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.

Applied Learning in Online Education: A Comparative Study Employing DEAL Critical Reflection

Authors:

John R. Fisher, Utah Valley University
Margaret Mittelman, Utah Valley University

Abstract:

This article stretches the boundaries of the meaning of applied learning to include online learning activities. The DEAL model of critical reflection was used to obtain student feedback in comparing two delivery strategies of an upper-division online leadership capstone course. Student reflection comments were analyzed for offerings of the course in summer and fall semesters. The fall delivery of the course adopted an applied reading summary strategy which required students to specifically apply their learning to their work and career plans. The DEAL model of critical reflection provided rich qualitative data evaluating teaching approaches and suggested students preferred applied reading summaries over other strategies.

DOI ; https://doi.org/10.57186/jalhe_2013_v5a1p3-13

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JALHE Vol. 5, Article 1. Fall 2013 Pages 3-13

How to cite this article:

Fisher, J. R., & Mittelman, M. (2013, Fall). Applied Learning in online education: A comparative study employing DEAL critical reflection. Journal of Applied Learning in Higher Education, 5(1), 3-13. https://doi.org/10.57186/jalhe_2013_v5a1p3-13

© 2013 Missouri Western State University

Metamorphosis: The evolution of two practicum classes into a public relations agency

Authors:

Philip Gruenwald, Northwest Missouri State University
David Shadinger, Northwest Missouri State University

Abstract:

Restructuring the public relations practicum courses at a medium-sized Midwestern public university resulted in the development of a student-run public relations agency. Teams were created with students of varying levels of knowledge and expertise, and campus-based organizations were engaged as clients. The initial results for the clients were somewhat uneven, and some client-agency relationships were difficult, which mirrored similar experiences at other college, student-run agencies. Active research methodology showed the overall result as positive. Both the student and the course leadership reflections support the experience as a robust learning experience that prepares students for internship opportunities.

DOI: https://doi.org/10.57186/jalhe_2013_v5a2p15-25

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JALHE Vol. 5, Article 2. Fall 2013 Pages 15-25

How to cite this article:

Gruenwald, P., & Shadinger, D. (2013, Fall). Metamorphosis: The evolution of two practicum classes into a public relations agency. Journal of Applied Learning in Higher Education, 5(1), 15-27. https://doi.org/10.57186/jalhe_2013_v5a2p15-25

© 2013 Missouri Western State University

An exploratory study of student development in an outdoor higher education program

Authors:

Russell Phillips III, University of Pittsburgh at Greensburg
Elizabeth Latosi-Sawin, Missouri Western State University

Abstract:

Research on the impact of outdoor education mostly consists of assessments of self-esteem and social skills in adventure programs outside of academia. The present exploratory study assessed personal and academic development in undergraduate participants of an interdisciplinary, semester-long, study away learning community in higher education. We assessed development using a multi-method approach employing qualitative and quantitative methodologies. Concerning quantitative data, outdoor participants’ life satisfaction significantly increased from the beginning to the end of the semester, whereas a matched control sample taking traditional courses did not experience this benefit. The outdoor program buffered participants from the decreases in attributional complexity and existential well-being experienced by the control group. Qualitatively, outdoor education students reported learning across a wide variety of intelligences and believed that these achievements could not be experienced in the traditional classroom. Implications and limitations of the study are discussed.

DOI: https://doi.org/10.57186/jalhe_2013_v5a3p29-46

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JALHE Vol. 5, Article 3. Fall 2013 Pages 29-46

How to cite this article:

Phillips III, R., & Latosi-Sawn, E. (2013, Fall). An exploratory study of student development in an outdoor higher education program. Journal of Applied Learning in Higher Education, 5(1), 29-46. https://doi.org/10.57186/jalhe_2013_v5a3p29-46

© 2013 Missouri Western State University

Art in nursing: A quilt journey

Authors:

Donna Gloe, Missouri State University

Abstract:

The “art of nursing” was the culminating assignment for student group reflection and gained insight about their assigned vulnerable population as represented in a quilt block created. To learn about their assigned vulnerable population, the students begin with a windshield survey. The windshield survey results were recorded in a blog where the similarities and differences are discussed. The blog provides the basis for a group Wiki paper describing the challenges and opportunities of each of the vulnerable populations. Art can play a significant role in the modern caring sciences. It can touch thousands of people.

DOI: https://doi.org/10.57186/jalhe_2013_v5a4p49-59

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JALHE Vol. 5, Article 4. Fall 2013 Pages 49-59

How to cite this article:

Gloe, D. (2013, Fall). Art in nursing: A quilt journey. Journal of Applied Learning in Higher Education, 5(1), 49-59. https://doi.org/10.57186/jalhe_2013_v5a4p49-59

© 2013 Missouri Western State University

Crossfire in the Kitchen: Race and Class Role Tensions in Service-Learning

Authors:

Roy Schwartzman,
Crystal U. Sutton, University of North Carolina at Greensboro

Abstract:

This study approaches service-learning through a critical dramatistic perspective. Erving Goffman’s concept of human interactions as staged performances combines with the structuration of race- and class-based power hierarchies to provide a theoretical framework for examining the interaction patterns between African-American college student volunteers and African-American clients at a faith-based community meal center. Employing an ethnographic method, the paper explores how intersectional identities foreground class differences in ways that fragment shared ethnicities. Observation of how volunteers and clients at the site react to each other’s backstage activities (moments when actors depart from roles scripted as appropriate within the service-learning context) reveals how class-based tensions reveal systemic power imbalances that can influence the conduct and impact of service-learning.

DOI: https://doi.org/10.57186/jalhe_2013_v5a5p61-79

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JALHE, Vol 5, Article 5, Fall 2013, Pages 61-79

How to cite this article:

Schwartzman, R., & Sutton, C. U. (2013, Fall). Crossfire in the Kitchen: Race and Class Role Tensions in Service-Learning. Journal of Applied Learning in Higher Education, 5(1), 61-79. https://doi.org/10.57186/jalhe_2013_v5a5p61-79

© 2013 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 Kenneth Rosenauer, 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) 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 copyright 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 ©2013 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

Editorial Board:
Kenneth L. Rosenauer, Ph.D., Missouri Western State University
Robert G. Bringle, Ph.D., Indiana University – Purdue University Indianapolis
Patti H. Clayton, Ph. D., Indiana University – Purdue University Indianapolis
Mary L. Crowe, Ph.D., Florida Southern University
John Falconer, Ph.D., University of Nebraska at Kearney
Kelly Henry, 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
Mitch Malachowski, Ph.D., University of San Diego
Greg A. Phelps, Ph.D., Lindsey Wilson College
Roy Schwartzman, Ph.D., University of North Carolina at Greensboro