The qualitative study described the shared experiences ofNutrition and Dietetics (ND) senior students of the AdventistUniversity of the Philippines in their two-month service

learning in the community Spocjfic~lIy. this phenomenologicalstudyanswered the following research questions: (I) What have Nutrition andDietetics students experienced in their community exposure'! (2) What arethe i.ssuesand challenges the participants experienced in their communityservice learning? (3) How has the community exposure of the participantsimpacted their professional outlook? focus group interview (FGr) was usedto collect data from six participants selected through purposive sampling.The FGI was conducted by the researchers themselves in a conduciveplace for 53 minutes. The audio-recorded interview data were tmnscribed,analyzed, and imerpreted.The findings revealed thatmecommunity servicelearning of the ND students did not only focus on applying the knowledgeand skills on their specialization but also integration of faith and learning asthey shared God's love and other aspects of their learning atAUP includingheallb and hygiene, science, livelihood. and values. The participants foundit challenging how to plan meals according to the available local resourcesand to design programs that suit the needs of their target groups and holdthem long for lectures. The participants' actual community experiencealso taugln them how co be flexible in handling various siruauous: leavetheir comfort zones to serve the poor and needy: internet with and respectdifferent people of various ages, education level, and economic status; andextend their services to the community not just to comply with universityrequirements but to show 10\'e to the less privileged people, The participants'service learning experience also made them realize their crucial role as NOspecialists to promote proper nutrition and good health to the communitypeople.Keywords: Nutrition nnd dietetit".$,commu"ity immersion, service learning

Abstract

Merlina. Idaosos, Eunice Aclan, Ruchelle Oasan

Service Learning of Nutrition and Dietetics Students in theCommunity: A PhenomenologIcal Study

--------------------------~ ...

Educalion is soc.1l1dllncnsion. after the rh),'leal,mental and spinlual dimensions, in whichservice10 humanit), i. the key c:omponcnL Tho (C)"creleconcept of SOA ...:due-ation is shown In lhe lifc ofksus to SW" In .',fodom [menul}. 5btUrC IJIh),si­all.audio ea'\"Of .-nhGod (spiritu;aI).1Id ,n 6xorwith m.m {socWl ( Luke 2:51). l.atcr 11\11•• \l1n ..iSU). Jesus v.-enl 10 Galilee, teaching, prea ...hlng,hcaling C\'a)' dUK'IK lind sickness amol'l' people(~Intt. 4:23 1984), Here: again we: sec the fourrtlccu: teachinG. ptctlching., hcalint; and •• socinl·i:n~with cthc .... 1,1'1esseece. the OOgpili\ C, .piflW"el, physical 0Dd... 1ll dimmsiom.

Tbc n:tp(JMibihty to serve God and hu­mankind is cklrly tll.ught in the Blblc .. men·tioned by Pnul lh41through love sene: one an­other (GnJatulnJl 5: IJ], 11sis stuLcm(f!1 dCl'llclSservice as n wn)' or lire. The Bible IIh(;,,'cddif·fereet aamples of service reodered tc God andbuaunkmd. But the ptatCSl c-umplc t.o.C\"tt.comes &om lhr: hfe of ksus.. Hu 6nt mnck ..the ,,-eddirq; ofCana .ittebsbo1'-ed thaa the tu;h­est position is hdd by OOC' whc serves. ~1111Ihl'\\emphasized thai If oee wants 10be grt.1 amongyou must be- your servant, and ",OOc\'('I'wonls 10

be first mu.'J(be ),Ii)ur1113\'C (~'lnnl~' 20: 26. 27).

"The bar "11 to il'llOll'pOOlk the rotll' d ..mms:ioos in AtohcntUI Education is b). (I.1IPmngthe principle or taVic-c 11'1a11the inSUlIcoONt sn·tings..I)CCONin;10Taylor (1013). One Ipproxhthai has proved effccti\'c is th:rouj;h lien tee learn­ing, as voknueerism l'lt'Uvldcs imporl.nnt serviceopportunibes in nlan), educational iOSlllUUons 001sert.;ce. lcomu" h.u ptO\'cd morc C.tyll~ClnJ;10impkmmt. Ta) lor polntcd out.

StudtCt on knn Ic::unin, ba\Chomconductcd such os by Astin. Vogd£iSln;. ILeda,lind Yee (2000): SClder (2013); SClder, (jlltnlore,nod Rabioov. i7 (2011) but &heirfoctU t. Inore 00tbc social and (ojinitive aspects of JerYlc.e Icom·109. For aumple. Astin ct ilL aplOfcd lhc (om­p;uab'\-r cffccu of ICn'1cC kami.n~ anJ commu­nity SCf'\-i« onroIlqC' wmgud,ukS' C:Op.'llII\'C

Service learlunlt IlIlltc~ching and learn­in; strntrgy that lntc,rnle, meaningful communi.tY ICn'i« "tit.h mst.AA;uonlU'Id rdlC'Ction IUt:nr~hIhr k:uning apcncntt. ~acbo'\ic rc:spoosjbll ..I). and SUUlg1bco corrw\mlttcS (Learn lOll SeneA~ N~ON.lScn'ltt Lc::3min; Clew,·~ tIS cned mOC~I_, 20 IS'_ItlS aJsodefined:IJ' n method in ",hie" students learn and devel­up through active plltlicipation in thoughlf\llIyorpmi2r:d service c:'pcric:nccs &Iw m«t ecru..tcommunity bCeds und dut IlR!coordinated 10col·I~..-itb IlKIIthooi and communl''- (\\-..loman.. 2(13).

