eMentors ‘Twinning’ in 2018

By | News, Profiles

eMentors Alison and Emilly

Meet Alison and Emilly – identical twin sisters studying science at The University of Melbourne. Alison is majoring in Human Structure and Function and Emilly is focusing on Neuroscience. They are passionate about STEM, keen to inspire the next generation of students and are part of this year’s cohort of In2science eMentors.

Emilly is not new to In2science – she volunteered last year for the eMentoring program with a student from Maffra Secondary College, a regional school located in Gippsland. Emilly was surprised by the differences that arise from having a regional education experience: a much smaller cohort and more travel time to Melbourne to access field trips and resources. When subjects were not available through the school they were completed via distance education – a very different experience to education in metropolitan Melbourne.

Emilly really enjoyed engaging with her student, talking about STEM concepts in the news or classroom, as well as talking about future STEM study and explaining misconceptions about university life.

This year Emilly is returning to eMentoring with her sister Alison. Both Emilly and Alison wanted to get more involved at university and in the wider community so being able to mentor students and talk about their enthusiasm for STEM seemed like a great opportunity to volunteer and create some positive change in the community.

This semester, they will both be mentoring students from Maffra Secondary College.They are looking forward to sharing their passion for STEM and encouraging their students in their current and future STEM studies.

Semester 1 Mentors are on their marks, and ready to go

By | News, Profiles

The diversity of the 2018 In2science volunteer university mentors is immense and they are continually impressing the In2science team. From reading each mentor’s application, to having an interview, to then undergoing a thorough training schedule, the mentors bring many unique qualities to the In2science program.

Here is a snapshot of some of our mentors who are about to head out to schools for the next 10 weeks:

Lily Martin

From being told that she wasn’t cut out to study science or maths subjects at high school, to completing a university research project in machine learning and galaxy classification, Lily is living proof that every student has enormous potential to excel. After discovering her passion for science through an honours degree in nursing, a job in a telescope shop, and Brian Cox videos, Lily is now studying Bachelor of Science (Physics) at Swinburne University of Technology and loving it! She is keen to mentor young students to help them achieve their full potential and to let them know that it’s OK to take some turns to work out where you true passions lie.

Megha Mohan

At a young age Meg was drawn to the sciences.  Her interests ranged from rock collecting to launching homemade mentos shuttles – trying to figure out how to adjust the shuttle’s flight projectile path so it wouldn’t destroy the garden was her first introduction to mathematics. Later on, she combined these two loves to study Petroleum Engineering.  Meg has since worked in various oil rigs in the desert and jungles of Asia as an engineer for 5 years.  She is now studying a Masters of Analytics at RMIT University and is a passionate and committed mentor who is looking forward to inspiring more girls into engineering.

Timothy Manser

After spending 6 years in the Australian Air Force Cadets and Royal Rangers Australia, Tim’s interests in solving abstract problems and mathematics brought him to studying a Bachelor of Science (nanotechnology) at La Trobe University.  He is an enthusiastic and engaging mentor who underwent his secondary education being home-schooled through the Australian Christian Home Schooling system and is passionate to share his unique STEM experiences and interests with the next generation.

Ashleigh Kropp

Ashleigh is a Melbourne University PhD student in Medical Biology and is based at the Walter and Eliza Hall Institute.  Volunteering is not new to Ashleigh. She has volunteered for Embrace Education homework club for years 7-10 students at a high school in Fawkner, and she is passionate about being an In2science mentor because she believes everyone should have access to science and people in science, regardless of their circumstances and background.

These four, along with 100+ other fellow STEM university students, were trained by their In2science coordinator from their respective universities. The specialised In2science training program equips mentors with the necessary skills and confidence required to best help their mentees.  Mentors cover a range of key areas including: communication skills, growth mindset, student diversity, gender inclusivity and STEM skills for any job.  The training enhances the mentors’ own interpersonal skills, increases their awareness of the importance of being a positive role model and reinforces the required boundaries when mentoring students in the classroom or online.

In addition to the in-person training, eMentors for regional school students were trained online using the same technology they will use with their mentees. This allowed them to utilise the online platform, resources, share strategies and discuss the main stages of developing an effective mentoring relationship within an online environment.

