An increasing body of knowledge points to the need for the integration of Justice, Equity, Diversity and Inclusion (JEDI)-based topics into undergraduate and graduate curricula. The Racial Justice and Equity, Diversity and Inclusion (REDI) committee designed and implemented a short activity in an introductory undergraduate biomedical engineering course. The activity was designed as a facilitated small group discussion (4 students), preceded by an introduction to the activity, community rules for engagement and a call to reflection of privilege. Groups of students were guided to rank 3 privileges (out of a list of 5) that they valued as contributing factors to their success. Through the activity, situational and social contexts were identified by students in how they valued privileges, and overall fostered a robust discussion amongst peers about their roles and responsibilities as biomedical engineers. The activity engaged students to self-reflect on what they considered as privileges that contributed to success in college. In future re-offerings, the activity is likely to be more impactful when combined with resources that can facilitate calls to action and allyship.