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Abstract
Background: Experiential STEM (Science, Technology, Engineering, and Mathematics) learning increases STEM identity and belongingness in STEM communities. Experiential food systems education affects change agency and intention to effect change. But little work explores experiential STEM learning in field-based contexts. Purpose: Our project describes curricular and co-curricular experiential learning implemented programmatically, a novel context; these field-based interventions affect STEM identity and change agency, both largely unstudied experiential education outcomes. Methodology/Approach: Introductory sustainability studies students complete 1 hr/week on field-based teams (e.g., raising bees, growing produce). Many extend participation as a co-curricular activity. We gave 2015 introductory students (N = 62) a pre–post survey to explore STEM identity and change agency. We also collected 2016 co-curricular Pig Team learning reflections (N = 10). Findings/Conclusions:Survey: A paired t test was run on numeric responses using R (v. 3.4.2). Significant (p < .0055) gains were found for all questions. Reflections: We conducted an emergent qualitative content analysis, identifying four STEM identity– and change agency–related categories. Implications: A programmatic commitment to experiential learning through paired curricular and co-curricular activities can have meaningful impacts on STEM identity and change agency, facilitating student ability to act purposefully on behalf of sustainability.
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