research Cluster. Dr. Arjmand’s research focuses on synthesizing multifunctional nanomaterials, developing their assemblies, and creating polymer nanocomposites. He is a highly cited and well-funded researcher with strong collaborations across various industries in Canada. In 2024, he was named a Member of the College of New Scholars, Artists and Scientists by the Royal Society of Canada (RSC).

“Receiving this award is profoundly meaningful to me. It reflects my relentless dedication during my time at UBC and the supportive environment that has fostered my success. Additionally, this recognition underscores the vital role UBC Okanagan plays in the university’s broader research landscape, particularly through collaborations with colleagues from the Vancouver campus. Moreover, this award has further inspired me to pursue impactful research that advances science and benefits society. I also hope it serves as a source of motivation for young researchers, reminding them that the sky is the limit,” said Dr. Arjmand.

“Huge congratulations to Dr. Shahria Alam and Dr. Mohammad Arjmand – and kudos to your teams. Your outstanding work is elevating our School and our campus, driving innovation and inspiring change,” said Dr. Will Hughes, Director, School of Engineering.

Spring Industry Night Details  

• Date: Thursday, March 13, 2025  
• Time: 5-7 PM (PST)  
• Location: EME 0020 and EME 1030 (Lower and Upper Foyers), UBC Okanagan Campus  
• Dress code: Business Casual  
• Register here. 
• Industry participants – Spring 2025

The popular event brings together students of all levels with industry members from a wide array of sectors, hailing from all around the region and beyond.   

Click to expand industry participant list.

For students, the event is not only an opportunity to learn more about the various industries and careers they can pursue with an engineering degree – it’s a chance to build invaluable connections for their future.  

“Industry Night is an invaluable opportunity for students to connect with industry professionals and explore potential career paths,” says Grant Topor, Professional Development Officer for the School of Engineering. “We strongly

 encourage students to prioritize this event, as it’s a chance to build their professional network, gain meaningful insights, and leave a lasting impression on future employers.”  

The event also brings benefit to the School’s industry partners as well.  

“For industry professionals, this event provides an excellent opportunity to connect with the next generation of engineers,” says Grant Topor. “It’s a chance to share insights about their organization’s goals and to help students understand what to expect as they transition into the workforce. We’re deeply grateful for the ongoing support and engagement of our industry partners, as this event fosters valuable relationships between students, employers and the School.” 

For more information, please contact: grant.topor@ubc.ca.   

Canadian Science Publishing and the Canadian Journal of Civil Engineering have bestowed the Editor’s Choice Award on a recent study examining sustainability in Civil Engineering curriculum by Paris Liu, Gordon Lovegrove, and Moncef L. Nehdi. 

The authors received the accolade for their article “Climate change in Canadian civil engineering curricula: gaps and best practices” published in November 2024. 

Their study examines the state of curricula, knowledge, and practices in Canada’s civil engineering programs with respect to climate change, identifies best practices, and formulates recommendations on ways to improve climate change knowledge and skills training for Canadian civil engineering programs.  

Dr. Gordon Lovegrove

“Engineers, as builders of our civil society, must adapt our best practices to help increase community climate resilience. This in turn translates to better equipping our engineering students with the latest knowledge and skills to mitigate and adapt how we engineer our infrastructure systems,” said Dr. Lovegrove, Associate Professor of Engineering at UBC Okanagan.

Dr. Lovegrove is one of the School’s experts in applied sustainable civil engineering, marking his way with a passion for sustainability and safety.  

To assemble the data, the authors distributed a survey based on the Climate Framework to 856 civil engineering instructors across all 25 accredited engineering schools listed by Engineers Canada and gathered data on 55 civil engineering climate change related courses, with representation from 20 out of the 25 accredited programs across the country.  

The findings? Less than 1% of civil engineering programs in Canada incorporate significant instruction on climate change topics. 

According to the authors, the results will provide important benchmarks to help instructors incorporate most relevant climate change topics and resources into their courses for equipping civil engineering students with the necessary skills to tackle emerging challenges related to the mitigation of climate change and adaptation to wildfires, droughts, sea level rise, increased precipitation, storms, heat domes, floods, earthquakes, and biodiversity loss. 

Read the full article online. 

About Dr. Gordon Lovegrove 

Dr. Lovegrove’s expertise stems from over 30 years of hands-on professional engineering experience and innovative, rigorous science-based research. He is a leader in facilitating learning, research, planning, and implementation of projects promoting sustainability at all levels, and he is an active member of his community to help enhance quality of life for all. Dr. Lovegrove is also a founding partner of SMARTer Growth Partnership and Principal Investigator, SMARTer Growth Research Laboratory.  

Read more on Dr. Lovegrove’s faculty bio page. 

Dr. Hadi Mohammadi (back row) with engineering students at UBC Okanagan.

UBC Okanagan recently announced recipients of the 2024/25 Outstanding Instructor Award. Five faculty members from the School of Engineering were honoured with this prestigious award recognizing their exemplary teaching and notable dedication to student success.

