- Email: [email protected]
Service-Learning in Dietetics Courses: A Benefit to the Community and an Opportunity for Students to Gain Dietetics-Related Experience
PRACTICE APPLICATIONS Topics of Professional Interest
Service-Learning in Dietetics Courses: A Benefit to the Community and an Opportunity for Students to Gain Dietetics-Related Experience
S
ERVICE-LEARNING (SL), OR learning through service, is a well-documented and practicerelevant teaching approach where students enrolled in a course apply what they are learning to real-life situations as they work to meet the needs of a community partner. In linking academic learning to community service, SL promotes students’ civic engagement.1,2 In nutrition and dietetics education, this engagement in the community can systematically expose students to important public health issues, such as person-centered care, evidencebased practice, advocacy, cultural competence, insurance and reimbursement, and community policies, aspects that differentiate SL from other forms of volunteer experience.3–9 When implemented effectively, SL provides the experiential, reflective, and problem-based inquiries that have been shown to facilitate students’ sustained learning.10,11 Furthermore, SL meets the public’s expectation for increased accountability from institutions of higher education to document that students are actively learning and being prepared for their chosen career.12-14
This article was written by Cynthia J. Heiss, PhD, RD, professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO; Lynette R. Goldberg, PhD, CCCSLP, associate professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, KS; Jennifer Weddig, PhD, RD, associate professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO; and Heather Brady, PhD, RD, assistant professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO. doi: 10.1016/j.jand.2012.07.028
1524
SL: A MUTUALLY BENEFICIAL EXPERIENCE The effectiveness of SL relies on the collaborative partnership of academicand community-based practitioners to guide students in synthesizing information through continuous reflective inquiry and critical thinking. The guided reflections in case-based learning encourage students’ curiosity, enthusiasm, and motivation for learning through applying information (ie, learning how to think) rather than depending on memorizing information (ie relying on what to think). In addition, the guided reflections reinforce students’ intellectual sense-of-self and facilitate their understanding of the contribution they can make through their chosen profession to the immediate and global community.5,15 In 2003, Chabot and Holben16 surveyed educators in dietetics regarding their understanding of SL and advocated for its role in enhancing dietetics and nutrition education programs. Since then, the positive effect of SL on increased nutritional awareness in high school and community college students and members of the community has been documented17,18 and course descriptions suggesting ways in which students can develop dietetic competencies in clinical, administrative, and community settings have been made available on the web.19,20 Recently, Roofe21 implemented SL in a carefully designed study for students majoring in nutrition. Small groups of students worked with kindergarten children and their parents to involve them in a school-based nutrition and health program with daily lessons for 1 month. The study included participating families (n⫽79) as well as control families (n⫽77) who received no intervention. Results indicated that children who participated in the SL program benefitted significantly in their knowledge of age-appropriate nutrition and
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
their parents indicated significant improvements in quality of food purchased, increased food preparation at home rather than use of prepackaged foods, and increased family activity compared to the control group. A study conducted on the impact of SL in a senior-level medical nutrition therapy course was conducted by Fontenot and O’Neil.22 Eleven students developed and implemented diabetes education classes. The clients showed a 25% improvement in knowledge; 72% of the nutrition students reported they felt more comfortable working with clients after completing the project; and 45% of the students indicated they would like to see SL projects incorporated into other courses. In another study, medical nutrition therapy students (n⫽16) participated in an SL project in which they served as coaches for families to help them improve eating and exercise habits. Results indicated that the students’ knowledge of coaching techniques improved, and the participants were satisfied with their coaches.23
AN OPPORTUNITY FOR STUDENTS TO GAIN DIETETICS-RELATED EXPERIENCE The ways in which students in dietetics and the community-at-large can benefit from SL through increased understanding of nutrition programs, food systems, and group or client interactions is clear. Although the intent of SL for the student is to instill a value of civic engagement and enhance learning, an additional benefit of SL to dietetics students is that the SL experience can assist them in developing dieteticsrelated skills that would result in strengthening their Dietetic Internship (DI) applications, and increasing their potential for becoming successful interns and practitioners. © 2012 by the Academy of Nutrition and Dietetics.
