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.

Authors

John Fisher, Utah Valley University
Mary Bennett, University of Utah

Abstract:

This study examines the effects of undergraduate research as applied learning, focusing on student researchers’ experiences in Kosovo, North Macedonia, and the U.S. Utilizing faculty mentorship and critical reflection, students conducted interviews to assess disaster preparedness and community resilience. The methodology included qualitative interviews and reflective practices. The analysis was guided by theories of experiential learning. Findings reveal that mentorship and experiential learning significantly enhance research skills, cultural awareness, and personal development. The study underscores the importance of integrating experiential learning into education to foster critical thinking. Policy implications suggest that governments should support disaster preparedness and educators should prioritize applied learning initiatives.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a1p5-16

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JALHE Vol. 10, Article 1. 2024 Pages 5-16

How to cite this article:

Fisher, J. R., & Bennett, M. (2024). Undergraduate Research As Applied Learning: Exploring Evacuation Preparedness. Journal of Applied Learning in Higher Education, 10(1), 5-16. https://doi.org/10.57186/jalhe_2024_v10a1p5-16

© 2024 Missouri Western State University

Authors

Kayla Waters, Missouri Western State University

Abstract:

This article presents a rationale, as well as practical guidelines, for incorporating a “Course Manual” into the standard course syllabus. The primary goal is to simultaneously increase student success and decrease faculty workload. Relevant literature on effective syllabus construction is reviewed. A novel approach, based on the application of lean principles and strategies, is proposed to reduce student frustration and capitalize on intrinsic motivation. Common benefits for both students and faculty are described, and sample content is provided.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a2p20-29

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JALHE Vol. 10, Article 2. 2024 Pages 20-29

How to cite this article:

Waters, K. R. (2024). Sometimes More is More: Adding a Course Manual to Your Syllabus.  Journal of Applied Learning in Higher Education, 10(2), 20-29. https://doi.org/10.57186/jalhe_2024_v10a2p20-29

© 2024 Missouri Western State University

Authors

David Marble, Missouri Western State University

Abstract:

The final project/paper for the students of the Introduction to Criminal Justice class at Missouri Western State University is an applied learning activity intended to have students visit the actual worksite of a criminal justice agency to not only learn about the agency and their functions, but to also help them come to know if they really want to major in and pursue a career in criminal justice. Using qualitative content analysis of direct quotes from dozens of these papers over the past ten years, we come to the conclusion that this applied learning visit is very helpful in assisting students to know whether or not a job in law enforcement is something they really want to do.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a3p32-44

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JALHE Vol. 10, Article 3. 2024 Pages 32-44

How to cite this article:

Marble, D.(2024). The Impact of Applied Learning in Criminal Justice: How Does Visiting an Actual CJ Agency Affect A Student’s Career Plan? Journal of Applied Learning in Higher Education, 10(3), 32-44. https://doi.org/10.57186/jalhe_2024_v10a3p32-44

© 2024 Missouri Western State University

Authors

Lori Costello, University of South Dakota

Abstract:

In the pursuit of academic and professional success, students often encounter barriers that extend beyond the classroom. One significant challenge is access to professional attire, a critical component for job interviews, presentations, networking events, and internships. Career closets—designated areas on campus where students can go to receive new and gently used professional clothing at little to no cost—can alleviate the challenge, but only if students know the resource is available. Promoting a campus career closet is a great way for students to practice their media and journalism, strategic communication, and business and marketing skills, as there is much to be shared with audiences using traditional and new media methods. Students can play a pivotal role in raising awareness, promoting engagement, and fostering a positive perception of the campus career closet among their peers and the broader community while simultaneously gaining valuable experience and building their professional portfolio.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a4p47-52

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JALHE Vol. 10, Article 4. 2024 Pages 47-52

How to cite this article:

Costello, L. (2024). Outfit Students for Opportunity: Applied Learning in Campus Career Closet Development and Outreach. Journal of Applied Learning in Higher Education, 10(4), 47-52. https://doi.org/10.57186/jalhe_2024_v10a4p47-52

© 2024 Missouri Western State University

Authors

Simon P. Funge, James Madison University
Kelly Foust, Western Kentucky University

Abstract:

The purpose of this qualitative exploratory study was to understand the impact of a US-based two-week domestic academic study away program on undergraduate social work students’ understanding of the scope of social work practice, identity as professional social workers, and professional interests in the field.  Nine participants were interviewed two years following the program. Data from the semi-structured interviews, journals completed on the program, and reflection papers completed immediately following the program were analyzed. Findings indicated that this applied learning experience had a transformational impact on their understanding of themselves, their cultural competence, and their subsequent social work practice.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a5p56-69

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JALHE Vol. 10, Article 5. 2024 Pages 56-69

How to cite this article:

Funge, S. P., & Foust, K. (2024). “Get Out There, Learn Something New”: Impact of a Short Term Domestic Academic Sojourn on Social Work Students. Journal of Applied Learning in Higher Education, 10(5), 56-69. https://doi.org/10.57186/jalhe_2024_v10a5p56-69

© 2024 Missouri Western State University

Authors

Jennifer Lemke, University of Nebraska at Omaha
Chris Wilcoxen, University of Nebraska at Omaha

Abstract:

