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Empowering Community-Based Learning in Nutrition through Student Co-Production of an Ethnographic Assessment Resource

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Title: Empowering Community-Based Learning in Nutrition through Student Co-Production of an Ethnographic Assessment Resource
Language: English
Authors: Maisie Corbett, Jake Sallaway-Costello, Jemma Orr, Sarah Ellis
Source: International Journal for Students as Partners. 2026 10(1).
Availability: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Community Education, Nutrition Instruction, Ethnography, Civics, Student Participation, Partnerships in Education, Service Learning, Student Volunteers
Abstract: Community-based learning facilitates localised application of theoretical concepts. Use of this approach in assessment is challenged by student perceptions of barriers to civic engagement. To support students on a nutrition course to undertake a community-based assessment on social food movements, we developed a student partnership, recruiting a student to undertake 13 ethnographic visits to scrutinise the task. This provided practical insights for the teaching team and the co-production of the "Social Food Guide," a resource supporting students to navigate unfamiliar community spaces through paths paved by the student partner. The co-produced resource supported critical conscientisation of three cohorts taking the assessment. The student partnership was valuable in giving future cohorts the agency to navigate, access, and learn from community spaces, generating novel opportunities to explore careers in evolving practice arenas. Embracing student partnership to co-produce the assessment initiated a practice turn in our teaching team, in which we envisioned student co-production as a useful tool of inquiry for democratising the design of assessments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501345
Database: ERIC
FullText Text:
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  Data: Empowering Community-Based Learning in Nutrition through Student Co-Production of an Ethnographic Assessment Resource
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  Data: McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap
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  Data: <searchLink fieldCode="DE" term="%22Community+Education%22">Community Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nutrition+Instruction%22">Nutrition Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Civics%22">Civics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Volunteers%22">Student Volunteers</searchLink>
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  Data: Community-based learning facilitates localised application of theoretical concepts. Use of this approach in assessment is challenged by student perceptions of barriers to civic engagement. To support students on a nutrition course to undertake a community-based assessment on social food movements, we developed a student partnership, recruiting a student to undertake 13 ethnographic visits to scrutinise the task. This provided practical insights for the teaching team and the co-production of the "Social Food Guide," a resource supporting students to navigate unfamiliar community spaces through paths paved by the student partner. The co-produced resource supported critical conscientisation of three cohorts taking the assessment. The student partnership was valuable in giving future cohorts the agency to navigate, access, and learn from community spaces, generating novel opportunities to explore careers in evolving practice arenas. Embracing student partnership to co-produce the assessment initiated a practice turn in our teaching team, in which we envisioned student co-production as a useful tool of inquiry for democratising the design of assessments.
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      – Text: English
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