Executive Editor (Editor-in-Chief)

Tilottama “Tilo” Roy (Missouri Western State University)

Editorial Board

Benedict Adams (Missouri Western State University)
Joanna Cielocha (Rockhurst University)
Lori Costello (University of South Dakota)
Ashley Elias (Missouri Western State University)
John Fisher (Utah Valley University)
Carrie Kracl (University of Nebraska -Kearney)
Eric Kyle (University of Central Oklahoma)
Hunter McFall-Boegeman (Northwest Missouri State University)
Cheryl McIntosh (Northwest Missouri State University)
Julia Morse (Kansas State University -Salina)
Sara Sony (Northwest Missouri State University)
Cathy Sparling (University of Tulsa)
Maria Spletter (University of Missouri Kansas City)
Kathie Sweet (Osiri 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

Daewon Yoon, Missouri Western State University
Kyung Hwan Choi, Dong Shin University
Maria S Camara, Missouri Western State University

Abstract:

According to the National Collegiate Athletic Association (NCAA), almost 25,000 athletes worldwide participate in diverse sports at the collegiate level (Become an International Student-Athlete, n.d.). International Student-Athletes’ gifted athletic performance tends to contribute to a team’s winning, which is directly related to an increased level of athletic program (Ridinger & Pastor, 2001). Due to this reason, their athletic ability has been highly valued, and coaches and athletic administrators try to recruit gifted athletes worldwide (Ridinger & Pastor, 2001). However, despite these positive factors of having ISAs on the team, limited research has been conducted concerning ISAs’ challenges and supportive practices. To support, Love and Kim (2011) stressed that due to the increased number of ISAs in collegiate athletics in the United States, issues related to ISAs should be explored. According to Yoon’s (2023) study, the language barrier is one of the difficult challenges among ISA populations, and it should be minimized for their academic performance (Kwon, 2009; Woods et al., 2006; Lin, 2012), which is related to their athletic eligibility (Hodes et al., 2015).

According to Bourdieu (1986), social capital can naturally occur in our society and can be utilized as social energy, continuously providing and exchanging beneficial resources for those within the same group. In addition, social capital offers numerous valuable resources for ISAs, as they need to improve their English skills while adapting to new cultures in both academic and athletic settings within the higher education system in the United States (Yoon, 2023). He also added that ISAs can learn many things from social capital, and it also provides tremendous opportunities to improve English ability through continuous social interactions. Thus, the purpose of this research is to explore the international student-athletes’ perspectives on the language barrier and how social capital positively impacts minimizing language barriers and developing their language proficiency.

A qualitative research method was adopted to explore current ISAs’ authentic experiences. The snowball sampling method was used to find suitable participants, and twelve current ISAs in various sports were selected from D-I, D-II, and D-III universities under the NCAA. The data was collected through in-depth and semi-structured interviews, and the collected data was analyzed using interpretative phenomenological analysis.

As a result, most participants stated that following up on academic practices, such as writing, speaking, and reading, is not easy with the new language. They needed extra time to complete academic duties and translators to fully comprehend some specific terminologies in English. To overcome challenges resulting from language barriers, most participants are willing to meet with friends and teammates to engage in productive work, thereby improving their language skills. Some participants appreciated having social capital for their language development and believed that it had been significantly improved due to their social capital. In addition, as supportive practice for the future, most participants suggested increased gathering opportunities, such as team dinners, casual team meetings, pairing with senior and new ISAs, and creating social events for domestic student-athletes and ISAs. Another remarkable suggestion from this study is that ISAs need to feel welcomed and supported by coaches, teammates, and administrators because they are far from their family and home country, which does not provide the same environments as they used to have, such as food, weather, transportation system, bank system, and leisure activities etc.

DOI: https://doi.org/10.57186/jalhe_2025_v11a1p6-21 

JALHE Vol. 11, Article 1. 2025 Pages 6-21

How to cite this article:

Yoon, D., Hwan Choi, K. & Camara, M. (2025). Do we need social capital to improve our language proficiency? International student-athletes; language barrier and benefits of social capital. Journal of Applied Learning in Higher Education, 11(1), 6-21. https://doi.org/10.57186/jalhe_2025_v11a1p6-21

© 2025 Missouri Western State University

Authors:

Michael D. Birmingham, Missouri Western State University
Brodie McAlexander, Missouri Western State University

Abstract:

The overlap between mental health disorders and criminal behavior is a growing area of concern in both criminology and applied practice. Depression and schizophrenia are two of the most studied disorders linked to justice involvement, yet their interaction with criminological theories is often underutilized in applied learning. This paper reframes the relationship between mental health and crime through General Strain Theory and Rational Choice Theory, presenting case-based applications for teaching, training, and professional development. Using fictionalized but research-informed case studies, we illustrate how applied learning activities can help students and practitioners connect theory to practice, improve treatment-oriented responses, and reduce reliance on incarceration for individuals with mental illness.

