Yá'át'ééh (Hello) Mark Clytus (He/Him/His), married to beautiful Dine’ (Navajo) woman with four kids from Saint Michaels, AZ (Navajo Nation). I was raised in Oklahoma and lived in various states throughout my life. For the last two decades worked as a Professional Engineer and as an IT consultant on a variety of engineering/IT technology projects for the Federal government (Dept. of Commerce MBDA, Dept. of the Air Force and Army, USGS), State of Arizona Department of Liquor License and Control, Boeing, Tribal governments (Navajo Nation and Spokane Tribe), and in Academia (University of Idaho, Washington State University and Oklahoma State University). I have certification in technology transfer management funded by the Department of Commerce Minority Business Development Agency (MBDA) to promote technology transfer between academia, government agencies and private industries. Currently, I am a first-generation PhD student finishing up my third year studying American Indian Studies, with an emphasis in Natural Resource Management and Policy/Indigenous STEM Engineering Education in Higher Education, at the University of Arizona. My research investigates engineering curriculum in higher education and the importance of culturally responsive education that incorporates Indigenous traditional knowledge and perspectives into certain engineering disciplines. I acknowledge the important contributions made by Indigenous populations in the field of engineering, saying “to this day some of the most complex engineering creations from ancient Indigenous civilizations are still being wondered [at].” As an engineering Black Indigenous student of color (BIPOC) himself, he understands first-hand the significance of incorporating cultural importance into academia. “There is high cultural importance to illustrate Indigenous/Native American culture into academia for empowerment and increased awareness and culturally-responsive… empowered learning especially for Indigenous/Native American students in the STEM disciplines.”