These new mentors will be joining 30+ returning mentors as they all embark on their mentoring journey for the new semester. And although each mentor will have a very unique experience in their allocated group, their passion and enthusiasm for science are sure to inspire the next generation.

Meet an In2science Alumnus: Alistair Grevis-James

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“In2science gave me the communication skills and experience I needed to get my first proper STEM job out of University, laying an important foundation for my career in science, ” says Alistair Grevis-James.

My name is Alistair Grevis-James. I am 29 years old, a former In2science mentor, and currently work full time at CSL Limited (Parkville, Melbourne) as an analytical biochemist. I help create biopharmaceuticals to treat serious illnesses, including haemophilia (an inability for the blood to clot), hereditary angioedema (a genetic condition that causes potentially life threatening swelling) and diabetic nephropathy (damage to the kidneys caused by diabetes). I am one of those annoying people who absolutely loves their job!

For me, the In2science peer mentoring program was a critical stepping stone between university learning and working my first proper science job. Fuelled by the rhetoric in popular culture around climate science, nutrition and vaccination, I developed an interest in science communication during my undergraduate studies at the University of Melbourne.

I participated in the In2science program in my final undergraduate year, completing a placement at Northcote High School in a year 7 science class. In2science was my first ‘hands on’ experience with science communication and it was fascinating to work with young people who are grappling with the STEM content you yourself grappled with only a few years prior.

The In2science program was a critical stepping stone for my career. The communication skills and experience I gained allowed me to successfully apply for my first STEM job at Scitech (Perth, WA), as an Outreach Presenter. My next STEM role was working as an analytical chemist. My mix of experience was very well received in my interview, and I was able to discuss problem solving I performed during my In2science placement.

In my current role at CSL, my ability to collaborate with colleagues and to communicate scientific information effectively is just as important as my technical skills. Communicating my passion for science, explaining scientific concepts, and building mentoring relationships with students as an In2science mentor was a great way to develop these skills while at university.

The In2science program is of great benefit to the mentor, the teacher and the students. The program is well-structured, with an easily manageable time input. I would recommend the program to any tertiary student studying STEM who wants a unique and valuable experience.


Are you an In2science Alumni? We’d love to share your story! Get in touch via the In2science Alumni Network.

Meet an In2science Alumnus: Anthony Gonzales

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In2science mentor Alex Dellios with host teacher and In2science alumnus Anthony Gonzales at Epping Secondary College

In2science mentor Alex Dellios with host teacher and In2science alumnus Anthony Gonzales at Epping Secondary College.

We caught up with In2science mentor alumnus, Anthony Gonzales, now a teacher at Epping Secondary College. Anthony recognises the value of having an In2science mentor in his classroom and is now hosting his second mentor, Alex Dellios, in his year 8 maths class. We asked Anthony to reflect on his time volunteering with In2science and how it helped him get to where he is today.

Anthony, what year/s did you volunteer for In2science and what were you studying at the time? I volunteered in 2004 to 2005. I was completing a Bachelor of Science/Bachelor of Science Education degree at La Trobe University at the time.

What inspired you to pursue teaching as a career, and what did you learn from your mentoring experience? I decided to pursue teaching simply because I love being around young people and that I always felt I was able to explain pretty hard maths topics using everyday language. There is also that ’emotional factor’ when it comes to maths for most students to which I could identify with and address. My mentoring experience confirmed that teaching was what I wanted to do. I also learnt that students are always welcome to having visitors in their classroom.

Tell us about your In2science placement. I completed about 3 placements for the In2science program. My first placement was at Eltham High School in a Year 7 Science class. One week I was given the opportunity to take a class and I decided to give a ‘Playground Physics’ lesson. We walked to the local playground and the students conducted experiments on the slides and the playground equipment. The students had an enjoyable time as it was a lesson that was different to what they were used to.

What was the best thing about mentoring? The best thing about mentoring was simply being in a classroom full of kids. Students are always great fun and it was a great stepping stone for me before I got into my teaching placements.

Anthony Gonzales, In2science alumnus and maths teacher at Epping Secondary College

Anthony Gonzales, In2science alumnus and maths teacher at Epping Secondary College.

What was one of the biggest challenges about mentoring? It was the nerves of being in a new environment. However that quickly became a non-issue after a couple of sessions with the class.

