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

Lee Dayberry, Capella University
John Fisher, Utah Valley University

Abstract:

Natural disasters and human-made hazards in the Western Balkan region have led seven countries and territories to meet, discuss, and attempt “to create a sophisticated network of disaster experts and officials” (United Nations Development Programme, 2017). This is the fourth study abroad where students from Utah Valley University went to Kosovo and North Macedonia to study emergency response and teach community preparedness. In addition to earthquakes, fires, floods, and other disasters, the region has suffered through wars, forced-evacuations, economic and political instability and other human-caused tragedies. In 2015-2016, these countries were faced with a large migration of refugees from passed through to Western Europe. Most students on the study abroad were studying emergency  response and community resilience.  The Western Balkan region provided an ideal situation to learn about disasters and refugees. This study shows how applied learning approaches like a study abroad, community service, and teaching practicum can enhance student learning and prepare them for future careers.

DOI:  https://doi.org/10.57186/jalhe_2023_v9a1p4-28

Access List of References

JALHE Vol. 9, Article 1. 2023 Pages 4-28

How to cite this article:

Dayberry, L., & Fisher, J. (2023). Applied Learning on A Study Abroad: Teaching Community Emergency Preparedness in the Balkans. Journal of Applied Learning in Higher Education, 9(1), 4-28. https://doi.org/10.57186/jalhe_2023_v9a1p4-28

© 2023 Missouri Western State University

Authors:

Haruka Konishi, Missouri Western State University

Abstract:

Project Construct is a learner-centered constructivist framework that values positive teacher-student relationships, autonomy, and child-led experiences. Constructivists believe that learners actively construct their own knowledge rather than passively receive information. Prior research shows that constructivist approaches positively influence cognitive, behavioral, and academic outcomes (Lerkkanen et al., 2016). Despite the significance of constructivist approaches, education students tend to emphasize teacher-directed activities and behaviorist frameworks or approaches that shape behavior through external factors such as rewards. The present pilot study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ constructivist practices and beliefs. Eight education students participated in a four-week summer undergraduate class in a public-school setting. Students’ comprehension of constructivist pedagogy was assessed through a 30-statement questionnaire. Results showed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Pre-service teachers also presented their experiences at a college wide undergraduate conference. Education students reported that such experiences were beneficial. These findings highlight the importance of applying constructivist practices in K-12 classrooms and benefits of pre-service teachers engaging in research in teacher education programs.

DOI: https://doi.org/10.57186/jalhe_2023_v9a2p31-43

Access List of References

JALHE Vol. 9, Article 2. 2023 Pages 31-43

How to cite this article:

Konishi, H. (2023). Learning and Applying Constructivist Approaches to Elementary Classrooms. Journal of Applied Learning in Higher Education, 9(2), 31-43. https://doi.org/10.57186/jalhe_2023_v9a2p31-43

© 2023 Missouri Western State University

Authors:

Carrie Kracl, University of Nebraska – Kearney
Phu Vu, University of Nebraska – Kearney

Abstract:

This article explores the transformation of traditional comprehensive exams in a graduate master’s program into real-world action research projects at a Midwest public university. It highlights the limitations of exams in translating theory into practice and introduces action research as a solution, aligning with recent trends in teacher action research. The article details the structure of the action research course and provides preliminary data on its outcomes, showcasing increased teacher confidence, impactful interventions, and successful academic journal publications. Ultimately, this innovative approach bridges the theory-practice gap, fosters professional growth, and positively impacts both graduate students and their classrooms, offering a practical alternative to traditional exams.

