Editorial Board:
Michael Ducey, Ph.D., Missouri Western State University (Editor in Chief)
Ashley Elias, Ph.D., Missouri Western State University
Benedict Adams, Ph.D., Missouri Western State University
Brett Bruner, 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.

Using Service-learning to Promote Transdisciplinary Collaborations among Undergraduate and Graduate Students

Authors:

PAMELA SCHUETZE, State University of New York Buffalo State
KATHY DOODY, State University of New York Buffalo State
KATRINA FULCHER-ROOD, State University of New York Buffalo State

Abstract:

Services to children are often provided through a transdisciplinary model, particularly when students are receiving special education services and supports. Given the individual and diverse needs of these children, professionals often work collaboratively in evaluating students, interpreting results, and making recommendations for appropriate services. Professionals are expected to have prior knowledge regarding the expertise of their trans-disciplinary peers. However, they may have never been presented with this opportunity during their preparation in higher education. Therefore, a project was designed to address this deficiency at two very different locations: a university campus-based child care center, and a residential facility supporting homeless women and young children experiencing poverty. Participants were 109 undergraduate psychology students in an advanced developmental psychology class, 93 exceptional education graduate students, and 24 undergraduate speech/language pathology students. In groups consisting of students from each discipline, students completed developmental screenings on 2-3 children ranging from 1 month to 5 years of age. Results of a pre-posttest evaluation indicated that students were significantly more comfortable working in transdisciplinary collaborative groups and more interested in working in transdisciplinary groups in a future professional capacity after completing this service-learning project.

DOI: https://doi.org/10.57186/jalhe_2019_v8a1p9-21

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JALHE Vol. 8, Article 1. Fall 2019 Pages 9-21

How to cite this article:

Schuetze, P., Doody, K., & Fulcher-Rood, K. (2019, Fall). Using Service-learning to Promote Transdisciplinary Collaborations among Undergraduate and Graduate Students. Journal of Applied Learning in Higher Education, 8(1), 9-21. https://doi.org/10.57186/jalhe_2019_v8a1p3-21

© 2019 Missouri Western State University

Community Work-Study as a High Impact Practice: Designing a work-based, community-engaged experiential learning opportunity to increase access for under-resourced college students

Authors:

MORGAN STUDER, IUPUI Center for Service and Learning

Abstract:

For many institutions of higher education, naming and elevating a set of “High Impact [Educational] Practices” (HIPs; Kuh, 2008) has become one of the key strategies to engage students in deeper disciplinary learning, personal growth, and success in college and beyond. We know from the literature on HIPs that these types of educational experiences take the form of experiential or applied learning opportunities such as service learning, internships, and study away, and, when done well, are transformative for students (Kuh, 2008). A key finding in Kuh’s research is that these high-impact practices, while beneficial for everyone, are especially impactful among traditionally under-resourced student populations (especially first generation students and students of color) and that, demographically speaking, these students who stand to benefit the most are the ones engaging in them the least. One barrier to access we can note is that because HIPs take a significant investment of time and effort, often outside of the assigned class schedule, they are not always accessible to students who need to spend their time outside of class working in order to pay for school or support themselves and their families.

DOI: https://doi.org/10.57186/jalhe_2019_v8a2p25-38

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JALHE Vol. 8, Article 2. Fall 2019 Pages 25-38

How to cite this article:

Studer, M. (2019, Fall). Community Work-Study as a High Impact Practice: Designing a work-based, community-engaged experiential learning opportunity to increase access for under-resourced college students. Journal of Applied Learning in Higher Education, 8(1), 25-38. https://doi.org/10.57186/jalhe_2019_v8a2p25-38

© 2019 Missouri Western State University

Use of marketing and gamification to promote participation in extracurricular experiences focused on transferable skill development

Authors:

CARMEN L. HUFFMAN, Western Carolina University, Cullowhee, NC USA
APRIL C. TALLANT, Western Carolina University, Cullowhee, NC USA
SHAWNA C. YOUNG, Western Carolina University, Cullowhee, NC USA
KONG CHEN, Western Carolina University, Cullowhee, NC USA

