2024 ASEE Annual Conference & Exposition

This work-in-progress paper delves into a nuanced case study through counter-storytelling, focusing on the rich tapestry of experiential knowledge underscored by intergenerational narratives. Drawing from a wealth of data—including journals, student assignments, field observations, and interviews—this study brings together participants from diverse backgrounds, including undergraduates, graduate students, faculty, and community stakeholders. Central to our analysis is the project's intergenerational scope and the profound historical significance of its locale, which we highlight via the story of the primary stakeholder, RoMadre, a Black femme land steward and our community collaborator. Our investigation is centered on field notes derived from an inter-institutional excursion to Taos, New Mexico, offering insights into the confluence of spirituality, engineering/STEM disciplines, and experiential learning. By weaving through these field notes with a counter-storytelling approach from the perspective of our community partner, we aim to highlight the transformative power of integrating spirituality with STEM education. The findings of this paper are revelatory, showcasing how the deliberate foregrounding of reflective and descriptive field notes by researchers can facilitate a deeper understanding and thematic development of activities. This approach enriches the academic discourse on STEM education and champions the inclusion of diverse, historically marginalized voices and experiences, thereby contributing to a more inclusive and holistic understanding of knowledge creation and dissemination.