Regioneering - taking engineering to the classrooms

They travelled to work with First Nations students in six schools across the Torres Strait in Waiben (Thursday Island), Badu and Ngurupai (Horn Island).

What made you interested in Regioneering?

Jackson: I believe engineers can change the world – through our projects and giving back to the world around us. That’s what grabbed me – the chance to work with people from different backgrounds and cultures. I wanted to experience and try to understand how we can better meet the needs of remote communities.  

Jonathan: It has always been a privilege to pass on to others what I’ve learned, and especially to help young people grow in their understanding of what might be possible for them. Regioneering allowed me to work in the classroom, aiming to inspire students to think about engineering as a possible career path.

What tips can you give other WGA folks thinking to join the program? 

Jackson: I think it’s important to remember this is not entirely about technical skills. It’s about people, and more importantly young people. It’s inspiring and encouraging them to have a crack at something they might not be familiar with and outside their comfort zones. So, embrace the challenge, the students, the culture, and the weather.

Jonathan: Be prepared to be a teacher! Teaching takes the right balance of patience, leadership, inspiration, and having fun – ask questions rather than just tell, and be all-in when you’re with the students. There will always be more work to do, and more money to be made. Investing in students’ education is investing in the future of engineering and society. So take time to invest in other people – it’s very rewarding.

What were the top 3 unforgettable moments from this experience?  

Jackson:  

• We were conducting workshops for the primary school kids in Badu. During lunch, some boys asked me to play soccer. It was unbelievably fun, and it didn’t matter that the ball was partly deflated, the pitch was dirt, or we played in 32-degree heat. I believe the power of sport to bring people together.   
• Two Year 8 students returned for an additional workshop because they enjoyed the first one so much. It wasn’t easy to capture the interest of high school students, so it was great to connect with them. To make them realise that engineering is for all.     
• Creating water filters with prep students. We led small groups through the activity, and their energy and excitement to learn made the workshop stand out. 

Jonathan:   

• Appreciation from the students and being able to show them what engineering can do. Especially getting the older students interested in engineering. It was great to demonstrate hands-on scenarios like water filtration systems, floating houses, or sustainable bridges.
• It was heartwarming to feel so welcomed by the students – we were serenaded with songs about the Torres Strait and thank you hugs from Year 1 and Prep students.
• The amazing scenery of the Torres Strait is fascinating, especially when viewed from a small plane.

What are your takeaways from Regioneering?   

Jackson: The realisation that knowledge goes beyond traditional subjects like maths and science, and comes in all forms like lived experience, culture, and context. It was eye opening to have good conversations with the indigenous community, specially about their culture and their expectations and needs. Also, during the school workshops, it was great to see how the students learnt from trial and error. Allowing them to fail and think about why and try again got them learning.  

Jonathan: I learnt that teaching about engineering requires a different skillset to solving engineering problems – there is a real art to maintaining order in a classroom, and engaging students. Hats off to the teachers in our society! I think every engineer has something they can pass on to students.