Department of Nutrition and Food Studies, Montclair State University, Montclair, NJ.
Department of Nutrition and Food Studies, Montclair State University, Montclair, NJ.
J Nutr Educ Behav. 2018 Jun;50(6):598-609. doi: 10.1016/j.jneb.2018.01.019. Epub 2018 Mar 6.
To examine the impact of a community-engaged assignment on graduate student learning in the nutritional sciences.
Convergent mixed-methods design with parallel data collection and terminal merging of data. Data were composed of grant proposals, reflection papers, and informal course evaluations from 2 semesters of the same course. Fall students wrote proposals on behalf of a community partner whereas spring students wrote fictitious grants to improve nutrition on their campus.
A large public university in northeastern US.
Students enrolled in the fall (n = 19) or spring (n = 14) semester of the same graduate nutrition course.
Grant quality, student engagement, and collaboration with peers.
Quantitative rubric-based rating of grant proposals, emergent and thematic qualitative coding of open-ended responses, and independent-samples t test of Likert-scale questions. Data were compared between semesters and reported in a contiguous narrative approach.
Students across semesters experienced academic and personal gains from the assignment. Comparatively, fall students expressed enhanced engagement, improved group dynamics, more frequent application of the assignment to their lives, and a better aggregate grant score.
Both experiential and community-engaged coursework can enhance learning outcomes at the graduate level and prepare students for careers in nutrition.
探讨社区参与作业对营养科学研究生学习的影响。
采用收敛混合方法设计，平行收集数据，并对数据进行终端合并。数据由 2 个学期同一门课程的拨款提案、反思论文和非正式课程评估组成。秋季学生代表社区合作伙伴撰写提案，而春季学生则撰写虚构的资助提案，以改善校园营养状况。
美国东北部的一所大型公立大学。
同一门研究生营养课程秋季（n=19）或春季（n=14）学期的学生。
拨款质量、学生参与度以及与同伴的合作。
采用基于定量评分表的拨款提案评分、对开放式回答的新兴和主题式定性编码，以及独立样本 t 检验的李克特量表问题。数据在学期之间进行比较，并以连续叙述的方式报告。
两个学期的学生都从作业中获得了学术和个人上的收获。相比之下，秋季学生表现出更高的参与度、更优的小组动态、更频繁地将作业应用于生活中，以及整体拨款得分更高。
体验式和社区参与式课程都可以提高研究生的学习成果，并为学生在营养领域的职业发展做好准备。
