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.

From Celebration to Critical Investigation: Charting the Course of Scholarship in Applied Learning

Authors:

Roy Schwartzman, University of North Carolina at Greensboro
Kelly Bouas Henry, Missouri Western State University

Abstract:

Applied learning refers to learning experiences that take place outside traditional classroom settings. Examples include study away, service-learning, undergraduate research, and internship/practica/clinical experiences. As these pedagogies have increased in frequency over the past twenty years, the number of outlets devoted to the publication of scholarly work related to them has not kept pace. The Journal of Applied Learning in Higher Education (JALHE) attempts to fill that gap, providing an outlet for research and theory that critically examines applied learning’s impact and purpose using multiple methodological and disciplinary approaches. The initial volume of JALHE showcases work in this vein from a wide variety of disciplinary backgrounds and highlights areas ripe for future research.

DOI: https://doi.org/10.57186/jalhe_2009_v1a1p3-123

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JALHE Vol. 1, Article 1. Fall 2009 Pages 3-23

How to cite this article:

Schwartzman, R., & Bouas Henry, K. (2009). From Celebration to Critical Investigation: Charting the Course of Scholarship in Applied Learning. Journal of Applied Learning in Higher Education, 1(1), 3-23. https://doi.org/10.57186/jalhe_2009_v1a1p3-123

© 2009 Missouri Western State University

Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning

Authors:

Sarah L. Ash, North Carolina State University
Patti H. Clayton, PHC Ventures/Indiana University-Purdue University Indianapolis

Abstract:

Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment.

DOI: https://doi.org/10.57186/jalhe_2009_v1a2p25-48

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JALHE Vol. 1, Article 2. Fall 2009 Pages 25-48

How to cite this article:

Schwartzman, R., & Bouas Henry, K. (2009). From Celebration to Critical Investigation: Charting the Course of Scholarship in Applied Learning. Journal of Applied Learning in Higher Education, 1(1), 3-23. https://doi.org/10.57186/jalhe_2009_v1a2p25-48

© 2009 Missouri Western State University

Examining the Development of the Victorian Certificate of Applied Learning and Its Implications for Schools and Teacher Education in Australia

Authors:

Damian Blake, Deakin University, Australia
David Gallagher, Victorian Curriculum and Assessment Authority (VCAA), Australia

Abstract:

The Victorian Certificate of Applied Learning (VCAL) is a very successful senior secondary school qualification introduced in the Australian state of Victoria in 2002. Applied learning in the VCAL engages senior students in a combination of work-based learning, service-learning, and project-based learning and aims to provide them with the skills, knowledge, and attitudes to make informed choices regarding pathways to work and further education. The program has enjoyed rapid growth and its system-wide adoption by Victorian secondary schools, Technical and Further Education (TAFE) institutions, Registered Training Organizations (RTOs), and Adult and Community Education (ACE) providers has broadened significantly the range of senior schooling pathway options for
young people. This paper will examine reasons for developing an applied learning senior secondary certificate and its rapid growth in Victoria since 2002. The authors draw on a number of case studies to profile the unique nature of applied learning in the VCAL, including its dimensions of service learning, work-based learning, and project-based learning. These case studies are also used to discuss a number of implications that have emerged from the use of applied learning in the VCAL, including approaches to teaching and assessment that will support applied learning and the development of new partnerships between VCAL providers and community partners. Finally, the paper considers significant implications the VCAL has created for teacher education in Victoria by discussing the new Graduate Diploma of Education (Applied Learning) developed by Deakin University.

DOI: https://doi.org/10.57186/jalhe_2009_v1a3p49-71

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JALHE Vol. 1, Article 3. Fall 2009 Pages 49-71

How to cite this article:

Blake, D., & Gallagher, D. (2009). Examining the Development of the Victorian Certificate of Applied Learning and Its Implications for Schools and Teacher Education in Australia. Journal of Applied Learning in Higher Education, 1(1), 49-71. https://doi.org/10.57186/jalhe_2009_v1a3p49-71

© 2009 Missouri Western State University

Will They Recognize My Lecture in the Field? The Juvenile Corrections Critical Assessment Tour Applied Learning Experience

Authors:

Greg Lindsteadt, Missouri Western State University
Regina Williams-Decker, University of Missouri—Kansas City

Abstract:

In the summer of 2008 a multi-disciplinary group of university students were provided an opportunity to tour on-site and observe facility staff in the course of their daily activities. Unlike the usual internship experience, the Juvenile Corrections Critical Assessment Tour allowed students access to nine juvenile facilities in four different states. Students were able to identify and evaluate personal preferences in system, facility, and mentor practices in a condensed four week period. Student-to-student and student-to-practitioner debriefings about specific observations in the facilities greatly enhanced the experience, creating a unique and effective workplace learning opportunity. By tightening the coupling between faculty in higher education and practitioners in the field, students were able to observe and explore lecture materials with the benefit of firsthand experience.

