Abstract
The objective of this article is to describe the development process of incorporating community-engaged learning activities in the Mississippi Delta to an undergraduate, community nutrition course for didactic programs in dietetics (DPD) students. Lessons learned from this experience indicate that it is crucial to include service-learning experts in the planning process, meet the needs of key stakeholders, and obtain student buy-in. These lessons as well as others learned have important implications for pedagogy practice. Integrating community-engaged learning activities into community nutrition courses is one way of serving at-risk communities.
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