@article{ash_contento_olfert_koch_2023, title={Position of the Society for Nutrition Education and Behavior: Nutrition Educator Competencies for Promoting Healthy Individuals, Communities, and Food Systems: Rationale and Application}, volume={55}, ISSN={["1878-2620"]}, DOI={10.1016/j.jneb.2022.07.010}, abstractNote={It is the position of the Society for Nutrition Education and Behavior that to improve the health of individuals, communities, and food systems, it is essential that nutrition educators meet each of 6 content competencies (basic food and nutrition knowledge, nutrition across the life cycle, food science, physical activity, food and nutrition policy, and agricultural production and food systems) and 4 process competencies (behavior and education theory; nutrition education program design, implementation and evaluation; written, oral, and social media communication; and nutrition education research methods). These competencies reflect the breadth of the nutrition education field and are grounded in peer-reviewed research. The rationale and evidence base for these competencies are presented. They are designed for educational institutions to plan curricula and programs; public, private, and nonprofit organizations for training; individuals for professional development; and policymakers and advocates to inform strong, comprehensive nutrition education policy.}, number={1}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Ash, Sarah and Contento, Isobel and Olfert, Melissa D. and Koch, Pamela A.}, year={2023}, month={Jan}, pages={3–15} }
 @article{mitchell_ash_mcclelland_2006, title={Nutrition education among low-income older adults: A randomized intervention trial in congregate nutrition sites}, volume={33}, ISSN={["1552-6127"]}, DOI={10.1177/1090198105276212}, abstractNote={ Nutritional well-being among older adults is critical for maintaining health, increasing longevity, and decreasingthe impactofchronicillness. However, few well-controlledstudies have examinednutritionalbehav ior change among low-income older adults. A prospective, controlled, randomized design examined a fivesession nutrition education module delivered to limited-resource older adults ( N = 703) in Congregate Nutrition sites by Cooperative Extensionagents. Experimentalgroupparticipantswere significantly more likely than con trol groupparticipants to increase multivitamin use, to increase calcium supplementuse, to read labels of dietary supplements, to carry a supplement and/or medication list, and to discuss such use with their health care profes sional. The study addresses weaknesses in the literature by using a theoretically derived education component, implementing the intervention within a setting regularly used by low-income older adults, employing random ized assignment to intervention and control conditions, and using hierarchical linear modeling to deal with “nested” data. }, number={3}, journal={HEALTH EDUCATION & BEHAVIOR}, author={Mitchell, Roger E. and Ash, Sarah L. and McClelland, Jacquelyn W.}, year={2006}, month={Jun}, pages={374–392} }
 @article{clayton_ash_bullard_2005, title={Adapting a core service-learning model for wide-ranging implementation: An institutional case study}, volume={2}, number={1}, journal={Creative College Teaching Journal}, author={Clayton, P. H. and Ash, S. L. and Bullard, L. G.}, year={2005}, pages={10–26} }
 @article{willcox_ash_catignani_2004, title={Antioxidants and prevention of chronic disease}, volume={44}, DOI={10.1080/10408690490468489}, abstractNote={The generation of reactive oxygen species (ROS) and other free radicals (R•) during metabolism is a necessary and normal process that ideally is compensated for by an elaborate endogenous antioxidant system. However, due to many environmental, lifestyle, and pathological situations, excess radicals can accumulate, resulting in oxidative stress. Oxidative stress has been related to cardiovascular disease, cancer, and other chronic diseases that account for a major portion of deaths today. Antioxidants are compounds that hinder the oxidative processes and thereby delay or prevent oxidative stress. This article examines the process of oxidative stress and the pathways by which it relates to many chronic diseases. We also discuss the role that endogenous and exogenous antioxidants may play in controlling oxidation and review the evidence of their roles in preventing disease.}, number={4}, journal={CRC Critical Reviews in Food Science and Nutrition}, author={Willcox, J. K. and Ash, S. L. and Catignani, G. L.}, year={2004}, pages={275–295} }
 @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} }
 @article{ash_2003, title={Integrating service-learning into a college-level nutrition course}, volume={35}, ISSN={["1499-4046"]}, DOI={10.1016/S1499-4046(06)60201-7}, number={3}, journal={JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR}, author={Ash, SL}, year={2003}, pages={161–162} }