Williamson, Francesca A.Rollings, Amber J.Fore, Grant A.Angstmann, Julia L.Sorge, Brandon H.2024-02-092024-02-092022Williamson, F. A., Rollings, A. J., Fore, G. A., Angstmann, J. L., & Sorge, B. H. (2023). Building capacity for socio-ecological change through the campus farm: A mixed-methods study. Environmental Education Research, 29(2), 212–231. https://doi.org/10.1080/13504622.2022.2070604https://hdl.handle.net/1805/38384Given 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.en-USPublisher Policycampus farmsplace-based experiential learningpro-environmentalismsense of placesustainabilityArticle