Abstract

Service-learning is a valuable pedagogical practice particularly in the field of community nutrition. This practice offers students real-world learning experiences that can help develop soft skills, engage the local community, and improve cultural competence. The study objective was to determine how service-learning site type affected student perceptions of service-learning benefits. Students enrolled in a Community Nutrition course at the University of Mississippi in spring of 2017 and 2018 were included in this analysis (n=93). Students completed a 16-item survey before and after completion of 15 hours of service-learning. Data were analyzed by service-learning site type (food provisions, nutrition education, and local food). Student responses indicated that food provision sites enhanced student skill development and exposed students to the need for nutrition education more than other sites. Regardless of site type, students gained a greater understanding of the complexity of community nutrition, felt more connected to the community, and were encouraged to continue community service. While student experiences greatly vary by site type, service-learning is valuable for personal and professional development.