Building capacity for socio-ecological change through the campus farm: a mixed-methods study

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.

Keywords:

• Campus farms
• place-based experiential learning
• pro-environmentalism
• sense of place
• sustainability

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research reported in this manuscript was supported by the National Science Foundation Improving Undergraduate STEM Education program (Award #: 1609219 and 1915313).

Notes on contributors

Francesca A. Williamson

Francesca A. Williamson, Ph.D. is an Assistant Professor in the Department of Pediatrics at the Indiana University School of Medicine. Her research broadly focuses on STEM + education for socio-ecological good, primarily emphasizing curricular and programmatic efforts for future STEM and health professionals. She is also a research methodologist by training, specializing in qualitative and discursive methodologies for studying language and social interaction.

Amber J. Rollings

Amber J. Rollings, Ph.D. is an Assessment, Monitoring, and Evaluation Data Analyst at The Henry M. Jackson Foundation for the Advancement of Military Medicine. Her research interests and expertise are in environmental stewardship as related to sense of place via mixed methods approach.

Grant A. Fore

Grant A. Fore, M.A. is a Research Associate in the STEM Education Innovation and Research Institute (SEIRI) at IUPUI and a Ph.D. Candidate in Anthropology at the University of Cape Town. As a SEIRI staff member, Grant is involved in research development, qualitative and mixed methods research, and programmatic assessment and evaluation. His Ph.D. dissertation research is focused on exploring the ethical becoming of architecture students within courses utilizing community-engaged pedagogies.

Julia L. Angstmann

Julia L. Angstmann, Ph.D. is the Director of the Center for Urban Ecology and Sustainability (CUES) at Butler University. Dr. Angstmann is a broadly-trained urban ecologist and leads efforts associated with the CUES’ mission to explore, steward, and enhance urban systems using place-based interdisciplinary research, education, and outreach through collaborative projects with Indianapolis community organizations and urban farms.

Brandon H. Sorge

Brandon H. Sorge, Ph.D. is an Associate Professor of STEM Education Research in the Department of Technology Leadership and Communication at the Purdue School of Engineering and Technology at IUPUI. His research interests include all aspects of STEM education, especially the impacts of policy on the development of a STEM literate workforce. He also conducts research related to leadership and the role of corporate responsibility in employee recruitment and retention.