Meeting with Tristana Bujia and Jean-Baptiste Brun
Can you introduce yourself?
Tristana: My name is Tristana and I’m 19. I’m currently doing a preparatory course in Physics, Chemistry and Engineering Sciences (PCSI) and in my second year I’m going to do a PC. I want to become an engineer (probably in chemistry).
Jean-Baptiste: I’m 30 years old and graduated from ISAE-SUPAERO in 2016 after two years of preparatory classes in MP at Lycée Charlemagne, Paris 4E. In engineering school, I chose to focus on energy, transport and the environment. At the end of my studies, I wanted to get away from the isolation of engineering school and work as close as possible to industrial production, and that’s what I did when I joined Air France Industries, the entity in charge of aircraft maintenance for Air France and its customers.
Why did you want to take part in the OSE Ingé scheme?
Tristana: I was offered the chance to take part in this programme and I thought it would be a great opportunity to meet engineers, as I didn’t have any around me. What’s more, we had the chance to visit an engineering school as well as Jean-Baptiste’s workplace to see what his job might be like. I wanted to be able to talk to someone who had followed a similar career path to the one I want to follow.
Jean-Baptiste: I’ve been very lucky throughout my time at school to be encouraged, guided and also well informed about the different choices I’ve had to make, and it’s only fair that I should be able to offer support, listen and share my experiences with students who are following a similar path and may be experiencing the same doubts and even frustrations. The preparatory classes are two years that are rich intellectually but can be emotionally trying and support, however occasional, can make more difference than an extra hour spent on a physics exercise. The involvement I’ve had allows me to be useful, I hope, to people who may need it. The idea wasn’t to be a performance coach to boost grades or to define a strategy for the different deadlines of the two years, but rather to be a listening ear and unfailing support, whether to aim for one of the top-ranked schools or to change direction if the preparatory classes weren’t suitable.
Can you describe your work together?
Tristana: We don’t really work together because the aim is not to revise courses. We’ve seen each other just under once a month this year to discuss our feelings about the preparatory classes and we’ve exchanged ideas on various subjects, such as how the preparatory classes work and how they’re organised, life in engineering school, ecology, etc.
Jean-Baptiste: The first thing was to define a way of working between us, even if it meant adjusting it. We saw each other physically or virtually once every two months or so, and exchanged messages from time to time, although it was difficult to be present and available without being intrusive, because that’s the last thing I would have wanted in his place. During these meetings, we talked about her daily life, her difficulties, the life of a student in a preparatory class. I’d share my memories of my two years of preparatory classes, but I’d also take care to talk about lighter subjects. At the same time, I tried to help out in other ways, such as finding contacts for the TIPE or organising a visit to my workplace with other mentees and classmates.
What did you learn from the Ose Ingé scheme?
Tristana: I learnt how the preparatory engineering school system works and visiting my mentor’s workplace gave me a better idea of what was possible after my studies. It’s an interesting system that gives you a different view from that of your teachers or specialisms, because the mentor has a fresher experience with a certain distance and experience of the world of work.
Jean-Baptiste: I’m not in the best position to answer that question, as I only had a support role. However, I think I found the right position and established a relationship of trust with Tristana. If that’s the case and our discussions have helped her at least once, hopefully more, then it’s been a success. The scheme is positive because of the opportunities it offers students for support and for sharing experiences. It’s also a challenge for the mentors, most of whom have a classic engineer’s mentality of trying to solve problems. And sometimes, as mentors, we don’t have to provide solutions, but simply listen and share our experience. It’s not very natural, but it happens in the end. If I had to do it all over again, I’d do it without hesitation.
What is your best memory?
Tristana: My best memory was visiting Jean-Baptiste’s workplace and also the day when we played sport at the CREPS with all the mentees and a few mentors.
Jean-Baptiste: I remember a session in the first half of the year where I had the impression that the discussion helped to play down the situation Tristana was in and to gain a bit of perspective. She didn’t have all the keys to success in the prep school after that but I think she was able to think about something else and have a bit of peace of mind, for a few days or a few hours. And that’s already a good start.
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