This piece is a self-reflexive essay examining our experiences during an important transitional moment, what we will identify as a ‘constitutional moment’, in engineering education in Canada. We are a collection of scholars who specialize in the study of the interface between technology and the humanities and social sciences (most of us identify as Science and Technology Studies scholars). Housed within the Center for Engineering in Society, itself housed within a faculty of engineering, we find ourselves presented with dual challenges of introducing insights from the critical studies of the relationship between science, technology, and society into the engineering curriculum, while also maintaining legitimacy among the engineering faculty that we find ourselves a part of. This paper is a result of our attempts to understand the challenges in engineering education that are unique to our Canadian context and to systematize our responses to these challenges. The aim of this paper is to share our experiences navigating the relationship between the construction of our center's identity as an Engineering Studies hub and our critical participation in engineering education practice.