@article{dixon_blosser_wu_goodell_donaldson_lambert_lundquist_lee_hegde_baldwin_et al._2026, title={Beyond the plate: can a food-based science learning intervention improve preschool children’s fruit and vegetable consumption?}, volume={1}, DOI={10.1017/s1368980026101967}, abstractNote={The findings suggest that increased access to FVs through CACFP-supported meals and snacks may influence children's overall improved FV consumption. However, improved food access paired with FBL may also support higher gains in FV consumption.}, journal={Public Health Nutrition}, author={Dixon, Jocelyn B. and Blosser, Elizabeth G. and Wu, Qiang and Goodell, L. Suzanne and Donaldson, Joseph L. and Lambert, Misty D. and Lundquist, Ryan and Lee, Tammy D. and Hegde, Archana V. and Baldwin, Savannah and et al.}, year={2026}, month={Jan} }
 @article{stage_dixon_grist_wu_hegde_lee_lundquist_goodell_2025, title={A Food-Based Science, Technology, Engineering, Arts, and Mathematics Learning Program May Improve Preschool Children’s Science Knowledge and Language Skills in Rural North Carolina}, volume={17}, url={https://doi.org/10.3390/nu17091523}, DOI={10.3390/nu17091523}, abstractNote={Background/Objectives: Early childhood represents a sensitive period for developing positive dietary preferences and important school readiness skills. However, few evidence-based programs leverage opportunities to support children’s development in both areas. Our study aimed to assess the preliminary effects of multi-level, teacher-led More PEAS Please! on Head Start children’s (3–5 years old) science knowledge, development of academic language, fruit-and-vegetable (FV) liking, and dietary quality. Methods: In this pilot study, we used a repeated-measure research design to assess child-level outcomes. Trained teachers implemented 16 food-based science-learning activities. We assessed child outcomes using validated measures of science knowledge, academic language, FV liking, and dietary quality (Veggie Meter®). We used linear mixed models to examine changes from the baseline to post intervention. Fixed effects included age, sex, and race/ethnicity, while the center was treated as a random effect. Results: A total of 273 children were enrolled in the study. The children were mostly male (51.6%), Black/African American (82.1%) and, on average, 3.94 (SD = 0.70) years old. The children demonstrated significant improvements in science knowledge (T1 M = −0.01, SD = 0.82; T4 M = 0.33, SD = 0.90; 95% CI [0.17, 0.50]; p < 0.001) and vocabulary (T1 M = 14.4, SD = 4.5; T4 M = 16.7, SD = 5.3; 95% CI [1.4, 3.3]; p < 0.001). The children’s dietary quality improved from the baseline, but the changes were not significant. Conclusions: The findings suggest that the intervention may support improvements in science knowledge and academic vocabulary among preschool-aged children. We theorize a longer intervention with additional FV exposures may be needed to observe significant dietary changes. Future research should evaluate program effects with a comparison group.}, number={9}, journal={Nutrients}, author={Stage, Virginia C. and Dixon, Jocelyn B. and Grist, Pauline and Wu, Qiang and Hegde, Archana V. and Lee, Tammy D. and Lundquist, Ryan and Goodell, L. Suzanne}, year={2025}, month={Apr} }
 @article{stage_lundquist_berthiaume_benavente_2025, title={Enhancing Community-Based Nutrition Education: Opportunities and Lessons Learned from North Carolina EFNEP Educators on Families Eating Smart and Moving More Implementation}, DOI={10.1016/j.jneb.2025.05.112}, journal={Journal of Nutrition Education and Behavior}, author={Stage, Virginia and Lundquist, Ryan and Berthiaume, Megan and Benavente, Lisa}, year={2025}, month={Aug} }
 @article{stage_dixon_grist_hegde_lee_lundquist_goodell_2025, title={More PEAS Please! Process Evaluation of a STEAM Program Designed to Promote Dietary Quality, Science Learning, and Language Skills in Preschool Children}, volume={17}, url={https://doi.org/10.3390/nu17111922}, DOI={10.3390/nu17111922}, abstractNote={Background/Objectives: Traditional nutrition education can increase children’s exposure to healthy foods, but preschool teachers face barriers such as limited time and competing priorities (e.g., kindergarten readiness). Integrating nutrition into other learning domains (e.g., science) has been identified as a potential solution. However, teachers need more professional development. We developed the More PEAS Please! program to support preschool teachers’ integration of food-based learning (FBL) and science, seeking to improve children’s science learning, language development, and dietary quality. Methods: In this pilot study, we used a mixed-methods process evaluation to assess the program in five Head Start centers (n = 23 classrooms) across three rural North Carolina counties. We collected teacher data via surveys and interviews. Results: A total of 24 teachers participated in the full intervention by attending a one-day workshop, completing at least one of four core learning modules, and implementing 16 food-based science learning activities in their classrooms. Teachers were Black/African American (81.1%) and 43.56 (11.89) years old. Teachers reported varying engagement levels and high satisfaction with the program, sharing increased confidence in FBL and science integration. However, barriers such as time, technology, and the coronavirus disease (COVID-19) limited full participation. Conclusions: Our findings suggest that the program is feasible and well received in Head Start settings and has promising impacts on classroom teaching practices. The findings will guide revisions to the PEAS program. Future research evaluating the revised program using a comparison group will be explored.}, number={11}, journal={Nutrients}, author={Stage, Virginia C. and Dixon, Jocelyn B. and Grist, Pauline and Hegde, Archana V. and Lee, Tammy D. and Lundquist, Ryan and Goodell, L. Suzanne}, year={2025}, month={Jun} }