Environmental Education Research
Additional Publication URL
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.
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.
Williamson, Francesca A.; Rollings, Amber J.; Fore, Grant A.; Angstmann, Julia L.; and Sorge, Brandon H., "Building Capacity for Socio-Ecological Change through the Campus Farm: A Mixed-Methods Study" Environmental Education Research / (2022): -.
Available at https://digitalcommons.butler.edu/facsch_papers/1414
Available for download on Thursday, November 09, 2023