Read our QandA with award recipient Dr. Hadi Mohammadi, Associate Professor, Biomedical and Mechanical Engineering to learn more about his teaching at UBCO. Way to go, Dr. Mohammadi!

About Dr. Hadi Mohammadi

Hadi Mohammadi was born and raised in Tehran, Iran. He began his postsecondary education at Sharif University of Technology, widely regarded as Iran’s leading engineering institution.

Who or what inspired you to study engineering?

Curiosity has always been the spark of discovery for me. From a young age, I pondered the world’s mysteries, how the heart beats with precision, how machines mimic nature, and how invention can ease suffering. Engineering, to me, is the bridge between imagination and reality. Driven by a desire to understand and improve how things work, I embraced the belief that “imagination is more important than knowledge,” as imagination reveals what could be.

My journey into biomedical engineering stems from merging science with compassion, creating devices that not only function elegantly but also bring comfort to those in need. Every heartbeat and tremor I seek to calm through my innovations represents a note in the symphony of human ingenuity.

Such inspiration, I believe, may not move mountains, but it can certainly improve a heart valve, or two.

How has engineering changed the way you view the world?

Engineering has transformed how I view the world, shifting my perspective from passive observation to active problem-solving. I now approach everyday challenges by analyzing systems, identifying inefficiencies, and seeking innovative solutions. My research in biomedical engineering has significantly deepened this mindset.

Dr. Hadi Mohammadi with the iValve.

Developing the iValve, a novel bileaflet mechanical heart valve, taught me to consider the complex interplay between mechanical design, fluid dynamics, and patient needs. It wasn’t just about creating a functional device; it was about improving patient outcomes and quality of life. Similarly, my work on a wearable device to dampen tremors in Parkinson’s patients has highlighted the importance of user-centered design and the potential of engineering to directly impact people’s daily experiences.

These projects have shown me that engineering is more than technical problem-solving, it’s about empathy, creativity, and responsibility. I’ve learned to see beyond the immediate problem, considering broader implications like accessibility, sustainability, and long-term usability. Whether analyzing a medical device or observing everyday objects, I now view the world as a network of systems that can be optimized to improve lives.

Engineering has instilled in me a continuous drive to innovate and use my skills to create solutions that matter.

You were recently named a recipient of UBCO’s 2024/25 Outstanding Instructor Award. Congratulations! What does this award mean to you?

Receiving UBCO’s 2024/25 Outstanding Instructor Award is truly an honor and a humbling experience. Teaching has always been more than just a responsibility for me, it’s a passion and a privilege.

This award signifies recognition of my commitment to fostering an engaging, supportive, and innovative learning environment for my students. It also reflects the hard work and dedication of my students, colleagues, and mentors who continuously inspire me to improve.

Ultimately, this recognition reinforces my belief in the transformative power of education and motivates me to continue enhancing my teaching practices to better serve my students and the broader academic community.

What courses are you currently teaching?

I am currently teaching the following courses in the School of Engineering:

ENGR 387: Mechanical Vibrations

ENGR 482: Biomedical Engineering I

ENGR 492 & ENGR 582: Finite Element Method

ENGR 495: Tissue Engineering

These courses cover a range of topics, including vibration analysis, biomedical device design, computational modeling, and tissue engineering principles.

What is your teaching philosophy?

Ah, my dear friend, teaching is much like the universe, vast, intricate, and filled with wonder. My philosophy is simple yet profound: never stop questioning. Education should not be a mere transfer of facts; rather, it should ignite curiosity, encourage exploration, and inspire students to think beyond the boundaries of textbooks.

I believe that true understanding arises when one can see the beauty in complexity and distill it into simplicity.

You see, imagination is just as important as knowledge, for knowledge is limited to what we know, while imagination embraces the infinite possibilities of what we might discover. I strive to create an environment where students are not afraid to make mistakes, for, as I have found in my own work, mistakes are simply the stepping stones to deeper understanding.

In the end, I do not merely teach equations or theories, I encourage minds to dream, to ask why, and, more importantly, why not?

What do you hope students take away from your classes?

I hope my students leave my classes with more than just technical knowledge. I want them to develop critical thinking skills, a strong problem-solving mindset, and the confidence to tackle real-world engineering challenges. I aim to foster curiosity and a passion for continuous learning, encouraging them to question assumptions and seek innovative solutions. Beyond the technical aspects, I hope they appreciate the importance of teamwork, effective communication, and ethical responsibility in their professional journeys.

Most importantly, I want students to feel inspired and capable of making a meaningful impact through their work.

What drew you to UBC Okanagan’s School of Engineering?

What drew me to UBC Okanagan’s School of Engineering was its strong emphasis on interdisciplinary research, innovation, and community engagement. The collaborative environment and state-of-the-art facilities provided an ideal setting to pursue cutting-edge research in biomedical engineering, particularly in developing medical devices that address real-world health challenges.

