Julia Billings
Program
Why did you choose to complete your graduate studies in your program at the University of Guelph?
I chose the Master of Applied Science in Engineering program at the University of Guelph because of its strong focus on interdisciplinary learning and innovative curriculum design. As a graduate of Guelph’s Biomedical Engineering program, I experienced firsthand the benefits of an interdisciplinary approach. The School of Engineering’s emphasis on real-world problem-solving and collaborative learning aligns with my passion for improving engineering education. Additionally, the faculty's commitment to research in engineering education, particularly in interdisciplinary student learning, curriculum design, and career success, made Guelph the ideal place for my graduate studies.
A bit about your path...
My academic journey has been shaped by my interdisciplinary background in biomedical engineering and my professional experience in industry and education. Balancing engineering coursework while being a varsity athlete taught me resilience, teamwork, and time management. I have 16 months of experience at Bruce Power, where I implemented training performance trackers, developed course and training materials, and supported equipment reliability initiatives. This experience reinforced my understanding of how effective training and education can directly impact engineering performance and industry standards. Additionally, my work as an Emergency Classroom Supervisor and Educational Assistant for the Wellington Catholic District School Board further solidified my passion for education and wanting to further my understanding on the impacts of student learning. Mentors like my academic advisors, Dr. John R. Donald and Dr. Richard G. Zytner, have guided me in exploring how engineering education can be enhanced through interdisciplinary learning. Success in this field has required continuous learning, adaptability, and a commitment to bridging technical knowledge with educational best practices.
A bit about the work you are doing here...
My research aims to explore and characterize how Interdisciplinary Engineering Education (IEE) is perceived and experienced by instructors, students, and alumni within the context of engineering curriculum at the University of Guelph. By adopting an interpretive paradigm, utilizing a qualitative methodology, and thematic analysis of interviews, I aim to explore and characterize the impacts of interdisciplinary learning on student development, curriculum design, and career success. What excites me most about my research is its potential to shape the future of engineering education by providing insights into how students learn best when exposed to interdisciplinary approaches. Engineering problems in the real world are complex, requiring knowledge from multiple domains, yet traditional education often remains siloed. By exploring how IEE is implemented and perceived, my research can contribute to more effective teaching strategies that better prepare students for dynamic, multidisciplinary careers.
A standout moment in my research was discovering how many faculty members already incorporate interdisciplinary teaching methods and experiencing their impact firsthand through my teaching assistant positions. Attending and presenting at academic conferences further solidified this realization, as I engaged with researchers and educators who shared an inspiring enthusiasm and passion for interdisciplinary education. Hearing their experiences and the innovative approaches they are implementing reinforced the significance of my work, emphasizing the need for a more structured and intentional approach to integrating interdisciplinary principles into engineering education. The excitement and interest from both faculty and fellow researchers highlighted the growing recognition of interdisciplinary learning as a crucial component of engineering curricula, motivating me to contribute to this evolving field.
My research is deeply connected to my personal and professional journey as both an engineer and educator. As a graduate of the Biomedical Engineering program at the University of Guelph, my academic foundation was inherently interdisciplinary. Through coursework and design projects, I experienced firsthand the value of integrating multiple disciplines to solve complex problems. During my undergraduate studies, I balanced engineering coursework while being a varsity athlete, both of which shaped my understanding of teamwork, collaboration, and diverse perspectives. My professional experience at Bruce Power further reinforced this, as I worked on training performance trackers and course development, recognizing how effective education and training programs directly influence industry performance. Additionally, working in the classroom as an Emergency Classroom Supervisor and Educational Assistant with the Wellington Catholic District School Board provided me with valuable insights into student engagement and curriculum delivery. These experiences gave me a practical understanding of the challenges engineers face in complex, interdisciplinary work environments, emphasizing the need for educational frameworks that go beyond traditional disciplinary boundaries. Now, as a Master of Science in Engineering candidate focusing on Engineering Education, I am driven to explore how interdisciplinary approaches are integrated into engineering programs and how they are perceived by students, faculty, and alumni. My passion for enhancing student learning and preparing graduates for real-world challenges, such as energy security, inspired me to pursue graduate studies in this field. Through my hands-on experiences in both industry and education, I have witnessed the profound impact that effective teaching practices have on student engagement and learning outcomes. This motivates me to contribute to the evolution of engineering curricula, ensuring that future engineers are equipped with the critical thinking, collaboration, and adaptability skills needed to succeed in today's complex world.
