Browsing by Subject "place attachment"

Now showing 1 - 2 of 2
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    Place-Based Experiential Learning: A Pathway to Sustainability and Environmental Literacy
    (AERA, 2022) Sorge, Brandon; Fore, Grant Alan; Williamson, Francesca Arielle; Angstmann, Julia; Technology Leadership and Communication, School of Engineering and Technology
    When implemented effectively, Place-Based Experiential Learning (PBEL) pedagogies have been shown through different studies to enhance student content knowledge, course engagement, critical thinking skills, and civic-mindedness. This research followed 10 semester-long university courses, during one academic year, implementing PBEL pedagogies with a focus on urban farming. Courses came from a wide array of disciplines including courses focused on science, technology, engineering, or mathematics as well as many non-STEM courses. Students completed pre- and post-assessments to measure change in civic-mindedness, place attachment, situated sustainability meaning-making, and environmental scientific literacy. Statistically significant positive change with small to moderate effect sizes were found in student’s environmental scientific literacy, situated sustainability meaning-making, place attachment, and civic-mindedness.
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    The Role of Place Attachment and Situated Sustainability Meaning-Making in Enhancing Student Civic-Mindedness: A Campus Farm Example
    (JSE, 2022-02-21) Sorge, Brandon H.; Wiliamson, Francesca A.; Fore, Grant A.; Angstmann, Julia L.; Pediatrics, School of Medicine
    This research explores the role that place attachment and place meaning towards an urban farm play in predicting undergraduate students’ civic-mindedness, an important factor in sustainability and social change. In 2017 and 2018, three STEM courses at a private university in the Midwest incorporated a local urban farm as a physical and conceptual context for teaching course content and sustainability concepts. Each course included a four to six-week long place-based experiential learning (PBEL) module aimed at enhancing undergraduate STEM student learning outcomes, particularly place attachment, situated sustainability meaning-making (SSMM), and civic-mindedness. End-of-course place attachment, SSMM, and civic-mindedness survey data were collected from students involved in these courses and combined with institutionally provided demographic information. Place attachment and SSMM surveys, along with the course in which the students participated, were statistically significant predictors of students’ civic-mindedness score.