I was also drawn to the opportunity to work closely with students in a smaller campus setting, fostering meaningful mentorship and creating a supportive learning environment. The Okanagan region’s vibrant community and quality of life further reinforced my decision, making it an inspiring place to teach, research, and contribute to impactful projects.

Anything else you’d like to share?

If there’s one thing I believe in wholeheartedly, it’s this: big ideas change the world.

Alqeshira Feyza is a third-year Mechanical Engineering student at UBC Okanagan.

Recently, two UBC Okanagan School of Engineering students – Alqeshira Feyza (third-year, Mechanical Engineering) and Keira Page (first-year) – sat down to interview one another about their unique SoE experiences.

Read what inspired each student to choose UBC Engineering, and their advice for high school students who are considering engineering.

Meet Alqeshira Feyza

Interview conducted by Keira Page

Edited/produced by Alice Xie

Tell me about yourself 

My name is Alqeshira Feyza. I was born and raised in Jakarta, Indonesia. From a young age, I developed a natural curiosity and a love for trying new things. Whether it was competing in storytelling contests, volunteering with the Red Cross, or taking on leadership roles in student council organizations and various clubs, I was always eager to explore different opportunities. 

However, it wasn’t until 10th grade that I ventured into something completely new—research. I was the first student in my school to express interest in joining a research team, and I ended up representing my school at a national research olympiad. I couldn’t really explain why I felt so compelled to do research, but I had a strong sense that this experience would shape my future in a positive way. 

How did you end up studying at UBC? 

Two years of research efforts in high school paid off when I became a medalist in the National Olympics organized by Indonesia’s Ministry of Education. This achievement opened up an unexpected opportunity: an invitation to apply for a newly launched undergraduate study abroad scholarship for students pursuing a bachelor’s degree. I spent 12 years studying Indonesia’s national curriculum in public schools, where English was not the primary language of instruction, so I felt a bit of hesitation about studying abroad. 

I initially felt uncertain and intimidated about applying to universities abroad. However, when I learned about UBC’s strong reputation as a leading research university, along with its welcoming, diverse community, I felt inspired to apply to this prestigious institution.

In the end, I successfully secured a fully-funded scholarship for my four years of study and received an acceptance letter from UBC Engineering, marking the beginning of a new journey. 

Why engineering? 

Growing up in a non-STEM family didn’t stop me from developing a deep passion for STEM fields. My mother fostered this curiosity by introducing me to science and problem-solving projects, nurturing my love for discovery. The pinnacle of this passion came during high school when I successfully developed my own invention, Blickr (Blue Light Blocking Mirror). This device was designed to help prevent Computer Vision Syndrome. Since then, I have been passionate about designing and inventing devices that can solve problems in healthcare. 

I firmly believe that innovation has the power to improve lives, and my ultimate goal is to contribute to the development of medical technology in my country. 

This aspiration is what led me to pursue mechanical engineering with a concentration in biomedical engineering. 

What extracurricular activities outside of class do you participate in at UBC to continue pursuing your passion for engineering? 

Currently, I am a part of the OK Motorsport Design Team as a chassis sub-team member, applying my mechanical engineering skills to real-world automotive design. Our team is developing UBCO’s first Formula SAE EV race car, where I contribute to designing, testing, and manufacturing the chassis to ensure both safety and performance.

Beyond engineering design, I joined URO (Undergraduate Research Opportunities) and pursued a project in bioinformatics in order to expand my research experience. This research focused on using machine learning for cell classification and analysis of immune cell infiltration in renal cell carcinoma. Collaborating with three peers, we dedicated five months to this research. Our efforts culminated in a presentation at the Undergraduate Research Conference (MURC) in March 2024, the largest undergraduate research conference in BC.

I also previously worked as a social media ambassador for Engineering Stories, where I created content to share insights, personal experiences, and practical advice with prospective UBC Engineering students. Additionally, I’ve been building my digital presence as a social media influencer, aiming to connect with and inspire others who dream of pursuing education abroad.

What advice would you give to other international students interested in studying abroad? 

For international students interested in studying abroad, my first piece of advice is to be proactive and open-minded in exploring different opportunities. 

My own journey started with a love for learning and a curiosity to try new things, even if they felt unfamiliar or outside my comfort zone. Whether it’s getting involved in high school research, joining extracurricular activities, or seeking out leadership roles, don’t be afraid to venture into unknown territory.

These experiences build your skills and demonstrate your commitment and passion, which are essential when applying to universities abroad. Next, take advantage of the scholarships and support systems available for international students. Highlight your unique experiences and the impact you’ve made in your community. 

Recently, two UBC Okanagan School of Engineering students – Alqeshira Feyza (third-year, Mechanical Engineering) and Keira Page (first-year) – sat down to interview one another about their unique SoE experiences.

Read what inspired each student to choose UBC Engineering, and their advice for high school students considering engineering as an education and career path.

