Teaching in focus: Tamara R Etmannski

Name:

Tamara R Etmannski

My pronouns:

She/her

Title:

Assistant Professor of Teaching

Faculty/Department/Unit:

Civil Engineering, Applied Science

Location:

Vancouver

Year I started working at UBC:

2014

What first motivated you to become an educator?

I think I was born with a passion to teach. Before starting my career as a professional educator here at UBC, I dabbled in teaching across several fields: I taught English in China when I was 19 which was incredibly inspiring; I supported teaching and learning as a teaching assistant during my undergraduate program and after graduation I worked as a motorcycle training instructor.

Tell us more about your work.

Engineers must be strong in the fundamentals of math, science and design, but tackling real-world problems also requires an ability to critically examine the world, and for engineers to see themselves as actors in a society where thoughts and ideas have both potential and consequences. That is why as an educator, I focus on (without sacrificing the fundamentals) widening the students’ worldview, empowering their practice, and challenging them to consider systems-of-systems models in their decision-making.

What inspired your particular approach to teaching?

I believe that a teacher is not simply a giver of knowledge but rather a facilitator. I encourage the exploration of complex questions and give space for students to challenge long-held ideas through the use of experiential methods. I believe the most powerful teaching strategy is helping students move away from being passive recipients towards being active creators of their own knowledge and ideas.

What have you learned while teaching that has surprised you the most?

While I entered teaching hoping to guide and support learning, I’ve found that the classroom is a two-way exchange. Students' questions, perspectives, and lived experiences constantly challenge me to think differently, stay curious, and grow as an educator. I've also been surprised by the power of vulnerability, how acknowledging uncertainty or sharing personal reflections can create a more open, trusting learning environment.

What impact do you hope to have on your students?

The courses I teach are related to sustainability, economics, entrepreneurship and innovative-thinking, ethics and professionalism. The theme that ties all of these courses together is a growing field called 'Engineering Leadership.' Ultimately, I hope my teaching contributes to shaping engineers who think critically, act ethically, and lead with empathy in pursuit of a more sustainable future.

Are there any colleagues or mentors you’d like to acknowledge and why?

Dr. Susan Nesbit, my predecessor and a long-standing mentor who continues to play an active role in my professional growth. Though she is now retired, Susan remains incredibly generous with her time and wisdom. Her visionary leadership in sustainability education and unwavering commitment to student-centered teaching have deeply influenced my own approach. I’m grateful for her continued guidance and for the strong foundation she laid, which I strive to build upon in my own work.