Abstract
Experiential learning and learningcentered approaches to instruction have received increased attention in higher education. A service learning program can facilitate both of these activities simultaneously if properly designed and evaluated. Allowing students to make their own choices offers them freedom and control, which may improve their college learning experience and better prepare them for entry-level positions. Service learning opportunities may also help students' marketability by providing unique opportunities to develop skills and gain knowledge through civic engagement. The role of service learning in higher education has increased. A national report estimated that 24.8% of college students were volunteers in 2007, and a 2010–2011 survey reported that 37% of students engaged in service learning at Campus Compact–participating institutions. The estimated value of service learning according to the Campus Compact report increased from $5.7 billion in 2008 to $9.1 billion in 2011. Limited information has been published about service learning successes with nutrition and dietetics students. Previous research has reported nutrition-related service learning projects associated with a specific course or 1 project from an instructors' perspective. However, there is a lack of department-level program evaluation and anonymous student feedback in
Published Version
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