{"id":28386,"date":"2026-10-22T11:38:54","date_gmt":"2026-10-22T16:38:54","guid":{"rendered":"https:\/\/www.missouriwestern.edu\/appliedlearning\/?page_id=28386"},"modified":"2026-10-27T09:38:01","modified_gmt":"2026-10-27T14:38:01","slug":"jalhe-volume-12","status":"publish","type":"page","link":"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-12\/","title":{"rendered":"JALHE Volume 12"},"content":{"rendered":"<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:104%;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_3 1_3 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:20px;--awb-spacing-left-large:5.76%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-image-element \" style=\"text-align:center;--awb-caption-title-font-family:var(--h2_typography-font-family);--awb-caption-title-font-weight:var(--h2_typography-font-weight);--awb-caption-title-font-style:var(--h2_typography-font-style);--awb-caption-title-size:var(--h2_typography-font-size);--awb-caption-title-transform:var(--h2_typography-text-transform);--awb-caption-title-line-height:var(--h2_typography-line-height);--awb-caption-title-letter-spacing:var(--h2_typography-letter-spacing);\"><span class=\" fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img decoding=\"async\" width=\"194\" height=\"300\" alt=\"Journal of Applied Learning in Higher Education, Volume 12, 2026\" title=\"JALHE-title-page_FNL\" src=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-194x300.png\" class=\"img-responsive wp-image-28410\" srcset=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-200x309.png 200w, https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-400x618.png 400w, https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-600x927.png 600w, https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-800x1236.png 800w, https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL-1200x1855.png 1200w, https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-title-page_FNL.png 1650w\" sizes=\"(max-width: 1024px) 100vw, (max-width: 640px) 100vw, 600px\" \/><\/span><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;width:100%;\"><\/div><div class=\"fusion-text fusion-text-1\" style=\"--awb-content-alignment:center;\"><p style=\"text-align: center\"><span style=\"font-size: 18pt;font-family: 'book antiqua', palatino, serif\">Volumes of JALHE<\/span><\/p>\n<\/div><nav class=\"awb-menu awb-menu_column awb-menu_em-hover mobile-mode-collapse-to-button awb-menu_icons-left awb-menu_dc-yes mobile-trigger-fullwidth-off awb-menu_mobile-toggle awb-menu_indent-left mobile-size-full-absolute loading mega-menu-loading awb-menu_desktop awb-menu_dropdown awb-menu_expand-right awb-menu_transition-fade\" style=\"--awb-text-transform:none;--awb-submenu-text-transform:none;--awb-main-justify-content:center;--awb-mobile-justify:flex-start;--awb-mobile-caret-left:auto;--awb-mobile-caret-right:0;--awb-fusion-font-family-typography:inherit;--awb-fusion-font-style-typography:normal;--awb-fusion-font-weight-typography:400;--awb-fusion-font-family-submenu-typography:inherit;--awb-fusion-font-style-submenu-typography:normal;--awb-fusion-font-weight-submenu-typography:400;--awb-fusion-font-family-mobile-typography:inherit;--awb-fusion-font-style-mobile-typography:normal;--awb-fusion-font-weight-mobile-typography:400;\" aria-label=\"JALHE\" data-breakpoint=\"1024\" data-count=\"0\" data-transition-type=\"fade\" data-transition-time=\"300\" data-expand=\"right\"><button type=\"button\" class=\"awb-menu__m-toggle awb-menu__m-toggle_no-text\" aria-expanded=\"false\" aria-controls=\"menu-jalhe\"><span class=\"awb-menu__m-toggle-inner\"><span class=\"collapsed-nav-text\"><span class=\"screen-reader-text\">Toggle Navigation<\/span><\/span><span class=\"awb-menu__m-collapse-icon awb-menu__m-collapse-icon_no-text\"><span class=\"awb-menu__m-collapse-icon-open awb-menu__m-collapse-icon-open_no-text fa-bars fas\"><\/span><span class=\"awb-menu__m-collapse-icon-close awb-menu__m-collapse-icon-close_no-text fa-times fas\"><\/span><\/span><\/span><\/button><ul id=\"menu-jalhe\" class=\"fusion-menu awb-menu__main-ul awb-menu__main-ul_column\"><li  id=\"menu-item-8147\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8147 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8147\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-1\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2009,  Vol. 1<\/span><\/a><\/li><li  id=\"menu-item-8155\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8155 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8155\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-2\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2010 Vol. 2<\/span><\/a><\/li><li  id=\"menu-item-8154\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8154 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8154\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-3\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2011 Vol. 3<\/span><\/a><\/li><li  id=\"menu-item-8153\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8153 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8153\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-4\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2012 Vol. 4<\/span><\/a><\/li><li  id=\"menu-item-8152\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8152 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8152\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-5\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2013 Vol. 5<\/span><\/a><\/li><li  id=\"menu-item-8151\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8151 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8151\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-6\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2014 Vol. 6<\/span><\/a><\/li><li  id=\"menu-item-8150\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8150 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8150\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-7\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Spring 2017 Vol 7<\/span><\/a><\/li><li  id=\"menu-item-8149\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8149 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8149\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-8\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2019 Vol 8<\/span><\/a><\/li><li  id=\"menu-item-8148\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8148 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8148\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-9\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2023 Vol 9<\/span><\/a><\/li><li  id=\"menu-item-8230\"  class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-8230 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"8230\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-10\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">JALHE Volume 10<\/span><\/a><\/li><li  id=\"menu-item-9196\"  class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-9196 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"9196\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/?page_id=9194&#038;preview=true&#038;aiEnableCheckShortcode=true\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2025 VOL. 11<\/span><\/a><\/li><li  id=\"menu-item-28406\"  class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-28406 awb-menu__li awb-menu__main-li awb-menu__li_button\"  data-item-id=\"28406\"><a  href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/jalhe-volume-12\/\" class=\"awb-menu__main-a