Meet Keira Page

Interview conducted by Alqeshira Feyza

Edited/produced by Alice Xie

Tell me about yourself

My name is Keira Page. I’m from Prince Edward Island, Canada’s smallest province, where I grew up with my brother and two stepsiblings. I’m the youngest sibling, and we’ve always had a house full of animals—I currently have two dogs, including a recent rescue from Texas.

Growing up, I spent 11 years as a competitive gymnast, which taught me the importance of hard work and determination. After retiring from competitive gymnastics, I coached for three years and even led my own competition team. Prior to attending university, I graduated from high school with an International Baccalaureate (IB) Diploma.

How did you end up choosing to pursue your degree at UBC Okanagan’s School of Engineering?

UBC has a prestigious reputation—it is among the top three universities in Canada and one of the top two engineering programs in the country. I also noticed that other top schools require students to choose an engineering discipline right from the start. This could be difficult, as most students haven’t been exposed to the different types of engineering and might end up choosing a degree that doesn’t suit them.

What was nice about UBC is that you take a general first year to get an idea of the opportunities in engineering. Then, in the second year, you start taking courses based on the specialty you want to pursue. This gave me the flexibility and space to think through my discipline choice.

The UBC Okanagan campus is also very special. It’s smaller than the Vancouver campus, which is great for fostering a close-knit community. It’s easy to get one-on-one time with professors and develop strong professional relationships. Coming from PEI, I didn’t feel comfortable making the big jump to a city like Vancouver, so I appreciate that the campus is close to Kelowna’s city amenities while also being an escape from the busy city core. There are also beautiful sights close to UBCO—we’re only two hours away from the world-renowned Rocky Mountains, and there are amazing hiking trails all around. The ability to easily immerse yourself in nature isn’t commonplace at many universities, and it’s a highlight of UBCO.

Which extracurriculars did you pursue in high school to prepare you for university?

I wanted to challenge myself academically, so I pursued an IB diploma. With only 30-50 students in my province taking IB, this achievement demonstrated my ability to pursue an academically rigorous program.

I’ve also been active in volunteering and work. I spent a semester as a camp counsellor at a Christian camp, volunteered in children’s musical theatre, and coached competitive gymnastics for three years. I’ve also volunteered at community events like the Canada Games, a senior home choir, and more recently, at an animal shelter. This summer, I worked as a camp counsellor at the BellAliant Center.

I also participated in the ProGRES program, where six high school girls were chosen to conduct research in partnership with UPEI through an engineering project. My project, in collaboration with the AVC vet college, involved testing the hardness of Sable Island horse hooves to explore whether it contributed to their abnormalities.

What was one of your toughest academic moments, and how did it shape your resilience and passion for engineering?

During the IB Program, I had to push myself academically more than ever. The program’s challenges required me to find new study methods, especially since my ADHD makes it difficult to learn through traditional lectures and reading. Because of this, I would frequently get in trouble for not paying attention in class before I received my diagnosis in grade 10. I was able to overcome these challenges and do well academically in the end by finding the right balance with my medication and developing study techniques suited to my needs. Through this experience, I learned the importance of self-reflection and understanding how your own mind works in order to reach your full potential. I also learned that problem-solving stimulates my brain and keeps me engaged in my work. When I didn’t understand things, I have to solve problems and find a way to learn the concept.

This process was exciting for me and a huge reason why I picked engineering. Engineering is all about problem-solving—taking difficult tasks, breaking them up, and finding a solution—which I found kept me excited and engaged in my work.

What advice would you share with high school students interested in applying for UBC engineering?

The best advice I can give is to get involved as much as you can in high school.

Grades are, of course, very important, but volunteering, getting a job, and gaining unique experiences will make you a well-rounded student ready for the interdisciplinary nature of engineering.

Get involved in extracurriculars that excite you and help you push your boundaries. Your experiences outside of academia should show how they’ve helped you grow. They should also reflect your values—whether that’s leadership, helping animals, supporting other students, or something else.

Vishnu Priya Tripathi is currently completing her Master of Engineering (MEng) at UBC Okanagan.

Vishnu Priya Tripathi is a mechanical engineering graduate and sustainability advocate, currently pursuing her Master’s degree at The University of British Columbia (2023-2025).  

With a strong background in product design, manufacturing, and mechatronics, she has worked with industry leaders such as Schneider Electric, CNH Industrial, and Luminous Power Technologies. She is passionate about creating innovative, sustainable solutions that drive efficiency and environmental responsibility.  

As a Teaching Assistant at UBC, she enjoys mentoring students and fostering hands-on learning in advanced manufacturing and CAD/CAM. Her enthusiasm for problem-solving, continuous learning, and helping others makes her a dynamic professional in the field of mechanical engineering. 

Tell us a bit about yourself 

I am Vishnu Priya Tripathi, an enthusiastic and results-driven mechanical engineer with a passion for sustainability and innovation. My journey in engineering has been shaped by five years of industry experience across product development, manufacturing techniques, and control system design, working with companies like Schneider Electric and CNH Industrial. 