PRACTICE APPLICATIONS The demand for DIs has increased dramatically since 2003; however, the supply of internships has not kept up with demand, so currently the rate of acceptance into DIs is approximately 50%.24 Many well-qualified students do not get matched to an internship because of the shortage of internships. In fact, the Accreditation Council for Education in Nutrition and Dietetics (ACEND) now provides data on internship availability relative to positions available on the Academy of Nutrition and Dietetics (the Academy) website so students in Didactic Programs in Dietetics are informed of this situation. The Academy is addressing the internship shortage with a new route for obtaining supervised practice experience—the Individualized Supervised Practice Pathways (ISPPs).25 The ISPPs will be offered by accredited Didactic Programs in Dietetics, DIs, and Coordinated Programs that choose to offer ISPPs. Students who are not matched with an internship through the regular application process, those who hold a doctoral degree, and overseas dietitians are eligible to apply for ISPPs. Many internships rank dietetics-related experience as a priority for selection of interns. The ACEND has published a document describing ways to improve the chance of obtaining an internship.26 Suggestions include gaining volunteer experiences related to health and nutrition as well as practical dietetics-related work experience. ACEND further suggests students obtain volunteer or work experience at a facility that serves as a practice site for DIs. The value of SL experience for students is implicit in these suggestions. So, to develop a competitive application for a DI in an environment of internship shortage, experience in the field is vital. Paid work experience would be ideal; however, this is not feasible for many students. The opportunity to obtain paid experience is limited by the availability of jobs and the inability of some students to resign from jobs unrelated to dietetics. Many volunteer opportunities exist for community nutrition-related activities, but clinical experience seems particularly difficult to obtain. In addition, for students who work and/or have families, time for volunteer work often is limited. Many students gain some exposure to dietetics practice settings by October 2012 Volume 112 Number 10
shadowing dietitians at work. However, accommodating a large number of students requesting shadowing experiences can be burdensome to practicing dietitians, so SL in clinical settings may provide an avenue for experience for students in a way that benefits the facility, in addition to providing students with a good learning experience that will help prepare them for the internship experience.
HOW SL CAN BE INCORPORATED INTO COURSES One way to provide students with dietetics-related experience in actual practice settings without burdening dietitians is to provide students with SL opportunities in undergraduate courses. Many universities have offices and personnel with SL expertise dedicated to assisting faculty in implementing SL, and resources for implementing SL are included in the references.2-6,16-21,27,28 SL can be integrated into semester-long courses as a requirement (integrated SL) or offered as an added component to a course for
which participating students receive additional academic credit (component SL). Each school sets up contracts with dietitians and facilities in the community who have identified needed projects on which students can work. This way, students obtain exposure to dietetic practice while providing a service to the community, and SL activities can be designed to meet specific didactic competencies, strengthening the dietetic curriculum. Heiss, a co-author of this article, implemented an SL component in the Medical Nutrition Therapy course at Missouri State University. Students who chose to take the additional SL credit were placed in hospitals to gain clinical exposure, and participated in projects such as developing a training module for clinical dietitians related to physical assessment of the tongue. The students spent at least 40 hours during the semester engaged in SL activities at their facility, and were required to write reflections on their experiences throughout the semester. Comments such as the following were typical:
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
1525
PRACTICE APPLICATIONS “I gained experience and skills that would have never been possible without the SL component” and “It made me feel like I was doing something meaningful, knowing that I was contributing to the dietetics department.” The Metropolitan State University of Denver (MSU Denver) Human Nutrition and Dietetics Program implemented SL as a component of Lifecycle Nutrition in 2012. The updated United States Department of Agriculture reimbursable school lunch guidelines were released in January 2012 and The Denver Family Crisis Center approached MSU Denver to establish a collaboration whereby students would plan new culturally sensitive menus that incorporated scratch cooking, and would meet the updated reimbursable school lunch guidelines. This SL experience allowed students to integrate their previous food service, cultural foods, and weight management knowledge from courses with their newly gained childhood nutrition knowledge to plan a 2-week menu rotation for each season. In addition, several of the students worked on a project at the Crisis Center’s school garden and taught nutrition lessons related to the upkeep of the garden and the use of fresh fruits and vegetables. Comments from the students involved were: “I was glad that I was able to work as part of the nutrition education team as it is not something that I’ve been able to do very much during my dietetics education” and “I learned an incredible amount regarding the challenges of meal planning and cooking for an institution, a government entity, and a facility that has troubled children that I could not have learned from a textbook.” The Director of the Crisis Center had this to say about participating in the SL experience, “The Family Crisis Center has benefited by having nutritionally sound reimbursable menus prepared by students and reviewed by the instructor. I am hoping that this mutually beneficial partnership will continue for a long time.” Thus, the students gained a valuable learning experience, and the Crisis Center benefitted from the students’ work.
