O2 Impact of an Online Service-Learning Course on Students’ Understanding of Community Food Security

Objective The purpose of this study was to qualitatively evaluate student learnings from an online community food security (CFS) service-learning (SL) course where students self-selected a community partner for an in-person service experience. Use of Theory or Research Service-learning is an effective pedagogy for engaging students with course material in the community. The delivery method of course material and service components can vary, spanning from fully in-person to fully online. The process of community partner identification for SL courses varies, and there are few studies about the impact of community partner self-selection in an online SL course. Target Audience Students enrolled in an online CFS course with an in-person SL experience Course/Curriculum Description The online curriculum focused on the complexity of CFS and multidisciplinary approaches to CFS programming. Students chose a community partner engaged in CFS efforts and completed 15 hours of in-person service with the partner. They completed a series of assignments related to the SL experience, including a post-experience critical reflection paper. Evaluation Methods The research team engaged in thematic analysis of 60 student critical reflection papers. Two researchers open coded papers to facilitate codebook development. They independently coded the papers, using the codebook, and came to consensus. Through weekly discussion, the research team determined dominant emergent themes. Results Four themes emerged from the data: (1) “food insecurity doesn't have a single face,” (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the SL experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. Ultimately, students developed an understanding of the complexity of CFS while developing civic mindedness and professional skills, such as empathy. Conclusion This framework facilitates student understanding of the complexity of course content and provides an effective and scalable model for instructors seeking to build students’ professional skills and civic mindedness.