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  1. 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. 
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  2. Abstract

    Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper‐visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and using a case study methodological approach, we found that the multigenerational counter‐storytelling and support from Women of Color in STEM, as well as the embodiment of holistic wellness, and justice‐focused mentor‐teaching supported STEM persistence intentions among undergraduate Women of Color in the sample. Furthermore, participants described being able to reconcile their STEM identities with their need to be active in addressing and mitigating the inequities in their communities, while also prioritizing their well‐being and rejecting the STEM culture of overwork and burnout.

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