sense of civic duty in students, make them aware of the inherent value of their contribution to the community, and enrich their classroom-learning experience. SL experiences are designed to be mutually beneficial rather than “mini-internships” that provide training to students. As students complete their SL experience with an understanding of the importance of service and the realization of how providing service enriches their lives, they also will be well-prepared for success in their dietetic internships and professional careers.
October 2012 Volume 112 Number 10
14.
United States Department of Education. A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, DC: ED Pubs; 2006.
15.
Dunn L, Musolino GM. Assessing reflective thinking and approaches to learning. J Allied Health. 2011;40(3):128-136.
16.
Chabot JM, Holben DH. Integrating service-learning into dietetics and nutrition education. Topics in Clinical Nutrition. 2003;18(3):177-184.
17.
Zinger L, Sinclair A. Implementing service learning: From nutrition education into community action. J College Teaching & Learning. 2008;5(12):1-5.
18.
Zinger L, Sinclair A. Using service learning as a method of transferring health knowledge. Contemporary Issues in Education Research. 2010;3(5):21-26.
19.
National Service Learning Clearinghouse. Diet 252: Practicum in Dietetics II. National Service Learning Clearinghouse website. www.servicelearning.org/slice/resource/ diet-252-practicum-dietetics-ii. Accessed May 12, 2012.
20.
University of North Dakota College of Nursing. Nutrition and Dietetics: Service Learning Overview. University of North Dakota website. www.nursing.und.edu/ nutrition-dietetics/sloverview.cfm. Accessed May 12, 2012.
21.
Roofe NL. Improving families’ nutrition knowledge through service learning. J Allied Health. 2011;40(4):194-198.
22.
Fontenot B, O’Neil CE. Introducing servicelearning to dietetic students. Academic Exchange Quarterly. 2005;9(1):128-132.
23.
Sheehan-Smith L. Brinthaupt TM. Using service-learning to teach health coaching. Academic Exchange Quarterly. 2010;14(2): 66-71.
24.
Accreditation Council for Education in Nutrition and Dietetics (ACEND). Availability of Dietetic Internship Positions. Academy of Nutrition and Dietetics website. www.eatright. org/ACEND/content.aspx?id⫽4294967919. Accessed May 12, 2012.
25.
Accreditation Council for Education in Nutrition and Dietetics. Individualized Supervised Practice Pathways (ISPPs). Academy of Nutrition and Dietetics website. http:// www.eatright.org/ACEND/content.aspx?id⫽ 6442465002. Accessed August 27, 2012.
26.
Accreditation Council for Education in Nutrition and Dietetics (ACEND). Suggestions to Improve Your Chances at Getting a Dietetic-internship Position: Student-guidance Document. Academy of Nutrition and Dietetics website. www.eatright.org/ACEND/content.aspx?id⫽ 4294967916. Accessed May 15, 2012.
27.
Eyler J, Giles DE, Schmiede A. Practitioner’s Guide to Reflection. Learn and Serve America National Service-Learning Clearinghouse. National Service-Learning Clearinghouse website. www.servicelearning.org. Accessed June 20, 2012.
28.
Heffernan K. Fundamentals of ServiceLearning Course Construction. Providence, RI: Campus Compact; 2001.
References 1.
2.