DOI: https://doi.org/10.57186/jalhe_2025_v11a2p22-25

JALHE Vol. 11, Article 2. 2025 Pages 22-25

How to cite this article:

Birmingham, M.D. & McAlexander, B (2025). Applying Criminological Theories to Mental Health and Criminal Behavior: An Applied Learning Case Study Approach. Journal of Applied Learning in Higher Education, 11(2), 22-25. https://doi.org/10.57186/jalhe_2025_v11a2p22-25

© 2025 Missouri Western State University

Rachael C. Allen, University of Missouri – Kansas City

Abstract:

Comparative vertebrate anatomy is a discipline that is rooted in a wide variety of other biological sciences including zoology, evolution, and human anatomy. It is commonly taught as part of an undergraduate curriculum with lecture and lab components. There is considerable variation in terms of which topics are emphasized and in which order those topics are covered. This is influenced by instructor expertise and interests as well as consideration of the educational needs of the student population. For instance, emphasis may be placed on taxonomy and evolutionary relationships of specific vertebrate groups or might stress the significance of structure-function relationships. Assessment of student performance is an important component of any course and can vary significantly depending on the balance between examinations and coursework activities. The specific nature of the examinations might involve flagged structures on preserved specimens, text-based questions, or even an oral component. Each of these approaches carries with them a suite of costs and benefits. The breadth and depth of information combined with an abundance of unfamiliar terminology can be intimidating for students and can be a significant barrier to student success. This case study describes how a comparative anatomy course at University of Missouri-Kansas City has been modified since its inception, both in terms of course content and assessment. The general goals were to improve the educational experience for students and to increase engagement through adoption of applied learning techniques. Some of the content changes have related to the timing and inclusion of topics, an effort to better build on preexisting knowledge and application of that knowledge alongside new information gained through observation as part of active group collaboration. Exam scores, course evaluation data, and personal communications from students indicated that in addition to the stated goals there was a reduction in exam-related anxiety.

DOI: https://doi.org/10.57186/jalhe_2025_v11a3p26-40

JALHE Vol. 11, Article 3. 2025 Pages 26-40

How to cite this article:

Allen, R.C. (2025). An Evolving Approach to Teaching Comparative Vertebrate Anatomy. Journal of Applied Learning in Higher Education, 11(3), 26-40. https://doi.org/10.57186/jalhe_2025_v11a3p26-40

© 2023 Missouri Western State University

Elizabeth Thorne Wallington, Missouri Western State University

Abstract:

As colleges and universities adapt to increasingly diverse student populations and workforce demands, applied learning has emerged as a central strategy for fostering engagement, critical thinking, and career readiness. Implementing applied learning effectively requires instructional approaches that recognize varied student backgrounds, skills, and preferences. This article examines the use of choice boards, defined as a menu of assignment options, as a means of enhancing applied learning in higher education. Drawing on literature about differentiation, applied learning, and student-centered pedagogy and including a limited case study from an undergraduate teacher education course, the paper explores how choice boards can support student agency, inclusivity, and academic rigor. Findings suggest that integrating choice boards into applied learning provides flexibility without sacrificing standards, enabling students to tailor their learning experiences while still meeting course objectives. Implications for curriculum design and instructional practice highlight the potential of choice boards to improve motivation, accommodate diverse learners, and strengthen the connection between theory and practice in higher education settings.

