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.

Educating for Democracy by Walking the Talk in Experiential Learning

Authors:

PATTI H. CLAYTON, PHC Ventures
GEORGE HESS, NC State University
ERIC HARTMAN, Kansas State University
KATHLEEN E. EDWARDS, University of North Carolina at Greensboro and Interactive Resource Center
JULIE SHACKFORD-BRADLEY, University of California at Berkeley
BARBARA HARRISON, University of Guelph
KELLY MCLAUGHLIN, Yale University

Abstract:

Engaging students as actors in rather than audience of their education. This is both the primary feature of experiential education as John Dewey envisioned it and its underlying link to education for democracy: the flourishing of democracy requires citizens who ar empowered actors, and such citizens cannot be produced through educational processes that deny participation and power to students. In this article we share and examine examples of experiential learning practices that try to walk the talk of democratic purposes and discuss associated challenges and design principles. Our goals are to encourage and empower the community of experiential educators to understand, enact, inquire into, and continue developing the full potential of our work as it contributes to educating for democracy.

DOI: https://doi.org/10.57186/jalhe_2014_v6a1p3-33

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JALHE Vol. 6, Article 1. Fall 2014 Pages 3-33

How to cite this article:

Clayton, P. H., Hess, G., Hartman, E., Shackford-Bradley, J., Harrison, B., McLaughlin, K., & Edwards, K. E. (2014, Fall). Educating for Democracy by Walking the Talk in Experiential Learning. Journal of Applied Learning in Higher Education, 6(1), 3-33. https://doi.org/10.57186/jalhe_2014_v6a1p3-33

© 2014 Missouri Western State University

Towards a Pedagogy of Internships

Authors:

MARY A. KING, Fitchburg State University
H. FREDERICK SWEITZER, University of Hartford

Abstract:

This paper responds to the relatively scant literature on effective learning practices in one area of applied learning: internships. This dearth of literature is striking given the growing body of research and knowledge in such applied learning contexts as undergraduate research, study away experiences, community-based research, and service-learning. The authors describe an emerging pedagogy of academic internships that frames essential components of effective learning practices for this form of experiential education. The article explores two broad pedagogical questions: What can be learned in an academic internship? And, what principles and theories foster that learning? Domains and dimensions of learning are broadly considered and the theories and principles that comprise what the authors refer to as “pedagogical cornerstones” of effective learning in academic internships are explored. Select, hallmark formats of effective learning practices are described.

DOI: https://doi.org/10.57186/jalhe_2014_v6a2p37-54

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JALHE Vol. 6, Article 2. Fall 2014 Pages 37-54

How to cite this article:

King, M. A., & Sweitzer, H. F. (2014, Fall). Towards a Pedagogy of Internships. Journal of Applied Learning in Higher Education, 6(1), 37-54. https://doi.org/10.57186/jalhe_2014_v6a2p37-54

© 2014 Missouri Western State University

Engaging Students in Disaster Relief Training Exercises

Authors:

JOHN R. FISHER, Utah Valley University
LINDSEY MEANS, Utah Valley University
MARK CORSON, Northwest Missouri State University

Abstract:

Incorporating National Incident Management System training and exercise principles into homeland security and emergency management learning can help university students develop emergency response capabilities through practical application of knowledge in simulated incidents. In addition, they gain team-building and leadership skills, establish relationships with professionals that will carry forward into their careers, and obtain confidence in their abilities to respond under pressure to simulated critical incidents. This case study describes student experience in disaster relief and humanitarian service exercises in the United States, Kosovo, and the Former Yugoslavian Republic of Macedonia. The DEAL approach to critical thinking is used to provide student feedback concerning the use of exercises as an applied-learning tool.

DOI: https://doi.org/10.57186/jalhe_2014_v6a3p61-87

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JALHE Vol. 6, Article 3. Fall 2014 Pages 61-87

How to cite this article:

Fisher, J. R., Means, L., & Corson, M. (2014, Fall). Engaging Students in Disaster Relief Training Exercises. Journal of Applied Learning in Higher Education, 6(1), 61-87. https://doi.org/10.57186/jalhe_2014_v6a3p61-87

© 2014 Missouri Western State University

A Horse for Abby: Creating Bridges for Life Skill Development

Authors:

LAURA A. MITCHELL, University of Kentucky
KIMBERLY I. TUMLIN, University of Kentucky

Abstract:

