Editorial Board:
Tilottama “Tilo” Roy, Ph.D., Missouri Western State University (Executive Editor (Editor-in-Chief)
Michael Ducey, Ph.D., DeSales University
Ashley Elias, Ph.D., Missouri Western State University
Benedict Adams, Ph.D., Missouri Western State University
James Carviou, Ph.D., Wichita State University
Cheryl McIntosh, Ph.D., Missouri Western State University
John Fisher, Ph.D. Utah Valley University

All papers submitted to JALHE undergo a rigorous peer review process, beginning with an initial screening by the editor prior to anonymous review by at least two independent experts. The editor will convey a final decision to the author, along with constructive feedback from the two reviewers.

The views, opinions, or findings expressed in the Journal represent those of the individual authors of the respective works and do not represent the view, opinions, or findings of Missouri Western State University.

What’s the DEAL? Program Level Examination of Reflection Design

Authors:

MARY HALE TOLAR
TRISHA GOTT, Kansas State University

Abstract:

The DEAL model of critical reflection (Ash & Clayton, 2009a) was explicitly designed to help improve the quality of learning and practice in applied learning. Heretofore, the DEAL model has been used at the level of the individual student or faculty member as a learner. To improve understanding and implementation of critical reflection in university’s international service-learning (ISL) program, researchers utilized the DEAL model of critical reflection to reflect on practice at the program level. Building on the comparison of multiple instances of ISL in Whitney and Clayton (2011), particularly the important variables of program design related to reflection indicated there, the researchers integrated these and other principles of promising practice into a user-friendly tool that can be applied to the design of reflection. Researchers then piloted its use by applying it to three (historical) cases of reflection design in ISL, analyzing archival data—specifically reflective practices from three program years in each decade of Kansas State University’s twenty-plus-year IST program. Service-learning programs rely on high quality critical reflection to help students make meaning of their experiences; service-learning programs must design reflection to support and advance that meaning-making, and therefore, must examine reflection design.

DOI ; https://doi.org/10.57186/jalhe_2012_v4a1p3-20

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JALHE Vol. 4, Article 1. Fall 2012 Pages 3-20

How to cite this article:

Tolar, M. H., & Gott, T. (2012, Fall). What’s the DEAL? Program Level Examination of Reflection Design. Journal of Applied Learning in Higher Education, 4(1), 3-20. https://doi.org/10.57186/jalhe_2012_v4a1p3-20

© 2012 Missouri Western State University

Applied Learning at the Graduate Level—Professional Science Master’s Programs Lead the Way

Authors:

URSULA BECHERT, Oregon State University
BRIAN C. CRONK, Missouri Western State University

Abstract:

To remain competitive in an increasingly interdisciplinary world, graduate education must produce professionals who can understand both their scientific disciplines and the business environment in which they work. With the addition of applied learning components outside of the traditional scientific laboratory and training in business skills, Professional Science Master’s programs (PSMs) help higher education adapt to this changing environment. The current study illustrates some models of PSMs and contains information on how institutions interested in using PSMs as a way to enhance applied learning at the graduate level can get started.

DOI: https://doi.org/10.57186/jalhe_2012_v4a2p23-32

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JALHE Vol. 4, Article 2. Fall 2012 Pages 23-32

How to cite this article:

Bechert, U., & Cronk, B. C. (2012, Fall). Applied Learning at the Graduate Level—Professional Science Master’s Programs Lead the Way. Journal of Applied Learning in Higher Education, 4(1), 23-32. https://doi.org/10.57186/jalhe_2012_v4a2p23-32

© 2012 Missouri Western State University

Sharing the World: Using Study Abroad to Enhance an On-Campus Service-Learning Project

Authors:

CAITLYN DAVIS
JULIE TIETZ, Cottey College

Abstract:

The purpose of this paper is to illustrate the use of a study abroad opportunity to support a service-learning experience. The study abroad component was a semester-long, multiple-country program in Central America and the service-learning project was an after school program for rural elementary and middle school students. Combining the two resulted in the opportunity to use the study abroad experience as a platform to share with the students the culture and issues facing others in the global community.

DOI: https://doi.org/10.57186/jalhe_2012_v4a3p35-42

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JALHE Vol. 4, Article 3. Fall 2012 Pages 35-42

How to cite this article:

Davis, C., & Tietz, J. (2012, Fall). Sharing the World: Using Study Abroad to Enhance an On-Campus Service-Learning Project. Journal of Applied Learning in Higher Education, 4(1), 35-42. https://doi.org/10.57186/jalhe_2012_v4a3p35-42

© 2012 Missouri Western State University

No More Hiroshimas! Assessing Personal Narratives of Survivors of Hiroshima on a Campus Community Using University-Wide Goals and an Applied Project in a Graduate Research Methods Course

Authors:

WENDY L. GEIGER, University of Central Missouri

Abstract:

Guest speakers are a common feature in institutions of higher learning. Being so common, we might assume that exposure to individuals discussing a distinctive life experience has a positive impact on students. However, there is virtually no research on assessing the impact of guest speakers intended for the entire campus community. This paper offers a framework to assess campus-wide co-curricular initiatives aligning with overarching institutional goals and/or mission, rather than specific course outcomes. The assessment framework was applied to a large-scale university-wide co-curricular project. In September 2010, three atomic bomb survivors from Hiroshima, Japan and their interpreters completed a 10-day residency at a mid-sized, Midwestern university. The speakers shared their stories of survival and pleas for peace to over 1,000 members of the campus and community. A survey assessed the impact on students who saw the speakers in terms of two university goals: “engaged” student experiences and developing a “worldly perspective.” Students in a graduate research methods class aided in the creating, administering, and analyzing results of the survey. Results included both an increase in worldly perspective and a high level of engagement with the speakers. This framework provides a foundation for assessment of campus-wide co-curricular programming that could be used by both faculty and administrators.

