@inbook{ash_clayton_2004, title={Service-learning: Integrating inquiry and engagement}, ISBN={1579220800}, booktitle={Teaching and learning through inquiry: A guidebook for institutions and instructors (1st ed.)}, publisher={Sterling, Va.: Stylus Pub.}, author={Ash, S. L. and Clayton, P. H.}, year={2004} }
 @article{clayton_ash_2004, title={Shifts in Perspective: Capatlizing on the counter-normative nature of service learning}, volume={11}, number={1}, journal={Michigan Journal of Community Service Learning}, author={Clayton, P. H. and Ash, S. L.}, year={2004} }
 @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} }
 @article{ash_clayton_2004, title={The articulated learning: An approach to reflection and assessment}, volume={29}, DOI={10.1023/b:ihie.0000048795.84634.4a}, abstractNote={The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.}, number={2}, journal={Innovative Higher Education}, author={Ash, S. L. and Clayton, P. H.}, year={2004}, pages={137–154} }