Service learning (SL) provides an opportunity to benefit both the community and undergraduate students. Common benefits reported by students involved in course-based SL include both skill and personal development; however, it is unknown whether the same benefits can be achieved in a non-course-based SL program within an academic setting.

To explore undergraduate dietetic students’ perceptions on their involvement in Nutrition Ignition! (NI!), an extra-curricular research club that supports a communitybased research program for school-aged children and their families. Student NI! members run the program by getting involved in various activities. NI! aims to improve children’s knowledge and awareness of nutrition and healthy living.

A brief demographic study questionnaire and focus group interviews (20-45 min duration) were conducted on a convenience sample of NI! members in March 2016 (n=33). Members were eligible to participate if they had contributed at least 10 hours of volunteer time to the club; were over the age of 18 years; and, were enrolled in the Nutrition and Dietetics program at the university. Inductive content analysis was employed by the researchers on the data as per the immersion-crystallization method and major themes were identified.

Participants reported getting involved in the NI! club to: improve professional skills; expand learning; help their community and expand social networks. Participants felt that their involvement with NI! improved their communication skills, provided a better understanding of “real world” community-based program implementation and research, broadened their world view, and enhanced preparation for their internship applications and careers as dietitians.

A non-course-based SL program offered in an academic setting provides similar benefits to dietetic students as those observed with course-based opportunities and should be considered an effective way by which students can get meaningful experiences to deepen the breadth and depth of their understanding of the dietetic profession.