Educational reform over the past several decades has consistently had the same goal, to close the achievement gap or large academic disparities that exist amongst students. Recently, national trends and revised English-Language Arts (ELA) standards across the United States have shifted to promoting foundational skills and science-aligned approaches which require PK-12 teachers to be prepared to integrate and provide scientifically based strategies to support students in learning how to read. These shifting landscapes have left district leaders evaluating current curriculums and seeking professional development opportunities that are more aligned with scientific findings and evidence-based practices. To better understand the outcomes or effects of the workshop, authors used a convergent parallel mixed methods design. The findings show that the early literacy workshop’s format and content significantly impacted teachers’ knowledge and perceptions of the important role that foundational skills play in developing skilled readers. As others look to develop professional training that mirrors the effectiveness of this one, they must thoughtfully consider the structure, application and the culture of the experience.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a6p72-84

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JALHE Vol. 10, Article 6. 2024 Pages 72-84

How to cite this article:

Lemke, J., & Wilcoxen, C. (2024). Know Better, Do Better: Enhancing K-3 Students’ Early Literacy Skills Through Professional Training. Journal of Applied Learning in Higher Education, 10(6), 72-84. https://doi.org/10.57186/jalhe_2024_v10a6p72-84

© 2024 Missouri Western State University

Authors

Karen A. Koy, Missouri Western State University
David C. Ashley, Missouri Western State University
Carissa N. Ganong, Missouri Western State University
Mark S. Mills, Missouri Western State University
Kristen L. W. Walton, Missouri Western State University

Abstract:

It is widely recognized that study away (i.e., off-campus) courses enrich the educational experience of undergraduate students. These courses have been shown to increase students’ personal growth and intercultural competency, while providing hands-on exploration of the natural and cultural history of other regions and countries. Study away courses are an excellent example of how Missouri Western State University fulfills its mission as the applied learning institution for the state of Missouri. Missouri Western State University is an open-enrollment regional university with a large proportion of economically challenged students, many of whom are also first-generation college students. This situation presents many potential barriers to student participation in, and faculty coordination of, these courses. These challenges include course fees, trip logistics, institutional support, and perceptions of study-away courses. In this paper, we discuss how we have approached these challenges in one domestic and three international study away courses focused on biology and geology.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a7p87-93

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JALHE Vol. 10, Article 7. 2024 Pages 87-93

How to cite this article:

Koy, K. A., Ashley, D.C., Ganong, C. N., Mills, M.S., & Walton, K.L.W. (2024). Identifying and Overcoming Barriers to Study Away Courses At A Regional Public University. Journal of Applied Learning in Higher Education, 10(7), 87-93. https://doi.org/10.57186/jalhe_2024_v10a7p87-93

© 2024 Missouri Western State University

Authors

Tyson Cook, Missouri Western State University
Tilottama Roy, Missouri Western State University

Abstract:

Prairie ecosystems, once expansive across North America, have faced significant degradation and fragmentation due to expanding agricultural development (World Wildlife Fund, 2023). Efforts to survey and restore prairies offer a unique opportunity for applied learning in environmental education. This paper explores the potential of prairie survey and restoration projects to enhance students’ applied learning experiences and develop practical skills in ecological research, biodiversity conservation, and sustainable land management. Drawing upon interdisciplinary perspectives from ecology, education, and community engagement, and utilizing flora survey of the John Rushin Teaching and Research Prairie at Missouri Western State University as a model for applied learning, this paper examines the educational benefits of prairie survey and restoration and provides recommendations for integrating these activities into formal and informal educational settings. By engaging students in hands-on activities, we aim to enhance understanding, foster environmental stewardship, and contribute to effective prairie restoration.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a8p97-106

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JALHE Vol. 10, Article 8. 2024 Pages 97-106

How to cite this article:

Cook, T., & Roy, T. (2024). Harnessing Prairie Survey and Restoration Through Applied Learning: Insights From Research Done in Missouri Western State University’s John Rushin Teaching and Research Prairie. Journal of Applied Learning in Higher Education, 10(8), 97-106. https://doi.org/10.57186/jalhe_2024_v10a8p97-106

© 2024 Missouri Western State University

Authors

Kayla R. Waters, Missouri Western State University

Abstract:

This paper presents a rationale, justification, and practical guidelines for working with select undergraduate students to efficiently leverage their applied experiences into scholarly contributions. A review of the literature indicates that a) graduate programs heavily weight undergraduate research in the selection process, but that b) research opportunities are not equitably distributed among students, and furthermore, c) traditional research experience is not a very good predictor of graduate school success anyway. By capitalizing on existing applied activities, faculty can help a more diverse range of students bolster their curriculum vita, without stretching the student (or ourselves) too thin. This paper offers practical guidelines that have been successfully implemented in an undergraduate university setting with a dedicated applied learning mission.

DOI:  https://doi.org/10.57186/jalhe_2024_v10a9p108-113

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JALHE Vol. 10, Article 9. 2024 Pages 108-113

How to cite this article:

Waters, K. R. (2024). Taking the Easy Way In: Leveraging Applied Learning Into Scholarly Contributions. Journal of Applied Learning in Higher Education, 10(9), 108-113. https://doi.org/10.57186/jalhe_2024_v10a9p108-113

© 2024 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)

Tilottama “Tilo” Roy, Ph. D. (Missouri Western State University)
Michael Ducey (Desales University)
Benedict Adams (Missouri Western State University)
James Carviou, Ph.D. (Missouri Western State University
Ashley Elias (Missouri Western State University)
John Fisher (Utah Valley University)
Cheryl McIntosh (Missouri Western State University)