Kc:ncbU (1111 Clk'd In Seider. Rabll"'" iC1..6: Gillmor. 2012) 'l~pcd thOltservice ICQrmn,een be cbarecterized moee nlllTOwi)' 3S. form ofexperiemial CduC<ll10nin ~ hicb students C(Jmblncthr carryin; out or P«'dcd tISks in the commun ..I) ,,-it;h inkn~ k:lmlft£ ~ and " ..til (Oft­

i('IOUS rdicrooo aM mltea. ~'Sis.la. eddllaon.,II is a method of encouraging srudent leanun:lind de\'dopmmt Ihrou;h ecrive partJClpI.Ilton InIhOllghll'uUy Ofbanllcd service wt is conductedin. nnd meets the l'IetdJ: of, l! communit), (I::PA.2011).

Stt'\u k:ourunJ; c..an helppromocc bowkd;c orhuft'WI ctdwra. UI&cl1«1tn1a.ttd poctac.J s111L1.pcnonal and SOCial f'Clif)Onsibility. and intCgall\ cond applied leamln; (Shen(er, 2014). Servee-ee­lilted experience, that ~ not tied to II 00,,"0currjculam, 3' Iclilit1111III nundatof)' rcquirClnelU.midlt h:a\'c mDK potIIU\'C: II'npacts for stOOcnts intmns of their o'\cnU '\Illue of cn;c ~cmcntmel (<<lings 0( cmpooA'C"nnmtt~ ~1(')'Cf.

&. Hargr.n-c.1OIS'.

-True educalJon prerli.~$ the student for thejoyof scr\'ioc in this uorld and (or the hiJ;h~r "f\'iceIn the world to cOlno" (While, 1948. p. 57) ThlliIndicllleS th;u tbcrc IS'1'1added clcm:nt ttw is \'11111ror lifc and kMnlAC'one that inc:orpcnkJU~.omd spoc<. ioIq;JaIn II>< ...w ......ODd ..........~us SC1'\;('C".Tbc fourth dcmau in the Ad\cntlS.

_ \alu.at II , .. 2

1.INTROI)UCTJON

Like Plitricill, David also slurred his ex­perience on what the)' exectly did in lhe comrnu-

During our conunullitv exposure, 1I1'had/0 assessfirst tht' community tJ/ tile thinKs or tht'prohlenl 11101"OJ or "ad IQhe MTI't'C"tIZ'J. {Patri­cia; Group 1).

PI:annlng lind implelul'ndng a coulmunlty pre­gram. One major theme that emerged from theduw on the participants" expcrjence in tbeir com­munity exposure is how to handle n communi­ry-besed nutrition program. For example. Patrieinsaid:

To answer Rcsc:arch ~sLion I, "whetare the experiences of Nutrition and Dietetics stu­dents in their community exposure?" four majorthemes emerged; planning and implementing eprogram. application and ilnparting of knowl­edge. leaving an impact in the community expo.sure, and rt:alizaLions.

Expel"l('n('~ or NOSrudents in TIlt'ir Comma­oily EsposuflI

The. results of d1< study were presentedaccording to lilc themes !hat emerged based onthe following resecrch questions: (I) what haveNutrition and Dietetics sluUcnls experienced intheir community expostm:? (2) \Vhat an: the is­sues end challenges the participants experiencedin Ihc-ircommunity service learning? (J) How basthe community exposure of the panicipams im­peered weir professional outlook?

III. RESULTS

The. interview \\ hich lasted for less thanan hour was audio-recorded using a Mac Book AirQuickTime Player. The recorded interview datawere transcribed by an expert transcriber andwere analyzed, and interpreted by the research­ers themselves follo\\'ing ~1ile,s. Huberman. andS.aJdnna's (2014) interactive a nelysis flow model.The perricipams were assigned pseudonyms topreserve confidentiulity.

Oatil were gathered through serni-suucnned 10·cos group interview (FGr}. Guide questions \I..«Cprepared prior to the interview, The FGl was con­ducted by the researchers themselves in .. quietair-coeditioeed room. Prior to the interviee •• theparticipants were brief ed on the purpose: and con­duct of the focus group imerview, They 'VCR:' toldthat since their participation was voluntary, theycould withdrew anytime if they 'wished to.

This study used the qualiunive researchdesign, specifically phcnome-nologic .. l npproachto explore OlC expencnces of til< participants onservice le.n:ming, in the community. The panici­pants of this study were six seoior undergradu­aleNutrition and Dietetics (NO) students of AUPwho experienced service le..ming in the comma­nity. These sludcnts were among the 26 studentsin their balch who look Community Nutrition ns.. cOW'SC. This COllfSC is 3 requirement for all NOstudents of AUP for them to have community ex­posure. Panicipants were: chosen through purpo­sive sampling based on the criteria. i.e .. should bea senior NO student who experienced communityservice Ic,aming within the academic year 2014·2015.

n.~IETHODS

Furthermore. prtWIOUS studies \I...«tmostly quantitative while this reported study isqualitative which provides in-depth insighlS andrich cxperieeces of ND students, This is to pro.vide a beuer understanding of service learning inthe community from an Adventist insriunion per­spectivc.

and effective development. This qealiunive study.bowever; COVCTS holistic educational approachwhich inclucksall aspects of Adventist education,i.e .• cognitive. physical. 5OI:i.a1,as well as spiritualdomains of learning, This is in line with AUP'sphilosophy tlwt states. "The work of educationand the work of redemption are one: to restorein humanity the lost image of God lhrough theharmonious development of the mental. physiC:31.social, and spirituel faculues."

