- Email: [email protected]
Delivering Nutrition Education in a Service-learning Course
GEM NO. 425
Delivering Nutrition Education in a Servicelearning Course Meredith Poehlitz, M.S., R.D.*; Michelle Pierce, Ph.D., R.D.; Ann M. Ferris, Ph.D., R.D. Department of Nutritional Sciences, University of Connecticut, Storrs, Connecticut
IMPLEMENTATION PROCEDURES
( J Nutr Educ Behav. 2006;38:388-389) *Address for correspondence: Meredith Poehlitz, M.S., R.D., Education Coordinator, Husky Nutrition Program, Department of Nutritional Sciences, University of Connecticut, U-4017, Storrs, CT 06269; Phone: (860) 486-0027; Fax: (860) 486-3674; E-mail: meredith. [email protected] doi: 10.1016/j.jneb.2006.08.013
Figure. Student playing nutrition game with child at participating site.
AUDIENCE AND OBJECTIVES INTRODUCTION For the past six years, students at the University of Connecticut have delivered interactive nutrition education integrated with literacy activities in the waiting rooms of inner-city pediatric clinics in Hartford, Connecticut. This initiative, named Husky Reads for the university’s canine mascot, provides students with real-life, hands-on experiences in community nutrition while the Department of Nutritional Sciences reaches an underserved population. Teams of students visit clinics weekly for two-hour shifts to read aloud and play games with waiting children and to interact with their parents and caregivers (Figure). All program materials, such as children’s books, games and craft activities, feature food and nutrition themes. Hartford provides both economic and ethnic diversity that students could not experience on campus or in nearby communities; it is the second poorest midsize city in the U.S.1 and Hartford’s children are 92% Black and Hispanic.2
Husky Reads is funded by the University of Connecticut and USDA through Connecticut FSNE.
Husky Reads targets students majoring in nutrition, however a variety of majors participate, including students from other health professions, education, family studies, and the social sciences. Student volunteers deliver nutrition education while they apply classroom-based knowledge and prepare for future employment, the program’s objectives. Service-learning, a form of experiential education, has proven a useful pedagogical model for structuring the program. Servicelearning requires that community service be accompanied by specific learning objectives, reflection, and reciprocity of learning between students and recipients of the service.3 Research has demonstrated that service experiences in community-based programs with diverse audiences promote cultural competence and reduction of stereotypes,4 two additional program objectives. In addition, Husky Reads promotes the integration of undergraduate education with community-based research and outreach and allows Connecticut Food Stamp Nutrition Education (FSNE) to reach more food stamp participants than would be possible with staff alone.
Student recruitment is the initial task to conduct each semester. The key factor that assures students’ interest is the opportunity for them to work with children in a clinical setting; this feature distinguishes Husky Reads from the other community service tutoring programs in which they could also participate. Recruiting is done by posting flyers on campus and through announcements in relevant classes and to e-mail distribution lists. Three campus-wide meetings are held early in the semester to discuss program requirements and to collect relevant student data. The semester’s schedule is then developed based on site needs, student background and schedules, and transportation availability. Students may participate in Husky Reads as volunteers, by enrolling in a class, or as work-study employees. Orientation requirements include: 1) a program orientation on campus to learn about procedures and materials, 2) a volunteer orientation at the clinical sites, and 3) an on-site introduction to meet site staff and to see a program demonstration. Additional training provided on campus during bi-monthly meetings is essential due to participation of non-nutrition majors, the variability of students’ prior community experiences, and diversity of the target audiences. These meetings also allow time for student reflection, and for program staff to provide guidance, direction, and to regularly assess students’ needs for training and follow-up. On-site supervision is provided by site staff and by periodic site visits from program staff. To simplify student tasks, program materials are stored on-site and regularly replenished. Handouts have been created to aid non-nutrition majors to effectively communicate nutrition themes. Program staff members include a part-
Journal of Nutrition Education and Behavior ● Volume 38, Number 6, November/December 2006
time professional staff person, a graduate assistant, and an undergraduate employee. Challenges to program implementation include transportation to sites; the mismatch between student availability and the need for daily provision of services at sites; cultural differences between students and service recipients; liability concerns; and communication with the large numbers of volunteers. For additional details on program operation, refer to the Husky Reads Web site.5
EVIDENCE OF USEFULNESS/ IMPACT To determine the impact on volunteers, a qualitative analysis was conducted on the transcripts of 24 semistructured student interviews (2004 unpublished data). Findings indicated student participants made connections between the experience, classroom knowledge and their future careers while growing in understanding of diversity issues. The program also strengthened the university in the following ways: 1) Students’ identification with the university and predilection to “give back” to the institution were enhanced. 2) Increased cooperation on research projects and invitations from community sites for programs indicated improved relations between the community and the university. 3) Some non-majors subsequently enrolled in nutrition classes or became nutrition majors. 4) Nutrition majors reported a closer relation-
ship with the department. For the complete study, consult the Husky Nutrition Web site.6 On average, 40⫹ students have volunteered approximately 850 total hours every semester, allowing the department to provide nutrition education to more than 2,400 children and their families annually with minimal personnel costs. Furthermore, through positive working relationships with site staff, Husky Reads has provided an entrée for community nutrition research and more in-depth nutrition education activities at participating clinics. Evaluation of the impact on the children and families is currently underway through Connecticut FSNE. The evaluation includes an assessment of the audiences’ recognition of the Husky Reads logo and nutrition messages.
