A Self-Directed Module To Empower Engineering Students To Engage with Equity, Diversity, Inclusion, and Indigeniety

Background: Engineering faces significant EDI-related challenges. Despite the professional value of EDI being well established, related content in engineering curricula remains limited, and its valuation by students remains mixed. Purpose: Greater integration of EDI in engineering programs can increase engagement with, and valuation of, these concepts. A new student-driven EDI module deployed in both technical and non-technical courses was developed and assessed. Approach: Students engaged with self-selected EDI-related activity, and submitted reflections which were analyzed to assess their emotional, behavioural and cognitive engagement with the material, and level of EDI competence. Outcomes: Results suggest a notable increase in engagement and appreciation of EDI topics following the activity, suggesting that the module is effective at increasing the valuation of EDI in engineering. Conclusions: Given this flexibility and self-directed nature, the activity can be assigned multiple times. It may therefore be strategically integrated throughout the curriculum.