SenitI.' u,.ruJng orNlItriUoll andDwteUts StudellU:In theCon\multU~':A PhHloltlfClologkal

Of','eloplng 10(1 1II.IIIsa.ad \'alu". Anolhertheme lMl clnGT1;cdfrom lM datu II ,he: partll:i·pants' skills and 'Ylltue!!development. f'(lr exam­pic. Raymond dc\doped patience. r(4)UKcful·cess, probkm.s,oh t.n.g skills. ami ftcxiblllt) in hisrommund.y ICI'\ KC kilt!lUlg CXpcrlCRIX .H e AScI:

Bcnlto," 14"m JOU go thor /t-vM","n}'IY}. thC')'lack ''C~O'HY:t'Ssoyou hoI c 10N/IOI;enl,Olr. waumg 1;11"U,,_ IWJlnng ganJan' (If:' flo,,}hal"" Ihis UI' III"''') Lik" (Jllt'tiln" 1I..../IIHI Ihlf pro­gram {II fir ..Nr,,~oJhall mId we (,(",/1'()1 IUt> tireJau/I.Ht-C(fJInotplllt: ill OW"" laptop I~UJUJ4>th~'arr ttSilfg ,'''' ctft'fU1OfU CUfd ('\n),ItUf$ ulkl of('OfIf'R iIuq"'''' lIItalar'O UarJ mtJSu.dltrtn 1f'~air using tNT (TM1t tltfJM}' so ".('"n«d toM palinfl

lind rrso"ruf,,1 ,,;~It'OTIIIO SOIIT 011" pmbll'''u,(Raymolld. Grolill 31

Oavld portrayed how his cxpcricnee inthe CommunI'> thai dl('\'C:1opcd6c_lublht) In'llr­Ious siW3bons. lie toalid:

about hoM'to hid" me ''t'gelob/l! so t),al thc'rllll·dron \lill 1101 IX' III,fMllragM "' rollng ," n'£"11lISldf'/rtJln ",al. \, t' IJ/'i"/M the reapes ""'11 g1J1'l'ftKIt OIW to lire ptJrt'IIttlrot Sfor their Wl' ,Cf'tItV,GroupJ)

D,,,.,d b.p";hrcd !he .__ or ser­vice Icarom!; i*11C'ubrly the pmctial .pphca·lion ofkno\\'lcd;e k-.:Imedin the uni\'crsrl)' 10lhecommunity, Ouvid expressed his desire 10 ul'plyhis community service learning in hia 0....n rCljionas he expressed In rhe followln£ excerpt.

~ un-" lot o/ao.-inlg r I)WI .. , nI1fapply ill ptlKtKdl ",an _ ~ UlIM ,....",unities. 11M I (an al.lnappIJ'hadm fN/f'IYl:UM.Of course. I ha\'(' alrrud)' i.ootr/roSft ut Iro,,' /can mali,. plans fiJI' 1/'1" l'Omnurndy bccari.1f I \I'¥J,rthere. so I call II" (JhJ.·/onlak~ 11~'el) gatJJ plaitjorllrecomIJfllllll)' 1talt also "'aJekcuurc' lwesonct'j",'hepl'_~ (DlflitJ. Group I)FIN( of ,,/I ,It. app!",- of .... , ••

olano JnmenI .. I~ [/aJ.Jf'Ofa btawsI:.'"011 ('do­not appn_riQtc _",,, ,1,,"".:.n't' leanwd if.rOll d()II iappl): it: Foraamp/f'. 'tHIlcarned th~ rrfm_.ntt'l'allu! 'if undcnq'igll, rAffdn'" YOJl COJII,ut 1'1'01·ly learn ,hOI 'I't-clllU'/C'S$ .W}IIexperience it ill "it'lu'ld lOu \lill U't4/1!t"JliJiNllhal or lt wOlIIJ "'/;J11tI... -''OW'mind IlfOI 11ff$("''a/un rqwcserJl ,II .. II"·tkn.YigIJI c/t,IJl'CtI_ tJan.t.nrM ~t 1M",...".-ng6I. Iltae ,iIl"N I't'J'tTSnlI 1M.u!JIOUf'oISMa mothnx. 1M 1N)"~i'fg mlilMn.$(JJPtf"llIirq:!iie lhot, (Paln''''a. Group 1)

PaJricio IIhOlred00\\' she apprecialed heric:3ming wben she h.nl ~ chance to apply II "llhe(onummitv. Gncc.bo QPl3incd bo..• she ~u-=d!lOt ooly ~ she "",,10• .1btt IconUo;; ., ND bur.Iso ~·shc slun:d10 the axnmuoit) pcork Ihcl:nov ..kdgc: she has IICqUlrN in. Ihcclassroom

If(- IDlegllt ,hcrli holl' llJ prrpol't' fiHN( /'"the prt>schooJalld tl'f "'11001 a,gt" beOO'tlf It Ir trl~f'Oblt'ntfor 'has," t)'pt'f uf "hi/arm If) nil "ntlll,.,footIs.- But ~TIK't'J '0 I,,.p}tasa 0If ,}t(, "t'fJ/,}t\,foods lilx __ .I" as~Iltnl'1ocu1Utgm/JCfIl1, lao",,, ,.,. 1M- ildo JOfIIrlIuJC1: coI«foI or crnJ"''l''

'''ppliC'atioll and hnpllrdng of kno,,'f'da~·Asked what they bave learned in theiroonlltlunil"exposure that they could nOI possibly lecrn il\ theclassroom, Putncia ulU....ered:

Alex. from a dlfTcrc::nl ","oup dun Da\·id. AudIhey visited their t' h('n1l every day 001 did lIinlll~rroutines 3S the group ufDn\'id did. Alex sbered:

~ft-visit ,It....",. ",('n' da): loll" gJ"t' tWIn:tllntS.lips.. ucllnlK$. altdKlIMa fAla. Group)1

niry during Ihtir Iwu-monlh service 1C'~mi""

El'l'n' J\/U"t/III' "lid f'~nt's.du~·.11'4.' hoJ\'ilj/aJio'L "~gull' "'t'''' cht-rilisl. o!c"uur:h'. u;ldl/unlf& TIICdoyUN 71ulI'Jua,' "y ltaJ OUTInl1lft'and 10aaiMIi:,. tlwhlN. _l" Iaad 1M II... fiJI' lkrlids ,Dmid. Groop II

_ Stnkt~"'.mn. .. Dirttdo~ .. dltC"""I''! \ ""•• * ' pal~ ~Sm!d~' __

leoving an impact 10 the: comnlunity. The par­licip3nlS reportoo how they lefl an impllci to d)C"c:onlllluni1Y \\there !.hey served. For example.Patricio shared the nlc:morable.experience she.hnd on how she ntllde an inlpuct during her com-

I leamed how 10d~a/lli,b p('ople, old­er; JYJll1lg,"nd l1e.,' people u-e Ineel. Like II~ht'w' asked ,lIent to do l"ltat 'he)' could do, U'tolearned "0'" to h(urdle ,hosf! 'i"ds ofsilllatiolls,hOIl to nlake dU!I1J(10'his or do that ••illiout of­fending them or repr;,,,alldillg them.

