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.

How Does Applied Learning Fare Under the Scrutiny of Program Review?

Authors:

EMILY J. KEMPF, Rockhurst University
ROY SCHWARTZMAN, University of North Carolina at Greensboro
ERIN WILSON
KELLY BOUAS HENRY, Missouri Western State University

Abstract:

An educational environment characterized by shrinking fiscal and physical resources has spurred many institutions to undertake comprehensive academic program review. Such a process assesses the performance of programs and prioritizes them for de-emphasis, maintenance, or enhancement. How can applied learning be properly acknowledged within program review? On the macro level, performance criteria can be re-envisioned to reward the pedagogical practices embodied in applied learning. On the micro level, an applied learning assessment instrument is discussed and tested that can provide multidimensional performance data across academic fields.

DOI: https://doi.org/10.57186/jalhe_2011_v3a1p3-24

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JALHE Vol. 3, Article 1. Fall 2011 Pages 3-24

How to cite this article:

Kempf, E. J., Schwartzman, R., Wilson, E., & Henry, K. B. (2011, Fall). How Does Applied Learning Fare Under the Scrutiny of Program Review? Journal of Applied Learning in Higher Education, 3(1), 3-23. https://doi.org/10.57186/jalhe_2011_v3a1p3-24

© 2011 Missouri Western State University

The Integrative Business Experience: A Practical Approach for Learning by Doing

Authors:

LARRY K. MICHAELSEN
MARY MCCORD, University of Central Missouri

Abstract:

This paper describes an interdisciplinary undergraduate curriculum innovation that links classroom learning to hands-on business and community service work. The program, called the Integrative Business Experience (IBE), requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a start-up business (based on an actual bank loan of up to $5,000) and use company profits to carry out a hands-on community service project. The IBE program is by nature a set  of applied learning courses that clearly fulfill Kolb’s four steps in the Cycle of Learning and produces a wide variety of positive outcomes. This paper will explain the need for applied learning in business and how the IBE program is structured. Then, after an overview of Kolb’s Cycle of Learning (1984), the paper will apply IBE to Kolb’s four stages: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization, and 4) Active Experimentation.

DOI: https://doi.org/10.57186/jalhe_2011_v3a2p25-41

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JALHE Vol. 3, Article 2. Fall 2011 Pages 25-41

How to cite this article:

Michaelsen, L. K., & McCord, M. (2011, Fall). The Integrative Business Experience: A Practical Approach for Learning by Doing. Journal of Applied Learning in Higher Education, 3(1), 25-41. https://doi.org/10.57186/jalhe_2011_v3a2p25-41

© 2011 Missouri Western State University

Alternative Teacher Certification: The Case for Transition to Teaching

Authors:

WENDY L. MCCARTY
DEMARIS DIETZ, University of Nebraska at Kearney

Abstract:

Alternative certification of teachers recognizes pedagogical experience beyond traditional classroom coursework as a route to teacher certification. This study examines the process and outcomes of the Transition to Teaching alternative certification program. Comparisons of instructional quality along several dimensions show that the Transition to Teaching participants were evaluated as exhibiting slightly higher than average levels of instructional quality across most dimensions compared to traditionally certified teachers. These findings provide further evidence to support the growing interest in alternative teacher certification as a way to generate highly competent teachers. 

DOI: https://doi.org/10.57186/jalhe_2011_v3a3p45-56

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JALHE Vol. 3, Article 3. Fall 2011 Pages 45-56

How to cite this article:

McCarty, W. L., & Dietz, D. (2011, Fall). Alternative Teacher Certification: The Case for Transition to Teaching. Journal of Applied Learning in Higher Education, 3(1), 45-56. https://doi.org/10.57186/jalhe_2011_v3a3p45-56

© 2011 Missouri Western State University

Transforming Lives and Social Justice: Educational Psychology Students Working with At-Risk Youth

Authors:

JENNIFER A. OLIVER, Rockhurst University

Abstract:

This study connected a service learning project with the mission of the university by examining how students described the concepts of “transforming lives” and “social justice.” Twenty-one undergraduate students worked as mentors with at-risk children and youth. The roles of the students and the community partner had an impact on transform- ing the lives of the children and youth, as well as personal transformation. Social justice was discussed in terms of observed inequities and how the community partner was addressing the inequalities. Results suggest that this type of reflection component can be used to enhance students’ ability to explicitly connect with the mission of the university and the values it articulates.

DOI: https://doi.org/10.57186/jalhe_2011_v3a4p59-77

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JALHE Vol. 3, Article 4. Fall 2011 Pages 59-77

How to cite this article:

Oliver, J. A. (2011, Fall). Transforming Lives and Social Justice: Educational Psychology Students Working with At-Risk Youth. Journal of Applied Learning in Higher Education, 3(1), 59-77. https://doi.org/10.57186/jalhe_2011_v3a4p59-77

© 2011 Missouri Western State University

Shaping Perceptions: Integrating Community Cultural Wealth Theory into a Teacher Education Curriculum

Authors:

MARY R. MOELLER
DARLA BIELFELDT, South Dakota State University

Abstract:

Teacher candidates need to be prepared to work effectively with rising numbers of diverse student populations, and yet classroom interventions do not always impact perceptions and attitudes in the field. This study explored the initial steps of integrating Critical Race Theory and community cultural wealth (CCW) theory (Yosso, 2005, 2006) into the teacher education curriculum. The study asked if the candidates applied their knowledge of CCW in reflecting on their face-to-face interactions as hosts for Native American students in a diversity workshop. It further asked which types of (CCW) capital the candidates identified most frequently as they reflected on their experiences with Native American students. Results indicated that candidates can identify CCW in the field, with some types of capital more frequently identified than others. Because the potential exists for knowledge to shape perceptions (Kolb, 1984), the study concludes that CCW could be a valuable addition in teacher education curriculum. A more intensive focus on CCW and the addition of pre-contact activities, such as the sharing of counterstories (Yosso, 2006), may also promote knowledge translating into perception and attitudes.

DOI: https://doi.org/10.57186/jalhe_2011_v3a5p81-94

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JALHE Vol. 3, Article 5. Fall 2011 Pages 81-94

How to cite this article:

Moeller, M. R., & Bielfeldt, D. (2011, Fall). Shaping Perceptions: Integrating Community Cultural Wealth Theory into Teacher Education. Journal of Applied Learning in higher Education, 3(1), 81-94. https://doi.org/10.57186/jalhe_2011_v3a5p81-94

© 2011 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 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.  

The Journal of Applied Learning in Higher Education (ISSN 2150-8240) is published annually each  Fall by Missouri Western State University, 4525 Downs Dr., St. Joseph, MO 64507; (816) 271-4364;  fax (816) 271-4525; e-mail: appliedlearning@missouriwestern.edu; http://www.missouriwestern.edu/AppliedLearning. Copyright ©2011 by Missouri Western State University. All rights reserved. No  portion of the contents may be reproduced in any form without written permission of the publisher. Address all permissions to appliedlearning@missouriwestern.edu

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
Emily Janke, Ph.D., University of North Carolina at Greensboro
Susan A. Jasko, Ph.D., California University of Pennsylvania
Spoma Jovanovic, Ph.D., University of North Carolina at Greensboro
Mitch Malachowski, Ph.D., University of San Diego
Greg A. Phelps, Ph.D., Lindsey Wilson College