awb-menu__main-a_button\"><span class=\"menu-text fusion-button button-default button-large\">Fall 2026 Vol 12<\/span><\/a><\/li><\/ul><\/nav><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;width:100%;\"><\/div><div class=\"accordian fusion-accordian\" style=\"--awb-border-size:4px;--awb-icon-size:10px;--awb-content-font-size:12pt;--awb-icon-alignment:left;--awb-hover-color:#fec20a;--awb-border-color:#000000;--awb-background-color:#ffffff;--awb-divider-color:#e0dede;--awb-divider-hover-color:#e0dede;--awb-icon-color:#000000;--awb-title-color:#89385b;--awb-content-color:#000000;--awb-icon-box-color:#fec20a;--awb-toggle-hover-accent-color:#000000;--awb-title-font-family:&quot;Oswald&quot;;--awb-title-font-weight:400;--awb-title-font-style:normal;--awb-title-font-size:18px;--awb-title-line-height:1.5;--awb-content-font-family:&quot;Open Sans&quot;;--awb-content-font-style:normal;--awb-content-font-weight:400;\"><div class=\"panel-group fusion-toggle-icon-boxed\" id=\"accordion-28386-1\"><div class=\"fusion-panel panel-default panel-27699e724274836ea fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_27699e724274836ea\"><a aria-expanded=\"false\" aria-controls=\"27699e724274836ea\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-1\" data-target=\"#27699e724274836ea\" href=\"#27699e724274836ea\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Current Editorial Board<\/span><\/a><\/h4><\/div><div id=\"27699e724274836ea\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_27699e724274836ea\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><strong>Executive Editor (Editor-in-Chief)<\/strong><\/p>\n<p>Tilottama \u201cTilo\u201d Roy (Missouri Western State University)<\/p>\n<p><strong>\u00a0<\/strong><strong>Editorial Board<\/strong><\/p>\n<p>Benedict Adams (Missouri Western State University)<br \/>\nRachael Allen (University of Missouri &#8211; Kansas City)<br \/>\nJessica Allen (Rockhurst University)<br \/>\nGoksu Avdan (Missouri Western State University)<br \/>\nJames Carviou (Missouri Western State University)<br \/>\nPam Clary (Missouri Western State University)<br \/>\nLori Costello (University of South Dakota)<br \/>\nTeddi Deka (Missouri Western State University)<br \/>\nMeredith Doyle (Benedictine University)<br \/>\nAshley Elias (Missouri Western State University)<br \/>\nJohn Fisher (Utah Valley University)<br \/>\nHunter McFall-Boegeman (Northwest Missouri State University)<br \/>\nCheryl McIntosh (Northwest Missouri State University)<br \/>\nJulia Morse (Kansas State University \u2013 Salina Aerospace)<br \/>\nNathan Roberts (College of the Ozarks)<br \/>\nMaria Spletter (University of Missouri \u2013 Kansas City)<br \/>\nMiriyah Sumitra (A. T. Still University, Kirksville)<br \/>\nMaartje Van Den Bogaard (Arkansas Tech University)<\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-e1538cfe80a462d62 fusion-toggle-no-divider fusion-toggle-boxed-mode\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_e1538cfe80a462d62\"><a aria-expanded=\"false\" aria-controls=\"e1538cfe80a462d62\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-1\" data-target=\"#e1538cfe80a462d62\" href=\"#e1538cfe80a462d62\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Peer Review Policy<\/span><\/a><\/h4><\/div><div id=\"e1538cfe80a462d62\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_e1538cfe80a462d62\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p>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.<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-a1d268911ac3d80ef fusion-toggle-no-divider fusion-toggle-boxed-mode\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_a1d268911ac3d80ef\"><a aria-expanded=\"false\" aria-controls=\"a1d268911ac3d80ef\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-1\" data-target=\"#a1d268911ac3d80ef\" href=\"#a1d268911ac3d80ef\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Disclaimer<\/span><\/a><\/h4><\/div><div id=\"a1d268911ac3d80ef\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_a1d268911ac3d80ef\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p>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.<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:66.666666666667%;--awb-margin-top-large:0px;--awb-spacing-right-large:2.88%;--awb-margin-bottom-large:20px;--awb-spacing-left-large:2.88%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-title title fusion-title-1 fusion-title-text fusion-title-size-one\"><div class=\"title-sep-container title-sep-container-left fusion-no-large-visibility fusion-no-medium-visibility fusion-no-small-visibility\"><div class=\"title-sep sep-double sep-solid\" style=\"border-color:#e0dede;\"><\/div><\/div><span class=\"awb-title-spacer fusion-no-large-visibility fusion-no-medium-visibility fusion-no-small-visibility\"><\/span><h1 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:28;line-height:1.4;\">Journal of Applied Learning in Higher Education<\/h1><span class=\"awb-title-spacer\"><\/span><div class=\"title-sep-container title-sep-container-right\"><div class=\"title-sep sep-double sep-solid\" style=\"border-color:#e0dede;\"><\/div><\/div><\/div><div class=\"fusion-text fusion-text-2\"><p>The <em>Journal of Applied Learning in Higher Education<\/em> (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.<\/p>\n<p>For questions or more information about the Journal contact us at <a href=\"mailto:goal@missouriwestern.edu\">goal@missouriwestern.edu<\/a><\/p>\n<p>JALHE, Vol. 12, 2026<\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><div style=\"text-align:left;\"><a class=\"fusion-button button-3d button-medium button-custom fusion-button-default button-1 fusion-button-span-no \" style=\"--button_accent_color:#000000;--button_accent_hover_color:#000000;--button_border_hover_color:#000000;--button_border_width-top:5px;--button_border_width-right:5px;--button_border_width-bottom:5px;--button_border_width-left:5px;--button-border-radius-top-left:20px;--button-border-radius-top-right:20px;--button-border-radius-bottom-right:20px;--button-border-radius-bottom-left:20px;--button_gradient_top_color:#ffc700;--button_gradient_bottom_color:#ffc700;--button_gradient_top_color_hover:rgba(255,194,14,0.78);--button_gradient_bottom_color_hover:rgba(255,194,14,0.78);\" target=\"_self\" href=\"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-content\/uploads\/sites\/116\/2026\/10\/JALHE-2026-Volume-12.pdf\"><span class=\"fusion-button-text awb-button__text awb-button__text--default\">ACCESS FULL VOLUME 12<\/span><\/a><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:10px;margin-bottom:5px;width:100%;\"><\/div><div class=\"fusion-title title fusion-title-2 fusion-sep-none fusion-title-center fusion-title-text fusion-title-size-one\"><h1 class=\"fusion-title-heading title-heading-center fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:28;line-height:1.4;\"><span style=\"text-decoration: underline\">Articles<\/span><\/h1><\/div><div class=\"accordian fusion-accordian\" style=\"--awb-border-size:1px;--awb-icon-size:13px;--awb-content-font-size:12pt;--awb-icon-alignment:left;--awb-hover-color:#f9f9f9;--awb-border-color:#cccccc;--awb-background-color:#ffffff;--awb-divider-color:#e0dede;--awb-divider-hover-color:#e0dede;--awb-icon-color:#ffffff;--awb-title-color:#89385b;--awb-content-color:#000000;--awb-icon-box-color:#333333;--awb-toggle-hover-accent-color:#3a3a3a;--awb-title-font-family:&quot;Oswald&quot;;--awb-title-font-weight:400;--awb-title-font-style:normal;--awb-title-font-size:18px;--awb-title-line-height:1.5;--awb-content-font-family:&quot;Open