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.

The “Net Worth” of Applied Learning: How Holocaust Survivors Counter Educational Consumerism

Authors:

ROY SCHWARTZMAN, University of North Carolina at Greensboro

Abstract:

Shrinking financial support for higher education has renewed interest in market-based approaches that define education as a consumer transaction. This model fails to acknowledge many character-based dimensions of experiential learning. Testimonies from Holocaust survivors reveal three habits of character not captured by educational models that focus primarily on efficiency: embracing personal agency, readiness to act in the face of uncertainty, and creative adaptability that builds resilience to setbacks.

DOI: https://doi.org/10.57186/jalhe_2010_v2a1p3-23

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JALHE Vol. 2, Article 1. Fall 2010 Pages 3-23

How to cite this article:

Schwartzman, R. (2010, Fall). The “Net Worth” of Applied Learning: How Holocaust Survivors Counter Educational Consumerism. Journal of Applied Learning in Higher Education, 2(1), 3-21. https://doi.org/10.57186/jalhe_2010_v2a1p3-23

© 2010 Missouri Western State University

Assessment of Student Learning Through Journalism and Mass Communication Internships

Authors:

LILLIAN WILLIAMS, Columbia College Chicago

Abstract:

Under accreditation standards, journalism and mass communication programs are required to regularly assess student learning and utilize results to improve curriculum and instruction. This case study examined how an accredited journalism program utilized internships in outcomes assessment. The study revealed that the program used internships as an indirect assessment measure among its multiple assessment tools. Significantly, the study found that assessment data from internships proved to be instrumental in taking steps to improve student learning. A key challenge, however, was the complexity of measuring discipline-specific values versus competencies through the program’s worksite evaluation forms.

DOI: https://doi.org/10.57186/jalhe_2010_v2a2p23-36

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JALHE Vol. 2, Article 2. Fall 2010 Pages 23-36

How to cite this article:

Williams, L. (2010, Fall). Assessment of Student Learning Through Journalism and Mass Communication Internships. Journal of Applied Learning in Higher Education, 2(1), 23-38. https://doi.org/10.57186/jalhe_2010_v2a2p23-36

© 2010 Missouri Western State University

Measuring Commitment to Internationalizing the Campus: An Institutional Fingerprint

Authors:

TERRY C. RODENBERG, Western Illinois University

Abstract:

The idea of internationalizing our educational institutions is now commonplace around the world, and is now considered part of an institution’s role in educating its students. Typically this is seen as the infusion of an international perspective into teaching, research, and service and for many institutions has become a key component of administrative goals, policies, and mission. However, there remains a significant difference between simply talking about internationalization and actually taking concrete steps in implementing this across a campus. In an effort to address this gap, an instrument is introduced to assess concretely what an institution is actually doing to internationalize its campus. These questions were developed from personal observation, literature from the field of international education, and through a survey with international educators from across the country. This information can be used to assess what is being done well on a campus and what needs to be improved. It may provide added impetus for change by international educators and their administration.

DOI: https://doi.org/10.57186/jalhe_2010_v2a3p39-52

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JALHE Vol. 2, Article 3. Fall 2010 Pages 39-52

How to cite this article:

Rodenberg, T. C. (2010, Fall). Measuring Commitment to Internationalizing the Campus: An Institutional Fingerprint. Journal of Applied Learning in Higher Education, 2(1), 39-53. https://doi.org/10.57186/jalhe_2010_v2a3p39-52

© 2010 Missouri Western State University

Deepening Applied Learning: An Enhanced Case Study Approach Using Critical Reflection

Authors:

EVELYN BROOKS, Missouri Western State University
CRYSTAL R. HARRIS, Missouri Western State University
PATTI H. CLAYTON, PHC Ventures and Indiana University-Purdue University Indianapolis

Abstract:

Conducted in a nursing curriculum, this study explores the potential role of integrating critical reflection and case studies within professional practice degree programs. Forty-six students read a book-length case study, participated in a professional development event related to the book, questioned the book’s author in face-to-face interaction, and used the DEAL (Describe, Examine, Articulate Learning) Model for Critical Reflection (Ash & Clayton, 2009a; Ash & Clayton, 2009b). Feedback using the DEAL Model Critical Thinking Table was given to students after the first critical reflection essay, and students used that feedback to deepen their thinking in the second critical reflection essay. Analysis of the critical thinking scores on the first and second essays confirmed increases in the quality of student reasoning. Reflections also provided evidence of improved understanding of palliative care and student ownership of their own learning. Results suggested the value of enhancing the applied learning pedagogy of case studies through critical reflection.

DOI: https://doi.org/10.57186/jalhe_2010_v2a4p55-76

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JALHE Vol. 2, Article 4. Fall 2010 Pages 55-76

How to cite this article:

Brooks, E. L., Harris, C. R., & Clayton, P. H. (2010, Fall). Deepening Applied Learning: An Enhanced Case Study Approach Using Critical Reflection. Journal of Applied Learning in Higher Education, 2(1), 55-76. https://doi.org/10.57186/jalhe_2010_v2a4p55-76 

© 2010 Missouri Western State University

Critical Consciousness and Critical Service-Learning at the Intersection of the Personal and the Structural

Author:

ETSUKO KINEFUCHI, University of North Carolina at Greensboro

Abstract:

Critical service-learning is often defined in opposition to a more traditional, “charity” approach that does not necessarily seek fundamental changes. Service-learning courses, however, may not quite follow this dichotomy. In an intercultural communication course, students engaged in service-learning that included some elements of both approaches. In this mixed environment, would students reproduce and perpetuate existing oppressive assumptions and relationships, or would they develop critical consciousness? This paper addresses the question by examining student reflections through a phenomenological approach.

DOI: https://doi.org/10.57186/jalhe_2010_v2a5p77-93

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JALHE Vol. 2, Article 5. Fall 2010 Pages 77-93

How to cite this article:

Kinefuchi, E. (2010, Fall). Critical Consciousness and Critical Service-Learning at the Intersection of the Personal and the Structural. Journal of Applied Learning in Higher Education, 2(1), 77-93. https://doi.org/10.57186/jalhe_2010_v2a5p77-93

© 2010 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 e-mail 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 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 copyright clearance for  copyrighted materials.  

The Journal of Applied Learning in Higher Education [ISSN: 2150-8240 (print) ISSN: 2150-8259 (online)] is published annually each Fall by Missouri Western State University, 4525 Downs Dr., St.  Joseph, MO 64507; (816) 271-5977; fax (816) 271-5979; e-mail: appliedlearning@missouriwestern. edu; http://www.missouriwestern.edu/AppliedLearning. Copyright ©2010 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.