Abstract:

The DegreePlus program at Western Carolina University is a newly developed initiative to help students develop transferable skills, including professionalism, cultural responsiveness, leadership and teamwork, by attendance at specific extracurricular events. The program was first implemented in the 2017-2018 academic year as a pilot with Honors College students, conditionally admitted students and students in specific living-learning communities. Participation by these student groups was encouraged through targeted marketing, transition courses, required attendance at DegreePlus events, and gamification. This research addresses how these methods impacted student participation. We concluded that requiring early participation influenced some students to continue their involvement in DegreePlus, and gamification helped students get interested in the program, but students also recognized the intrinsic value of the program and planned to continue their involvement. Targeted marketing helped to increase awareness and understanding of the program and how it works.

DOI: https://doi.org/10.57186/jalhe_2019_v8a3p41-57

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JALHE Vol. 8, Article 3. Fall 2019 Pages 41-57

How to cite this article:

Huffman, C. L., Tallant, A. C., Young, S. C., & Chen, K. (2019, Fall). Use of marketing and gamification to promote participation in extracurricular experiences focused on transferable skill development. Journal of Applied Learning in Higher Education, 8(1), 41-57. https://doi.org/10.57186/jalhe_2019_v8a3p41-57

© 2019 Missouri Western State University

Supporting Persistence and Identity Development during Applied Learning Experiences

Authors:

KAREN SINGER-FREEMAN, Purchase College SUNY
LINDA BASTONE, Purchase College SUNY

Abstract:

Supportive programming is frequently designed to increase reflection and amplify the effects of applied learning experiences. We have developed a supportive curriculum that integrates ePortfolio practice, brief psychological interventions, advising, mentoring, family engagement, and professional development into a highly successful summer research experience for undergraduates. We describe our program and discuss evidence-based methods of supporting the development of a growth mindset, academic identity, scholarly community, and future planning as a means of increasing academic self-efficacy and persistence in students. Throughout this discussion we report on early indications that the modifications have met our goals. We conclude by considering principles that might guide design of supportive programming for other applied learning experiences.

DOI: https://doi.org/10.57186/jalhe_2019_v8a4p59-71

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JALHE Vol. 8, Article 4. Fall 2019 Pages 59-71

How to cite this article:

Singer-Freeman, K., & Bastone, L. (2019, Fall). Supporting Persistence and Identity Development during Applied Learning Experiences. Journal of Applied Learning in Higher Education, 8(1), 59-71. https://doi.org/10.57186/jalhe_2019_v8a4p59-71

© 2019 Missouri Western State University

Looking Back to Move Forward: Understanding Progressive Education in the 21st Century

Authors:

TIMOTHY P. TIPPETT
JACQUELYN J. LEE, University of North Carolina Wilmington

Abstract:

In recent decades, pedagogical techniques reestablishing the relevance of higher education to communities, students, and potential employers—particularly those with an experiential or applied focus—are increasingly popular. Yet, the discourse in higher education seems to isolate pedagogic approaches, and subsequently, the concept of progressive education remains unclear. The purpose of this paper is to offer a thematic organizing framework for synthesizing pedagogies that characterize progressive education in the 21st century. The identification of five major themes of contemporary pedagogies bounds the many pedagogical approaches that exist in today’s educational landscape. Definitions of such pedagogical approaches will be included, and implications of the framework will be discussed.