Sans&quot;;--awb-content-font-style:normal;--awb-content-font-weight:400;\"><div class=\"panel-group fusion-toggle-icon-boxed\" id=\"accordion-28386-2\"><div class=\"fusion-panel panel-default panel-01f153763c4c4bbd0 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_01f153763c4c4bbd0\"><a aria-expanded=\"false\" aria-controls=\"01f153763c4c4bbd0\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#01f153763c4c4bbd0\" href=\"#01f153763c4c4bbd0\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Preface<\/span><\/a><\/h4><\/div><div id=\"01f153763c4c4bbd0\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_01f153763c4c4bbd0\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p>Dear Readers,<\/p>\n<p>It is my pleasure to introduce the <em>Journal of Applied Learning in Higher Education (JALHE)<\/em>, volume 12, 2026, published by Missouri Western State University. The fifteen articles gathered here come from authors at colleges, universities, and partner organizations in seven states and two other countries, including members of our own Missouri Western Community, and from disciplines as varied as plant science, emergency management, respiratory therapy, engineering technology, linguistics and education, psychology, histology, economic development, and the social sciences. What unites them is a shared conviction that students learn most deeply when they put knowledge to work through various applied learning initiatives, and a shared willingness to look closely at what actually happens when they do.<\/p>\n<p>Several contributions take up the question of how to bring authentic, real-world problems into the courses students are already taking. Barat offers a five-stage, classroom-based experiential learning model in which students act as co-creators, identifying community partners, defining organizational problems, and testing their recommendations against stakeholder feedback, which offers an accessible alternative to resource-intensive placements. Aguilar Murillo and colleagues draw on three years of a community-engaged course in bilingual language acquisition and education to distill five transferable lessons, chief among them that meaningful partnerships rest on relationship-building and reciprocity rather than charity. Two articles examine the bridge from classroom to career. Vanderleeuw and colleagues surveyed county economic development directors across four Midwestern states, whose advice to students returns again and again to communication, networking, and engagement with others. Reed and colleagues find, in a survey of 365 undergraduates, that participation in even one career-focused high-impact practice within a major or minor is associated with greater confidence in career preparation and communication.<\/p>\n<p>A second group of articles focuses on applied learning in professional preparation. Studying a full-scale sheltering exercise that brought together students, community volunteers, and emergency preparedness partners, Fisher, Lindquist, and Falk report that participants perceived strong gains in applying the<em> Incident Command System<\/em>, coordinating with others, and taking preparedness action, even where pre\/post score changes were modest, a useful reminder of how difficult learning transfer is to measure. Fisher, Halkia, and Azemi show that structured online discussion can function as an applied learning environment in emergency education, provided that prompts and rubrics explicitly ask students to compare, critique, and ground principles in practice. McDaris and Northrop propose a conceptual framework for how reflective simulation and structured debriefing may build emotional intelligence and resilience among respiratory therapy students, and they position open-access institutions as vital pathways into a profession facing serious workforce shortages.<\/p>\n<p>Other authors examine how learning environments themselves are designed. Barta, Svojanovsky, and Szekely trace how an eight-week Plant Physiology course-based undergraduate research experience investigating the allelopathic molecule L-DOPA grew into a research-centered learning ecosystem spanning courses, disciplines, and institutions in the United States and Romania. Avdan reports that giving engineering technology students the freedom to collaborate with peers or work independently on open-resource assignments created a workplace-like setting that most students valued. Morse, drawing on four applied learning courses in manufacturing and engineering technology, proposes a framework for formative feedback that is distributed, time-decoupled, and multi-touch; although it emerged from <em>HyFlex<\/em> teaching, it applies well beyond hybrid classrooms.<\/p>\n<p>It will surprise no reader that artificial intelligence runs through this issue. Kamali argues that AI, used with theoretical rigor and ethical awareness, can serve as an analytical scaffold that social science students interrogate, correct, and contextualize rather than simply accept. Belcher poses a larger question: if AI can support activity across every cognitive level, then education must shift its emphasis from \u201cdoing\u201d to \u201cbecoming,\u201d toward the development of judgment, agency, reflection, ethical responsibility, and intellectual identity. Allen grounds the conversation in everyday practice, examining how histology students create and use flashcards, the role AI plays in that process, and how students\u2019 reflections opened classroom conversations about intentional study strategies.<\/p>\n<p>Finally, two articles turn to the human relationships that sustain applied learning. Williamson and colleagues found that students receiving video feedback reported a greater sense of belonging and perceived more instructor care than with written comments, although they did not judge either format more useful or effective. Arnold and colleagues remind us that faculty need mentoring too; their needs assessment at a metropolitan university shows that what faculty seek from a mentor depends on their teaching experience and professional goals.<\/p>\n<p>Reading these articles together, I am struck by how candid many of them are. Several are pilot studies, case studies, or conceptual frameworks, and their authors take care to distinguish students\u2019 perceptions from measured learning and to acknowledge the limits of small samples. That candor is a strength. Applied learning asks students to act under uncertainty, reflect on what happened, and try again. These authors bring the same disposition to their scholarship, and in doing so they offer a foundation that others can test, adapt, and build on.<\/p>\n<p>I am grateful to Missouri Western State University for supporting this applied learning endeavor, to the authors for their work and their responsiveness throughout revision; our esteemed panel of reviewers, whose thoughtful critique strengthened every manuscript, and to the Griffon Office of Applied Learning (GOAL) administrative coordinator for help with the overall publication process. I hope these pages spark ideas you can carry into your own classrooms, programs, and partnerships.<\/p>\n<p><strong>Tilottama \u201cTilo\u201d Roy, Ph.D.