At UBC, I am expanding my expertise in advanced manufacturing and sustainable engineering solutions while mentoring students as a Teaching Assistant. I am a quick learner who thrives in collaborative environments, always eager to help others and share knowledge. My work is driven by a deep commitment to solving real-world problems with efficiency, creativity, and environmental consciousness. Whether designing energy-efficient systems or optimizing production processes, I aim to make a meaningful impact through technology and innovation. 

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

UBC Okanagan’s strong reputation for cutting-edge research, world-class faculty, and a student-focused learning environment made it my top choice for pursuing a Master’s degree in Mechanical Engineering. The UBC brand name is recognized globally for its commitment to academic excellence, sustainability, and innovation, making it an ideal place for engineers who want to drive meaningful change. 

What truly stood out to me was the School of Engineering’s interdisciplinary curriculum, which blends theoretical knowledge with hands-on experience.

The program’s emphasis on project-based learning, industry collaborations, and advanced research in areas like robotics, mechatronics, and sustainable manufacturing perfectly aligns with my passion for engineering solutions that have a positive environmental and social impact. 

Additionally, the professors at UBC Okanagan are known for their supportive and engaging teaching methods, which I also experienced firsthand as a student and Teaching Assistant. The university fosters a culture of mentorship, teamwork, and continuous learning, providing a strong platform to develop technical expertise and soft skills. 

UBC Okanagan also offers excellent career opportunities, with strong industry connections and a growing innovation ecosystem that supports students in transitioning from academia to impactful professional roles. Overall, the supportive environment, research excellence, and opportunities for growth made UBC Okanagan the perfect place for me to advance my career in mechanical engineering and sustainability. 

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

My time at UBC Okanagan has been an incredibly transformative and rewarding journey, both professionally and personally. One of the biggest highlights has been learning advanced control systems, which expanded my understanding of robotics, automation, and system optimization—a skill set that has opened doors to cutting-edge engineering applications. 

Beyond academics, being part of UBCO’s diverse community has been truly enriching. I’ve had the privilege of making friends from different cultures, backgrounds, and perspectives, which has broadened my global outlook and strengthened my communication and teamwork skills. This experience has also reinforced that learning has no age limit—whether fresh graduates or experienced professionals, we all share the same passion for growth, knowledge, and innovation. 

Studying at UBCO has opened global career opportunities, connecting me with leading researchers, industry professionals, and innovative projects.

The exposure to international collaborations has given me the confidence to pursue engineering solutions on a global scale, ensuring that my work has a lasting impact in sustainability and technology. 

How did the MEng program prepare you for your current/future work/research/study? 

The MEng program at UBC Okanagan has been an invaluable preparation for my career, both through its practical opportunities and its industry-aligned curriculum. One of the key aspects was the co-op program, which provided me with hands-on experience in a Canadian industry setting. This opportunity allowed me to apply theoretical knowledge to real-world problems, helping me build the confidence and skills needed to thrive in a professional environment. 

The program’s structure, with its 10 specialized courses, offered me the chance to deeply explore various areas of engineering, including control systems, mechatronics, and product design. Each course was designed with input from industry leaders, ensuring that the content is highly relevant and reflective of the latest trends and practices in the field. This industry-driven approach has allowed me to develop a strong foundation in the core principles while gaining hands-on experience through projects, which mimic real industry challenges. 

Additionally, the program has equipped me with the skills to transition smoothly into the Canadian workforce, providing a competitive edge in terms of both technical expertise and cultural understanding. The opportunity to collaborate with fellow students and faculty, as well as engage in industry-focused projects, has given me the confidence and preparedness to take on leadership roles in engineering and make meaningful contributions to future work and research. 

Why did you decide to join the internship? 

I decided to join the internship to gain a firsthand glimpse into how the industry works in Canada and to bridge the gap between academic learning and real-world applications. As an international student, it was essential for me to understand local industry standards, practices, and work culture in order to smoothly transition into the workforce. This internship offered me the perfect opportunity to step into the industry, apply my technical skills in a practical setting, and gain insights into the challenges and opportunities that professionals face. 

Furthermore, the internship was a crucial step in boosting my career by expanding my professional network, developing my industry-specific knowledge, and enhancing my ability to contribute to cutting-edge projects. The experience has not only allowed me to gain valuable exposure to Canadian engineering practices but also sharpened my skills, positioning me for future success in the highly competitive field of mechanical engineering 

How did the internship help you advance your career / achieve your goals?  

The internship was a crucial stepping stone in advancing my career and achieving my long-term goals. It provided me with the chance to build professional connections within the industry, allowing me to network with experts and gain valuable insights into the Canadian engineering landscape. This experience also exposed me to the work culture in Canada, where I learned how to effectively collaborate within teams, adapt to dynamic work environments, and communicate with cross-functional groups. 