Carnegie Report. Higher Education: Civic Mission & Civic Effects. Washington, DC: Carnegie Foundation for the Advancement of Teaching and the Center for Information and Research on Civic Learning and Engagement (CIRCLE). Education. 2006;7(1): 22-31. Madsen SR, Turnbull O. Teaching citizenship through service learning. Academic Exchange Quarterly. 2005;9(1):11-15.
3.
Clayton PH, Ash SL. Shifts in perspective: Capitalizing on the counter-normative nature of service-learning. Michigan J Service-Learning. 2004;11(1):59-70.
4.
Gelmon S, Stanton T, Rudd C, Pacheco-Pinzon D. Research for what? New directions and strategies for community-engaged scholarship: international perspectives. In: Moely BE, Billig SH, Holland BA, eds. Creating our Identities in Service-learning and Community Engagement. Charlotte, NC: Information Age Publishing, Inc; 2009:251-262.
5.
Goldberg LR, Coufal KL. Reflections on service-learning, critical thinking, and cultural competence. J College Teaching and Learning. 2009;6(6):39-49.
6.
Goldberg LR, McCormick Richburg C, Wood L. Active learning through servicelearning. Communication Disorders Quarterly. 2006;27(3):131-141.
7.
Institute of Medicine. To Err Is Human: Building a Safer Health System. Washington, DC: National Academies Press; 2000.
8.
Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academies Press; 2001.
9.
Smith-Campbell B. Health professional students’ cultural competency and attitudes toward the poor. J Allied Health. 2005;34(4):44-50.
10.
Clydesdale T. Wake up and smell the new epistemology. The Chronicle of Higher Education. 2009;55(20):B7.
11.
Kolb DA. Experiential Learning. Englewood Cliffs, NJ: Prentice Hall; 1984.
12.
Kirsch I, Braun H, Yamamoto, K. America’s Perfect Storm: Three Forces Changing our Nation’s Future. Princeton, NJ: Educational Testing Service; 2007.
FINAL THOUGHTS It is important to remember that the intent of an SL experience is to instill a
college performance. Academic Exchange Quarterly. 2005;9(1):110-114.
13.
Michael RL. Service-learning improves
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
1527
Service-Learning in Dietetics Courses: A Benefit to the Community and an Opportunity for Students to Gain Dietetics-Related Experience
S
ERVICE-LEARNING (SL), OR learning through service, is a well-documented and practicerelevant teaching approach where students enrolled in a course apply what they are learning to real-life situations as they work to meet the needs of a community partner. In linking academic learning to community service, SL promotes students’ civic engagement.1,2 In nutrition and dietetics education, this engagement in the community can systematically expose students to important public health issues, such as person-centered care, evidencebased practice, advocacy, cultural competence, insurance and reimbursement, and community policies, aspects that differentiate SL from other forms of volunteer experience.3–9 When implemented effectively, SL provides the experiential, reflective, and problem-based inquiries that have been shown to facilitate students’ sustained learning.10,11 Furthermore, SL meets the public’s expectation for increased accountability from institutions of higher education to document that students are actively learning and being prepared for their chosen career.12-14
This article was written by Cynthia J. Heiss, PhD, RD, professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO; Lynette R. Goldberg, PhD, CCCSLP, associate professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, KS; Jennifer Weddig, PhD, RD, associate professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO; and Heather Brady, PhD, RD, assistant professor, Health Professions Department, Metropolitan State University of Denver, Denver, CO. doi: 10.1016/j.jand.2012.07.028
1524
SL: A MUTUALLY BENEFICIAL EXPERIENCE The effectiveness of SL relies on the collaborative partnership of academicand community-based practitioners to guide students in synthesizing information through continuous reflective inquiry and critical thinking. The guided reflections in case-based learning encourage students’ curiosity, enthusiasm, and motivation for learning through applying information (ie, learning how to think) rather than depending on memorizing information (ie relying on what to think). In addition, the guided reflections reinforce students’ intellectual sense-of-self and facilitate their understanding of the contribution they can make through their chosen profession to the immediate and global community.5,15 In 2003, Chabot and Holben16 surveyed educators in dietetics regarding their understanding of SL and advocated for its role in enhancing dietetics and nutrition education programs. Since then, the positive effect of SL on increased nutritional awareness in high school and community college students and members of the community has been documented17,18 and course descriptions suggesting ways in which students can develop dietetic competencies in clinical, administrative, and community settings have been made available on the web.19,20 Recently, Roofe21 implemented SL in a carefully designed study for students majoring in nutrition. Small groups of students worked with kindergarten children and their parents to involve them in a school-based nutrition and health program with daily lessons for 1 month. The study included participating families (n⫽79) as well as control families (n⫽77) who received no intervention. Results indicated that children who participated in the SL program benefitted significantly in their knowledge of age-appropriate nutrition and