<br \/>\n<\/strong>Executive Editor (Editor-in-Chief)<br \/>\n<em>Journal of Applied Learning in Higher Education (JALHE)<br \/>\n<\/em>Missouri Western State University<br \/>\nOctober 2026<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-3a04aa14df6759487 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_3a04aa14df6759487\"><a aria-expanded=\"false\" aria-controls=\"3a04aa14df6759487\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#3a04aa14df6759487\" href=\"#3a04aa14df6759487\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">A Classroom-Based Experiential Learning Model for Applied Student Engagement<\/span><\/a><\/h4><\/div><div id=\"3a04aa14df6759487\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_3a04aa14df6759487\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Somjit Barat<\/strong>, Pennsylvania State University<\/p>\n<p><u>Abstract<\/u><\/p>\n<p>Experiential learning is widely recognized as an effective pedagogical approach for promoting student engagement and connecting theoretical knowledge to real-world applications. However, many experiential learning opportunities rely on internships, study abroad programs, service-learning placements, simulations, or other resource-intensive activities that may not be accessible across all institutional and student contexts. This paper proposes a scalable and replicable Classroom-Based Experiential Learning Model for Applied Student Engagement that integrates authentic organizational problem-solving directly into existing course structures. The model consists of five stages: preparation and orientation, community partner identification, collaborative problem identification, solution development and implementation planning, and validation, reflection, and assessment. A distinguishing feature of the model is the active role students assume throughout the experiential learning process, functioning as co-creators rather than passive participants in the learning experience. Preliminary survey findings indicate favorable student perceptions of conceptual understanding, learning effort, confidence, and workforce preparedness. Collectively, the model contributes to the experiential learning literature by providing educators with a practical framework for embedding authentic experiential learning opportunities within traditional classroom environments while promoting applied student engagement.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a1\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a1<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 1. 2026 Pages 9-24<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Barat, S. (2026).\u00a0 A Classroom-Based Experiential Learning Model for Applied Student Engagement. <em>Journal of Applied Learning in Higher Education,12(1), <\/em>9-24.\u00a0 <a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a1\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a1<\/a><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-e0b782c5ca81ef103 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_e0b782c5ca81ef103\"><a aria-expanded=\"false\" aria-controls=\"e0b782c5ca81ef103\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#e0b782c5ca81ef103\" href=\"#e0b782c5ca81ef103\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Advancing Your Career: Advice from County Economic Development Directors \u2013 Engage! <\/span><\/a><\/h4><\/div><div id=\"e0b782c5ca81ef103\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_e0b782c5ca81ef103\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>James Vanderleeuw, <\/strong>Park University<br \/>\n<strong>Susan Keim, <\/strong>Park University<br \/>\n<strong>Molly Sparks, <\/strong>Internal Revenue Service<br \/>\n<strong>Steven Modrcin, <\/strong>Park University<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>The focus of this paper is on the advice county-level economic development directors offer students looking to move forward with their career. Based on a 2024 survey of these practitioners across the states of Iowa, Kansas, Missouri and Nebraska, the offered advice speaks to skills necessary to pursue a successful career not only for those interested in economic development, but for students across numerous fields who anticipate a career with members of the public and other professionals.\u00a0 Findings also have relevance for those in higher education responsible for program and course development.\u00a0 The career advice from these professionals is heavily about the value of soft skills \u2013 communicating, networking and the relevance of work experience in acquiring these skills. Ultimately, the advice stresses the importance of engagement with others. Implications for students and the academic programs in higher education that serve them include the value of internships, collaborative projects and volunteerism.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a2\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a2<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 2. 2026 Pages 25-40<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Vanderleeuw, J., Keim, S., Sparks, M. &amp; Modrcin, S.. (2026).\u00a0 Advancing Your Career: Advice from County Economic Development Directors \u2013 Engage! <em>Journal of Applied Learning in Higher Education,12(1), <\/em>25-40.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a2\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a2<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-1307d9ecab8e36455 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_1307d9ecab8e36455\"><a aria-expanded=\"false\" aria-controls=\"1307d9ecab8e36455\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#1307d9ecab8e36455\" href=\"#1307d9ecab8e36455\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Beyond the Algorithm: Integrating AI into Applied Learning Pedagogy\u2014A Critical Inquiry<\/span><\/a><\/h4><\/div><div id=\"1307d9ecab8e36455\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_1307d9ecab8e36455\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Ali Kamali, <\/strong>Missouri Western State University<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>This paper examines how artificial intelligence (AI) can strengthen applied learning in the social sciences by transforming raw information into analyzable material that students actively interpret, evaluate, and convert into disciplinary knowledge. It argues that AI, when guided by theoretical rigor and ethical awareness, enhances critical pedagogy by supporting qualitative interpretation, computational analysis, simulation\u2011based inquiry, and independent reasoning. Rather than replacing instruction, AI functions as an analytical scaffold that students interrogate, correct, and contextualize, enabling deeper engagement with social structures, patterned behavior, and institutional dynamics.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a3\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a3<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 3. 2026 Pages 41-53<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Kamali, A. (2026).\u00a0 Beyond the Algorithm: Integrating AI into Applied Learning Pedagogy\u2014A Critical Inquiry. <em>Journal of Applied Learning in Higher Education,12(1), <\/em>41-53.