FUTURE DEVELOPMENT PLANS Plans are underway to develop two advanced service-learning experiences that build on Husky Reads in order to create a coordinated sequence of service-learning courses allowing for incremental skill-building over several semesters or years. The intermediate level service course will focus on developing students’ cultural competence and leadership skills in a childhood overweight prevention project. In the advanced class, students will assume leadership roles for
389
the lower level classes and service projects. Acknowledgements: Husky Reads is funded by the University of Connecticut and U.S.D.A. through Connecticut FSNE. We thank the student volunteers, the families of Hartford, cooperating sites, the University of Connecticut Office of Community Outreach, graduate students Valery Phillips, Rachel Glennon, and Waverly Thorsen, and undergraduate coordinators, Beth Gluck, Kate Moran, Bethany Graham, and Katie Haffner for their involvement in Husky Reads.
REFERENCES 1. Zielbauer P. Poverty in a land of plenty: can Hartford ever recover? NY Times 8/26/02. 2. U.S. Census Bureau; American Community Survey, 2003 Summary Tables; generated by Meredith Poehlitz; using American FactFinder; http://factfinder.census.gov. Accessed February 22, 2006. 3. Seifer SD. Service-learning: communitycampus partnerships for health professions education. Acad Med. 1998;73:273-277. 4. Eyler JS, Giles DE, Stenson CM, Gray CJ. At a glance: what we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000. Providence, RI: Campus Compact; 2000. Available on-line: http://www.compact.org/resource/ aag.pdf. Accessed February 22, 2006. 5. Husky Reads Web site. Available online: http://huskyreads.uconn.edu. Accessed February 22, 2006. 6. Poehlitz M. Exploring student outcomes from a service-learning experience in community nutrition using qualitative research techniques. 2004. Available on-line: http:// www.canr.uconn.edu/nusci/outrch/husky_ nutr_research_activites.html. Accessed July 14, 2006.
Delivering Nutrition Education in a Servicelearning Course Meredith Poehlitz, M.S., R.D.*; Michelle Pierce, Ph.D., R.D.; Ann M. Ferris, Ph.D., R.D. Department of Nutritional Sciences, University of Connecticut, Storrs, Connecticut
IMPLEMENTATION PROCEDURES
( J Nutr Educ Behav. 2006;38:388-389) *Address for correspondence: Meredith Poehlitz, M.S., R.D., Education Coordinator, Husky Nutrition Program, Department of Nutritional Sciences, University of Connecticut, U-4017, Storrs, CT 06269; Phone: (860) 486-0027; Fax: (860) 486-3674; E-mail: meredith. [email protected] doi: 10.1016/j.jneb.2006.08.013
Figure. Student playing nutrition game with child at participating site.
AUDIENCE AND OBJECTIVES INTRODUCTION For the past six years, students at the University of Connecticut have delivered interactive nutrition education integrated with literacy activities in the waiting rooms of inner-city pediatric clinics in Hartford, Connecticut. This initiative, named Husky Reads for the university’s canine mascot, provides students with real-life, hands-on experiences in community nutrition while the Department of Nutritional Sciences reaches an underserved population. Teams of students visit clinics weekly for two-hour shifts to read aloud and play games with waiting children and to interact with their parents and caregivers (Figure). All program materials, such as children’s books, games and craft activities, feature food and nutrition themes. Hartford provides both economic and ethnic diversity that students could not experience on campus or in nearby communities; it is the second poorest midsize city in the U.S.1 and Hartford’s children are 92% Black and Hispanic.2
Husky Reads is funded by the University of Connecticut and USDA through Connecticut FSNE.
Husky Reads targets students majoring in nutrition, however a variety of majors participate, including students from other health professions, education, family studies, and the social sciences. Student volunteers deliver nutrition education while they apply classroom-based knowledge and prepare for future employment, the program’s objectives. Service-learning, a form of experiential education, has proven a useful pedagogical model for structuring the program. Servicelearning requires that community service be accompanied by specific learning objectives, reflection, and reciprocity of learning between students and recipients of the service.3 Research has demonstrated that service experiences in community-based programs with diverse audiences promote cultural competence and reduction of stereotypes,4 two additional program objectives. In addition, Husky Reads promotes the integration of undergraduate education with community-based research and outreach and allows Connecticut Food Stamp Nutrition Education (FSNE) to reach more food stamp participants than would be possible with staff alone.
