<p dir="ltr">In contemporary engineering education landscapes, integrating the arts and engineering often adopts a utilitarian lens, emphasizing the enhancement of engineers' creativity or the aesthetic embellishment of final solutions. However, this narrow perspective overlooks the profound potential of the arts in co-creating meaningful solutions, perpetuating epistemic injustices by relegating the arts and other ways of knowing to mere complements of technical knowledge. In this seminar, I present the findings of an autoethnographic inquiry aimed at disrupting traditional disciplinary boundaries within engineering design education. I explore novel educational paradigms by integrating arts and engineering to challenge the notion of engineering as the exclusive owner of problem-solving knowledge.</p><p dir="ltr">Through the lens of autoethnography, I engage in reflective analysis of my role as a curriculum and instructional designer endeavoring to integrate the arts and engineering in pursuit of epistemic justice for the arts. Four distinct curricular initiatives are studied: the Compassionate Engineering course for undergraduate engineering students, the Shadow Puppetry Box activity for middle-school students within a summer camp setting, the Elegance in Engineering module for graduate-level engineering education, and the Social Justice and Civil Engineering module designed for undergraduate civil engineering students. By crafting autoethnographic artifacts such as video reflections and video art, I embrace reflexivity and introspection, elucidating the critical considerations and obstacles encountered in designing for epistemic justice through arts-engineering integration. Additionally, I explore how the learning design process facilitated the development of comprehensive and impactful curricula. I also examine the outcomes and implications of implementing these emergent curricula on pedagogical approaches and student learning experiences.</p><p dir="ltr">This study provides a space for reflection, inquiry, and inspiration, inviting participants to challenge conventional disciplinary boundaries, interrogate prevailing engineering paradigms, and envision transformative approaches to interdisciplinary education. By embracing the complexities of arts-engineering integration, I endeavor to forge new pathways toward inclusive and equitable educational practices, reshaping the education landscape for the better.</p>