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a3\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a3<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-66355e205b3af89cc fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_66355e205b3af89cc\"><a aria-expanded=\"false\" aria-controls=\"66355e205b3af89cc\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#66355e205b3af89cc\" href=\"#66355e205b3af89cc\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Cultivating Discovery: Building a Research-Centered Learning Ecosystem Through Authentic Undergraduate Applied Research in Plant Science <\/span><\/a><\/h4><\/div><div id=\"66355e205b3af89cc\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_66355e205b3af89cc\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Csengele Barta, <\/strong>Missouri Western State University<br \/>\n<strong>Stan Svojanovsky<\/strong>, Missouri Western State University<br \/>\n<strong>Gyongyi Szekel, <\/strong>Babes-Bolyai University<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>Course-Based Undergraduate Research Experiences (CUREs) emerged as powerful approaches for promoting student engagement, scientific literacy, workforce preparation and applied learning. However, despite the increasing adoption across different Science, Technology, Engineering, and Mathematics (STEM) disciplines, comparatively few published examples describe organismal and plant science CUREs, particularly at primarily undergraduate institutions (PUIs). This reflective case study describes the development and evolution of an eight-week-long Plant Physiology (BIO 440) CURE at Missouri Western State University (MWSU), centered on investigating the effects of the allelopathic molecule L-3,4-dihydroxyphenylalanine (L-DOPA) on plant growth and development.<\/p>\n<p>The project initially was designed to provide students with an authentic research experience examining plant responses to naturally occurring secondary metabolites. Students participated in all the stages of the research process including the design and construction of a small-scale hydroponic growth system, experimental planning, plant propagation, physiological measurements, microscopy, pigment analyses, chlorophyll fluorescence assessments, data interpretation and finally, the communication of the findings. During the investigation the students documented unexpected concentration-dependent responses to L-DOPA which ultimately introduced them to the concept of hormesis and provided opportunities to engage in authentic scientific discovery.<\/p>\n<p>As the project evolved, its educational impact extended well beyond the original research team. The scientific questions generated through the experimental work created additional opportunities for participation by students enrolled in Biochemistry II (CHE 470) at MWSU through literature-based investigations, scientific writing and poster presentations. Components of the project were subsequently also adapted for use in an advanced online Plant Ecophysiology course at Babe\u0219-Bolyai University in Cluj-Napoca, Romania, extending the learning experience across institutional, disciplinary and national boundaries.<\/p>\n<p>Student participation supported the development of competencies in scientific reasoning, experimental design, systems thinking, quantitative analysis, communication, collaboration and scientific identity. More broadly, the project also demonstrated how a single authentic research question can serve as a catalyst for building a research-centered Learning Ecosystem which integrates undergraduate research, applied learning, scholarly communication, interdisciplinary collaboration and international engagement.<\/p>\n<p>This case study also highlights the largely underutilized potential of organismal plant science as a platform for authentic undergraduate research and suggests that research questions emerging from faculty scholarship can provide powerful foundations for collaborative Learning Ecosystems that simultaneously advance student learning and scholarly activity.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a4\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a4<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 4. 2026 Pages 54-80<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Barta, C., Svojanovsky, S. &amp; Szekely, G.. (2026).\u00a0 Cultivating Discovery: Building a Research-Centered Learning Ecosystem Through Authentic Undergraduate Applied Research in Plant Science . <em>Journal of Applied Learning in Higher Education,12(1), <\/em>54-80. <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a4\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a4<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-e41d19998d97fb90f fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_e41d19998d97fb90f\"><a aria-expanded=\"false\" aria-controls=\"e41d19998d97fb90f\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#e41d19998d97fb90f\" href=\"#e41d19998d97fb90f\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Developing Emotional Intelligence and Resilience in Respiratory Therapy Education: An Open-Access Perspective<\/span><\/a><\/h4><\/div><div id=\"e41d19998d97fb90f\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_e41d19998d97fb90f\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Sarah McDaris, <\/strong>Missouri Western State University<br \/>\n<strong>David Northrop, <\/strong>Missouri Western State University<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>This conceptual paper examines the role of open-access higher education institutions in addressing the critical healthcare workforce shortage in the United States, particularly in high-demand specialties such as respiratory therapy. Drawing on literature related to open-access education, emotional intelligence, resilience, simulation-based learning, and workforce development, this paper proposes a conceptual framework explaining how reflective simulation experiences and structured debriefing may foster emotional intelligence and resilience among respiratory therapy students. By expanding access to education for both traditional and nontraditional learners, open-access institutions can create more inclusive pathways into healthcare professions. The proposed framework suggests that intentional development of emotional intelligence through reflective educational experiences may enhance adaptability, persistence, workforce readiness, and long-term professional engagement. Aligning curriculum design with workforce needs while emphasizing both cognitive and affective skill development may produce competent, resilient, and workforce-ready graduates. This conceptual paper offers a foundation for future empirical research and presents a potential strategy for strengthening workforce retention and addressing ongoing respiratory therapy workforce shortages.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a5\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a5<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 5. 2026 Pages 81-94<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Kamali, A. (2026). Developing Emotional Intelligence and Resilience in Respiratory Therapy Education: An Open-Access Perspective. <em>Journal of Applied Learning in Higher Education,12(1), <\/em>81-94.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a5\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a5<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-6ffb027f787a425fc fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_6ffb027f787a425fc\"><a aria-expanded=\"false\" aria-controls=\"6ffb027f787a425fc\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#6ffb027f787a425fc\" href=\"#6ffb027f787a425fc\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Educating Humans, Training Machines: From Doing to Becoming in the Age of Artificial Intelligence<\/span><\/a><\/h4><\/div><div id=\"6ffb027f787a425fc\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_6ffb027f787a425fc\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Dr. James Belcher, <\/strong>University of Arkansas \u2013 Fort Smith<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>Artificial intelligence (AI) is rapidly reshaping higher education. Generative AI systems can summarize texts, generate written work, provide feedback, assist in problem solving, and support increasingly complex cognitive activities across disciplines. While these technologies create significant opportunities for teaching and learning, they also challenge long-standing assumptions about the relationship between academic task performance and evidence of learning. This paper argues that the central challenge for higher education is not simply integrating artificial intelligence into the classroom but reconsidering the purpose of education through a shift from task-oriented learning focused on \u201cdoing\u201d toward developmental learning centered on \u201cbecoming.