Student recruitment is the initial task to conduct each semester. The key factor that assures students’ interest is the opportunity for them to work with children in a clinical setting; this feature distinguishes Husky Reads from the other community service tutoring programs in which they could also participate. Recruiting is done by posting flyers on campus and through announcements in relevant classes and to e-mail distribution lists. Three campus-wide meetings are held early in the semester to discuss program requirements and to collect relevant student data. The semester’s schedule is then developed based on site needs, student background and schedules, and transportation availability. Students may participate in Husky Reads as volunteers, by enrolling in a class, or as work-study employees. Orientation requirements include: 1) a program orientation on campus to learn about procedures and materials, 2) a volunteer orientation at the clinical sites, and 3) an on-site introduction to meet site staff and to see a program demonstration. Additional training provided on campus during bi-monthly meetings is essential due to participation of non-nutrition majors, the variability of students’ prior community experiences, and diversity of the target audiences. These meetings also allow time for student reflection, and for program staff to provide guidance, direction, and to regularly assess students’ needs for training and follow-up. On-site supervision is provided by site staff and by periodic site visits from program staff. To simplify student tasks, program materials are stored on-site and regularly replenished. Handouts have been created to aid non-nutrition majors to effectively communicate nutrition themes. Program staff members include a part-
Journal of Nutrition Education and Behavior ● Volume 38, Number 6, November/December 2006
time professional staff person, a graduate assistant, and an undergraduate employee. Challenges to program implementation include transportation to sites; the mismatch between student availability and the need for daily provision of services at sites; cultural differences between students and service recipients; liability concerns; and communication with the large numbers of volunteers. For additional details on program operation, refer to the Husky Reads Web site.5
EVIDENCE OF USEFULNESS/ IMPACT To determine the impact on volunteers, a qualitative analysis was conducted on the transcripts of 24 semistructured student interviews (2004 unpublished data). Findings indicated student participants made connections between the experience, classroom knowledge and their future careers while growing in understanding of diversity issues. The program also strengthened the university in the following ways: 1) Students’ identification with the university and predilection to “give back” to the institution were enhanced. 2) Increased cooperation on research projects and invitations from community sites for programs indicated improved relations between the community and the university. 3) Some non-majors subsequently enrolled in nutrition classes or became nutrition majors. 4) Nutrition majors reported a closer relation-
ship with the department. For the complete study, consult the Husky Nutrition Web site.6 On average, 40⫹ students have volunteered approximately 850 total hours every semester, allowing the department to provide nutrition education to more than 2,400 children and their families annually with minimal personnel costs. Furthermore, through positive working relationships with site staff, Husky Reads has provided an entrée for community nutrition research and more in-depth nutrition education activities at participating clinics. Evaluation of the impact on the children and families is currently underway through Connecticut FSNE. The evaluation includes an assessment of the audiences’ recognition of the Husky Reads logo and nutrition messages.
FUTURE DEVELOPMENT PLANS Plans are underway to develop two advanced service-learning experiences that build on Husky Reads in order to create a coordinated sequence of service-learning courses allowing for incremental skill-building over several semesters or years. The intermediate level service course will focus on developing students’ cultural competence and leadership skills in a childhood overweight prevention project. In the advanced class, students will assume leadership roles for
389
the lower level classes and service projects. Acknowledgements: Husky Reads is funded by the University of Connecticut and U.S.D.A. through Connecticut FSNE. We thank the student volunteers, the families of Hartford, cooperating sites, the University of Connecticut Office of Community Outreach, graduate students Valery Phillips, Rachel Glennon, and Waverly Thorsen, and undergraduate coordinators, Beth Gluck, Kate Moran, Bethany Graham, and Katie Haffner for their involvement in Husky Reads.
REFERENCES 1. Zielbauer P. Poverty in a land of plenty: can Hartford ever recover? NY Times 8/26/02. 2. U.S. Census Bureau; American Community Survey, 2003 Summary Tables; generated by Meredith Poehlitz; using American FactFinder; http://factfinder.census.gov. Accessed February 22, 2006. 3. Seifer SD. Service-learning: communitycampus partnerships for health professions education. Acad Med. 1998;73:273-277. 4. Eyler JS, Giles DE, Stenson CM, Gray CJ. At a glance: what we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000. Providence, RI: Campus Compact; 2000. Available on-line: http://www.compact.org/resource/ aag.pdf. Accessed February 22, 2006. 5. Husky Reads Web site. Available online: http://huskyreads.uconn.edu. Accessed February 22, 2006. 6. Poehlitz M. Exploring student outcomes from a service-learning experience in community nutrition using qualitative research techniques. 2004. Available on-line: http:// www.canr.uconn.edu/nusci/outrch/husky_ nutr_research_activites.html. Accessed July 14, 2006.