Public relations (PR) requires ccmmu­nicnicn skills, thus Patricia developed it by in­reracting with people in the community. Alexalso learned how to dc.al "tim people and handlevarious situations in his exposure in the ccmmu­nilY. Alex said:

Being ill thefoun/J year; / .fot"ehou',folt /1.I'(I1.t10 explot'f! nJOI'eand then also it n'tl.f a good (OX­perience becuuso it if challenging und also withthe tmeroction willi tilepeople it help developedgoodPR.

Professionalism ror Pamcia means rc­porting to duty on time and mastery (II' one's'york. She also mentioned thai 'when servingctbers. (Inc does not have tc think of berself orhimself alene. indeed. service learning is 0 goodway 113 practice professionalism and service to(l1hc:rs especially the poor nnd the needy. Patti­cia olso said thot she developed bel' communi­cation and interpersonal skills in ber communityservice learning, experience. She said:

For till" values. jOr 1I1t'.fil:ft)'OUhave to be :~e{/­less 10carcfor others. Youh(H'f'lodisregard thethings thai are making _rOll conifi,,·rablc. Andthen. second, you IJa1'e10 ShOlt'prvf£OSsfonaUs,,,.£l'etllhoJlghyou are still a studMl, you haw' 10he profossional. 10came 0" time. and a/so youheve to I"aS{t-T)-"Our'craft.(Palricin,GroupI)

lighted selflessness ror service and profcs....ion­alism. Patricia stated:

Aside fronl patience, flexibility, re­sourcerulness nnd respc..:t. Patric.in also high-

St(r "po,.ond "apo" eve,. ,llOugh ,1'OU arejUfllit,. a/I1lost ,I", same age lI'i," the", h«aUSI'SOInt'of ,IIel1l af\' still ymllrg and Il,en you11(1\....10sllOw respfX"t.

Respect 10 others was also mentionedby Patricia in the following excerpt.

For t"e. / hud tius expertmem in thecommunity Il.UI if you make Y'NI,.s€>/ftry'illS 10be SI/~ri(H'JOII will filJd OUIlater on thai peo­ple will not like ,1VU. But l tried 10 1Y!Sp«1 n·eJ.sllta" kids and ill all ages 1ferespect ,hem and'hen 'hey jtar ga\'e back the respecJ. (Dtn'id,GroupI)

David also learned (0 respect ethers.young and old, in the community

t memt u'e need alsa 10fit in our /m01l'/­c'dg£' /iJ:.", IIU' words u'("" be using. Of COUl'S("

we nero 10 suit their k,ulw/mg ..• het'alu€> wecal.llot use Sl'ielllijic or £tJgfis!r terms ,110' Ilreydon i understand. So, $Ott,el,o,,' it s kind of e/lal­Icnging.

Duvid funher explained about goodcommunication skills practice in the communi­ty.

Jreneed to tuljust or u·t'need to designa prognul1lhul \~ill ,.t'(J/~l·suil or./it ill /(1 "u:ir/collllrtltnilypeoples) needs. Then tllt'focilities,the mmsponation and; 'ifC"OIJYS(', the 11'tY1111e1'we had thar even thollSh its about around De­comber: we cannot he SUit' the weather Ifouldbefair or illl'mlld be rainy, It is difficult/or us.espedal{\' ,III'place 01' IlK' l't'l'lle Jhal 11'~\\'ill behaving or Ih~ venue being used by thr commu­nit)' bill it is big ellal/eng£>and yet a ,'ery' happye:rperi('nc€'for us that 11'eocillg senior; 11'~01-n'tldy applied all our skills. knowledgt' especiai­Jy halldlillg Iluuc situations we need to adjusl.(Dm'id, Group /)

Senicl.' u,.ruJng OrNlIlriUoll and DwteUcs SludellU: in the Con\multU~': A PhHloltlfClologkal

11'h"n 11'(' slal'u'd (Jur romlJlJlnil), p'YJ1;fYJnt.rm[i=MIIrtJ, CHI"p"rpo,sr to be then: IS ItOI foround....s. '*.. UIV tlrnr /0 be abi.. to Itt'lp Iltnn(t'OIUIUIII/) pnJpI~J,Iorraclr Ilet7fllQUt10 Istart·n/ /NICI:i/W. I should ffOt.fOals 0" '"1aiJ, .ah>sm(' comjOl1abl" Qn,'mow. J .should IJunk of ,,'halwould madc 111('''' CtUnfOf1ableb) c.l/t·lt(llnR ourhelping /ralld, ,~ KI\'illg help '/trough ,""I'itlollleciUre'S, d,,",fJIIJII''''IO,JS. and dij]t'I"'" "elil'·ilies lhol MvulJ Ju'lp tltem in th¥,r Julh' /1,'6npeciaJJy iIIguNC"IIJn&. k'adring thnr ..·lriIJtr1Igood Jryglf'JI(' OMJ lltrll _. tIIe)- ItTJtJJ /)f' "bII'10 uti/i:_(> lite,,.~artJn,fII'OIIwl 'cgdJltln and

