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As is so often the case, the catalyst for change is a barrier, perhaps unnoticed by most, that prevents an individual from accessing the resources that are available to others. These barriers may be institutional, or they may be cultural — a one-size-fits-all approach that creates a space that may not be welcoming to those who fit outside of traditional ‘norms’. For Kyla Fald, a Métis woman and fourth year mechanical engineering co-op student, this lack of inclusion manifested in several ways, but especially in the absence of Indigenous community. She set out to change that, not only for herself, but for others who would follow in her footsteps.

The moment of realization came in the first days of Kyla’s engineering program. When it was time to register for new student orientation, she discovered that the engineering and Indigenous sessions were scheduled at the same time, forcing her to choose. 

“When I entered university, I noticed a significant disconnect between Indigenous students and STEM degrees like engineering,” she says. “Having to choose between attending the engineering orientation and the Indigenous orientation is one example. I felt alone in my struggle to reconcile my career path with my culture as Métis woman and that made me want to create a more inclusive and empowering environment for others.”

At the time, says Kyla, the existing Indigenous Engineering Students’ Association (IESA) had only three members, and was disbanded before the year was completed. The overall lack of support and community for Indigenous students pursuing a degree in STEM spurred her to become one of the founding members of the (ISSA), where she has served as VP engineering and currently, as co-president. 

Indigenous enrollment and retention in engineering is poor, notes Kyla, who adds that the statistics provided to the ISSA by , Indigenous Initiatives Strategic Officer for the College of Natural and Applied Sciences, shows that the number of Indigenous students in engineering rose from 79 in the 2023-24 academic year to 94 in 2024-25. 

“While the ISSA is not the sole contributor to this increase, our group has made significant effort to help Indigenous students get involved in STEM through outreach and advocacy,” she says. “Through this role, I am able to utilize connections through the faculty to encourage EDI and Indigenous values in engineering. I’ve also planned and hosted events such as our annual industry mixer, where we had representatives from industries spanning STEM disciplines connect with Indigenous students. This year was our first mixer as an official club, and we had over 40 Indigenous undergraduates in attendance.” 

The challenges Kyla faced early were not exclusively because of her Indigenous identity, but also because she was a woman considering a career in STEM. Her interest in design, math and science dates back to her middle-school years, and once she discovered that she could combine all three into the discipline of mechanical engineering, her resolve to make this her career deepened. As she got older, however, she became disheartened when she found her dreams minimalized by those around her.

“I began to notice a difference in the way people would treat my male peers versus myself,” says Kyla. “I was told to “be realistic,” despite the fact that I excelled academically. It was through involvement in programs such as Women in Scholarship, Engineering and Technology (WISEST) that helped me realize there was a place for me in STEM.”

Since her initial touchpoint with WISEST through the Summer Research Program (for which she received the Spirit of Dr. Armour Award), Kyla’s involvement with the organization continues in a variety of advocacy and support roles. She serves as mentor and co-chair for the WISEST Indigenous Youth Council, developing programs that encourage young female and gender-diverse Indigenous students to get involved in STEM. She also helps to create lab activities for WISEST conferences that bridge Indigenous ways of knowing with STEM, often leading up to 200 young Indigenous students through these activities.

In addition to her work with ISSA and WISEST, Kyla is the (ESS) director of recruitment, where she oversees the onboarding of all ESS volunteers. She also volunteers with the DiscoverE Program, mentoring young students who have interest in mechanical engineering. 

“I aim to act as a mentor for all young women and Indigenous students who want to pursue a degree in engineering, but feel like they don’t belong,” says Kyla. “Overall, I want to ensure all students coming into engineering feel welcomed and have a community to support them through their degree.”

Named in honour of the Faculty of Engineering’s founding professor, the William Muir Edwards Citizenship Award recognizes Engineering at ß÷ßäÉçÇø undergraduate students who have made exceptional contributions to society. It’s a celebration of citizenship and of engineering students who go to extraordinary lengths to make our world a better place. Special thanks to the David Morris Family Foundation for supporting our students and making the William Muir Edwards Citizenship Awards possible. 

Do you know an undergraduate student whose volunteerism, contributions, and efforts, both on-campus and off-campus, work to make the world a better place? Learn more about the nomination process »