What has been the biggest change in your approach to education since you were at uni? It has been ensuring that the class values a positive learning environment and that the best classroom environment is when a strong relationship between the teacher and the students has been established. Relationships are everything.

Why did you decide to host In2science mentors and what do you hope your students will gain from them? I decided to host In2science mentors simply so that I could give back to the program which helped me along the way to becoming a teacher. I hope my students can see that there are people out there who are simply giving of their time and wanting to engage with them both as people and as students.

What advice would you give other university students looking to get involved in In2science? I would say simply give it a go! It’s an experience not every uni student has the opportunity to have. It’s not every day that you are able to come into a classroom to experience what it’s like to be on the other side of the table.


Are you an In2science Alumni? We’d love to share your story! Get in touch via the In2science Alumni Network.

Meet a Mentor: Alex Dellios

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In2science mentor Alex Dellios is undertaking his third mentor placement

In2science mentor Alex Dellios is undertaking his third mentor placement.

What are you studying and what do you like about it? I am studying a Bachelor of Science majoring in Physics and Mathematics at La Trobe University. I love learning something new about the how the universe works every day. It’s been like one big puzzle, the more I learn the more everything makes sense.

Why did you become an In2science mentor? When I was younger I was very disenfranchised with science. I found it boring and just didn’t enjoy it at all, until I had a teacher that sparked my passion for science. She taught me to look at the bigger picture at how everything in the universe was governed by the laws of physics and that these laws were written in mathematics. From that moment on I was hooked by science and I started to appreciate the little things like throwing a ball in the air. So I became an In2science mentor to try spark that same passion in these students and to try and show them the bigger picture, just like how I was shown in high school.

Tell us about your In2science placement. I am currently on my third placement. This time I am in a year 8 math class at Epping Secondary College. Anthony, the teacher I am working with, was once an In2science mentor and it’s been great to hear his experiences as a mentor and a teacher. It has also been my first experience with Maths Pathway which has been interesting, it’s great to see students being able to learn math at their own pace.

What’s the best thing about In2science? The best thing about In2science is that it gives students the chance to get a different point of view about maths and science, to ask questions and have discussions about topics the teacher might not have time to go over or talk about. It’s been great hearing some of the awesome questions these students have.

What’s one of the biggest challenges about In2science? One of the biggest challenges is trying to make maths and science fun and engaging for all students, regardless of whether they love or hate it. It can also be challenging to help students understand a concept they might be really struggling with.

What message do you hope to pass onto the students in your In2science class? I hope to pass on some of my passion for maths and science so they may one day study science or at least understand the benefits of being scientifically literate.

What do you want to do after you finish university and why? I want to study Astrophysics and become an academic, so I can still do research but also teach.

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? Brian Greene, I think he is one of the smartest people alive and I would love to talk to him about superstring theory, his experiences in science communication and how he makes science so engaging to students.

What advice would you give other students looking to get involved in In2science? Sometimes you may think you aren’t making a difference to these students, but trust me you are. That moment you see a student ‘get it’ is one of the best feelings in the world – knowing you’ve helped this student understand something today that they might have struggled with for a while really is something else. Being an In2science mentor has been one of the most rewarding experiences of my life, I only wish I found out about the program earlier so I could have done it for longer.


Next month we meet Alex’s host teacher and In2science alumnus, Anthony Gonzales.

Want to become an In2science mentor? Click here!

Meet a Mentor: Julie Kheng

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In2science mentor Julie Kheng

What are you studying and what do you like about it? I’m currently studying a Bachelor of Science (Biomedical Science) at Swinburne University of Technology. I enjoy learning about the physiological aspects of the human body as well as learning how to use medical instruments that you would find in hospitals.

Why did you become an In2science mentor? I became an In2science mentor because I was curious to see why there was a decline in students studying science after year 9 and hoped to try and get students to see that science can be amazing and fun! I want to encourage students to continue with their scientific endeavours and to allow them to see that science is everywhere, even in things you wouldn’t necessarily think it would be found.

Tell us about your In2science placement. I undertook placement in a year 8 science class at Brighton Secondary College in semester 1 2017. It was an interesting class ranging from students who were really interested and loved science to those who didn’t enjoy it at all. It was an amazing experience getting to know the students and having them interact with me and asking me questions that I never would have thought of asking when I was in year 8. In semester 2 2017 I’m mentoring a new group of year 8 students at the same school.

