Competency mapping for equity, diversity, inclusion, and indigeneity in engineering undergraduate curricula

Educating students on equity, diversity, inclusion, and Indigeneity (EDI.I) in engineering education is motivated by both accreditation and Indigenous reconciliation. We aimed to evaluate EDI.I content comprehensiveness in our undergraduate curricula by applying a previously developed competency framework and method. We identified courses with EDI.I content across five programs, interviewed 14 instructors, and collected teaching materials. We mapped content to a competency framework with three mastery levels and categories of: Individual Relationship to EDI.I; Interpersonal Impact of EDI.I; EDI.I at an Organizational Level; and EDI.I in Society. Largest coverage gaps were at the highest mastery level and mid-program. Underlying messages often focused on individual rather than structural approaches. Most course content was either standalone or well-integrated with technical content. Our method identified gaps in EDI.I coverage, working well for standalone content. Results will inform future EDI.I curricular coverage at our institution, and the method allows progress assessment in EDI.I coverage.