In addition, the internship allowed me to apply the new skills I learned in my Master’s program—such as advanced control systems, mechatronics, and product design—in a real-world setting. This hands-on experience gave me the confidence to work on cutting-edge projects aligned with my career goals in sustainability and innovation. Through the internship, I also learned more about my own capacity to handle complex tasks, manage time effectively, and work under pressure. 

The internship not only enriched my technical skills but also expanded my understanding of the industry, setting the stage for future opportunities in both research and practice. It has positioned me to take on more challenging roles and made me confident in pursuing my professional aspirations. 

What did the professional development opportunities mean to you?  

The professional development opportunities I had during my time at UBC Okanagan were incredibly meaningful and pivotal in shaping my career.

These opportunities allowed me to gain practical experience, expand my knowledge beyond the classroom, and develop the critical skills required to excel in the professional world. Through the co-op program, internships, and mentorship, I was able to engage with industry leaders and learn about the latest technologies and best practices in engineering, specifically in sustainability, robotics, and mechatronics. 

The chance to participate in workshops, technical competitions, and networking events also helped me build confidence in my abilities while refining my leadership and communication skills. These experiences allowed me to not only enhance my technical expertise but also to cultivate a growth mindset—constantly pushing me to adapt and learn from both successes and setbacks. 

Overall, the professional development opportunities were essential in preparing me for the real world, ensuring that I am not only a capable engineer but also someone who can make a positive impact in the industry and drive sustainable solutions that benefit society. 

What advice do you have for incoming students to the MEng program? 

My advice for incoming students to the MEng program at UBC Okanagan is to stay passionate about what you want to achieve and decide your goals early. Having a clear vision will help you stay focused and motivated throughout the program. Don’t hesitate to learn from your professors and mentors—they bring immense knowledge and experience that can help you navigate both academic challenges and real-world applications. Absorb as much as you can from them, and don’t shy away from seeking guidance when needed. 

At the same time, remember to enjoy your time at UBCO. Take the opportunity to build lasting friendships, explore different cultures, and be open to diverse perspectives. UBCO is not just an academic institution; it’s like a family, where everyone supports each other and grows together. 

Lastly, work on both technical and soft skills—both are equally important to excel. While technical expertise is critical, developing strong communication, leadership, and teamwork skills will set you apart in your career. Stay curious, stay engaged, and use every opportunity to learn, grow, and contribute. 

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

What I love most about my current role is the opportunity to work on innovative projects that push the boundaries of what’s possible. Being part of the R&D team, I get to explore new technologies and challenge myself every day to solve complex problems that have real-world applications. The constant exposure to new ideas, tools, and techniques keeps me motivated and excited about what comes next. 

I genuinely believe that my passion for innovation is what drives me, and I can’t imagine doing anything else. If I weren’t an engineer working in research and development, I honestly don’t know what I would be.

The ability to shape the future with cutting-edge solutions and contribute to sustainable development is truly fulfilling. It’s a path where I can continuously grow, learn, and make a significant impact, and that’s what makes it so rewarding for me. 

What are your future aspirations? 

My future aspirations are to continue growing as a technical expert in my field, particularly in sustainability, innovation, and engineering design. I aim to take on roles where I can leverage my technical expertise to solve complex, real-world challenges and drive cutting-edge solutions that make a positive impact on both the industry and society. 

In addition to technical growth, I strive to remain a grounded and kind human, someone who fosters a culture of collaboration, empathy, and mentorship. I believe that true success comes not only from knowledge and skills but also from the ability to uplift others, share knowledge, and contribute to a positive work environment. 

Ultimately, I envision myself in a leadership position where I can both drive innovation and help shape the next generation of engineers, guiding them as they navigate their own paths to success. 

Anything else you’d like to include? 

I would like to emphasize the importance of continuous learning and adaptability in my career journey. The engineering field is constantly evolving, and I believe that staying curious and open to new ideas is key to long-term success. I am passionate about making a positive impact through innovative solutions that prioritize sustainability and efficiency. 

Additionally, I am deeply committed to giving back to the community. Whether through mentorship, knowledge sharing, or supporting diverse initiatives, I believe it’s important to use one’s skills to help others and contribute to the betterment of society. My experiences, both academic and professional, have shaped my understanding of how critical it is to be not just a skilled engineer but also a responsible and compassionate individual in a rapidly changing world. 

In the future, I look forward to embracing new challenges and opportunities, continuing to learn, and making a lasting difference in my field and the world at large. 

Dr. Joshua Brinkerhoff and Dr. Will Hughes of UBCO School of Engineering

Investment from FortisBC is propelling low-carbon innovation at UBCO

The University of British Columbia Okanagan (UBCO) recently powered up a new hydrogen research lab (H2LAB)—one of the most advanced of its kind in North America. FortisBC Energy Inc. (FortisBC) is supporting the project, helping the university drive innovation and hydrogen energy research. FortisBC hopes to understand how hydrogen can be blended into its gas supply, allowing this renewable and low-carbon gas[1] to play a role in meeting the energy needs of homes and businesses while supporting B.C.’s climate action plan.