What’s the best thing about In2science? The best thing about In2science was being surprised at the knowledge the students had of cells and the human body – some of the things that they knew I didn’t learn until further study in high school, so that was impressive. It was also great to get to know the individual students and their passions.

What’s one of the biggest challenges about In2science? One of the biggest challenges would probably have to be learning all the student’s names! It did get easier after spending a couple weeks with them in the classroom.

What inspired you to study what you are studying? I have always been interested in the human body, how everything worked and how I could use that knowledge to help others in the health sector.

What message do you hope to pass onto the students in your In2science class? Don’t give up on science and your passion. Although there will be times where you may question why you should continue, in the end it will all be worth it and that there is a wonder of knowledge to discover in science and STEM based subjects. It’s not all just old men with crazy hair!

What do you want to do after you finish university and why? I’m hoping to further my study into pharmacy and from there study medicine.

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? Professor Brian Cox!! He is my idol, and I’m not ashamed to say it. I find him so captivating and has a way in explaining something so complex into basic terms that people like me, who have no physics background, can understand.

What advice would you give other students looking to get involved in In2science? I would highly recommend the program. It not only develops your science communication skills but also quite rewarding knowing that you have inspired students into continuing with science or sparked an interest in them. Who knows, one day some of the students may be a leading scientist!


Want to become an In2science mentor? Click here!

Meet an eMentor: Scott Gigante

By | Profiles

What are you studying, and what do you like about it? I study Pure Mathematics at The University of Melbourne. Mathematics drew my attention in my first year of university as an area which emphasised creative approaches to problem solving and rigorous explanations for phenomena which I found lacking in other subjects I was studying. To me, mathematics is about “learning how to learn”, and I have seen the capabilities that I have developed in my degree prove useful time and time again outside of my studies.

Why did you become an In2science mentor? I became an In2science mentor because I have seen too many students in early to mid-high school lose enthusiasm for mathematics. Whether it be due to students falling behind in class, a lack of engaging content, or mathematics not being ‘cool’, the presence of a young engaged mentor who advocates for STEM could make the difference for young students with scientific potential.

Tell us about your In2science placement. I mentor four students from Ararat College. We meet online for thirty minutes each week, where we talk about university life, my research experience, exciting scientific discoveries, how to get a part-time job and more. The students are engaged and always excited to learn something new.

What’s the best thing about In2science? In2science gives me a unique opportunity to share my passion for science. In my day-to-day life, I mostly associate with people who work or study in STEM. By engaging with students who come from rural Victoria and who have not yet chosen their career paths, I can share my enthusiasm with those who will benefit from it most.

What’s one of the biggest challenges about In2science? It’s just too hard to keep the sessions within thirty minutes – there’s always more to say, I don’t think we’ve finished on time even once!

What inspired you to study what you are studying? I was inspired by my mathematics lecturer in the first year of my Bachelor of Science at the University of Melbourne. His approach to problem solving and learning was unique, dedicated and awe-inspiring, and led me to develop my own problem solving capabilities in similar ways.

What advice would you give to your fifteen year old self? Keep your options open, and take every opportunity. Join the school band, the cricket team, the debating club and the school play. When planning for Year 12 / university / your career, make the decision that allows you to make the decision later. Get involved. There’s always more time in the day!

What do you want to do after you finish university and why? I hope to work in computational biology research, using my mathematical and computational skills to solve problems in biomedicine. I love the challenge and the rigour of the mathematics, the power of computer science, and the real-world application of solving medical problems, and research in this field allows me to combine all three!

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? I would like to speak with Évariste Galois – a young mathematician who died tragically at the age of 20, he contributed more to his field than most scientists would in a lifetime. It would be incredible to see into the brilliant mind of this young genius, whose ideas could have revolutionised the way we think about mathematics.

What advice would you give other students looking to get involved in the In2science program? In2science is a rewarding and unique experience, and I strongly encourage any science enthusiast to get involved. eMentoring has been particularly rewarding – I have the opportunity to build strong relationships with a number of talented young people from rural Victoria, and I strongly believe that the In2science program will change the lives of many of the participating students.

Want to become an In2science mentor? Click here!

