A Convergent Mixed-Methods Exploration of the Effects of Community-Engaged Coursework on Graduate Student Learning

Abstract Objective To examine the impact of a community-engaged assignment on graduate student learning in the nutritional sciences. Design 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. Setting A large public university in northeastern US. Participants Students enrolled in the fall (n = 19) or spring (n = 14) semester of the same graduate nutrition course. Phenomenon of Interest Grant quality, student engagement, and collaboration with peers. Analysis 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. Results 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. Conclusions and Implications Both experiential and community-engaged coursework can enhance learning outcomes at the graduate level and prepare students for careers in nutrition.