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A course in Dalhousie鈥檚 Faculty of Engineering is reshaping how students understand their role as engineers, offering a rare opportunity to learn through Indigenous knowledge systems.

Developed in collaboration with the听Ulnooweg听Education Centre and an advisory听council of Indigenous partners and community members,听Indigenous听Perspectives听in听Engineering听supports students in听understanding听both the听history and听responsibilities听of听working with听Indigenous听communities and听lands.听听
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Led jointly by鈥痶he听COO听of听Ulnooweg,听Christopher听Googoo,鈥痑nd Dalhousie Civil Engineering alum and instructor Levi Morrison (BEng鈥�13), the course combines Indigenous knowledge systems with applied engineering practice.

鈥淭he course has really been designed to look at engineering through a non-western worldview,鈥� says听Morrison. 鈥淪o听it introduces Indigenous knowledge systems, governance structures, and what true partnership looks like听alongside engineering practice.鈥�

The course combines听lectures, case studies, and collaborative discussions听
designed to encourage students to think critically about the broader impacts of听engineering work. Rather than relying on traditional textbooks, the course centers听around Indigenous-authored texts and lived experiences. Many of the case studies听focused on projects that had taken place in听Mi鈥檏ma鈥檏i听and听Wolastoqiyik听territory, while听also expanding to broader examples across Turtle Island.听
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鈥淐hris and I听worked to听ensure Indigenous leaders in their fields delivered听content听throughout the course鈥澨齭ays Morrison. 鈥淲e also incorporated听talking circles to support reflection and dialogue听centred听on听texts produced by听Indigenous authors.鈥�

Through these discussions, students were encouraged to understand that engineering exists across many knowledge systems, including Indigenous ways of knowing, and carries responsibilities that extend beyond technical design to relationships with land and community.听
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鈥淭his work is about understanding that Indigenous knowledge frameworks are rooted in relationships with the land, and how those relationships inform engineering practice,鈥� Morrison explains. 鈥淚t also asks students to consider the responsibilities engineers carry in relation to treaties, the duty to consult, and meaningful engagement, and to reflect on how different worldviews shape their approach to the work.鈥�

听鈥淎ll of the course content听was听co-created听with knowledge holders, Indigenous educators, and听the听Ulnooweg听Education Centre,鈥� adds听Googoo.听
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Building Pathways

Beyond the classroom, the course is part of a听broader听effort to strengthen pathways for Indigenous students in听engineering.听The course was introduced as part of the Faculty of Engineering鈥檚 Inclusive Pathways to听Engineering Careers Program, launched in 2023. The program aims to remove barriers听and expand access to engineering education for equity-deserving groups.

In partnership with听Ulnooweg, the Faculty听established听an听Indigenous stream within the Pathways Program to support Indigenous students听through academic preparation, mentorship, cultural programming, and career guidance.听

As part of their efforts to strengthen Indigenous student support and engagement, they听also opened a dedicated Indigenous student centre on Sexton Campus last Fall, which听provides a space for community-building, academic support, and cultural connection.听

鈥淲e鈥檝e听been working very closely with Dalhousie over the years, and I think听it鈥檚听been enlightening to work with them through this process. Their openness to not just walk alongside us, but to step back and allow Indigenous leadership to guide this work has been meaningful,鈥� says听Googoo.听

Ulnooweg听has played a key role in shaping the work at Dal, helping guide both the听development of the course and the broader partnership model behind it.听

鈥淭hey鈥檝e (Dal Engineering) really allowed us to take the lead in defining the real scope听of what this whole program should look like, not just the course, but the support services听around it and who should be involved.鈥澨�

Googoo听says听Ulnooweg鈥檚听involvement is rooted in a long-standing mandate to support听Indigenous education, training, and community development, while also addressing听systemic barriers that continue to affect Indigenous participation in STEM fields.听

鈥淭here are clear capacity gaps in areas like technology and the innovation economy across Nova Scotia, and even more so in Indigenous communities. Strengthening听pathways into fields like engineering is essential.鈥澨齭ays听Googoo.听

鈥淎longside that is the need to highlight knowledge and histories that are often absent听from mainstream education, including a more complete and accurate understanding of听Indigenous and Canadian history.鈥澨�

For听Googoo, this work is also closely tied to reconciliation, not only through curriculum听change but through long-term relationship-building between institutions and Indigenous听communities.听

鈥淭he goal is not to position this (new course) as a history course, but rather to explore听the systems and structures that exist in response to those histories, and how they can听support broader efforts toward healing and progress,鈥� he says. 鈥淯ltimately, the听focus is听on creating conditions where all young people can succeed, build strong communities,听and access meaningful opportunities. Engineering is just one part of that broader听vision.鈥澨�

Moving Ahead听

Googoo听says the impact is already being felt within Indigenous communities, with strong听student interest in the听Indigenous Perspectives听in听Engineering听course. Morrison adds听that interest also came from across all disciplines in the Faculty of Engineering, with听many non-Indigenous students taking part. With 30 spots initially available, enrolment听was increased to 35 as demand for the course grew.听

While the course wrapped up in early April,听Googoo听and Morrison say planning is already underway for next year, including discussions around enrolment, timing within the engineering curriculum, and how the structure may evolve.听

鈥淚t鈥檚听going to constantly change to reflect the needs of the students, and how听communities can听participate.听It鈥檚听going to be highly iterative,鈥澨齮hey say.听

Morrison听adds that the course will continue to balance reading, writing, and case-based听learning, with participatory elements such as talking circles also playing an important听role.听
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The goal is for students to leave with a stronger understanding of meaningful听community partnership and the ability to critically reflect on engineering practice in the field. This includes recognizing responsibilities under the Peace and Friendship Treaties and approaching engineering work with those commitments in mind.听听
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For听Googoo, one of the most important goals is also who the course reaches, as well as how students carry that learning forward.听听

鈥淚 hope students leave with a deeper understanding of what is possible when relationships are built with care and respect,鈥� he says. 鈥淎nd that they carry that forward, not just in their work, but in how they engage with Indigenous communities.鈥