DOI: https://doi.org/10.57186/jalhe_2009_v1a4p73-91

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JALHE Vol. 1, Article 4. Fall 2009 Pages 73-91

How to cite this article:

Lindsteadt, G., & Williams-Decker, R. (2009). Will They Recognize My Lecture in the Field? The Juvenile Corrections Critical Assessment Tour Applied Learning Experience. Journal of Applied Learning in Higher Education, 1(1), 73-91. https://doi.org/10.57186/jalhe_2009_v1a4p73-91

© 2009 Missouri Western State University

Student Motivation and Assessment of Applied Skills in an Equine Studies Program

Authors:

K.I. Tumlin, Midway College
R. Linares, Midway College
M.W. Schilling, Mississippi State University

Abstract:

Student motivation is a universal teaching challenge. A holistic approach to assessment was developed for cognitive and psychomotor tasks in equine studies. First-year students (n=55) were either randomly provided (PR) or not provided (NP) a rubric 3 weeks prior to skills testing. The PR students earned lower total scores (p 0.05) pass superior scores. Third-year students (n = 7) self-rated task performance using an affective rubric and reflection exercises. Although the original goal was to promote standardization of hands-on skills, these data indicate that students are more goal-oriented than process-oriented; furthermore, use of affective rubrics for self-assessment promoted a learner-centered approach to motivation.

DOI: https://doi.org/10.57186/jalhe_2009_v1a5p93-108

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JALHE Vol. 1, Article 5. Fall 2009 Pages 93-108

How to cite this article:

Tumlin, K., Linares, R., & Schilling, M. (2009). Student Motivation and Assessment of Applied Skills in an Equine Studies Program. Journal of Applied Learning in Higher Education, 1(1), 93-108. https://doi.org/10.57186/jalhe_2009_v1a5p93-108

© 2009 Missouri Western State University

Demographic Tipping Point: Cultural Brokering with English Language Learners as Service- Learning for Teacher Candidates and Educators

Authors:

Wendy L. McCarty, University of Nebraska at Kearney
Rosemary Cervantes, Educational Service Unit 10
Geraldine Stirtz, University of Nebraska at Kearney

Abstract:

Changes in the demographic composition of the United States relative to the increase in English language learners (ELLs) in newcomer and refugee populations generate the need for cultural brokers, particularly in the ranks of educators and teacher candidates. Applied learning, especially as used in service-learning opportunities in teacher candidate preparation programs, can produce educators with greater cultural understanding and skills in best practices for literacy instruction. Examples of service-learning for this purpose are highlighted, as well as emerging strategies in professional development for educators who work with ELLs and their families.

DOI: https://doi.org/10.57186/jalhe_2009_v1a6p109-123

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JALHE Vol. 1, Article 6. Fall 2009 Pages 109-123

How to cite this article:

McCarty , W. L., Cervantes , R., & Stirtz , G. (2009). Demographic Tipping Point: Cultural Brokering with English Language Learners as Service Learning for Teacher Candidates and Educators. Journal of Applied Learning in Higher Education, 1(1), 109-123. https://doi.org/10.57186/jalhe_2009_v1a6p109-123

© 2009 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 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 email 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.

Co-Editors:
Kelly Bouas Henry, Ph.D., Missouri Western State University
Roy Schwartzman, Ph.D., University of North Carolina at Greensboro

Editorial Board:
Robert G. Bringle, Ph.D., Indiana University – Purdue University Indianapolis
Patti H. Clayton, Ph.D., Indiana University – Purdue University Indianapolis
Brian C. Cronk, Ph.D., Missouri Western State University
Mary L. Crowe, Ph.D., University of North Carolina at Greensboro
John Falconer, Ph.D., University of Nebraska at Kearney
Ruthann Fox-Hines, Ph.D., University of South Carolina
Dwight E. Giles, Jr., Ph.D., University of Massachusetts Boston
Karen Fulton, Ph.D., Missouri Western State University
Cynthia Heider, Ph.D., Missouri Western State University
Susan A. Jasko, Ph.D., California University of Pennsylvania
Mitch Malachowski, Ph.D., University of San Diego
Greg A. Phelps, Ph.D., Lindsey Wilson College