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
their parents indicated significant improvements in quality of food purchased, increased food preparation at home rather than use of prepackaged foods, and increased family activity compared to the control group. A study conducted on the impact of SL in a senior-level medical nutrition therapy course was conducted by Fontenot and O’Neil.22 Eleven students developed and implemented diabetes education classes. The clients showed a 25% improvement in knowledge; 72% of the nutrition students reported they felt more comfortable working with clients after completing the project; and 45% of the students indicated they would like to see SL projects incorporated into other courses. In another study, medical nutrition therapy students (n⫽16) participated in an SL project in which they served as coaches for families to help them improve eating and exercise habits. Results indicated that the students’ knowledge of coaching techniques improved, and the participants were satisfied with their coaches.23
AN OPPORTUNITY FOR STUDENTS TO GAIN DIETETICS-RELATED EXPERIENCE The ways in which students in dietetics and the community-at-large can benefit from SL through increased understanding of nutrition programs, food systems, and group or client interactions is clear. Although the intent of SL for the student is to instill a value of civic engagement and enhance learning, an additional benefit of SL to dietetics students is that the SL experience can assist them in developing dieteticsrelated skills that would result in strengthening their Dietetic Internship (DI) applications, and increasing their potential for becoming successful interns and practitioners. © 2012 by the Academy of Nutrition and Dietetics.
PRACTICE APPLICATIONS The demand for DIs has increased dramatically since 2003; however, the supply of internships has not kept up with demand, so currently the rate of acceptance into DIs is approximately 50%.24 Many well-qualified students do not get matched to an internship because of the shortage of internships. In fact, the Accreditation Council for Education in Nutrition and Dietetics (ACEND) now provides data on internship availability relative to positions available on the Academy of Nutrition and Dietetics (the Academy) website so students in Didactic Programs in Dietetics are informed of this situation. The Academy is addressing the internship shortage with a new route for obtaining supervised practice experience—the Individualized Supervised Practice Pathways (ISPPs).25 The ISPPs will be offered by accredited Didactic Programs in Dietetics, DIs, and Coordinated Programs that choose to offer ISPPs. Students who are not matched with an internship through the regular application process, those who hold a doctoral degree, and overseas dietitians are eligible to apply for ISPPs. Many internships rank dietetics-related experience as a priority for selection of interns. The ACEND has published a document describing ways to improve the chance of obtaining an internship.26 Suggestions include gaining volunteer experiences related to health and nutrition as well as practical dietetics-related work experience. ACEND further suggests students obtain volunteer or work experience at a facility that serves as a practice site for DIs. The value of SL experience for students is implicit in these suggestions. So, to develop a competitive application for a DI in an environment of internship shortage, experience in the field is vital. Paid work experience would be ideal; however, this is not feasible for many students. The opportunity to obtain paid experience is limited by the availability of jobs and the inability of some students to resign from jobs unrelated to dietetics. Many volunteer opportunities exist for community nutrition-related activities, but clinical experience seems particularly difficult to obtain. In addition, for students who work and/or have families, time for volunteer work often is limited. Many students gain some exposure to dietetics practice settings by October 2012 Volume 112 Number 10
shadowing dietitians at work. However, accommodating a large number of students requesting shadowing experiences can be burdensome to practicing dietitians, so SL in clinical settings may provide an avenue for experience for students in a way that benefits the facility, in addition to providing students with a good learning experience that will help prepare them for the internship experience.