\u201d Drawing upon Bloom\u2019s Taxonomy, experiential learning, transformative learning, situated learning and research on human\u2013AI collaboration, this paper develops a conceptual framework for examining the changing relationship between cognitive task performance and learner development in AI-augmented educational environments. Rather than assigning lower-order cognition to artificial intelligence and higher-order cognition exclusively to humans, the framework recognizes that AI can support activity across cognitive levels while distinguishing successful task performance from the intellectual development of the learner. The paper argues that the educational value of AI ultimately depends on whether its use contributes to the development of judgment, agency, reflection, ethical responsibility, creativity, and intellectual identity. Implications for curriculum design, assessment, faculty development, and institutional policy are discussed.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a6\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a6<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 6. 2026 Pages 95-111<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Belcher, J. (2026). Educating Humans, Training Machines: From Doing to Becoming in the Age of Artificial Intelligence. <em>Journal of Applied Learning in Higher Education,12(1), <\/em>95-111.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a6\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a6<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-d13749e20091bddc0 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_d13749e20091bddc0\"><a aria-expanded=\"false\" aria-controls=\"d13749e20091bddc0\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#d13749e20091bddc0\" href=\"#d13749e20091bddc0\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Examining the relationship between career focused high-impact practices (HIPs) and undergraduate students\u2019 career and communication confidence<\/span><\/a><\/h4><\/div><div id=\"d13749e20091bddc0\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_d13749e20091bddc0\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Darshon Reed, <\/strong>University of Central Arkansas<br \/>\n<strong>January Schultz, <\/strong>University of Central Arkansas<br \/>\n<strong>Shawn R. Charlton, <\/strong>University of Central Arkansas<br \/>\n<strong>Riva Brown, <\/strong>American Red Cross<br \/>\n<strong>Marsha D. Massey, <\/strong>University of Central Arkansas<br \/>\n<strong>Stephen O\u2019Connell, <\/strong>University of Central Arkansas<br \/>\n<strong>Faith Yarberry, <\/strong>University of Central Arkansas<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>Higher education institutions implement high-impact practices (HIPs) to improve student learning outcomes and provide workforce preparation. HIPs are evidenced-based teaching and learning practices that promote high levels of engagement, retention, and academic success. While HIPs have been shown to improve student performance and graduation rates, the relationship between HIPs and student confidence in career preparation and communication has not been analyzed. Our work explored the relationship between career focused HIPs in major or minor programs and self-reported career preparation and communication confidence. Data were collected using a survey completed by 365 undergraduate students at a midsized regional doctoral\/professional university. Our findings reveal that students who engaged in at least 1 career focused HIP as part of their major or minor coursework self-reported increased confidence in career preparation and communication skills. Although effect sizes found were small, these results support previous work that show HIPs embedded in higher education courses facilitate career readiness. Additionally, these results warrant further examination of career focused HIPs and their dynamic effect on career planning and preparation.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a7\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a7<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 7. 2026 Pages 112-129<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Reed, D., Schultz, J., Charlton, S.R., Brown, R., Massey, M.D., O\u2019Connell, S., &amp; Yarberry, F. (2026). Examining the relationship between career focused high-impact practices (HIPs) and undergraduate students\u2019 career and communication confidence. <em>Journal of Applied Learning in Higher Education,12(1), <\/em>112-129.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a7\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a7<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-1128a69e700fd07d4 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_1128a69e700fd07d4\"><a aria-expanded=\"false\" aria-controls=\"1128a69e700fd07d4\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#1128a69e700fd07d4\" href=\"#1128a69e700fd07d4\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Flashcard creation and use in a histology lecture course: A survey-based case study. <\/span><\/a><\/h4><\/div><div id=\"1128a69e700fd07d4\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_1128a69e700fd07d4\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Rachael C. Allen, <\/strong>University of Missouri \u2013 Kansas City<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>Histology, like many basic science subjects requires mastery of terminology, visual structures, and integration of these things to describe functional relationships, making effective study strategies essential for student success. Flashcards are widely used to support retrieval practice and spaced repetition, but students can struggle to develop deeper understanding beyond surface memorization. The relatively recent integration of artificial intelligence (AI) into mainstream higher education exposes new opportunities to enhance active learning strategies. This case study assesses the extent to which flashcards are being used by students in a histology lecture class, and explores the role that AI plays. Data were collected through two voluntary online surveys that included questions asking for multiple-choice responses and short written responses. The subjective and quantitative comparisons together with students\u2019 self-reflection statements prompted classroom discussions about intentional flashcard design and use, and the broader applicability of course-specific study strategies.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a8\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a8<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 8. 2026 Pages 130-145<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Allen, R.C. (2026). Flashcard creation and use in a histology lecture course: A survey-based case study. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>130-145.