Placement Profile: Pascoe Vale Girls Secondary College

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Mentoring comes full circle

For In2science mentor Rayan Hayek, a chance encounter with a mentor in year 12 has come full circle, leading her to become a mentor at her former school.

In2science mentor Rayan Hayek has helped to extend year 8 maths students.

As a student at Pascoe Vale Girls Secondary College, a visit from an In2science mentor to her year 12 physics class was the moment Rayan decided to study biomedical engineering, “the In2science mentor was studying biomedical engineering at that time and inspired me to follow her footsteps. She helped me come to the realisation that engineering isn’t all about men in white caps, anyone can be an engineer you just have to put your mind to it.”

Rayan, in her fourth year of a Bachelor of Engineering (Biomedical Engineering) (Honours) at RMIT University, has now taken up the opportunity to become an In2science mentor herself, “I always thought teaching was not for me but I realised when you’re so passionate about something, you really want to send a message and help the younger generations aspire for what’s perceived as hard or impossible.”

Rayan’s special connection to Pascoe Vale Girls Secondary College as a former student also gave her a head start establishing a rapport with the students, “I could relate to what the students are going through because I already knew the rules and how particular things ran at the school.”

Mentors as role models make a difference in class

For science and maths teacher Catherine van Vliet, Rayan has been a huge help in her year 8 maths class, “Having her here is invaluable. In maths especially, I find having 25 girls and 50 minutes to see them all, to have that extra person in the class…helps me a lot.”

Catherine sees the impact Rayan has had on the students’ future aspirations beyond school, “In the science classes where we’ve talked a lot more about careers they really think, ‘oh maybe that’s a possibility for me, that’s something I could do,’ and they might not have thought that before they met Rayan.”

Catherine says the students have shown interest in Rayan’s path to university, and how they can get there too, “She did talk about what she’d been studying and what she did at school and they ask[ed] her lots of questions about how you get into uni.” With a chuckle Catherine recalled the students asking “‘Do you have to study maths?’”

Positive impact on students

The impact Rayan has had on the students is clear and the year 8 maths class looks forward to Rayan’s visits each week. “Every day they’ll ask ‘Is Rayan coming today?’” says Catherine.

“Rayan has helped the girls see what is attainable,” says teacher Catherine van Vliet.

Rayan uses her time in the class to mentor all students, but remembers a specific class when she helped students who were disengaged with the work, “Two students [were] constantly causing trouble and distracting the teacher and the students. I noticed this wasn’t because they [weren’t] interested in the subject, it was because they felt they were on a lower level than the rest of the class and gave up.

“I sat with the two and spoke to them about their future goals and how math is related to it. I proved to them that everything is hard until you work hard and make it easy for yourself. They seemed really motivated and the next class, they were constantly asking me questions about their homework and proved that they want to learn.”

Rayan hopes to leave the students with a desire to seek out more knowledge, “The most important thing for a student is to ask as many questions as possible. The more questions you ask, the more interesting it gets!”


Want to become an In2science mentor? Click here!

Meet an eMentor: Jessica Li

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IMG_2899What are you studying, and what do you like about it? I’m currently studying a Bachelor in Science, majoring in Molecular Biology, at La Trobe University, Bendigo. The course allows us to choose electives from other faculties and has allowed me to explore the areas of anatomy, pathology and physiology and allowed me to find the links and how it is relevant to what I am learning in my core subjects in a practical view.

Why did you become an In2science mentor? I became a mentor because I wanted to inspire young students that there is so much more to STEM then what is in the class room. I feel like I was greatly inspired by my biology teacher in high school who continually fueled my curiosity and I want to return that to upcoming students.

Tell us about your In2science placement. For my placement I am an eMentor. This means I video conference with my students at Camperdown College once a week. It has been a challenge to figure out ways to engage the students over video as activities that can be done is very limited. However, I have learnt a lot about how to engage people, even when there is a screen separating you.

What’s the best thing about In2science? The best thing is when you see the students eyes light up when you hit something that they are interested in. They may not enjoy what they’re learning in class but the interest is still there, and when you find it, it is very rewarding.

What’s one of the biggest challenges about In2science? The biggest challenge I have come upon is building that connection with the students when they may not be available every week. A big part of being a mentor is having the trust between you and the student that they are comfortable to talk to you about school and what they want to do in the future. And it is very hard to build that when you see them a once a week, and at times you don’t see a student for a couple of weeks due to school events or holidays.