Althous}l Paine" WllSnot excited of doan; com·munlty .servlce.1 first. she re:thzcd t~t:

ort:'aonOo,,~ thins t'O,nmonin tlrefanu/,' ;sl',al,Ihe;.' hal"€! /oI,f 01 t'lIiI",.(,,, in t"'("T flu"I1,' andsomaimes ,hlf Itlo,luer and father rll" nfl' Iherr!tojOCfls OIl ("4JnngIn their children. I )lu,'e 110-

ric.-J llral in "ntplI' haJ'- ..~ lItode l/tcm /u/frltAu dtm Itt"swn '" Dflrprogrullt. I/w motAnssaid. "oJ&. ~1.IOIt """. arr n·a1t' Ilk ."I'~po­rang Jail h,nd, .~'UnagrolOOlhbro:dr'IS t'\ (,,,o.

day /XIV "&"yo" 1J(J):lotoo,hbnls/rna J liniN ado)'." ' 1ft·sr/ll'IJ,(' (mpl'f-)\'(!'flentsr{ 111('cllllll".",Iltdr Iryg_;cn~Uk....'Mil h«aus(' U'C tall&/I, ,/I"nJ)Iou' to brush ,lwfr 1«1)1und lire 1f!J:wn lor ),".g~.

RnJir;aliOUJ AftCT it..: ",.o-month communnyser"icc-leanu",.IM p:tniClp3ms sb.an:d tl'tClt re­nlizaticns. Patricio, for instance. descnbcd howshe realized thlll IIhe ennnor stay In her coruror!zone forever aJ expeessed in the follo"'in; es­cerpts, Pldricia qld prior 10the service I<Ullungprogram:

/ trlWMNr Iha/ I om tv,Ol) ,.." 'n,'much acHni ht-fOtlY' wt' bego.n1M c:onlfflllnil:"service bcCUIIJC' t was Ihinl..ing litol w.· dOlI ~II.Slll,l/), do" usSIJI(/t!I'ts of gOIng tu b(Jrllllt;{')'.Thismeans ,h~,/1I't" (Jfr gO;IW oUifiTHIJ IHlt' eom­forr =oneb«u1lS~ k'&" hm'(' 10go Ilrc~ '''I'e'".' Jayoltd it ....-;11 COSI u, nol jllSl OMrliIM /wI ubo our__,' ",,"owtrSbIItrn. {PalTiciu.G~p 11

/ nobcnJ ,ltal MartY il u- Q rural n.,.,.

D.avid~JKI.,htlred ho\\' he fell thc Im~P3Ct of the serltec hill Ie-runrendered ,n the­community durin, d':lr scn;cc leaminJ;, DavidAui:

rr~do dcmonJtrotiorrs in-IT/alron IUOlif'ev,UTSl'beCUU$CI'"haw' (J 101of al'Ililoblt ~rlt1"1'(,i/oble or I-q;Clt,flh's bill SOlrU'o.f ,hc,,, (Itl" ikno\l' that ;s (I \\..,;"ttl"/~ sOlne ojthen"IJ_"lltln JtflOk,•• Ihal tlrest' \t'I:~ubles can IH: '''Of_,oJ111/0a 101of T«Ipt'S. TIrey' hen? lih Cllln('ulIWIugga_l' bu1(~ JOII) mo,., IIuR i( IS ,~

.·,,,bll". 1Jtn. 1~1u .,:. IUS' a jlOMvr or Itt., aI("M~,fRa),,,wnJ.CfflUPJ)

R.1&.ymond .00 expressed bow he leftan impact in his C'JI;J)O'$Ufr to the ccmmumry b)ICliing the people learn nutritious vcJ;clllblcs4:,ulitingin their b:u:kynrds they were nOCQW\3~or They also ckmonslnucd 110" to cook than~hich the commurul)' propk 3ppm:Ukd. Ray·mondsoUd:

INmel1,fHon.,( Iiv dill an QssC'ssn'(.'1lllntthe children and th..-" "IINI thtt results cu"n~tHlt.Ill"" MUSa chdd IIh(),r,' MINt' is "Just'If" ",ItoIu.u D1f DRlitropoIttt'"K ~lWIf' IIttJ Jwddt i.mo... 'Iandn1'IIllw""rmu didtt }.t..o"UNUI n.. .(mi Ihn' "",.. turprised 0/W /I",II"s.:Oltd they wert"shock,,,t/ (lI.d ,h,.." Ihey 1\'t"n_' /Itt'panla;ng. I t/JuuS',1I() n.ys('!( li!(' it s gtX,d 'hutIht'1'fouJld oul h(,(,(III.ft'll ls slill ear[l'likc II,' U,filII u child ""t"COU),/ SI/I/ SOl'('him or Inul,' Iti".ttOnIIaL (POlTlc;a. eMil' 11

Upon kno_ tnJ; the eese or -!ustm". lhcpanicip:mlS of thl, "00)' reported that &hey did,heir best 10 help the p.1ft'nIS and tb: boy 10 1.-.:1

healed, when JUJlin became nonnal. they fellthat it was on inlp;lC1lhcy len to the COUll11U,UtyC'5pc:cilllly that the- p.tl'tnts were so thank lui oftM NO students whc helped them ~t norTn.l1_'athL

_ Stnkt~"'.mn. .. Dirttdo~ .. dltC"""I''! \ ""•• * ' pal~ ~Sm!d~' __

!\liscon~ption of people about .l\'1)'s "'ork.The panicipanlS also consick~d it challenging\vbcn some communjL},people: thought of them

0111' target group ""as II,,! parents tlnlllI'e canllOlhold thetn lOllSespecialb' in gi\'ingI«IIINS, L''CIU/VSlastfortwo hours ore''t'lfOIlI!hourbecause thc)' IIada 10f of activities, and a101of h"usehold chores like 'hey need 10plaltt,thcy need to was" their clothes and tht')'need tolooJ:qlier their kia$. 50 1ft" cannot ",..a/JyholJthem ItH,g, ~~ecannot /MC"more especially tireapplictltiolt pan because the time is .'e/Jl lin,it­ed t"I'!'1I tll()ugfl 1~"l'eWI spend the 1~'holeJa)' inthl!ronln!lI11i(~'hilI lI"e cannol ,,,/LTim;:e ifsOII,enlo,hers ,,','1'(' 1''''1)' bury whicll ;S(I ehol/ellgeforus, (./)(n'id, Group I)

