Assessing the Impact of Integrating Indigenous Knowledges and Perspectives in Engineering Curricula on Students’ Learning: The Development of a Classroom Case Study

Abstract

Indigenous Peoples in Canada have practiced sustainability for centuries. Their knowledges, perspectives and design principles are applicable on both a local and global scale especially in our quest to find sustainable approaches to food security, energy independence, and climate change impacts. However, the opportunities for Indigenous Peoples to fully participate and formally offer knowledge and guidance on sustainable development in engineering education have been limited. Engineering training in Canada requires students to develop competency in the area of assessing the impact of engineering on society and the environment. Within this competency is the ability to understand and apply the concepts of sustainability to engineering activities. Engaging with Indigenous Peoples to understand their perspectives on engineering and society provides a platform to critically assess existing engineering curricula, expand the concept of sustainability, and come closer to a common place of understanding. Understanding the impact of incorporating Indigenous perspectives in the curricula on students’ learning and understandings will help inform the further incorporation of Indigenous perspectives in engineering education. This paper presents the research methodology and instruments for a case study designed to explore students’ learning in one engineering course that integrates an Indigenous Elder’s perspectives on how to effectively communicate, engage, and obtain local knowledge on engineering projects with Indigenous communities in Manitoba. Findings will be used to inform engineering curriculum design that are enhanced by Indigenous knowledges and perspectives.

Ten calls to action to integrate Indigenous Knowledges and perspectives into the Biosystems Engineering Program at the University of Manitoba

“…The changes needed to Indigenize curriculum will be and should be unique to each program, dependent on the consultation with the Indigenous Peoples and their communities that are located in that place. This view that educators must collaborate with local Indigenous Peoples to develop an engineering curriculum that is representative of their community is prevalent throughout the literature, and several studies have reported on these collaborative initiatives (e.g., Mante et al 2019;Goldfinch and Kennedy 2013). Mante et al (2019) designed a study to assess the impact on students' learning after a lecture about consultation with Indigenous communities during infrastructure development from the perspective of a local Elder.…”

“…This view that educators must collaborate with local Indigenous Peoples to develop an engineering curriculum that is representative of their community is prevalent throughout the literature, and several studies have reported on these collaborative initiatives (e.g., Mante et al 2019;Goldfinch and Kennedy 2013). Mante et al (2019) designed a study to assess the impact on students' learning after a lecture about consultation with Indigenous communities during infrastructure development from the perspective of a local Elder. This work is presently underway, but preliminary findings demonstrated the profound impact the Elder's visit had on the students who agreed to participate in the study (Thomsen et al 2021;Kilada et al 2021).…”

“…To broaden the scope of projects offered and increase students' exposure to diverse perspectives, an interdisciplinary approach should be considered. Engineers often work with other professionals to develop solutions, and in Manitoba engineering graduates will likely work with Indigenous communities (Mante et al 2019). This could be reflected in the capstone course if Biosystems Engineering students worked with university students outside the Price Faculty of Engineering and with Indigenous clients.…”

“…The Anthropology course presents an overview of the sociopolitical circumstances and effects of technology on a broad range of societies but does not offer opportunities to learn about local Indigenous Knowledges or perspectives in the specific context of engineering. To ensure all Biosystems Engineering students are informed about the impact of engineering on local Indigenous Peoples and communities, Technology, Society, and the Future should be mandatory for all undergraduate Biosystems Engineering students as it includes Indigenous content specific to engineering and Manitoba(Mante et al 2019;Thomsen et al 2021;Kilada et al 2021). 9.…”