ONE SETTLER STUDENT’S STORY ON INCORPORATING INDIGENOUS KNOWLEDGES IN ENGINEERING CURRICULA
Bibliographic record
Abstract
The University of Manitoba Price Faculty of Engineering is actively working on initiatives to increaseIndigenous representation and ideology in engineering education. The initiatives aim to create ethical and equitable space for Indigenous Peoples, so their knowledges and perspectives are visible and valued in the Price Faculty of Engineering community. An Elder-in- Resident presented to an engineering ethics class the realities Indigenous communities face and how to work with Indigenous Peoples at the intersection of engineering projects such as oil and gas, hydroelectricity, andcommunity infrastructure. This study uses the threedimensional space narrative methodology and boundarycrossing theory to realize the impact on students’ learning. The student’s perspective negotiated and represented in this study acts as an artifact of boundary crossing and provides insight into the exchange of cross-cultural knowledge. Findings reveal a distinction between relationship and knowledge, where knowledge exchange is dependent on the relationship between people. Key factors contributing to a relationship include identifying each other’s historical backgrounds; situational contexts, and values, which require active listening; genuine curiosity; empathy; and time. The research presented in this paper is part of a more extensive case study exploring the impact onstudents’ learning when integrating Indigenous knowledges and perspectives into engineering education and is approved by the University of Manitoba’s Research Ethics Board.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".