What inspired you to study what you are studying? I was always a curious child and when I started science in high school and I loved the practical side and loved that moment when everything we learnt in theory clicked when applied in practical classes. As I went through high school I was drawn to the microscopic side of science and the further I got the more curious I got and I wanted to know why and how. I guess I was inspired by my teacher’s questions and encouragement to keep helping me along the way.

What message do you hope to pass onto the students you are mentoring? I want them to know that there is so much to discover and to keep asking why and how. I want them to know to keep trying and not to let what others say stop them to reach where they want to go, because there is always a way if you keep trying.

What do you want to do after you finish university and why? I want to go into haematology/biochemistry in a hospital lab or pathology. It’s all a big puzzle with haematology and biochem. You get given a list of results to certain tests and you need to work out what is wrong with the patient. Pathology interests me because there is still so much that isn’t known and I would love to figure just a fraction of that puzzle.

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? Probably Rosalind Franklin or Dorothy Hodgkin. Rosalind was discouraged by her father because he thought that women would find it difficult to be recognised as scientists at the time. But she went onto become an expert in graphite structure and discover there were two forms of DNA,  as well as demonstrated that DNA was a double helix using X-Ray crystallography.

Dorothy had support behind her from friends and family, but was excluded from research meetings because she was a woman. However she went onto help determine the structure of penicillin and the structure of vitamin B12 and how it prevented pernicious anaemia. Dorothy won a Noble Prize for her work in this area.  

What advice would you give other students looking to get involved in the In2science program? Give it a shot, it’s definitely an opportunity to be taken. It allows you to be involved in inspiring possible future STEM students and is rewarding in a way that is hard to explain. There is a feeling of achievement and pride when a students says they understand something or want to know more.


Want to become an In2science mentor? Click here!

Meet a Mentor: Margaret Ngugi

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Margaret Ngugi

In2science mentor Margaret Ngugi

What are you studying, and what do you like about it? I am currently in my third year studying Bachelor of Aviation Management/Bachelor of Business at Swinburne University of Technology. I am interested in the workings of the aviation industry as its development is fast paced and very dynamic, but above all I like the degree I am doing because it involves planes.

Why did you become an In2science mentor? I have always loved mathematics, ever since primary school. I feel this was mostly thanks to the awesome mathematics teachers I had and the fact that I found maths straightforward. I became an In2science mentor because I wanted to give back to the community. I want to help younger students with mathematics, making sure that they enjoy studying it and that they see how it can allow them to pursue their dreams.

Tell us about your In2science placement. This semester I am volunteering in a year 8 maths & coding class at Bayswater Secondary College. My placement so far has been more about coding than maths, which felt terrifying at first because I had no previous experience in coding. However, I am learning the various programs and I’ve become convinced that coding is actually pretty amazing. It’s also been a great conversation starter with the students. For example, the students were recently programming their own websites and I would assist them in coming up with ideas. Moreover, the teacher Amanda has been very understanding and has incorporated me in the classroom despite my lack of formal expertise.

How do maths and coding combine in the classroom? To understand coding you need to have a basic maths background, since most coding is essentially logical thinking.

What’s the best thing about In2science? The fact that I get to enhance and influence someone’s future in a positive way is the biggest positive for me.

What’s the biggest challenge about In2science? Building rapport with unwilling students can very challenging and requires lots of patience.

What inspired you to study what you are studying? I am interested in piloting but also want to have a degree related to the aviation sector more broadly.

What message do you hope to pass onto the students in your In2science class? Working to accomplish your dreams and desires in life is never easy, but it’s worth it.

If you could have an hour to chat with any scientist, mathematician or engineer, who would it be and why? Captain Irene Koki Mutungi. She was the first female on the African continent to become certified as a Captain of the Boeing 787 “Dreamliner” aircraft. I would love to meet her and speak with her about her experience in the aviation sector, especially as a woman.

What advice would you give other students looking to get involved in the In2science program? In2science has been a very rewarding program. I have been able to make an impact in someone’s life and give back to the community, all while gaining professional skills and attending useful workshops [such as the ACER ‘Having Fun With Maths’ workshop]. I would therefore advise any and all students to take a chance with In2science and watch how it changes their lives for the better.


Want to become an In2science mentor? Click here!