The H2LAB located in UBCO’s Innovation Precinct is a cutting-edge space more than five years in the making. The 2,000 square foot lab was made possible by $2.3 million in funding by UBC, bolstered by $500,000 in research funding by FortisBC and another $800,000 from the Natural Sciences and Engineering Research Council of Canada.

Dr. Sina Kheirkhah presents his hydrogen research.

According to Dr. Will Hughes, Director of UBCO’s School of Engineering, the H2LAB is an investment that not only elevates UBCO’s research, educational opportunities for students and innovation capacity, but is a facility that can bring long-term positive impact for industry in the region, the province and beyond.

Equipment in the H2LAB.

“The H2Lab is a world-class space for clean energy innovation to occur right here in the Okanagan,” says Dr. Hughes. “That kind of innovation doesn’t happen in a vacuum—it takes collaboration. We are deeply grateful to FortisBC for their support of the research already going on in the lab. We view this lab as a hub for academia and industry to work together to advance low-carbon energy knowledge, testing, techniques and infrastructure.”

As a critical energy provider, FortisBC is leading the way in developing low-carbon[2] energy options like Renewable Natural Gas[3] (RNG), being the first utility in North America to offer a voluntary RNG program 15 years ago. FortisBC continues to invest in innovative solutions, such as hydrogen, to further reduce carbon emissions and advance climate action.

“Through innovation, FortisBC is taking steps to help reduce emissions while meeting the energy needs of homes and businesses across our province,” said Dawn Mehrer, vice president of corporate services and technology at FortisBC. “Our collaboration with UBCO and their research at the H2Lab is a key part of this journey. Together, we’re exploring how hydrogen can be integrated safely and effectively into our gas system, and the insights we’re gaining will play a vital role in shaping the future of low-carbon energy, including hydrogen blending with natural gas to reduce emissions even further.”

Today, UBCO and FortisBC representatives toured the lab for the first time since it was in operation. Research was also on display today from Dr. Dimitry Sediako’s colleagues Dr. Joshua Brinkerhoff, Dr. Sina Kheirkhah and Dr. Sunny Li who are all furthering hydrogen research and innovation with their teams at UBCO.

Dr. Sunny Li discusses computer modelling in hydrogen research.

One of the UBC engineering researchers already at work in the lab is Dr. Sediako, who also heads up UBCO’s High Performance Powertrain Materials lab.

Dr. Sediako and his team are currently exploring the effects of hydrogen and hydrogen-enriched natural gas on existing infrastructure.

“We are so lucky to have FortisBC with us as an industry partner as we work to advance hydrogen testing and technology at UBCO,” says Dr. Sediako. “Hydrogen gas has applications for so many industries and sectors, so being able to test materials and techniques is critically important as we work toward wider adoption.”

Dr. Sediako points out that while many people have heard of hydrogen being explored for usage in the energy sector and other industries there are still many misconceptions around its safety and deployment. Among other applications, this lab will work to study possible issues with the hope of one day having hydrogen safely and reliably delivered through existing gas infrastructure.

PhD student Rashiga Walallawita shares examples from his research on hydrogen embrittlement.

“Today is all about celebrating the collaboration between FortisBC and UBCO—where we are, and where we are going, with hydrogen research,” said Dr. Hughes. “We’re proud to showcase this space and let industry and community know that it stands at the ready. Come and work with us. Bring us your challenges and opportunities. Be part of hydrogen innovation in the region. Our doors are open.”

For more information on FortisBC and hydrogen, visit fortisbc.com/hydrogen.

For more information on UBCO, visit: ok.ubc.ca.

About UBC Okanagan / School of Engineering

UBC’s Okanagan campus is an innovative hub for research and learning founded in partnership with local Indigenous peoples, the Syilx Okanagan Nation, in whose traditional, ancestral and unceded territory the campus resides. The Okanagan campus combines a globally recognized UBC education with a tight-knit and entrepreneurial community that welcomes students and faculty from around the world in British Columbia’s stunning Okanagan Valley. The most established and influential global rankings all consistently place UBC in the top five per cent of universities in the world, and among the top three Canadian universities. The latest subject rankings from Times Higher Education, QS World University Rankings for engineering and technology, and Maclean’s place UBC Engineering second-highest in Canada, and 25th globally according to QS. For more visit ok.ubc.ca.

About FortisBC Energy Inc.

FortisBC Energy Inc. is a regulated utility focused on providing safe, reliable and affordable energy, including natural gas, Renewable Natural Gas and propane. FortisBC Energy Inc. employs around 2,143 British Columbians and serves approximately 1,086,500 customers across British Columbia. FortisBC Energy Inc. owns and operates two liquefied natural gas storage facilities and approximately 51,600 kilometres of gas transmission and distribution lines. FortisBC Energy Inc. is a subsidiary of Fortis Inc., a leader in the North American regulated electricity and gas utility industry. FortisBC Energy Inc. uses the FortisBC name and logo under license from Fortis Inc. For further information on FortisBC Energy Inc., visit fortisbc.com. For further information on Fortis Inc., visit fortisinc.com.