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a8\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a8<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-d8ca96f843ccddaa7 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_d8ca96f843ccddaa7\"><a aria-expanded=\"false\" aria-controls=\"d8ca96f843ccddaa7\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#d8ca96f843ccddaa7\" href=\"#d8ca96f843ccddaa7\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">From Theory to Practice: Measuring Learning Transfer in a Full-Scale Sheltering Exercise<\/span><\/a><\/h4><\/div><div id=\"d8ca96f843ccddaa7\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_d8ca96f843ccddaa7\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>John R. Fisher, <\/strong>Utah Valley University<br \/>\n<strong>Chris Lindquist,<\/strong> Utah Valley University<br \/>\n<strong>Louis K. Falk, <\/strong>University of Texas \u2013 Rio Grande Valley<\/p>\n<p><u>Abstract<\/u><\/p>\n<p>This pilot study evaluated applied learning transfer during a full-scale sheltering exercise involving students, community volunteers, and emergency preparedness partners. Data included 26 pre-exercise survey responses, 24 post-exercise survey responses, and 7 post-exercise reflection responses. The exercise was designed to help participants apply emergency management concepts, including the Incident Command System, shelter operations, interagency coordination, role clarity, and personal preparedness. An unmatched pre-test\/post-test design was used with supplemental post-exercise perception items and qualitative reflection responses. Because individual pre-test and post-test responses could not be linked, Welch\u2019s independent-samples t-tests compared group-level differences. The quantitative pre\/post comparison did not show statistically significant improvement on the five-item core composite. However, post-exercise impact ratings were high, indicating perceived gains in ICS application, coordination and communication, and preparedness action. Qualitative reflections supported these findings by emphasizing experiential learning, shelter complexity, confidence, and personal preparedness. Findings suggest that full-scale sheltering exercises can provide meaningful applied learning experiences, even when measurable pre\/post score changes are limited.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a9\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a9<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 9. 2026 Pages 146-192<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Fisher, J.R., Lindquist, C., Falk, L.K. (2026). From Theory to Practice: Measuring Learning Transfer in a Full-Scale Sheltering Exercise. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>146-192.\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a9\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a9<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-3db0cf941aed5209d fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_3db0cf941aed5209d\"><a aria-expanded=\"false\" aria-controls=\"3db0cf941aed5209d\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#3db0cf941aed5209d\" href=\"#3db0cf941aed5209d\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Peer Learning for Applied Engineering Technology Education<\/span><\/a><\/h4><\/div><div id=\"3db0cf941aed5209d\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_3db0cf941aed5209d\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Goksu Avdan, <\/strong>Missouri Western State University<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>This study examines the implementation and student perceptions of a flexible peer learning approach in applied engineering technology education, with the goal of combining peer collaboration with student autonomy in a practical, workplace-like learning environment. The approach was used in MET 132 (Manufacturing Methods) and MET 372 (Programmable Logic Controllers) through in-class assignments and laboratory-based activities. Unlike traditional peer learning models with assigned groups, students were given full autonomy to collaborate freely with classmates or work independently. Activities were also designed as open-book and open-note, allowing students to use course materials, previous examples, digital resources, and other approved resources. Data sources included instructor reflections and student responses to open-ended survey questions. The findings showed that students generally valued the flexible structure and reported that peer collaboration helped them discuss questions, confirm their understanding, solve problems more efficiently, and experience workplace-like collaboration.\u00a0 Although some challenges were noted, including unequal peer support and occasional difficulty following multiple discussions, students generally viewed flexibility and freedom of choice positively. These findings suggest that combining peer collaboration with student agency can provide a practical applied learning environment while allowing students to select the learning approach that best supports their individual needs. Overall, flexible peer learning offers a student-centered instructional approach that may support applied technical learning, collaboration, and preparation for professional workplace environments.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a10\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a10<\/a><\/u><\/p>\n<p>JALHE Vol. 12, Article 10. 2026 Pages 193-205.<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Avdan, G. (2026). Peer Learning for Applied Engineering Technology Education. \u00a0<em>Journal of Applied Learning in Higher Education,12(1),<\/em> 193-205<em>.\u00a0 <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a10\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a10<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-4e799a3d5b5a52f9c fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_4e799a3d5b5a52f9c\"><a aria-expanded=\"false\" aria-controls=\"4e799a3d5b5a52f9c\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#4e799a3d5b5a52f9c\" href=\"#4e799a3d5b5a52f9c\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Perceived Mentoring Needs Among Faculty Members at a Metropolitan University - A Needs Assessment Pilot<\/span><\/a><\/h4><\/div><div id=\"4e799a3d5b5a52f9c\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_4e799a3d5b5a52f9c\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Maha El Hachi, <\/strong>University of Central Oklahoma<br \/>\n<strong>Leann Laubach, <\/strong>University of Central Oklahoma<br \/>\n<strong>Lori Risley, <\/strong>University of Central Oklahoma<br \/>\n<strong>Crystal Westmoreland, <\/strong>University of Central Oklahoma<br \/>\n<strong>Ashley Wilson, <\/strong>University of Central Oklahoma<br \/>\n<strong>Barbara E Arnold, <\/strong>University of Central Oklahoma<\/p>\n<p><u>Abstract<\/u><\/p>\n<p><strong>Background: <\/strong>Faculty development is directly related to student success.