Equity, diversity, inclusion, and Indigeneity (EDI.I) is increasingly important in engineering. It applies to the institutional systems in which students learn, and also as learned content in the engineering context, which can be traced to both Canadian Engineering Accreditation Board (CEAB) Graduate Attribute 10 and the Truth and Reconciliation Commission’s Calls to Action. The objectives of this study were 1) to develop and evaluate a method for assessing comprehensiveness of EDI.I learning opportunities in engineering, and 2) to explore the comprehensiveness of out-of-curricular EDI.I workshops (for engineering students, staff, and faculty) using this method. We collected data via a survey to engineering EDI.I leaders at our institution. Learning opportunities were mapped to EDI and Indigeneity competency frameworks (categories: 1. Individual Relationship to EDI.I; 2. Interpersonal Impact of EDI.I; 3. EDI.I at an Organizational Level; and 4. EDI.I in Society) with Introduce, Develop, and Apply levels. Following mapping, we identified gaps. Most EDI.I content (seven workshops) focused on categories 1 and 2, teaching concepts closer to the individual (e.g. recognition of personal bias). There was minimal coverage of categories 3 and 4 (i.e. broader systemic inequities). Most EDI content was taught at the Introduce level, while the one Indigeneity workshop was focused on higher levels. The evaluation method was useful in identifying specific gaps in EDI.I learning outcomes. Limitations in this study primarily involved inadequate documentation in the collected data. We plan to apply this method and framework to EDI.I content within the undergraduate engineering curricula at our institution.
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