HOW SL CAN BE INCORPORATED INTO COURSES One way to provide students with dietetics-related experience in actual practice settings without burdening dietitians is to provide students with SL opportunities in undergraduate courses. Many universities have offices and personnel with SL expertise dedicated to assisting faculty in implementing SL, and resources for implementing SL are included in the references.2-6,16-21,27,28 SL can be integrated into semester-long courses as a requirement (integrated SL) or offered as an added component to a course for
which participating students receive additional academic credit (component SL). Each school sets up contracts with dietitians and facilities in the community who have identified needed projects on which students can work. This way, students obtain exposure to dietetic practice while providing a service to the community, and SL activities can be designed to meet specific didactic competencies, strengthening the dietetic curriculum. Heiss, a co-author of this article, implemented an SL component in the Medical Nutrition Therapy course at Missouri State University. Students who chose to take the additional SL credit were placed in hospitals to gain clinical exposure, and participated in projects such as developing a training module for clinical dietitians related to physical assessment of the tongue. The students spent at least 40 hours during the semester engaged in SL activities at their facility, and were required to write reflections on their experiences throughout the semester. Comments such as the following were typical:
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
1525
PRACTICE APPLICATIONS “I gained experience and skills that would have never been possible without the SL component” and “It made me feel like I was doing something meaningful, knowing that I was contributing to the dietetics department.” The Metropolitan State University of Denver (MSU Denver) Human Nutrition and Dietetics Program implemented SL as a component of Lifecycle Nutrition in 2012. The updated United States Department of Agriculture reimbursable school lunch guidelines were released in January 2012 and The Denver Family Crisis Center approached MSU Denver to establish a collaboration whereby students would plan new culturally sensitive menus that incorporated scratch cooking, and would meet the updated reimbursable school lunch guidelines. This SL experience allowed students to integrate their previous food service, cultural foods, and weight management knowledge from courses with their newly gained childhood nutrition knowledge to plan a 2-week menu rotation for each season. In addition, several of the students worked on a project at the Crisis Center’s school garden and taught nutrition lessons related to the upkeep of the garden and the use of fresh fruits and vegetables. Comments from the students involved were: “I was glad that I was able to work as part of the nutrition education team as it is not something that I’ve been able to do very much during my dietetics education” and “I learned an incredible amount regarding the challenges of meal planning and cooking for an institution, a government entity, and a facility that has troubled children that I could not have learned from a textbook.” The Director of the Crisis Center had this to say about participating in the SL experience, “The Family Crisis Center has benefited by having nutritionally sound reimbursable menus prepared by students and reviewed by the instructor. I am hoping that this mutually beneficial partnership will continue for a long time.” Thus, the students gained a valuable learning experience, and the Crisis Center benefitted from the students’ work.
sense of civic duty in students, make them aware of the inherent value of their contribution to the community, and enrich their classroom-learning experience. SL experiences are designed to be mutually beneficial rather than “mini-internships” that provide training to students. As students complete their SL experience with an understanding of the importance of service and the realization of how providing service enriches their lives, they also will be well-prepared for success in their dietetic internships and professional careers.
October 2012 Volume 112 Number 10
14.
United States Department of Education. A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, DC: ED Pubs; 2006.
15.
Dunn L, Musolino GM. Assessing reflective thinking and approaches to learning. J Allied Health. 2011;40(3):128-136.
16.
Chabot JM, Holben DH. Integrating service-learning into dietetics and nutrition education. Topics in Clinical Nutrition. 2003;18(3):177-184.
17.
Zinger L, Sinclair A. Implementing service learning: From nutrition education into community action. J College Teaching & Learning. 2008;5(12):1-5.
18.
Zinger L, Sinclair A. Using service learning as a method of transferring health knowledge. Contemporary Issues in Education Research. 2010;3(5):21-26.
19.
National Service Learning Clearinghouse. Diet 252: Practicum in Dietetics II. National Service Learning Clearinghouse website. www.servicelearning.org/slice/resource/ diet-252-practicum-dietetics-ii. Accessed May 12, 2012.
20.
