Growing up in a town in Haryana, Meenakshi experienced the stark reality of limited water availability, where the flow was as ephemeral as a passing breeze. Water, a lifeline that was only available for a few hours a day, demanded careful rationing and storage. But as she grew, she realized that this struggle with not enough fresh water was just not confined to her own town; it stretched its arid fingers across most towns in India as well as other developing countries, with many rural communities lacking water supply at home altogether.

The scarcity of water on the one hand and the inefficient water management due to leaky pipes and aging infrastructure left a profound impact on young Meenakshi. She refused to accept the limitations, and instead, she yearned to forge a path toward change. This relentless pursuit of a solution became the catalyst for her personal and professional odyssey. As she embarked on her educational journey, specializing in chemistry and biology, the choice of her master's degree presented a pivotal crossroad. While many overlooked the potential of environmental sciences, Meenakshi recognized its untapped significance and pursued a master's degree in environmental sciences and engineering.

She aspired to find groundbreaking solutions that would ensure equitable and sustainable access to safe water, not just for her homeland but for developing nations worldwide grappling with similar dilemmas. Today, as a visionary leader at the University of Melbourne, she continues to devote herself to the cause of managing and providing safe water, championing a future where every individual can quench their thirst without limitation-an endeavor that remains deeply rooted in her heart. Her research is also very relevant to developed nations such as Australia as they strive to meet growing water demand with finite and highly variable freshwater supply because of climate change.Women Entrepreneur Magazine is glad to interview her.

Tell us about the role you play within the institution currently.

As an Associate Professor in environmental engineering, in the Department of Infrastructure Engineering at the University of Melbourne, I play a vital role within the diverse department. With over 15 years of experience, I am deeply involved in teaching environmental and civil engineering subjects, mentoring Ph.D. and master's students, and assuming leadership positions. Notably, I serve as the Director of the Melbourne India Postgraduate Academy (MIPA), facilitating research collaborations and joint Ph.D. programs between the University of Melbourne and five prestigious institutions in India. I have also served as Assistant Dean International during 2019-2022.

I have attracted $4.75 M in funding through several research projects in water supply and water pollution areas over the last 10 years and currently leading several large initiatives including integrated urban water management and microplastic pollution in soil and water. Beyond academia, I am committed to promoting diversity and inclusion in STEM through mentoring young girls and women. In essence, my role encompasses teaching, research, leadership, and community engagement, driven by my passion for advancing environmental engineering knowledge and solving pressing water security challenges.

In your opinion what are some of the most critical challenges you encounter as an educationalist? What steps do you undertake to overcome these roadblocks?

While I don't see these challenges as roadblocks, I do recognize that there are certain difficulties inherent in my roles and responsibilities. However, I find great satisfaction in my work and the positive impact I can make on the world. One of the challenges I face is maintaining a healthy work-life balance, as the demands of teaching, research, service, and travel can be all-consuming. To overcome this, I employ a prioritization strategy, using a 'crystal ball' analogy to determine what needs immediate attention and what can be addressed later.

Teaching a diverse student cohort, particularly in Faculty of Engineering at the University of Melbourne where around 40 percent of students are international, presents another challenge. These students have varying levels of prior knowledge and learning styles. To address this, I completed a Graduate Certificate in University Teaching, a valuable part-time course that has informed my teaching methods. I employ a diverse range of teaching techniques, including lectures, workshops, one-on-one consultations, online quizzes, and interactive class sessions. I also use flipped classrooms, where students review material beforehand and class time is dedicated to discussions and addressing areas of difficulty. Additionally, I adapt my approach to accommodate different class sizes, employing small group consultations and online discussion boards for larger classes.

The short attention spans of students and the impact of artificial intelligence (AI) on teaching and assessment are additional challenges. To keep students engaged, I strive to create interactive learning environments where they can learn from their peers. Furthermore, I integrate higher-order skills such as critical thinking, data analysis, and problem-based learning through assignments that require synthesis and application of knowledge.

Tell us about the top three milestones you have achieved professionally over the years.

A major milestone in my career is my role as the director of MIPA. This position has allowed me to connect not only over 60 PhD students who are working collaboratively between University of Melbourne and Indian organizations but also around 90 supervisors from both sides. Over the course of four years, these collaborations have thrived, resulting in successful long-term programs, external funding and several awards including Excellence Award and Australia India Impact Award. I take immense pride in the collaborative relationships I have established and the subsequent external partnerships that have emerged from this program, including collaborations with industry and government.

Another significant milestone is the opportunity to shape the thinking of countless students over almost two decades. Teaching provides a unique platform to impart knowledge and guide the next generation in tackling critical global issues, not only in the field of water but also in areas like climate change and emerging contamination concerns. Encouraging students to approach problems holistically, considering interconnections and systemic approaches, has been a key focus. For example, in water management, integrating water supply, wastewater treatment, and stormwater management as a circular system is crucial for addressing water pollution and water availability challenges.