[1] FortisBC uses the term renewable and low-carbon gas to refer collectively to the low-carbon gases or fuels that the utility can acquire under the Greenhouse Gas Reduction (Clean Energy) Regulation, which are: Renewable Natural Gas (also called RNG or biomethane), hydrogen, synthesis gas (from wood waste) and lignin. FortisBC’s renewable and low-carbon gas portfolio currently includes only Renewable Natural Gas. Other gases and fuels may be added to the program over time. Depending on their source, all of these gases have differing levels of lifecycle carbon intensity. However, all of these gases are low carbon when compared to the lifecycle carbon intensity of conventional natural gas. The current burner tip emission factor of RNG is 0.27 grams of carbon dioxide equivalent per megajoule of energy (gCO₂e/MJ) and the current renewable and low-carbon gas portfolio lifecycle emissions for stationary combustion are -22 gCO₂e/MJ. This is below B.C.’s low carbon threshold for lifecycle carbon intensity of 30.8 gCO₂e/MJ as set out in the 2024 Greenhouse Gas Reduction Regulation amendments.

[2] When compared to the lifecycle carbon intensity of conventional natural gas. The burner tip emission factor of FortisBC’s current Renewable Natural Gas (also called RNG or biomethane) portfolio is 0.27 grams of carbon dioxide equivalent per megajoule of energy (gCO₂e/MJ). FortisBC’s current RNG portfolio lifecycle emissions for stationary combustion are -22 gCO₂e/MJ. This is below B.C.’s low carbon threshold for lifecycle carbon intensity of 30.8 gCO₂e/MJ as set out in the 2024 Greenhouse Gas Reduction Regulation amendments.

[3] Renewable Natural Gas (also called RNG or biomethane) is produced in a different manner than conventional natural gas. It is derived from biogas, which is produced from decomposing organic waste from landfills, agricultural waste and wastewater from treatment facilities. The biogas is captured and cleaned to create RNG. When RNG is added to North America’s natural gas system, it mixes with conventional natural gas. This means we’re unable to direct RNG to a specific customer. But the more RNG is added to the gas system, the less conventional natural gas is needed, thereby reducing the use of fossil fuels and overall greenhouse gas emissions.

The Solar Energy for Net Zero Research Excellence Cluster at the University of British Columbia (UBC) is excited to present the Solar Energy BC Conference (SEBC) 2025: Path to Net Zero. This event will unite researchers, industry leaders, and experts to discuss the latest innovations in solar energy.

• When: April 13-15, 2025 
• Where: UNC200 Ballroom, UBC Okanagan (UBCO), 3272 University Way, Kelowna, V1V 1V7 

Invited Speakers:

• Michael Adachi, School of Engineering Science, Simon Fraser University, CA
• Jeff Warren, School of Engineering Science, Simon Fraser University, CA
• Makhsud Saidaminov, Department of Chemistry, University of Victoria, CA

Thematic Sessions:

• Solar Fuels and Catalysis. Exploring the latest developments in materials development and characterization for use in solar energy technologies.
• Photovoltaics. Discussing advancements in the optimization, implementation, and demonstration of photovoltaics.
• Integration of Solar Energy into Power Systems. Focusing on strategies and technologies for integrating solar energy into existing power grids, enhancing grid stability, and optimizing energy management.

Tentative schedule

• April 13, 2025: Welcome Dinner Reception
• April 14-15, 2025: Conference Sessions

Call for Abstracts:

We invite you to submit your abstracts for the opportunity to present your research and innovations at SEBC 2025. Abstract submissions can be made using the registration link below. Presentations can be made in either a poster or oral format. The top three student posters and three student oral presentations selected by the panel of judges will receive a $250 award each.

• Abstract Submission Deadline: March 9, 2025
• Registration Deadline: April 1, 2025

Visit the SEBC Conference webpage to learn more and secure your spot.

This week, five School of Engineering faculty members were named recipients of the UBC Okanagan 2024/25 Outstanding Instructor Award.

This recognizes exemplary instructors for their teaching over the past three years, with emphasis on the most recent academic year, based on an assessment of their teaching conducted by the Faculty/School in which they are appointed.

Congratulations to the following individuals (click on their names for bios):

Lukas Bichler

Professor, Mechanical and Manufacturing Engineering and Scientific Director, UBC Okanagan CleanTech Hub

Laura Patterson

Professor of Teaching and Chair, Communications Program

Malcolm Metcalfe

Lecturer

Hadi Mohammadi

Associate Professor, Mechanical Engineering

Mehran Shirazi

Lecturer

“On behalf of the School of Engineering, huge congratulations to Lukas, Laura, Malcolm, Hadi and Mehran. Well done, all! Your work inspires and models the way for our School,” said SoE Director Dr. Will Hughes.

Read more about the award and the full list of UBCO recipients on the Office of the Provost and Vice-President’s news page.