University of North Dakota College of Nursing. Nutrition and Dietetics: Service Learning Overview. University of North Dakota website. www.nursing.und.edu/ nutrition-dietetics/sloverview.cfm. Accessed May 12, 2012.
21.
Roofe NL. Improving families’ nutrition knowledge through service learning. J Allied Health. 2011;40(4):194-198.
22.
Fontenot B, O’Neil CE. Introducing servicelearning to dietetic students. Academic Exchange Quarterly. 2005;9(1):128-132.
23.
Sheehan-Smith L. Brinthaupt TM. Using service-learning to teach health coaching. Academic Exchange Quarterly. 2010;14(2): 66-71.
24.
Accreditation Council for Education in Nutrition and Dietetics (ACEND). Availability of Dietetic Internship Positions. Academy of Nutrition and Dietetics website. www.eatright. org/ACEND/content.aspx?id⫽4294967919. Accessed May 12, 2012.
25.
Accreditation Council for Education in Nutrition and Dietetics. Individualized Supervised Practice Pathways (ISPPs). Academy of Nutrition and Dietetics website. http:// www.eatright.org/ACEND/content.aspx?id⫽ 6442465002. Accessed August 27, 2012.
26.
Accreditation Council for Education in Nutrition and Dietetics (ACEND). Suggestions to Improve Your Chances at Getting a Dietetic-internship Position: Student-guidance Document. Academy of Nutrition and Dietetics website. www.eatright.org/ACEND/content.aspx?id⫽ 4294967916. Accessed May 15, 2012.
27.
Eyler J, Giles DE, Schmiede A. Practitioner’s Guide to Reflection. Learn and Serve America National Service-Learning Clearinghouse. National Service-Learning Clearinghouse website. www.servicelearning.org. Accessed June 20, 2012.
28.
Heffernan K. Fundamentals of ServiceLearning Course Construction. Providence, RI: Campus Compact; 2001.
References 1.
2.
Carnegie Report. Higher Education: Civic Mission & Civic Effects. Washington, DC: Carnegie Foundation for the Advancement of Teaching and the Center for Information and Research on Civic Learning and Engagement (CIRCLE). Education. 2006;7(1): 22-31. Madsen SR, Turnbull O. Teaching citizenship through service learning. Academic Exchange Quarterly. 2005;9(1):11-15.
3.
Clayton PH, Ash SL. Shifts in perspective: Capitalizing on the counter-normative nature of service-learning. Michigan J Service-Learning. 2004;11(1):59-70.
4.
Gelmon S, Stanton T, Rudd C, Pacheco-Pinzon D. Research for what? New directions and strategies for community-engaged scholarship: international perspectives. In: Moely BE, Billig SH, Holland BA, eds. Creating our Identities in Service-learning and Community Engagement. Charlotte, NC: Information Age Publishing, Inc; 2009:251-262.
5.
Goldberg LR, Coufal KL. Reflections on service-learning, critical thinking, and cultural competence. J College Teaching and Learning. 2009;6(6):39-49.
6.
Goldberg LR, McCormick Richburg C, Wood L. Active learning through servicelearning. Communication Disorders Quarterly. 2006;27(3):131-141.
7.
Institute of Medicine. To Err Is Human: Building a Safer Health System. Washington, DC: National Academies Press; 2000.
8.
Institute of Medicine. Crossing the Quality Chasm: A New Health System for the 21st Century. Washington, DC: National Academies Press; 2001.
9.
Smith-Campbell B. Health professional students’ cultural competency and attitudes toward the poor. J Allied Health. 2005;34(4):44-50.
10.
Clydesdale T. Wake up and smell the new epistemology. The Chronicle of Higher Education. 2009;55(20):B7.
11.
Kolb DA. Experiential Learning. Englewood Cliffs, NJ: Prentice Hall; 1984.
12.
Kirsch I, Braun H, Yamamoto, K. America’s Perfect Storm: Three Forces Changing our Nation’s Future. Princeton, NJ: Educational Testing Service; 2007.
FINAL THOUGHTS It is important to remember that the intent of an SL experience is to instill a
college performance. Academic Exchange Quarterly. 2005;9(1):110-114.
13.
Michael RL. Service-learning improves
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
1527