DannyT7
New Member
- Joined
- Oct 10, 2024
- Messages
- 7
- Gender
- Male
- HSC
- 2025
I have almost never been able to find a decent personal statement example by someone applying to UNSW gateway, and finally I can actually help by providing my one. This statement gave me an early unconditional offer (Any ATAR) for the bachelor of flexible first year engineering. Essentially, it is an early entry to the course upon completion of the HSC, even if you got a 50 ATAR you are already in the course.
NOTE: You can follow the structure or some ideas but DON’T PLAGIARISE! This is not for me but for you. Remember, this statement is personally about you so anyone who is lazy and just wants to copy what i’ve written, it will not help you.
Question 1: Why are you interested in the course you are applying for? Tell us how this degree relates to your passions and goals. (250 words)
To me, engineering is like space, constantly expanding and evolving. Just as the universe stretches beyond what I can see, the field of engineering grows to solve real-world problems. This is what sparks my curiosity for the Flexible First-Year engineering degree, providing the chance to innovate solutions for unimagined problems.
I first glimpsed my future in Year 10, when I was asked to present at a global STEM event held by Ted Tagami and Magnitude IO about my research on antimicrobials. Standing in front of hundreds of people, the initial silence as I spoke erupted into a thunderous applause. I felt the excitement that sharing my ideas could actually make a difference to society. Afterward, I found myself networking with people globally, including accredited scientists, giving me the confidence to approach engineering with a mathematical mindset. This will enable me to mathematically model complex systems, similar to my work on resistant bacteria like chlorella vulgaris.
Through my own self-initiative, I constantly approach problems with a supererogatory attitude. One afternoon, I disassembled an old phone piece by piece. I still remember all those annoyingly tiny screws, the circuit board, and the moment I wondered how these intricate parts create a working system. This event strengthened my motivation for creating sophisticated technological systems, as I intend to explore how these components can contribute to something even greater.
That mindset is why I’m drawn to engineering: the freedom to use mathematics and logic to innovate, collaborate, and shape the technologies of the future.
Question 2: What are your learning strengths, and how have you applied them to overcome challenges in school or other aspects of your life? (250 words)
When something breaks, fix it. If it will not fix, rethink it. But never leave it broken. To me, the tenet embodies this mindset: the ability to adapt and make critical decisions is the cornerstone to overcoming a challenge.
In Year 11, we were tasked with developing a Rube Goldberg machine in a group. I experienced the frustration that often comes with collaboration: conflicting ideas, technical disagreements. However, through open communication, we resolved to a single plan and using three simple machines, successfully built the structure. Like the dynamic forces acting on the system, I have learnt that engineering is adaptable and not purely about solving technical problems, but refining ideas through discussion, and turning teamwork into innovation.
Another more personal challenge I’ve faced is the tendency to seek approval, which often led to comparative anxiety. To better understand this, I read Mindset by Carol Dweck. The book’s insights on a growth mindset allowed me to redefine failure as a necessary stage in learning, providing me with the confidence to critically reflect on mistakes and improve my study systems.
Shifting from Academia, my retail work experience taught me how to remain calm under pressure, particularly when assisting customers or coordinating with co-workers. These interpersonal skills are valuable to me, as the ability to respond cohesively to people is just as important in engineering, especially in real-world projects.
Ultimately, by overcoming these challenges, I am reminded that growth begins at the point of difficulty, with each experience building upon the other.
Question 3: Thinking about your future self at university, what do you identify as the key challenges for you, and how do you plan to manage these? (250 words)
I think independence matters more than ever at university, and I’m prepared to work on that as I adjust to the new environment. At school, the routine becomes second nature: having deadlines, structures, teachers to guide you. While at university, I must take responsibility for managing my time and commitments.
When navigating an unfamiliar environment, the thought of building meaningful connections is a daunting challenge. To avoid this, I plan to actively participate in programs like O-Week to get my bearings, resonate with many diverse individuals, and eventually join societies; from EngSOC to Volunteering at the foodclub, further developing my leadership skills. Thinking long term, I aim to focus my energy toward the Sunswift racing committee, allowing me to nurture my technical skills with externalised physical systems, like solar-powered vehicles.
Personally, I recognise that managing my mental wellbeing and preventing burnout is essential for a sustainable university experience. By committing to daily meditation, journalling, and maintaining a weekly exercise routine, I can keep a clear mind and steady wellbeing. This will enable me to focus and engage more fully in lectures, tutorial or lab discussions, and contribute meaningfully to the university environment.
