Abstract
This article presents a review of the service-learning literature as a foundation for a discussion on integrating service-learning into dietetics and nutrition education. The purposes of this review are to (1) define service-learning, (2) discuss how service-learning can enhance dietetics and nutrition education programs, (3) explain principles and best practices for integrating service-learning into dietetics and nutrition curricula, and (4) outline practical tips for orienting students for this experience and establishing sites for service-learning activities. The information shared has pedagogical implications and is transferable to any dietetics and nutrition education program.
THE Standards of Education of the Commission on Accreditation for Dietetics Education (CADE) of the American Dietetic Association outline entry-level dietitian education programs that must provide foundation knowledge and skills to students. The standards assume that graduates of the CADE programs demonstrate the ability to communicate and collaborate, solve problems, and apply critical thinking skills. 1 In an effort to meet these objectives and position students to receive and complete a supervised practice or post baccalaureate program, didactics and nutrition education programs may require volunteer service for admission into a program or incorporate practicums and volunteer service into the curriculum to provide more "hands-on" experience prior to graduation.
While volunteer service can be a valuable learning experience for students in courses like community nutrition, it can sometimes seem meaningless, especially if instructors do not discuss the experiences during class sessions or relate the experiences to class content. In order to effectively integrate relevant community service into course curriculum, it is imperative that faculty have a fluency in the language of the teaching pedagogy, service-learning. 2,3 The basic steps of developing a service-learning program have been previously reviewed in the dietetics literature. 4 In addition, other health professions have discussed the utilization of this pedagogy. 5-17
A brief survey for educators, approved by the Human Subjects Committee of the Institutional Review Board of Ohio University, was sent to dietetics program directors (n = 186) in regions II (midwestern states) and V (midwestern states), as defined by Dietetic Educators of Practitioners. Fifty-six usable surveys were returned (30.1% response rate). Of those, 32 (57%) strongly agreed or agreed, 10 (18%) somewhat agreed, and 14 (25%) disagreed or strongly disagreed that they were knowledgeable about the topic of service-learning. While this survey is not representative of all dietetics educators, there appears to be a need for dietetics educators to learn more about this teaching pedagogy, since only 57% of educators agreed that they were knowledgeable about the topic. The purpose of this article is to provide the necessary language and background to assist faculty in connecting their perspective of the dietetics and nutrition education disciplines to the best practices of service-learning. We will (1) define service-learning, (2) discuss how service-learning can enhance dietetics and nutrition education programs, (3) explain principles and best practices for integrating service-learning into dietetics and nutrition curricula, and (4) outline practical tips for orienting students for this experience and establishing sites for service-learning activities.