AI hrst when I liMn' ,ht' I1'mu romnl"­nif)~ ilsounds likefunny or it s lillda eosvfor faespecially \\'e (1J'{' already infoa"/l ye(1l'whereinIre 1101'(' already gainl!d a 1mof know/rose, ex­periences olllillooghoul our SIO)'h"tr in AUP.Bul then \~'''ell11"(0 went ta Ihe cmlunltnily. H'efound old ,hallhere aIY a101qfenol/£'ngesjuC'edlike you need to adjus, _1'OUTSC(f. of COIIl'S(,.10the peaple IJr the target group especially tlwparents "I'pi'I"$t1I1S,the torgl'tgroup like.j"" ex­ample. '''('ir needs. (A/a, Grotlp 1)

Difficulty of holding Chllpeopte long. Anotherchallenge faced by the participants in their ser­vice learning "'ItS the problem of keeping thepeople to stay during set activities. David said:

Alex also shared similar experience us Rny­mend's in tenus of open-mindedeess and flex­ibility to the: specific needs or the communitypeople, Ala voiced,

OJ,,. gIF(II chal/ellge is 10compn·/'E'lulthe needs 0/the C:O"UIU,"i(11 if they rt'a1~rIlealour knoll'ledge or ("Jonnaliolr 011 flealtlJyjoods.If Ihey (Ionire-ally need those things then IhL,'lriffn,,' he interested 10 listen (lIwlhe:r 11''''' takeit for grolrtM, So, 'l'Cneed to adillSI 10rt"tJ/{~'filthe pI'Ogrd'" 10 tllcir needs.

Lack of undersllloding or the oolumunily'sneeds, One of the cballenges the pJni(liplIlltsencountered during lheir t"'o-monlh communityc.xposun: \VJS to understand their clients' needsand to adjust their prog,runlS to sucb needs_ ForcXllnlple. Raymond said:

To IlnS\\'CI' Research Qucstion 1, "'vhatarc the issues and challenges the plU1.ic.ipalllSexperienced in their ccmmueiry service 'earn­ing?" three major themes emerged. i.e. Inck:ofunderstanding of ccmmueity's needs, difficultyof bolding the people long. and misconceptionof people aboul NO's \votk..

tssues and Challenges the Participants Espe­ri eneed In Their Ccmmuntty Service Learn­lng

Jllhen Wi' were in Ihe community, I/ellthat J ~"UIIIto IIwk in the L'(Un"UJItUybul tlot '0the extent lhat I lIill Sill)'there or spoon-feed Iheparents bUII II'(JIII/oadop, a harangayor I wantIU g;n~a program l!Ja, would n!(ll~l'be.nt¢1 th"paIYII/. So, one thingj"l'slIm that l teanwd thatthere is reallya need o/ND in the cOIIlnu/nj/y, in~"t'llcm",,,ullil)' nol onlyin Burangay Mayohutin the conullu,u'/y aroulld tile Philippi/it's,

Realizing the need for on NO in every cocunu­nity, Raymond expressed:

Alfirss 1I'ea/lyJon l \~"'Q/Utobe iln'ml'ftfill/he co"",,unilj~ Ithought the II...,,.£- ,ben.· is likeyou are being exposed ;/1 'he sludigill. the Ileal,the pollu';"n hUIwilen u't" afready immersed inthe situation, I rmllyfeflilte neM of ND in thecommunity. There ,(hou/d be at least one nutri­tiollist or "gisU~rt'dnUlritionist in e''-D' baran­go)" or e~',,/J'con,nul.nity, or C'~'e/J'town 10focus01'10SU 10 it thut IheFr cmnlnunil.l'is aln,_Y1d)'inde'l'elopIlWnl 0,. 'wullhy COII"'''JII;I)',

Raymond also shared a similar realization withPatricia as follows:

the fruits tllalglVI1, (Palricia, Group 1)

Senicl.' u,.ruJng orNlItriUOIl and DwteUcs StudellU: in the Con'multU~':APhHloltlfClologkal

Cnh'fnityRtltucll JlIlWlUIl

I gainf'd more confidel'cc t'.special(,' Olt,ht' part of 0/11' main job whic/l is of count' toimpart ta otlu'rs what we 1111(11,'because after 1111wIJaJ we teach thet" lias a gtvaJ tmpaa on theirlives, it could (ICUUIII)' change Iheir ttves and iJcould IlIak(!n,efiel like that ollr profession is I¥"alb' needed 1101just In carnnu/llily but gloh"I/)'.(Joana, Group 3)

Patrie is described her learning expeei­ence in the ccmrrmnity particularly in direct re­lnticn 10 her career tIS a future nutritionist anddietician. She acknowledged thai the service:leaming ofND made her gain ow knowledge.For example. she learned bow to plnn mealssuitable for the people in «hecommunity, Trishaexpressed:

fV}JatJ Jt'anu:d lite-nothaI Itclped III(!

in 111)' profossio/l. is of course; I learned extraknou'frYIge about. for £'.Tampl.rplal,ning. SOlnft­

thins like Ihal, pialullng 0" meals eS{J(!Cilll(vde­signed/or them rcoolnuulily people), (Patricia.Group 1)

Jcaea also stated how she developedconfidence and appreciation to her chosen ca­reer,which is ND. Joana said;

Joann's realiziltion of her role in the:ccrnntuniey to promote good health is necessaryin her career us 3 nutritionist and dietician. Shefurther explained:

People neea to be ;l~fon,.ed aboutherllth, about food (u,a that is I't.."JJytmponambecause it starts \~·ith us, ana if people ,Ion}know ,lit' 'rcna oj'ge-ltinKdiseases ana being un­herllthy lI'illjllsl go on (111(/0".(Joana, Group 1)

