Board 41: Counter-Storytelling in Intergenerational STEM Experiences
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Division
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Community Engagement Division (COMMENG)
- Tagged Topic
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Diversity
- Permanent URL
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https://strategy.asee.org/46998
Paper Authors
Jessica Rush Leeker
University of Colorado Boulder
orcid.org/0000-0002-4983-7034
When expanding her impact within her community— and encouraging others to do the same— there is no shortage of inspiration and devotion within Dr. Jessica Rush Leeker.
Fueled by her desire to deepen her knowledge and understand how she can leave a lasting impact on the world and the people around her, Dr. Rush Leeker has cultivated a rich educational background. Equipped with her undergraduate degree in Supply Chain and Information Systems from Penn University and her Ph.D. in Engineering Education and MBA in Sustainability and Operations from Purdue University, she is proud to currently share her expertise as an Engineering Professor at CU Boulder.
Marlene Sulema Palomar University of Colorado Boulder
Lyndsay Rose Ruane University of Colorado Boulder
Lyndsay Ruane is a PhD student at the University of Colorado Boulder, studying aerospace engineering. Her research experience is broad, including medical and nuclear physics, GNSS, signal processing, as well as STEM and engineering education. Currently, she is focused on diversity and retention in aerospace engineering.
Abstract
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.
Rush Leeker, J., & Palomar, M. S., & Ruane, L. R. (2024, June), Board 41: Counter-Storytelling in Intergenerational STEM Experiences Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/46998
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