Ten calls to action to integrate Indigenous Knowledges and perspectives into the Biosystems Engineering Program at the University of Manitoba
Why this work is in the frame
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Bibliographic record
Abstract
In this study, a rapid grey and academic literature scoping review was conducted to investigate how Indigenous Knowledges, perspectives, values and cultures are being incorporated into engineering education in several colonialized countries. The findings were used to make recommendations on advancing the Biosystems Engineering curriculum at the University of Manitoba to educate future engineers who have the cultural capacity to work ethically, respectfully, and reciprocally in engineering practice and partnership with Indigenous Peoples and communities. The study was spurred in part by the Truth and Reconciliation Commission of Canada’s 94 Calls to Action. In collaboration with Indigenous Peoples, calls for integrating Indigenous knowledge and teaching methods into classrooms and building student capacity for intercultural understanding, empathy, and mutual respect. Sources for this review were gathered from Canada, the United States, Australia, and New Zealand, countries that share a similar history of European colonization and are developing methods for curricular change. The findings demonstrated that incorporation of Indigenous Knowledges perspectives in engineering education can be organized into five main themes: 1. capacity building for engineering educators, 2. consultation and collaboration with Indigenous Peoples and communities, 3. coalescing dominant, Indigenous and engineering perspectives, 4. preparing students for professional practice with Indigenous Peoples, and 5. developing a new curriculum. By incorporating these recommendations, engineering educators will help create an educational environment where Indigenous Peoples and their ways of knowing, being and doing have space alongside Western and engineering worldviews. This will prepare engineering students for culturally sensitive and ethically sound professional practice and support the students who will see themselves reflected in Biosystems Engineering.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it