Impact of service-learning on personal, social, and academic development of Community Nutrition students

Abstract

Service-learning connects theoretical knowledge to community settings. Reflective journals were used to document student service-learning experiences in a Community Nutrition course component. Reflective journal data obtained from students (n=137­) during different semesters were analyzed qualitatively. The service-learning partners included Nutrition Education, Food Provision, and Local Food sites. Positive impacts were noted on personal, social, as well as academic development of students for all sites. Service-learning assignments can impart transferrable skills and enhance student development.