Document Type

Article

Publication Date

5-9-2022

Publication Title

Environmental Education Research

DOI

10.1080/13504622.2022.2070604

Additional Publication URL

https://doi.org/10.1080/13504622.2022.2070604

Abstract

Given the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students’ sense of place and expressions of pro-environmentalism. The quantitative analysis indicated measurable shifts in students’ place attachment and place-meaning scores. The qualitative findings illustrate a complex relationship between students’ academic/career interests, backgrounds, and pro-environmentalism. We integrated these findings to generate a model of sustainability learning through PBEL and argue for deepening learning to encourage active participation in socio-ecological change.

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis in Environmental Education Research on May 9th 2022. The published version of this article can be found online at Taylor Francis Online.

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