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This empirical study reports the implementation and assessment of service learning in management education. Principles of Management students worked in teams to support Campus Kitchens, a national program affiliated with colleges and universities, in recovering surplus food and delivering it to community members. Student perceptions regarding civic engagement and social responsibility, application of skills, and professional development were assessed. Two complete cycles of implementation and assessment are chronicled. The sample size for Cycle 1 was 123 students and for Cycle 2 the sample size was 91 students. The authors describe how empirical as well as anecdotal data drove the changes made to improve the service-learning experience.

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This article describes the process of redesigning a Principles of Management course to integrate a service-learning metaproject. The metaproject was Campus Kitchen, a food recovery and delivery program operated on a handful of university campuses across the United States. We used L. Dee Fink's integrated course design approach as well as systems theory thinking to structure the redesign. The redesign was comprehensive starting with a scan and an evaluation of the many broad and specific situational factors shaping the course. This information required us to rethink everything from how we structured the delivery of course content to how we assessed learning and project outcomes. The article concludes with our reflections about what we learned by using this exciting, yet demanding, pedagogy.

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