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Engineering faculty have heard the call to incorporate diversity, equity, and inclusion (DEI) into their classrooms, but many have asked the question: What can I do to advance DEI in my courses? This commentary provides one answer. We summarize our process to engineer DEI into an undergraduate fluid mechanics course following a process that included (1) participation in formal programs, (2) a systematic review of course materials, and (3) a weekly series of conversations that examined DEI in the context of engineering education from academic, social, and personal perspectives. The formal programs deepened our awareness; the systematic review identified improvements in the syllabus, nomenclature, and videos; but most importantly the conversations illuminated how the same technical material can be associated with vastly different cultural perspectives—a key point from the theory of Culturally Relevant Pedagogy. We call for engineering faculty to seek opportunities to learn more of these perspectives, and then to reflect on how to improve their courses accordingly.