DOI: https://doi.org/10.57186/jalhe_2012_v4a4p45-60

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JALHE Vol. 4, Article 4. Fall 2012 Pages 45-60

How to cite this article:

Geiger, W. L. (2012, Fall). No More Hiroshimas! Assessing Personal Narratives of Survivors of Hiroshima on a Campus Community Using University-Wide Goals and an Applied Project in a Graduate Research Methods Course. Journal of Applied Learning in Higher Education, 4(1), 45-60. https://doi.org/10.57186/jalhe_2012_v4a4p45-60

© 2012 Missouri Western State University

Voices in the Hall: Alumni Perspectives on the Value of Networking

Authors:

MELISSA TURNER, Kansas State University
GREGORY LINDSTEADT, Missouri Western State University

Abstract:

Internships build lasting opportunities for students and provide necessary partnerships between higher education and employers. This study utilizes qualitative data extracted from a survey of alumni from one Midwestern university to examine student employment and educational satisfaction. Phone and internet interviews were conducted to ascertain alumni views on: Employment, Continuing Education, Applied Learning, and Advisement (n = 125). Alumni advice clearly expressed to current students and faculty members the necessity of “networking” with those in the field prior to students completing the degree. Linking current students to those in the field, primarily through internships, was viewed by alumni as essential to developing opportunities for students to network and gain access to a challenging job market.

DOI: https://doi.org/10.57186/jalhe_2012_v4a5p63-76

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JALHE, Vol 4, Article 5, Fall 2012, Pages 63-76

How to cite this article:

Turner, M., & Lindsteadt, G. (2012, Fall). Voices in the Hall: Alumni Perspectives on the Value of Networking. Journal of Applied Learning in Higher Education, 4(1), 63-76. https://doi.org/10.57186/jalhe_2012_v4a5p63-76

© 2012 Missouri Western State University

The Journal of Applied Learning in Higher Education (JALHE) is an international  and interdisciplinary journal serving the community of scholars engaged in applied learning at institutions of higher education. Its purpose is to advance scholarship on applied learning by providing an  outlet for empirical, interpretive, and theoretical work related to this pedagogical practice.

Each year, presenters at the annual Conference on Applied Learning in Higher Education are invited to submit manuscripts based on their work presented at the conference for consideration for publication in the Journal of Applied Learning in Higher Education. Manuscripts of up to 5000 words (excluding tables, figures, and references from the word count) should be submitted via email to Kelly Henry, Missouri Western State University at:  appliedlearning@missouriwestern.edu. Manuscripts should be submitted as a single Microsoft Word  document and should follow current (6th ed.) American Psychological Association (APA) Publication Guidelines. Submission of a manuscript implies commitment to publish in the journal. Authors  submitting manuscripts to the journal should not simultaneously submit them to another journal, nor  should manuscripts be submitted that have been published elsewhere in substantially similar form or  with substantially similar content. Authors in doubt about what constitutes a prior publication should  consult the editor. Upon notification of acceptance, authors must assign copyright and provide copy right clearance for copyrighted materials.

The Journal of Applied Learning in Higher Education (ISSN 2150-8240) is published annually each  Fall by Missouri Western State University, 4525 Downs Dr., St. Joseph, MO 64507; (816) 271-4364;  fax (816) 271-4525; e-mail: appliedlearning@missouriwestern.edu; http://www.missouriwestern.edu/ AppliedLearning. Copyright ©2012 by Missouri Western State University. All rights reserved. No  portion of the contents may be reproduced in any form without written permission of the publisher.  Address all permissions to appliedlearning@missouriwestern.edu

Kelly Bouas Henry, Ph.D., Missouri Western State University

Robert G. Bringle, Ph.D., Appalachian State University
Patti H. Clayton, Ph. D., PHC Ventures & Indiana University – Purdue University Indianapolis
Brian C. Cronk, Ph.D., Missouri Western State University
Paula F. Dehn, Ph.D., Kentucky Wesleyan College
John Falconer, Ph.D., University of Nebraska at Kearney
Karen Fulton, Ph.D., Missouri Western State University
Dwight E. Giles, Jr., Ph.D., University of Massachusetts Boston
Cynthia Heider, Ph.D., Missouri Western State University
Susan A. Jasko, Ph.D., California University of Pennsylvania
Spoma Jovanovic, Ph.D., University of North Carolina at Greensboro
Greg A. Phelps, Ph.D., Lindsey Wilson College
Roy Schwartzman, Ph.D., University of North Carolina at Greensboro