Good health starts with us find ifpc'op/edon} know lite lrend of gelling diseases beingIlIlhealthywill just go on and Oft. Sa, ilmade merealize lhal ro/c' in making change in the wo,1ais so tmponom willi rq:a,.d 10 gO(1(Jhealth.(Joon", Group 1)

Only during the community exposuredid Joana realize ber role lIS a Nutritionist andDietician. Joana continued:

Personatly; I dian't knoll' uhmll "t.'COline, or / \,'OS COli/USedabou ,,~' profe:J.sionbecause J '<'''10\'' the target is aboul heahh un­Jill gal into 11M'community service II'llic:hmaaemefeet the idea l/rOI prop/e need us. Thepeople'need '0 be infonllNi about "Mllh, about foodand tiun is rt.",J,y important IHtC.tJuseil startslIil}1 us: (Joona, Group 3)

Some of the participants understood and up­preciated their chosen career when they wereexposed to the community. For example. Joanasaid:

Understanding and ApPn'Ciaring the NDProfession

T' ...·o themes emerged tc answer Re­search Question 3, "How has the communityexposure of the panici pants smpactcd the itpro­ressional outlook?" They were: understandingand apprecieung the NO profession integrationof faith and learning

How Community servree Learning Impactedthe Partldpanls' Prore-ssionlllOutlook

One (if IIw challengers) / remember isIhaJ sClltleo/Ihe/anlily nl(!/,hl'n [they] 'bough'0/us as a doctors bUIwe are nOIrrolly doctorsyel. So, 1I't' cannoe gil'(' tlll'"' prescription oranyJlliltg else bee/Hue we a/~ no/ yeJ doctors ,.,u'e cannot gil'e thefull ilyorn,olionyet hIlt II'edid a research '''''/1 WI" asked our plvfc.fsors Itowto handll' litis kind of situation ana then tht')'areable If/help us, And then when We' came back weore obi&!10 tell them, "Okay, nUl'anr/si/~Illis itw/lal),0118011110do concerning ,1Iisproblt>,n,_ "(Patricia, Group I)

us medical doctors because lhe}' were wearingwhite uniforms. Patricia reported:

St"icf' ulrlllll1l OrNllUitiOQ and OI(l(Ctln S,ud"'ts In Ihl' C4Illlmulllty:..\PbtJWmf'nologlcll.1

The results of tbe study is supported byTaylor{:1013) who SIl}'S that service leaming isessential in educational institutions in learningvarious aspects of development including spiri­tuolity. In the longitudinal study of college gmd­uetes by Astin e( al. (2000), 81'!11reponed thatthe service experie-nceenhanced understandingof lhe ecadcmic rncterials. better application ofclass learning, to real world situation and stu­dents' pursuit on service-related career, Overall.participation in service learning shewed pcsi­rive effects: high academic performance (GPA).writing skills. critical dlinking skills, leadership.values, self- efficacy, choice or service career.courage. compassion, love. appreciation. team­work. humility. and enjoyment by serving oth­ers. (Astin, eral., 2.000.)The- paniciparas of thisstudy reported Icanling values, criticallhinkingand problent-soh'ing skills. love for others.. ap­pn:c:inliunof their career; and fun or cnjoymentin serving others.

The results show thot service teaming isessential lor l'o.'D students to know thl! needs ofthe community people 10 be the basis for plan­ning and for a('tu31irnclemenuuicn. The pcrtic­ipcnts SU\Vthe need (0 oojust 10 the people in thecommunity, understand their needs. and realizethe purpose of service learning, They found ilchallenging 10 be out of their comfort zones andserve the needy people, to become selftess inreaching out to others in the community. Theyintegrated faith and learning by sharing theirknowledge on the importance of beahh and nu­trition in their community programs and activ­ities. The perticipams' reponed impact of theircommunity service shows how learning takesplace outside the classroom. In this case. theparticipants did net only apply their NO kncwl­edge but they integrated other Ieemings in otherdisciplines such us scicoce and hechh es theyalso gave 1«IUn:S on gardening and hygienenpart from nutrition.

rv DISCUSSION

IVe oro able 10 share wilat we !Jaw."IC'(It'JJ(yJ tn scnool. ,Vf>are ab/£' to s/la"t~not just\1'/,al Ife have leanuY/ hut also sllare ourselvesour time !Nt"OUSi' there ore days that h'e Wt.,.'there ('\'e" I/Jouglll,'e'rr IIot scheduled to givenutrilion lectures. "" went lherejusl to ,alk withthem: Asking IJlelf,/,ow are "Ie)~'Ion' II'US,heirfalnib~So. going 10 Iheco,,,nlllllity islt ijust thatII'&' p"iforrn our dillies and 1l'spbllSibililicsandrequirements in school. rt'(o lr~1Ihc'If! to be (Ib}e10 rnakejrjelld.s lI'ilh ,IIent /1if one oj'IIle goodthi"c.,f IIlal we "'l' lear"ed,

Indeed. Patricia did share God's love and graceby bonding with the people in the community,Other participants also reported that by givingtheir time and sharing their knowledge abouthealthy lir('~)'le.tbey were able to spread God'slove to humcnity. Patricia continued:

The most (ulfilling part for Jtlt! ts thataside lor shoring the /mow/cage J have as (J

A'utritif1n and Dietetics studenr if, I n-as able 10slu"e with them [the COI1tnuuJi(l' people], Fi,:dof 0/1, the love of God. especially to their chif­dren because there 11't."rF afternoons thsu n-e dochildren activity. so U'(" ,,'ell" obit' 10 t«IclJ themabout Jesus. about G(J(I,allil about the Bihle sothat s the fu-·sI. Second is the I'elalimrs/lip dUllIt'C have bullt together I\'itb the fll'Dlhers,liregrandpastmts. I 'hink that Is the most specialthing tlU11II'£' were able 10 make relationshipsand bond wit" the people, (patricia. Group It

