���������¼�

���������¼� Engineering graduate Elena Aruldoss was always mechanically minded, naturally drawn to technology and problem solving. From a young age, her family encouraged her to spend time with her grandfather, a car enthusiast who worked in a car paint shop, and further nurtured her interest by gifting things like solar-powered robotics kits. Fast forward a decade or two and Elena has not only graduated from ���������¼� with Bachelor of Engineering in Mechanical and Manufacturing Engineering, but she’s done it with a string of accolades under her belt.

In addition to achieving Honours (Class 1), Elena received the University Medal and the R E Jeffries Memorial Prize, awarded to the best student graduating with First Class Honours in Mechanical and Manufacturing Engineering. She also completed her minor in Humanitarian Engineering, giving her a specialised set of skills at the intersection of technical problem-solving and societal impact.

Finding purpose through Humanitarian Engineering

It was both the technical depth and the flexibility to explore interdisciplinary interests that attracted her to ���������¼�’s Mechanical and Manufacturing Engineering degree, but it wasn’t until O-week that Elena discovered it was possible to specialise in Humanitarian Engineering (HE) too. She immediately knew it was the path she wanted to take.

“Since high school, I’ve seen how engineering and humanitarian work intersect. My education always intertwined academic learning with service, so it was natural for me to connect technical problem-solving with real-world community needs. Engineering is all about working within constraints—and that’s exactly what humanitarian engineering demands,” said Elena.

Elena’s high school years at the United World College South East Asia (UWCSEA) in Singapore introduced her to service to disadvantaged communities, and a trip to Nepal first exposed her to humanitarian engineering, where she studied the Ice Stupa Project. From there, her interest grew.

“Later, I visited Cambodia and worked with the Indochina Starfish Foundation, teaching English, Maths and Soccer,” said Elena.

“Meeting students and their families in flood-affected villages gave me a powerful ‘click’ moment; I realised I wanted to apply engineering skills to support communities facing these real-world challenges.”

Turning knowledge into impact

While studying at ���������¼�, Elena had the opportunity to make a real impact through her humanitarian project work.  She worked on a project with the African STEM Education Initiative (ASEI) in Uganda to design handwashing stations for schools. In collaboration with Moses from ASEI, local school communities and fellow ���������¼� students, she designed a Minimum Viable Product that supported improved hygiene practices, building on the safe drinking water collaborative work between Gulu University, ASEI, and ���������¼�.

“I focused on the mechanical design of the handwashing station to ensure functionality, while also focusing on how the subsystems each of my team members worked on effectively integrated,” said Elena.

“Later, I brought a similar mindset to my thesis with Project Halophyte, taking on a more technical role to incorporate humanitarian constraints into engineering design.”

Elena’s thesis focused on developing an optimised design guide for Project Halophyte’s integration of mangroves into coastal infrastructure, including floating mangrove pontoons in Fiji. She concentrated on the mooring system—what she identifies as the most critical and vulnerable component—ensuring that it could withstand environmental loads in a coastal marine setting.

“Because HE projects are often limited by cost and available resources, I created a practical guide for designing and implementing floating mangrove pontoons that was specific to Fijian coastal environments,” said Elena.

“The goal was to balance engineering rigour with the HE project's real constraints to promote successful outcomes in real-world conditions.”

The power of people and connection

Elena said that one of the key highlights of her studies was the many opportunities she had to connect with people she wouldn’t have otherwise encountered.

“I’m definitely a people person; I love hearing others' stories, learning from their experiences, and understanding their passions. ���������¼� gave me so many opportunities to connect with diverse people, especially through HE and extracurriculars like Sunswift Racing,” said Elena.

“A standout moment was meeting Moses from ASEI Uganda in person. We had worked remotely for the initial weeks of the project, and it was amazing to get to know him beyond the project—sharing stories, music, and even dancing during a coastal walk.”

Elena also found great satisfaction in that, unlike most theory-heavy courses, her projects involved real people, real needs, and real-world impact.

“I’m a big-picture thinker, and HE helped me see the ‘why’ behind engineering. Traditional courses often focus on theory, but HE shows you how to turn that knowledge into real-world impact.”

She recommends the HE minor to all future engineering students, saying, “It complements any degree by giving students a deeper understanding of the world and the role their skills can play in it. It’s the perfect way to put your engineering into practice for meaningful change.”

Looking ahead: full circle aspirations

Currently, Elena is working at RØDE Microphones, gaining valuable experience in collaboration and design. Long-term, she hopes to return to Cambodia to support flood-resilient infrastructure.

“It would be a full-circle moment, going back to the place that helped me discover my passion and purpose,” said Elena.

“My goals are still broad, but I’m committed to creating meaningful impact through humanitarian engineering. I want to work with diverse people and communities, helping them realise their goals while continuing to learn and grow myself.”