DOI: https://doi.org/10.57186/jalhe_2023_v9a3p47-54

Access List of References

JALHE Vol. 9, Article 3. 2023 Pages 47-54

How to cite this article:

Krackl, C., & Vu, P. (2023). Applied Learning Through Action Research Projects. Journal of Applied Learning in Higher Education, 9(3), 47-54. https://doi.org/10.57186/jalhe_2023_v9a3p47-54

© 2023 Missouri Western State University

Authors:

Dan Shepherd, Missouri Western State University
Sanghee Yeon, Defense Language Institute

Abstract:

This survey-centered study explores student preferences related to school-based field placements, prime examples of applied learning in that field, and the impact of those practical experiences on student motivation to succeed in classroom-delivered courses, student perception about whether these applied learning placements made traditional coursework more valuable to them, and perception about whether student teaching and similar field placements inspired them more to become effective classroom teachers. The survey was completed by 47 education students nearing the end of their teacher training program at a midsized Midwestern, open-enrollment state university. While it was expected that survey findings would be positive, the extent to which students embraced these applied learning experiences and perceived them to be valuable for learning outside the field placement was more positive than expected. In summary, students strongly sense that field experiences motivate them to do better in traditional courses, help them understand more the need for the content of those courses, and inspire them to work even harder to become effective teachers. While the numeric data from the survey is instructional, actual student comments more powerfully convey their very positive attitudes toward applied learning experiences in the field of teacher education.

DOI: https://doi.org/10.57186/jalhe_2023_v9a4p56-67

Access List of References

JALHE Vol. 9, Article 4. 2023 Pages 56-67

How to cite this article:

Shepherd, D., & Yeon, S. (2023). Teacher Education Student Attitudes Toward the impact of School-Based Field Placements on Traditional University-Delivered Courses. Journal of Applied Learning in Higher Education, 9(4), 56-67.  https://doi.org/10.57186/jalhe_2023_v9a4p56-67

© 2023 Missouri Western State University

Authors:

Kathie Sweet, University of Nebraska – Kearney
Margaret Florell,University of Nebraska – Kearney
Jessica Gorr,University of Nebraska – Kearney
Kristin Knott,University of Nebraska – Kearney

Abstract:

The University of Nebraska -Kearney Montessori Teacher Education program, an affiliate of the American Montessori Society, provides a unique practicum experience for its teaching candidates. Adult learners participate in a year-long experience in their own classroom, accompanied by an online seminar. With the help of graduate students, program director Kathie Sweet describes the endeavors of a cohort of twelve teachers who completed the Montessori Practicum during the 2022-2023 school year. This comprehensive experiential learning journey fully prepares these educators for a successful teaching career.

DOI: https://doi.org/10.57186/jalhe_2023_v9a5p70-83

Access List of References

JALHE Vol. 9, Article 5. 2023 Pages 70-83

How to cite this article:

Sweet, K., Florell, M., Gorr, J., & Knott, K. (2023). Twelve Good Teachers: The Montessori Practicum Experience. Journal of Applied Learning in Higher Education, 9(5), 70-83. https://doi.org/10.57186/jalhe_2023_v9a5p70-83

© 2023 Missouri Western State University

Authors:

Allison K. Anderson, Missouri Western State University
Alyson N. Hill, Missouri Western State University

Abstract:

Over the past decade nurse educators have been called to transform nursing academia in order to better prepare our future nurses for the tremendous changes in the healthcare environment. The advancing medical technology, aging population, nursing shortages and recent COVID pandemic have provided unique challenges that require complex decision-making abilities. The National Council of State Boards of Nursing (NCSBN) has made significant changes in their licensure examination to accommodate the need to assess vital clinical judgment and decision-making skills in entry level graduate nurses. A model to measure clinical judgment was developed by NCSBN in 2019 to assist faculty in evaluating students beyond textbook nursing knowledge to actively perform and evaluate safe, effective clinical decisions. In order for students to fully grasp the clinical judgment process, faculty need to create active learning opportunities that provide patient context so students can cultivate clinical decision-making skills parallel to clinical knowledge. In nursing curricula, students learn fundamental skills in the first year of their education that provide them with a strong foundation to assess and care for thousands of patients. Transforming how these vital nursing skills are taught from solely performing the psychomotor learning domain to incorporating patient specific scenarios can foster development of clinical reasoning and sound clinical judgment in practice. This article outlines the transformation and redesign of teaching clinical skills to first semester nursing students to enhance clinical reasoning development and a proposed future study of assessing student outcomes using a simulation-based approach.