DOI: https://doi.org/10.57186/jalhe_2025_v11a4p41-52

JALHE Vol. 11, Article 4. 2025 Pages 41-52

How to cite this article:

Thorne Wallington, E. (2025). Dynamic differentiation for applied learning. Journal of Applied Learning in Higher Education, 11(4), 41-52. https://doi.org/10.57186/jalhe_2025_v11a4p41-52

© 2025 Missouri Western State University

Lori M. Costello, University of South Dakota

Abstract:

Higher education uses active learning models like the flipped classroom to foster deeper engagement and real-world skill development. However, traditional assessment methods may not capture the collaborative and process-oriented nature of these learning environments. The Participation, Attendance, and Reflection (PAR) framework is an assessment approach designed to align with the goals of flipped pedagogy. Drawing on the author’s experience implementing PAR in an undergraduate public relations course, the article illustrates how this model promoted student accountability, critical thinking, and professional growth. Implementing the framework encouraged consistent participation, reframed attendance as a professional responsibility, and leveraged reflection to deepen learning. Additionally, the article discusses the transferability of PAR across disciplines, course sizes, and delivery formats. By centering assessment on student engagement and reflective practice, the PAR framework offers a practical, inclusive approach to evaluating learning in the evolving academic landscape.

DOI: https://doi.org/10.57186/jalhe_2025_v11a5p53-60

JALHE Vol. 11, Article 5. 2025 Pages 53-60

How to cite this article:

Costello, L. M. (2025). On PAR Assessment:  Using Participation, Attendance, and Reflection in the Flipped Classroom. Journal of Applied Learning in Higher Education, 11(5), 53-60. https://doi.org/10.57186/jalhe_2025_v11a5p53-60

© 2025 Missouri Western State University

Authors:

David Marble, Missouri Western State University

Abstract:

This paper is primarily a best practices article that introduces an applied learning approach that is used in the Introduction to Crime Theories class at Missouri Western State University to help the students learn criminological theories better.  The approach consists of having students investigate real crime stories in order for them to make connections with the crime theories they are studying in the class. The impact of this applied learning approach on student writing assignments and the evidence that students have a greater understanding of and the ability to clearly articulate the key points of these theories using examples of their writing over the past few semesters is presented. A comparison of aggregate scores on exams and written assignments shows that these students performed better on both written assignment scores and exam scores than the students in traditional crime theories courses.

DOI: https://doi.org/10.57186/jalhe_2025_v11a6p61-74

JALHE Vol. 11, Article 6. 2025 Pages 61-74

How to cite this article:

Marble, D. (2025). An Applied Learning Approach to Teaching Crime Theories:  Evidence of its Successful Impact Using the Students’ Own Words. Journal of Applied Learning in Higher Education, 11(6), 61-74.  https://doi.org/10.57186/jalhe_2025_v11a6p61-74

© 2025 Missouri Western State University

Authors:

John F. Fisher, Utah Valley University

Abstract:

This study examines how prompt type (instructor-assigned descriptive vs. student-generated open-ended questions) and writing context (in-class vs. homework) influence student writing quality. Undergraduate students completed three short essays under varying conditions, and their work was evaluated across content depth, critical thinking, clarity, structure, and creativity. Results show that student-generated open-ended questions produced significantly higher scores in clarity, structure, and creativity than instructor-provided descriptive prompts. Homework assignments yielded additional gains in critical thinking, demonstrating the extended time and flexibility for deeper analysis and reflection. Comparisons further indicate that prompt design exerts a stronger influence on writing quality than writing location, though homework provides meaningful advantages for higher-order thinking. These findings reinforce research on applied learning, where open-ended questioning promotes reflection, transfer of knowledge, and personal growth. Limitations include the modest sample size and the absence of long-term measures. Future research should examine larger, more diverse populations, qualitative insights, and the role of AI-assisted platforms in shaping writing development.

DOI: https://doi.org/10.57186/jalhe_2025_v11a7p75-94

JALHE Vol. 11, Article 7. 2025 Pages 75-94

How to cite this article:

 Fisher, J.F. (2025). Open-Ended Questions:  Enhancing Writing and Learning Processes. Journal of Applied Learning in Higher Education, 11(7), 75-94.  https://doi.org/10.57186/jalhe_2025_v11a7p75-94

© 2025 Missouri Western State University

Authors:

Teddi Deka,  Missouri Western State University
James Carviou,  Missouri Western State University

Abstract:

Many students aspire to incorporate travel into their college experiences, yet they face significant challenges, particularly regarding affordability. This paper proposes a model for collaborating on meaningful travel experiences to enhance student travel while lowering costs. Course-integrated interdisciplinary travel involves a shared travel experience between two college courses. Students collaborate on learning how to travel and planning leisure activities. Faculty members establish overarching goals, select countries to visit, and choose specific sites within each country relevant to both courses and tourism. This paper discusses identifying faculty collaborators, selecting countries and sites to visit, planning the trip, creating a timeline, and recruitment. The authors include an example of designing a course-integrated interdisciplinary travel experience.

