Although it’s common for undergraduate students to become a professor in their future careers, it’s liberating to actually meet one and speak with them, as you’re able to connect on a more personal level, especially when they took the same program as you. Professor Andrew Milne of the Mechanical/Mechatronics Engineering department is a University of Waterloo graduate from the Mechanical Engineering program. He recently became a professor at the University after completing his post-doc. This is a professor who really cares about his students, as he has sat in the back of his own class just to ensure that students were able to hear and read his material.
Fortunately, I had a chance to sit down with this lively professor and ask him some questions for this issue of the Iron Warrior.
What courses do you teach?
I teach Heat Transfer (ME353), Fluid Mechanics (ME351), and I will be teaching Intro to Mechanical Engineering (ME100) in the near future.
Favourite course to teach?
Well, I’ve only taught ME351, and I’m currently teaching 353. I think that’s my favourite just because I like heat transfer and how it works.
Why do you want to teach ME100 in the future?
I loved the course when I took it. I also TA’d it, and it’s a really awesome course for first years, so I want to make it great for them. ME100 is the student’s first connection with mechanical engineering, and that’s why it’s really important for it to be the best course for the first years.
How’d you end up as prof?
I had a good idea through my undergrad that I would be a professor. I enjoyed research, and I enjoyed teaching as well. I received my undergraduate degree from Waterloo in Mechanical Engineering in 2005, and went on to do a Masters and PhD at University of Alberta, as well as a post-doc at MIT.
My master’s degree was related to how engineered surfaces are wetted by things other than water. Similar to superhydrophobic surfaces, but what if another liquid, like oil, was put onto the material?
My PhD was similar in that respect. I studied how drops behaved on engineered surfaces depending on airflow. So let’s examine the hood of your car. When water drops on it, what happens? Will it blow off? Stick? Are you able to tune that? Do you really need a windshield wiper? Also think of jet engines that accumulate water droplets. Can you tune the coating of the jet engine so the water drops off before it freezes and damages the engine?
After my post-doc, I still enjoyed teaching and research, so I took an electorship here in Waterloo, and here I am.
Favourite part of being a professor?
Helping students learn. You can’t force it, but you can help. When the light goes on for the student, that’s when they know it, and understand it well.
Hardest part?
Helping students to understand. It’s not an easy job. We teach a lot of hard concepts, ask students to take a lot of courses, and do things outside of courses. They’re hard to understand them in the first place, but even harder when you’re extremely busy. Helping them understand and build it in their head when they’ve got the rest of that going on is very difficult.
Teaching philosophy?
Everything comes from the concepts; from the core basics. I’m a pretty dull lecturer. I lecture, give examples, give problem sets, and then hope that students engage in that and put it together in their heads. Because that’s where it ultimately needs to happen.
If you weren’t a professor, what would you be doing?
My two main areas would be fluid consulting or energy consulting. If it weren’t those, then I’d be doing basic research. If I had to choose a non-engineering related job, I’d run away and join the Cirque du Soleil. My wife and I both do circus art.
So interviews are upcoming. Do you have any tips for 1B students?
Prepare as much as you can. Dress for the job, which is not always a suit. Be prepared for common questions. Strengths, weaknesses, tell me about yourself, why do you want this job, etc. If you don’t have an answer for that, it’s not going to reflect well. Always have some questions prepared for them, shows that you have actually prepared for it.
3 tips for undergrads?
Find time to study, keep on top of it. Do stuff other than studying as well. Find something you’re interested in, student team, unrelated work, whatever you want.
Think about what you want and how you want to get there, but don’t be a slave to it. Because things change. You’ll change, your plans will change, life around you will change.
It’s okay to not know what you want do, especially what you want to be. Make use of your co-ops. Find what you enjoy/don’t. I certainly found things I did/didn’t. wish I had been more varied in types of coops.
Fav memory of undergrad?
This is a long story. We wrapped a friends car in wrapping paper on his birthday. We had to leave the lab early to do it. Did it in c-lot, campus police drove by, stopped, backed up, drove down the aisle. They spoke to us and asked, “is it his birthday?” To which we responded, “yes.” “Alright” and they drive away.
Chronicle of the beret?
*laughs heartily*
Last year of high school, the summer before it, my Scottish uncle had a beret, and I tried it on, though I looked good in it. Never had a hat that I looked good in. I told my uncle about this, and got my own for Christmas.
I wore it during frosh, wore it during first week of class, kept wearing it. Known as guy in beret. I could’ve taken it off, and people wouldn’t recognize me.
I wore it until the hat started to disintegrate, and by the time it was finishing undergrad, it was worn out.
During my masters, I had opportunity to go to France for an exchange. In my broken French, I would ask “ou est le chapellerie?” I bought a new hat, and I still wear it today. It’s at the dry cleaner right now.
Can I see the first hat?
My first hat is somewhere in a box misshapen. I learned my lesson. I needed to have taken better care of it, if I wanted it to last longer.
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