How do you think your research can potentially improve life?
My research has the potential to improve life by enhancing the way engineering students are educated. By exploring the strengths and challenges of interdisciplinary approaches, I aim to provide insights that will help educators design more effective curricula. This, in turn, will produce engineers who are better prepared to tackle complex, real-world challenges through collaborative problem-solving. A well-structured interdisciplinary education can improve communication skills, teamwork, and adaptability all key traits that enhance innovation and professional success in the engineering field.
Please comment on your academic relationship with your advisor
I have the privilege of working under the guidance of Dr. John R. Donald and Dr. Richard G. Zytner, both of whom bring extensive expertise in engineering education and curriculum development. Their mentorship has been instrumental in shaping my research approach, providing valuable insights into the theoretical and practical aspects of interdisciplinary engineering education. Dr. Donald, with his experience in engineering design education, has helped me refine my research focus, ensuring that my study addresses critical gaps in how interdisciplinary learning is implemented in engineering curricula. His guidance has been especially helpful in structuring my methodology, from developing interview protocols to conducting thematic analysis. He encourages independent thinking while offering constructive feedback, allowing me to develop confidence as a researcher. Dr. Zytner brings a wealth of experience, having previously served as the Dean of Engineering at the University of Guelph. His deep understanding of engineering education, particularly the evolution of interdisciplinary approaches at Guelph, has provided critical context for my research. His knowledge of the history behind why interdisciplinary education was incorporated into the curriculum has been invaluable in helping me frame my study within the broader institutional and pedagogical shifts in engineering education. His insights into faculty perspectives and curriculum development have helped me better understand the motivations and challenges behind interdisciplinary initiatives. What I appreciate most about my relationship with my advisors is their collaborative approach as they challenge me to think critically, explore different perspectives, and push the boundaries of my research. They are highly supportive, providing regular feedback while allowing me the space to take ownership of my work. Their encouragement has made a significant difference in my growth as a graduate student and their mentorship has reinforced my passion for improving engineering education. I could not be more thankful for my advisor’s support and guidance throughout my graduate studies.
What is it like to be a graduate student at Guelph?
Being a graduate student at the University of Guelph is both challenging and rewarding. The campus fosters a collaborative and supportive research environment, where faculty and peers are always willing to engage in meaningful discussions. The interdisciplinary nature of many programs encourages students to think beyond traditional boundaries, making research more dynamic and impactful. At times, the workload can feel overwhelming, but the university provides plenty of resources and support systems, from writing services at the Learning Commons to wellness initiatives. There is also a strong sense of community among grad students, whether through department events, networking sessions, or just informal meetups at Brass Taps. Overall, Guelph offers a well-rounded grad experience, blending academic rigor with opportunities for professional and personal growth. It is a place where you can push the boundaries of your research while enjoying a welcoming and engaging campus culture.
What do you plan to do after graduation and how will U of G help you reach that goal?
After graduation, I plan to work in engineering education, either in academia or within industry training programs. I am passionate about developing educational frameworks that enhance student learning and professional preparedness. The University of Guelph has equipped me with the necessary research skills, industry connections, and academic experiences to pursue this path. The interdisciplinary and research-focused environment has strengthened my ability to analyze and improve engineering curricula.
Tell us something about you, beyond being a grad student
Outside of academia, I love staying active, especially through rock climbing and sports. Climbing challenges me both physically and mentally, making it a great way to unwind from research. As a former varsity athlete, I appreciate the balance that physical activity brings to my life. I also enjoy exploring new places, whether it is traveling or hiking in nature. Engaging in creative hobbies helps me stay refreshed and motivated in my work.
What do you like best about the U of G campus?
I love the sense of community on campus. The university is large enough to offer diverse opportunities but small enough that you can build meaningful relationships with peers and professors. The green spaces, like Johnston Green, provide a peaceful place to relax between classes.
What do you like best about living in the City of Guelph?
I grew up in Guelph and have always loved the city’s welcoming atmosphere and strong sense of community. That is one of the reasons I chose to stay for both my undergraduate and graduate studies, it truly feels like home. Guelph has the perfect balance of small-town charm and city convenience, with great local restaurants, coffee shops, and outdoor spaces like the Speed River trails and the Arboretum. The city is also very student-friendly, making it easy to connect with others and feel part of the community. Whether it is enjoying a weekend market, exploring the trails, or grabbing a coffee downtown, there is always something to do while still having a relaxed, friendly environment.