DOI: https://doi.org/10.57186/jalhe_2023_v9a6p85-96

Access List of References

JALHE Vol. 9, Article 6. 2023 Pages 85-96

How to cite this article:

Anderson, A. K., & HIll, A. N. (2023). Transforming Teaching of Foundational Nursing Skills to Enhance Clinical Reasoning Development: A Proposed Simulation Based Learning Activity. Journal of Applied Learning in Higher Education, 9(6), 85-96.  https://doi.org/10.57186/jalhe_2023_v9a6p85-96

© 2023 Missouri Western State University

Authors:

Mackenzie N. Evans, Missouri Western State University
Elissa L. Zorn, Missouri Western State University
Alyson N. Hill, Missouri Western State University
Laura A. Nold, Missouri Western State University
Heather M. Kendall, Missouri Western State University

Abstract:

The purpose of this project was to implement simulations across the curriculum in the senior level nursing courses of a pre-licensure nursing program. The goal was to involve students in caring for patients in various contexts of care in a controlled environment. All simulations follow a format in alignment with the International Association for Clinical and Simulation Learning (INACSL) standards including a pre-brief, simulation design, facilitation, debriefing session, student evaluation, and instructor evaluation (INACSL, 2021). The contexts of care selected for the senior level student simulations were obstetrics, pediatrics, critical care and community health. Simulation experiences aligned with didactic and clinical courses in the existing curriculum.

DOI: https://doi.org/10.57186/jalhe_2023_v9a7p101-111

Access List of References

JALHE Vol. 9, Article 7. 2023 Pages 101-111

How to cite this article:

Evans, M. N., Zorn, E.L.,  Hill, A.N., Nold, L. A., & Kendall, H.M. (2023). Exploring Contexts of Care Through Nursing Simulation. Journal of Applied Learning in Higher Education, 9(7), 101-111.  https://doi.org/10.57186/jalhe_2023_v9a7p101-111

© 2023 Missouri Western State University

Authors:

Joanna Cielocha,  Rockhurst University
Jessica V. Allen,  Rockhurst University
Joan Z. Delahunt,  Rockhurst University
Julia M. Vargas,  Rockhurst University

Abstract:

Implementation of service-learning within courses may increase students’ overall attitudes towards themselves, their community, and their school and improve academic performance. The study aim was to understand students’ perceptions of prior civic engagement experiences and level of scientific literacy to gauge if participation in course-based service-learning impacted continual community engagement and improved scientific literacy. Students completed a pre- and post-assessment tool measuring their level of community engagement and scientific literacy administered in six courses. Results showed that service-learning did not negatively affect student perception of civic engagement. Students enrolled in service-based courses demonstrated significant improvement in their scientific literacy. Participation in service learning facilitates growth in scientific inquiry and civic engagement.

DOI: https://doi.org/10.57186/jalhe_2023_v9a8p114-124

Access List of References

JALHE Vol. 9, Article 8. 2023 Pages 114-124

How to cite this article:

Cielocha, J., Allen, J.V., Delahunt, J.Z., & Vargas, J.M. (2023). Understanding the Role of Service-Learning on Civic Engagement and Scientific Literacy.  Journal of Applied Learning in Higher Education, 9(8), 114-124.  https://doi.org/10.57186/jalhe_2023_v9a8p114-124

© 2023 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)

Michael Ducey (Missouri Western State University)
Benedict Adams (Missouri Western State University)
Brett Bruner (Wichita State University)
Ashley Elias (Missouri Western State University)
John Fisher (Utah Valley University)
Cheryl McIntosh (Missouri Western State University)