DOI: https://doi.org/10.57186/jalhe_2019_v8a5p79-97

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JALHE Vol. 8, Article 5. Fall 2019 Pages 79-97

How to cite this article:

Tippett, T. p., & Lee, J. J. (2019, Fall). Looking Back to Move Forward: Understanding Progressive Education in the 21st Century. Journal of Applied Learning in Higher Education, 8(1), 79-97. https://doi.org/10.57186/jalhe_2019_v8a5p79-97

© 2019 Missouri Western State University

Critical Reflections of Pre-Service Teacher Education Student Participation in Service-Learning: A Pilot Study

Authors:

TAMARA GUZMAN, Bilingual School Counselor, Perth Amboy High School, New Jersey
ANNAMARIE CIAVATTONI, Undergraduate Research Assistant, Monmouth University
ALYSSA DELLAVECCHIA, Undergraduate Research Assistant, Monmouth University

Abstract:

This pilot study explored the effects of participation in a service-learning initiative on first-year pre-service teacher education student development. The focus of the service-learning was a combination of problem-based learning and immersive activities, pairing pre-service teacher education students with an early high school-to-college bridge program established within a public urban high school in the Northeastern United States. Through examining pre-service (6) student interviews as well as content analysis of individual student journaling and researcher observations, three themes emerged that contribute to pre-service student development: (i) exposure, (ii) involvement, and (iii) learning from experience. Students who participated in the service-learning expressed perspective taking in relation to engaging and being responsive to school-aged youth. This in turn may enhance pre-service student views of their own personal growth; preparation for future work as teachers; and continued awareness and promotion of benefits to community engagement and applied learning.

DOI: https://doi.org/10.57186/jalhe_2019_v8a6p99-114

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JALHE Vol. 8, Article 6. Fall 2019 Pages 99-114

How to cite this article:

Guzman, T., Ciavattoni, A., & Dellavecchia, A. (2019, Fall). Critical Reflections of Pre-Service Teacher Education Student Participation in Service-Learning: A Pilot Study. Journal of Applied Learning in Higher Education, 8(1), 99-114. https://doi.org/10.57186/jalhe_2019_v8a6p99-114

© 2019 Missouri Western State University

Non-Traditional Models of Applied Learning in Teacher Education through K-12 School-University Partnerships

Authors:

LISA BUCHANAN, UNC Wilmington
LYNN SIKMA, UNC Wilmington
CHRISTINE LIAO, UNC Wilmington
JAMES DEVITA, UNC Wilmington

Abstract:

This article presents three different non-traditional models of partnership and applied learning experiences in teacher education. The projects from different content areas in the same licensure program showcase the possibilities of new approaches to school-university partnerships in bringing applied learning to teacher education. We discuss the project approaches, learning outcomes, and challenges for stakeholders, and provide suggestions for creating meaningful and successful applied learning initiatives. Implications for applied learning in teacher education are also explored.

DOI: https://doi.org/10.57186/jalhe_2019_v8a6p115-131

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JALHE Vol. 8, Article 7. Fall 2019 Pages 115-131

How to cite this article:

Buchanan, L., Sikma, L., Liao, C., & Devita, J. (2019, Fall). Non-Traditional Models of Applied Learning in Teacher Education through K-12 School-University Partnerships. Journal of Applied Learning in Higher Education, 8(1), 115-132. https://doi.org/10.57186/jalhe_2019_v8a6p115-131

© 2019 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 JALHE. Manuscripts of up to 5000 words (excluding tables, figures, and references from the word count) should be submitted via email to Missouri Western State University, at the following address: appliedlearning@missouriwestern.edu. Manuscripts should be submitted as a single Microsoft Word document and should follow current (6th ed.) American Psychological Association (APA)

Guest Editors:
Anthony T. Atkins, University of North Carolina-Wilmington
Jeanne Persuit, University of North Carolina-Wilmington
Jess Boersma, University of North Carolina-Wilmington

Executive Editor:
Christopher D. Bond, Missouri Western State University

External Reviewers:(Blind Review Process) for this issue only
Anthony T. Atkins, University of North Carolina-Wilmington
Jeanne Persuit, University of North Carolina-Wilmington
Jess Boersma, University of North Carolina-Wilmington
James Devita, University of North Carolina-Wilmington
Roy Schwartzman, University of North Carolina at Greensboro
Jennifer Vanderminden, University of North Carolina-Wilmington
Lauren Ingraham, University of Tennessee at Chattanooga

Graduate Teaching Assistant:
Timothy P. Tippett II, University of North Carolina-Wilmington