DOI: https://doi.org/10.57186/jalhe_2025_v11a8p95-105

JALHE Vol. 11, Article 8. 2025 Pages 95-105

How to cite this article:

Deka, T. & Carviou, J. (2025). Planning and Implementing Course-Integrated Interdisciplinary Travel.  Journal of Applied Learning in Higher Education, 11(8), 95-105.  https://doi.org/10.57186/jalhe_2025_v11a8p95-105

© 2025 Missouri Western State University

Julie Baldwin,  Missouri Western State University
Tammie Conley,  Missouri Western State University
Allison Fuemmeler,  Missouri Western State University
Stephanie Stewart,  Missouri Western State University

Abstract:

The learning environment (LE) is a dynamic and evolving space that is co-created by faculty, staff and students. The LE can play an important role in student success and can also impact job satisfaction for faculty and staff.  Mindfulness-based activities are gaining attention as strategies to impact the learning environment in multiple ways.  Incorporating mindfulness-based activities into the learning environment holds the potential for positive impact with students, faculty, and staff alike. This article will describe mindfulness-based activities, explore associated literature, and offer strategies to consider implementing in your own learning environment.

DOI: https://doi.org/10.57186/jalhe_2025_v11a9p106-113

JALHE Vol. 11, Article 9. 2025 Pages 106-113

How to cite this article:

Baldwin, J., Conley, T., Fuemmeler, A. & Stewart, S. (2025). Incorporating Mindfulness-Based Activities into the Learning Environment.  Journal of Applied Learning in Higher Education, 11(9), 106-113.  https://doi.org/10.57186/jalhe_2025_v11a9p106-113

© 2025 Missouri Western State University

Christina Vu, A.T. Still University – Kirksville College of Osteopathic Medicine
Nitish Bhargava, A.T. Still University – Kirksville College of Osteopathic Medicine
Shrivats Manikandan,  Kirksville Senior High School
Varsha Manikandan,  Kirksville Senior High School
Daniel Floyd, Kirksville Senior High School
Sumitra Miriyala, A.T. Still University – Kirksville College of Osteopathic Medicine

Abstract:

The global shortage of pathologists, driven by rising diagnostic demands and a declining workforce, threatens future healthcare systems. Limited exposure to pathology in medical school and low public awareness contribute to this issue. This study investigates the use of an autopsy simulation to promote early interest in pathology among high school students. Conducted with a rural STEM club, the activity guided students through a mock forensic case involving alcoholic liver cirrhosis. Participants engaged in gross organ examination, histology analysis, and toxicology review, diagnosing the cause of death through collaborative critical thinking. The simulation sparked interest in pathology careers and supported public health education by highlighting alcohol’s effects on the body. Its low cost, interdisciplinary design, and scalability make it a promising model for outreach. By introducing students to pathology in an interactive way, such simulations may help address workforce shortages and inspire future careers in medicine and science.

DOI: https://doi.org/10.57186/jalhe_2025_v11a10p114-124

JALHE Vol. 11, Article 10. 2025 Pages 114-124

How to cite this article:

Vu, C. et al. (2025). Autopsy Simulation as a Model for Pathology Outreach Among Students.  Journal of Applied Learning in Higher Education, 11(10), 114-124.  https://doi.org/10.57186/jalhe_2025_v11a10p114-124

© 2025 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)

Executive Editor (Editor-in-Chief)

Tilottama “Tilo” Roy (Missouri Western State University)

Editorial Board

Benedict Adams (Missouri Western State University)
Joanna Cielocha (Rockhurst University)
Lori Costello (University of South Dakota)
Ashley Elias (Missouri Western State University)
John Fisher (Utah Valley University)
Carrie Kracl (University of Nebraska -Kearney)
Eric Kyle (University of Central Oklahoma)
Hunter McFall-Boegeman (Northwest Missouri State University)
Cheryl McIntosh (Northwest Missouri State University)
Julia Morse (Kansas State University -Salina)
Sara Sony (Northwest Missouri State University)
Cathy Sparling (University of Tulsa)
Maria Spletter (University of Missouri Kansas City)
Kathie Sweet (Osiri University)