Life skill development is essential for social empowerment and civic engagement, which are universally desirable learning outcomes. A longitudinal study using both a BRIDGE process and activity scaffolding was completed. The following hypothesis was evaluated: Structured equine experiences will result in increased third-party perception of life skill development. Multiple measures were used to assess life skills including third-party surveys, student-reflections, scholastic reports, and researcher reflections on participant experiences. A case study was conducted August 2011-March 2013, with a student participant (age = 9yr). Four phases (0, I, II, III) of activities consisting of no interactions and structured interactions were completed. During each phase repeated measures of survey respondents (N=9) were used to assess life skill development. Weekly reflection journals by student and researcher were qualitative and student scholastic reports (grades) were quantitative measures. Third-party perception showed an increase in perceived life skill development using the BRIDGE process. Scholastic improvement occurred while the student was actively participating; however, scholastic improvement was not persistent following termination of activities. This study illustrates that using a structured flexibility scaffold grounded in the BRIDGE process enhanced life skill development and highlighted the importance of mentorship in applied learning.

DOI: https://doi.org/10.57186/jalhe_2014_v6a4p91-112

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JALHE Vol. 6, Article 4. Fall 2014 Pages 91-112

How to cite this article:

Mitchell, L. A., & Tumlin, K. I. (2014, Fall). A Horse for Abby: Creating Bridges for Life Skill Development. Journal of Applied Learning in Higher Education, 6(1), 91-112. https://doi.org/10.57186/jalhe_2014_v6a4p91-112

© 2014 Missouri Western State University

It Still Takes a Village: An International Perspective on Technology and Mentorship in the Northwest Corridor

Authors:

MARSHA W. RHEE, Johnson C. Smith University
LEWIS MCKELIVER, Johnson C. Smith University
KAMAURI WHITMORE, Johnson C. Smith University

Abstract:

This undergraduate research is part of a new student-mentorship initiative on campus, Success Through Academic Research (STAR), sponsored by the Metropolitan College. Utilizing community-based applied action research, researchers developed a case study on secondary classroom technology usage in IPRC-Kigali, Rwanda, East Africa and in West Mecklenburg High School, Charlotte, North Carolina, United States. The objective of this research was to compare and contrast the educational technology divides at these two secondary institutions. Working with one focus group from each secondary institution, researchers were able to establish an online repository for data collection purposes. In both focus groups—IPRC-Kigali and West Mecklenburg High School—educational technology was imperative as both southern Rwanda and the Northwest Corridor of Charlotte, North Carolina, work to improve overall conditions of their respective communities. In this case study, we collected and assessed not only the computer-generated statistics but also the personal narratives of the students and staff constituting these communities as we sought parallels that yield technology support for both global communities. Face-to-face-interviews, web-based networks, field observations, international communiqués, and extensive scholarship review have provided research inroads for addressing the technological needs of students from Rwanda to the Northwest Corridor of Charlotte, NC.

DOI: https://doi.org/10.57186/jalhe_2014_v6a5p115-128

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JALHE Vol. 6, Article 5. Fall 2014 Pages 115-128

How to cite this article:

Rhee, M. W., Mckeliver, L., & Whitmore, K. (2014, Fall). It Still Takes a Village: An International Perspective on Technology and Mentorship in the Northwest Corridor. Journal of Applied Learning in Higher Education, 6(1), 115-128. https://doi.org/10.57186/jalhe_2014_v6a5p115-128

© 2014 Missouri Western State University

Metamorphosis Stage 2: Year Two of a Student-Run Public Relations Agency Experience

Authors:

DAVID SHADINGER, Northwest Missouri State University
JOY L. DAGGS, Northwest Missouri State University

Abstract:

In the second year of a student-run public relations agency, the instructors discovered a need for improved client and student feedback. Using student end-of-course reflections and survey questions posed by Hon and Grunig (1999) in the Institute for Public Relations booklet, “Guidelines for Measuring Relationships in Public Relations,” clients and enrolled student responses were analyzed to determine their satisfaction with the agency/practicum experience. Mid-year significant follow up measures were enacted to address emerging client service problems. Using the lens of action research, the survey results and subsequent managerial actions were extremely positive and encouraging for the future of the student agency.

DOI: https://doi.org/10.57186/jalhe_2014_v6a6p131-139

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JALHE Vol. 6, Article 6. Fall 2014 Pages 131-139

How to cite this article:

Shadinger, D., & Daggs, J. L. (2014, Fall). Metamorphosis Stage 2: Year Two of a Student-Run Public Relations Agency Experience. Journal of Applied Learning in Higher Education, 6(1), 131-139. https://doi.org/10.57186/jalhe_2014_v6a6p131-139

© 2014 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)

Editorial Board:
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
Spoma Jovanovic, Ph.D., University of North Carolina at Greensboro
Mitch Malachowski, Ph.D., University of San Diego