The second theme that emerged from the datathat sbcws how the service leamlng experienceof the participants impacted their professionaloutlook was hewthey integrated faith and learn­ing in the: community, For- example. Patriciasaid;

Integration or Faith and LelSmlng

Senicl.' u,.ruJng OrNlIlriUoll andDwteUcs SludellU: in the Con'multU~':A PhHIOltlfClologkal

Cnh'fnity Rtltucll JII....lUIl

Office of'Civic I!ngascnlen1'_~Service Learning.(2015), Detinitioa of service learn

Envirenruenml Protection Agency. (2011). Service learning. Learning by doing: Students take gfCC'ningto d.c community(Jrd ed.j. Retrieved from www.epa.gov, Ircm hltpl/\\'\\'\\'.epa.gov/osw/cducationfpdfslsvcleam.pdf

Mawne-h. R_ Tawalbeh, A•. AI·SI1l3di. R..Oaitb. S.. & Dcjeni. R. (1012).lntegruting se rv'ice learning in Jordanian higher education. Innovations in Educationand Tceching International. 4 15-425.

Astin.A. \V_Vogelgcsang. L J.. Elaine:K.Ikeda. E. K•.& Vee.J. A. (2000). Howservice learning alfe:cts students. Higher Education Research Institute University of California. Los Angeles. Retrieved Ircrn http://heri.ucln.edu/pdfs/rbcwas.pdf

REFERENCES

In their community exposure. the par­ticipams experienced real situations Lbot chel­lenged them to apply critical thinking andproblem-solving skills. creativity. resourceful­ness, ccmmunicatico and interpersonal skills,and nexibility. The participants actualized theirmeal planning according to the available: 10eaJresources. They designed and redesigned pro­grams based on the needs of their targe:. groups.Thus, service learning is 0 holistic program thalcaters to the needs of the students 10 bridge thegap between theory and actual practice. Howev­cr. for il to be more meaningful. service learn­ing program should involve the students moreclosely at .he planning stage. Stude-nts should be:brought to the community lirst to do the needsassessment iecluding survey of the available reosources in the community so that their programimplememntion \\'111be smooth,

The study's rich and in-depth dam pro­vided an undtTStandjng of the impeetance ofservice learning in the context of an Adventistinstitution. The actual service learning of Nu­rrition and Dietetics stedems in the communi­ty proved 10 be: "cry beneficial than when theywill just be- learning tbeories in lhe classroom.The findings revealed that service: learning en­hanced the understanding and appreciation ofND students towards then-profession. The: find­ings also revealed that the ccrnmuniry servicelearning of the NO students did not only focuson apply-ing the knowledge ond skills on weirspecializeticn. i.e.. NO. bUI the: participantsalso ieregrated faith and learning as thc.y sharedGod's love and ether aspects of their learningat AUf including health nnd hygiene. science.

V. CON"CLUSION"

Service learning changed the pCTSpCC­tivc orthe students who were OIl liNt hcsrtant orgoing out LO the community being unwilling togi..'(' up their comfort xcne, their ccmfcrtcblelife inside the university. Bul wbcn they disccv­ered reality in the community, i.e.• poverty andhardship in the community, their minds wereopened and their unwillingness to serve al limwas replaced with emhusiesm. They becamewilling to share tbeir knowledge. their time. andeven their money 10 the community people andthey found joy and fulfilhucnt in giving them­selves in service for ethers.

Ellen G. white in her ~'Iinistry of Heal­ing highlights the results of service .. She notes..hat service shapes character. develop talentsand provides purpose in life. She observes thaiservice learning deters temptation and offers en­during happiness. t\.10st i:nlpclrtantly,il deepensone's relationship w11h Christ and prepares onefor heaven (Child Guidance. 1954). Indeed. theparticipants of this study developed their lcvefor ethers without expecting scencthiag in returnas they wem beyond the call orduty or-their uni­versiry requiremem.

livelibcod. and values.

St"icf' ulrolll1lorNlIuitiOQ an.dOI(l(CtlnS,ud"'ts In Ihl' C4Illlmulllty:..\ PbtJWmf'nologlcll.1

\V01.cncrol\' A. J .. Pate, J. R••& Griffiths,H. K. (2015). Expcric-ntialleaming and its implllCton students' anitudes toward youth with disabilhies.Journal of Experiential Educmicn. 129·l43. doi: lO.1 I 77/1053815914524363

white. E. G. (1948). Te~inlollies for theChurch. Mountain view, California.USA: Pacific Press Publis.hing Assccialion.

white, E. G. (1923). Fuadnmeatals of Christianeducation. Nashville. USA: SouthernPublishing Association.

\VbiIC, E. O. (1903). Educ:nion. MoumainView, California, USA: Paci6c PressPublishing Association.

wererrnan, A. S. (20 I"). Service learning:Applications .. (rom the research. dci;10.1307/2649113

Sheafer; V._(lOt .. ). Using service learning 10teach classic learning theories. PsycboloJ.'YJournal. 77·82.

Taylor. J. \V. (2013). Service: The fourth diroensian in AdvcntiSl education. The Journal of Adventist Education, 75(3).4-11.

Seider. 5.. Rebincwicz. S.. & Gillmcr.S. (1012). Differential outcomes forAmerican college students engaged incomrnunny service-learning involvingyouth and adults. Journal of Experientinl Educ:.tion.447-463_

Pedersen. P.J.. Meyer. J.~1.•& Hargrave. lYt.(2015). Learn global; Serve local;Student outcomes from Itcommuniry-bcsed learning pedagogy. JoumaJ ofExperiential Education, 189-206.

ing. Retrieved from hUp:l/\\'Vo"\'.unefslLcdu/cl vic-engagement/service-learningldcfinition-of-servicc-leaming

Senicl.' u,.ruJng OrNlIlriUoll andDwteUcs SludellU: In the Con'multU~':APhH.oltlfClologkal