Building the kind of classroom she once needed

For engineering tutor Jessica Landstra, teaching is about much more than delivering content. It’s a philosophy that has shaped both her approach to tutoring and her impact on hundreds of students at The Australian National University (ANU).

“For me, teaching is not only about transferring knowledge, but about inspiring students to develop confidence, curiosity, and ownership in their learning. This is why I perceive my role as more than a tutor – I aspire to be a role model, mentor, and capacity builder.”

She also sees her role as extending beyond individual classrooms to shaping a culture of teaching excellence across ANU.

It comes as no surprise then that Landstra has been recognised with a Highly Commended Vice-Chancellor’s Award for Excellence in Tutoring or Demonstrating, an achievement she describes as both humbling and affirming.

“Receiving this award is such an honour, and in so many ways I owe it to all the wonderful students who have given me such good feedback over the years,” says Landstra.

“It feels very special to be recognised by the University, because I have put so much effort and care into my teaching. I’m very proud!”

A final-year Environmental Engineering and International Security Studies student, Landstra has been tutoring and demonstrating at ANU for more than five years. During this time, she has taught six core engineering courses and held leadership positions including Head Tutor for ENGN1217.

Landstra’s passion for teaching began well before university. She tutored throughout high school and early university, even running her own tutoring business. What continues to drive her today is the transformative power of learning.

“I love how teaching can empower people and help them reach their full potential. I have this saying ‘education is the silver bullet’, which speaks to how education is a powerful tool for change – both personally and in society.” Her own experiences as a student shaped her philosophy and her purpose.

“I learnt and grew the most when I was connected to my community, felt seen, and knew I belonged. That’s why I’ve sought out opportunities to give back to the University through tutoring, to create spaces that help students feel like they are valued and belong.”

Landstra describes her teaching style as both creative and relational, shaped in part by the challenges of learning during the COVID-19 pandemic.

“Through my early undergraduate years, I struggled with the isolation of COVID-19 lockdowns. The classes where I was most engaged were those where I personally connected with tutors. This connection translated into deeper learning and ultimately better results,” she says.

“I could thrive when I felt safe, included, and encouraged – and I strive to give my students the same experience.” Her students routinely praise her passion, creativity, and effective teaching style. One student described Landstra as, “so much more than a tutor, she is a source of inspiration to many women and students in engineering”.

Some of Landstra’s most meaningful moments as a tutor have come from mentoring women in engineering, particularly in spaces where representation is still growing.

“I am especially passionate about supporting and advocating for women in engineering, and watching my female students grow in confidence is very special,” says Landstra. “It reminds me of why I love teaching, and how much it matters.”

She also emphasises the importance of challenging assumptions about women in STEM.

“For female engineering students, visibility matters. It reinforces that they belong in this field, and it inspires them to persist.

“The unspoken but essential truth is that it’s not uncommon for me to start the semester with a male dominated class, who may question, challenge, or mock my authority. Building relationships and effectively teaching these students not only improves their knowledge and skills – it also challenges negative assumptions about the countenance and competence of female leaders in STEM.”

Seeing former students thrive has been among her proudest achievements.

“In the last year, I’ve been able to work with some of my old students. It’s been very rewarding to see how they have grown as young engineers.”

Over five years of tutoring, one lesson stands out.

“The biggest thing I have learnt from teaching at ANU is that caring about your students always pays off,” she said.

“I had one student tell me that I was a big part of why they continued with engineering, when they had considered dropping out. That was a really special moment that showed me what a big impact a good tutor can have.”

“I am deeply invested in my students – their learning and their personal growth.”

Teaching at scale can be challenging – particularly in courses with more than 200 students – but the most difficult period was the COVID-19 lockdowns.

“Many students were struggling with loneliness, disconnection, and anxiety. During this time, I felt like my job extended beyond teaching engineering to helping build connection and community, even through Zoom.”

To Landstra, being on the frontline of learning means recognising the whole student.

“Being a tutor puts you at the front line of education, which means that we are always interacting with individual students at a classroom level. It’s not just about transferring knowledge; it’s also about mentoring students and supporting their wellbeing. This became especially important during COVID and has shaped my teaching practice ever since.”

From cultivating inclusion to mentoring emerging women in STEM, Landstra’s impact reaches far beyond course content. Her belief in the power of education – and its ability to transform individual lives – shines through every lesson and every student she supports.

Because for her, teaching isn’t just a job; it’s an incredibly rewarding privilege. And educators like Jessica Landstra are making all the difference.

Top image: ANU engineering tutor Jessica Landstra. Photo: Tangyao Zhang/ANU.