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.

Innovations in Experiential Learning for Adult Learners

Authors:

AMANDA G. SISSELMAN-BORGIA, CUNY Lehman College
GINA C. TORINO, SUNY Empire State College

Abstract:

While there is no single profile of the adult learner in the 21st century, there exists a common desire to obtain a degree in higher education. Adult learners as a group are comprised of a large number of women and individuals from various racial/ethnic groups. In addition, they often possess varied learning styles and maintain multiple roles and responsibilities. Many learners may be interested in gaining entrance to the workforce for the first time, may be seeking a career change, or may be looking to advance one’s current career status. Thus, as students learn, it becomes important for them to gain valuable experiential learning opportunities, apply prior knowledge, gain new knowledge, and increase career opportunities upon graduation. One valuable vehicle to achieve these goals is participation in internships. This article will discuss a case study and will describe a pilot program designed to provide adult learners with an experiential learning opportunity in the community for college credit. Issues involved in creating such opportunities for adult learners will be addressed, as will successes and barriers to success. Use of theory related to the scholarship of teaching and adult development, in particular the work of Mezirow, Brookfield, and Boyer, will be used to connect adult education to the need for experiential learning, as distinguished from prior life experience. Recommendations for internship development for adult learners will be discussed.

DOI: https://doi.org/10.57186/jalhe_2017_v7a1p3-12

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JALHE Vol. 7, Article 1. Fall 2017 Pages 3-12

How to cite this article:

Sisselman-Borgia, A. G., & Torino, G. C. (2017, Spring). Innovations in Experiential Learning for Adult Learners. Journal of Applied Learning in Higher Education, 7(1), 3-12. https://doi.org/10.57186/jalhe_2017_v7a1p3-12

© 2017 Missouri Western State University

Case-in-Point Pedagogy: Building Capacity for Experiential Learning and Democracy

Authors:

LORI E. KNIFFIN, University of North Carolina at Greensboro
KERRY L. PRIEST, Kansas State University
PATTI H. CLAYTON, PHC Ventures, IUPUI, UNCG, Kansas State University

Abstract:

Experiential learning in and out of the classroom provides students with opportunities to learn from reflecting critically on concrete experiences. This article introduces Case-in-Point (CIP), an experiential teaching and learning strategy that uses critical reflection-in-action within the context of the classroom environment to modify behaviors in real-time. We broaden the use of CIP beyond its original realm of application, teaching leadership, to instruction in a range of disciplines, and we explore its use to build capacity for experiential learning and democracy.

DOI: https://doi.org/10.57186/jalhe_2017_v7a2p15-27

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JALHE Vol. 7, Article 2. Fall 2017 Pages 15-27

How to cite this article:

Kniffin, L. E., Priest, K. L., & Clayton, P. H. (2017, Spring). Case-in-Point Pedagogy: Building Capacity for Experiential Learning and Democracy. Journal of Applied Learning in Higher Education, 7(1), 15-27. https://doi.org/10.57186/jalhe_2017_v7a2p15-27

© 2017 Missouri Western State University

Comparison of Student Retention Models in Undergraduate Education From the Past Eight Decades

Authors:

FIDELIS MANYANGA, Salem State University
ALEC SITHOLE, Missouri Western State University
SHAWN M. HANSON, Corban University

Abstract:

Student retention and completion rates are challenging issues in higher education. In the academic domain, pressure exists for every institution to come up with strategies that support student success from enrollment through graduation without compromising academic or accreditation standards. This paper presents the findings from a review of student retention models dating back to over eight decades to identify the key factors for retention. Specific recommendations for adaptive and sustainable retention agenda are made. Critical implications of this review directly impact institutional policy makers, researchers, faculty, and decision makers and provide a framework for the development and implementation of viable, adaptive retention initiatives and strategic plans.

DOI: https://doi.org/10.57186/jalhe_2017_v7a3p30-39

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JALHE Vol. 7, Article 3. Fall 2017 Pages 30-39

How to cite this article:

Manyanga, F., Sithole, A., & Hanson, S. M. (2017, Spring). Comparison of Student Retention Models in Undergraduate Education From the Past Eight Decades. Journal of Applied Learning in Higher Education, 7(1), 30-39. https://doi.org/10.57186/jalhe_2017_v7a3p30-39

© 2017 Missouri Western State University

Maximizing Concept Application with Hands-on Team Projects in a Concentrated Public Relations Course

Authors:

AMANDA LOHISER, State University of New York at Fredonia

Abstract:

A unique pedagogical challenge is presented in the form of a concentrated 400-level introductory public relations course that meets for a total of 15 lessons of 2.5 hours each. The instructor details the benefits of active learning in the classroom, as well as how the use of team projects helps bring real-world examples and hands-on experience of public relations research, planning, communication and evaluation into a classroom of upperclassmen and -women who, through this course, are gaining an introduction to a field they may consider for graduate study, internships or future employment. Rationale for the use of such projects are discussed, including benefits of active learning, appealing to the millennial generation, “real-world” application beyond a textbook, enhancing students’ autonomy in the classroom, and the importance of working in a team. Each project is outlined in terms of its methodology, aspects of student autonomy, objective and analysis. Conclusions and implications are discussed.

DOI: https://doi.org/10.57186/jalhe_2017_v7a4p44-57

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JALHE Vol. 7, Article 4. Fall 2017 Pages 44-57

How to cite this article:

Lohiser, A. (2017, Spring). Maximizing Concept Application with Hands-on Team Projects in a Concentrated Public Relations Course. Journal of Applied Learning in Higher Education, 7(1), 44-57. https://doi.org/10.57186/jalhe_2017_v7a4p44-57

© 2017 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)