Abstract:
Learner-centered teaching is an approach that engages students through active learning strategies including service learning, problem solving exercises, collaboration, undergraduate research and capstone experiences. These strategies have been shown to improve critical thinking skills, retention and post-graduate success. This article introduces a successful learner-centered approach to teaching undergraduate nutrition students through an integrated undergraduate research and service learning (UR-SL) project. Students in a sports nutrition course participated as small groups in a semester-long service learning project culminating in a research-based fitness trail proposal. At the end of the project, 63 of the 77 students in the class (82%) completed a brief survey on their project experiences. The majority of students reported their project planning, team building, interpersonal communication and professional proposal skills were enhanced through this experience. On a scale of 1-7 (7=incredibly important), students rated the importance of real-life applications in college coursework as 6.45 ± 0.80 and interacting with a peer team as 5.61 ± 1.38. Students recognized that solving problems in a group is an effective way to learn and that group decisions are often better than individual decisions. The majority (93%) of students participating in this learner-centered project recommend this UR-SL activity to their peers.
Key Words:
Learner-centered, service learning, legacy trail project
 11 Stephenson NACTA Journal Sept12.pdf | [ ] | 291 kB |