Despite the difficulties associated with coordinating academics and finances, I’m committed to developing personal systems that help me manage my time and stay focused on long-term goals, including business plans.
Thus, by constantly seeking support at office hours and embracing these challenges, I aim to shape my university experience into one of curiosity and progress, not just pressure.
NOTE: You can follow the structure or some ideas but DON’T PLAGIARISE! This is not for me but for you. Remember, this statement is personally about you so anyone who is lazy and just wants to copy what i’ve written, it will not help you.
Question 1: Why are you interested in the course you are applying for? Tell us how this degree relates to your passions and goals. (250 words)
To me, engineering is like space, constantly expanding and evolving. Just as the universe stretches beyond what I can see, the field of engineering grows to solve real-world problems. This is what sparks my curiosity for the Flexible First-Year engineering degree, providing the chance to innovate solutions for unimagined problems.
I first glimpsed my future in Year 10, when I was asked to present at a global STEM event held by Ted Tagami and Magnitude IO about my research on antimicrobials. Standing in front of hundreds of people, the initial silence as I spoke erupted into a thunderous applause. I felt the excitement that sharing my ideas could actually make a difference to society. Afterward, I found myself networking with people globally, including accredited scientists, giving me the confidence to approach engineering with a mathematical mindset. This will enable me to mathematically model complex systems, similar to my work on resistant bacteria like chlorella vulgaris.
Through my own self-initiative, I constantly approach problems with a supererogatory attitude. One afternoon, I disassembled an old phone piece by piece. I still remember all those annoyingly tiny screws, the circuit board, and the moment I wondered how these intricate parts create a working system. This event strengthened my motivation for creating sophisticated technological systems, as I intend to explore how these components can contribute to something even greater.
That mindset is why I’m drawn to engineering: the freedom to use mathematics and logic to innovate, collaborate, and shape the technologies of the future.
Question 2: What are your learning strengths, and how have you applied them to overcome challenges in school or other aspects of your life? (250 words)
When something breaks, fix it. If it will not fix, rethink it. But never leave it broken. To me, the tenet embodies this mindset: the ability to adapt and make critical decisions is the cornerstone to overcoming a challenge.
In Year 11, we were tasked with developing a Rube Goldberg machine in a group. I experienced the frustration that often comes with collaboration: conflicting ideas, technical disagreements. However, through open communication, we resolved to a single plan and using three simple machines, successfully built the structure. Like the dynamic forces acting on the system, I have learnt that engineering is adaptable and not purely about solving technical problems, but refining ideas through discussion, and turning teamwork into innovation.
Another more personal challenge I’ve faced is the tendency to seek approval, which often led to comparative anxiety. To better understand this, I read Mindset by Carol Dweck. The book’s insights on a growth mindset allowed me to redefine failure as a necessary stage in learning, providing me with the confidence to critically reflect on mistakes and improve my study systems.
Shifting from Academia, my retail work experience taught me how to remain calm under pressure, particularly when assisting customers or coordinating with co-workers. These interpersonal skills are valuable to me, as the ability to respond cohesively to people is just as important in engineering, especially in real-world projects.
Ultimately, by overcoming these challenges, I am reminded that growth begins at the point of difficulty, with each experience building upon the other.
Question 3: Thinking about your future self at university, what do you identify as the key challenges for you, and how do you plan to manage these? (250 words)
I think independence matters more than ever at university, and I’m prepared to work on that as I adjust to the new environment. At school, the routine becomes second nature: having deadlines, structures, teachers to guide you. While at university, I must take responsibility for managing my time and commitments.
When navigating an unfamiliar environment, the thought of building meaningful connections is a daunting challenge. To avoid this, I plan to actively participate in programs like O-Week to get my bearings, resonate with many diverse individuals, and eventually join societies; from EngSOC to Volunteering at the foodclub, further developing my leadership skills. Thinking long term, I aim to focus my energy toward the Sunswift racing committee, allowing me to nurture my technical skills with externalised physical systems, like solar-powered vehicles.
Personally, I recognise that managing my mental wellbeing and preventing burnout is essential for a sustainable university experience. By committing to daily meditation, journalling, and maintaining a weekly exercise routine, I can keep a clear mind and steady wellbeing. This will enable me to focus and engage more fully in lectures, tutorial or lab discussions, and contribute meaningfully to the university environment.
Despite the difficulties associated with coordinating academics and finances, I’m committed to developing personal systems that help me manage my time and stay focused on long-term goals, including business plans.
Thus, by constantly seeking support at office hours and embracing these challenges, I aim to shape my university experience into one of curiosity and progress, not just pressure.