News

A course in Dalhousie’s 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 Ulnooweg Education Centre and an advisory council of Indigenous partners and community members, Indigenous Perspectives in Engineering supports students in understanding both the history and responsibilities of working with Indigenous communities and lands.  
 
Led jointly by the COO of Ulnooweg, Christopher Googoo, and Dalhousie Civil Engineering alum and instructor Levi Morrison (BEng’13), the course combines Indigenous knowledge systems with applied engineering practice.

“The course has really been designed to look at engineering through a non-western worldview,” says Morrison. “So it introduces Indigenous knowledge systems, governance structures, and what true partnership looks like alongside engineering practice.”

The course combines lectures, case studies, and collaborative discussions 
designed to encourage students to think critically about the broader impacts of engineering work. Rather than relying on traditional textbooks, the course centers around Indigenous-authored texts and lived experiences. Many of the case studies focused on projects that had taken place in Mi’kma’ki and Wolastoqiyik territory, while also expanding to broader examples across Turtle Island. 
 
“Chris and I worked to ensure Indigenous leaders in their fields delivered content throughout the course” says Morrison. “We also incorporated talking circles to support reflection and dialogue centred on texts produced by Indigenous authors.”

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. 
 
“This work is about understanding that Indigenous knowledge frameworks are rooted in relationships with the land, and how those relationships inform engineering practice,” Morrison explains. “It 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.”

 “All of the course content was co-created with knowledge holders, Indigenous educators, and the Ulnooweg Education Centre,” adds Googoo. 
 

Building Pathways

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

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

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

“We’ve been working very closely with Dalhousie over the years, and I think it’s 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,” says Googoo. 

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

“They’ve (Dal Engineering) really allowed us to take the lead in defining the real scope of what this whole program should look like, not just the course, but the support services around it and who should be involved.” 

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

“There are clear capacity gaps in areas like technology and the innovation economy across Nova Scotia, and even more so in Indigenous communities. Strengthening pathways into fields like engineering is essential.” says Googoo. 

“Alongside that is the need to highlight knowledge and histories that are often absent from mainstream education, including a more complete and accurate understanding of Indigenous and Canadian history.” 

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

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

Moving Ahead 

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

While the course wrapped up in early April, Googoo 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. 

“It’s going to constantly change to reflect the needs of the students, and how communities can participate. It’s going to be highly iterative,” they say. 

Morrison adds that the course will continue to balance reading, writing, and case-based learning, with participatory elements such as talking circles also playing an important role. 
 
The goal is for students to leave with a stronger understanding of meaningful 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.  
 
For Googoo, one of the most important goals is also who the course reaches, as well as how students carry that learning forward.  

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