\u00a0 While faculty-to-student mentoring is common in academia, especially in applied learning practices, a less common phenomenon is faculty-to-faculty mentoring. To facilitate the process of mentoring within and between faculty, it is necessary to understand their perceived needs. <strong>Purpose: <\/strong>The purpose of this study is to identify and evaluate the perceived mentoring needs of faculty members within a metropolitan higher education institution. Identifying the specific areas where faculty members require guidance and support provides valuable data for designing an effective, faculty-to-faculty mentoring program that would prove beneficial to support both students and faculty. <strong>Methods:<\/strong> Utilizing a survey technique, an electronic needs assessment questionnaire consisting of six major domains including effective classroom teaching, scholarship knowledge and skills, contributions to the institution and profession, college and university resources, career development skills, and leadership\/management was distributed with respondents self-reporting their perceived mentoring needs. <strong>Results:<\/strong> 52 respondents completed the questionnaire from an initial 110 responses, representing a response rate of 10.9% of the university faculty. Faculty members expressed different mentorship needs based upon teaching experience and professional goals. The results provided insight into specific mentorship needs for faculty based on years of experience. <strong>Conclusion<\/strong>: The findings illuminate the multi-faceted mentoring needs of faculty. For the mentorship to be effective, consideration of the mentee&#8217;s experience and professional goals should guide the development of mentoring programs.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a11\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a11<\/a><\/u><\/p>\n<p><u>\u00a0<\/u>JALHE Vol. 12, Article 11 2026 Pages 206-223<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>El Hachi, M., Laubach, L., Risley, L., Westmoreland, C., Wilson, A., &amp; Arnold, B.E. (2026). Perceived Mentoring Needs Among Faculty Members at a Metropolitan University &#8211; A Needs Assessment Pilot. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>206-223<em>.\u00a0 <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a11\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a11<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-42d56e094e6930abb fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_42d56e094e6930abb\"><a aria-expanded=\"false\" aria-controls=\"42d56e094e6930abb\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#42d56e094e6930abb\" href=\"#42d56e094e6930abb\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Rethinking Formative Feedback in HyFlex and Applied Contexts: A Distributed, Time-Decoupled, and Multi-Touch Design Framework<\/span><\/a><\/h4><\/div><div id=\"42d56e094e6930abb\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_42d56e094e6930abb\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Julia Morse, <\/strong>Kansas State University Salina Aerospace and Technology Campus<\/p>\n<p><u>\u00a0<\/u><u>Abstract<\/u><\/p>\n<p>In applied learning, we aspire to design a course structure with formative feedback as close as possible to the point of applied learning.\u00a0 However, in practice, logistics do not always allow this clean and simple integration. HyFlex learning environments further challenge instructional design by allowing students to tackle learning activities asynchronously, away from other students who choose the in-person class experience.<\/p>\n<p>This study examines the design strategies for learning and formative feedback in four undergraduate applied learning courses in manufacturing and engineering technology.\u00a0 A cross-case analysis examines how learning is configured when students engage with preparation, application, feedback, and reflection at different times and through different modalities.<\/p>\n<p>Findings demonstrate a learning support structure distributed across instructional structures and activities, time-decoupled, with multi-touch exposure. While these patterns emerge in HyFlex classes, they apply to many traditional applied learning course environments. This paper proposes a conceptual framework that serves as a design lens for partially asynchronous applied learning environments.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a12\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a12<\/a><\/u><\/p>\n<p><u>\u00a0<\/u>JALHE Vol. 12, Article 12 2026 Pages 224-236<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Morse, J. (2026). Rethinking Formative Feedback in HyFlex and Applied Contexts:\u00a0 A Distributed, Time-Decoupled, and Multi-Touch Design Framework. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>224-236<em>.\u00a0 <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a12\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a12<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-d79b9cab749a2a90d fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_d79b9cab749a2a90d\"><a aria-expanded=\"false\" aria-controls=\"d79b9cab749a2a90d\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#d79b9cab749a2a90d\" href=\"#d79b9cab749a2a90d\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Structured Online Discussion as Applied Learning in Emergency Education <\/span><\/a><\/h4><\/div><div id=\"d79b9cab749a2a90d\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_d79b9cab749a2a90d\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>JOHN R. FISHER, <\/strong>Utah Valley University<br \/><strong>GEORGIA HALKIA, <\/strong>Utah Valley University<br \/><strong>FERID AZEMI<\/strong>, Kosovo Academy for Public Safety<\/p>\n<p><u>&nbsp;<\/u><u>Abstract<\/u><\/p>\n<p>This study examines whether structured online discussion can function as an applied learning environment for emergency education. The study analyzed how undergraduate emergency students applied Incident Command System (ICS) management principles to emergency and non-emergency settings. This study employed a mixed methods approach, combining qualitative content analysis of student discussions with quantitative statistical analysis of rubric-based scores. The discussion assignment required students to select an ICS principle, define it, explain its use in routine and emergency contexts, make observations about its effectiveness, and respond to classmates. Using AI-assisted content analysis supported by a codebook and preliminary human reliability check, 94 initial student discussion posts were analyzed. Posts were scored across six dimensions: principle accuracy, non-emergency application, emergency application, cross-context comparison, critical observation, and practice grounding. Findings showed that students performed strongest on principle accuracy and application but lower on comparison and critical observation. Results suggest that structured discussion can support applied learning when prompts and rubrics explicitly require comparison, critique, and practice grounding.<\/p>\n<p>DOI:&nbsp; <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a13\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a13<\/a><\/u><\/p>\n<p><u>&nbsp;<\/u>JALHE Vol. 12, Article 13 2026 Pages 237-261<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Fisher, J.R., Halkia, G., &amp; Azemi, F. (2026). Structured Online Discussion as Applied Learning in Emergency Education. &nbsp;<em>Journal of Applied Learning in Higher Education,12(1), <\/em>237-261<em>.&nbsp; <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a13\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a13<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-6b202580af30aac47 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_6b202580af30aac47\"><a aria-expanded=\"false\" aria-controls=\"6b202580af30aac47\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#6b202580af30aac47\" href=\"#6b202580af30aac47\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Teaching That Connects: Lessons from a Community-Engaged Learning Course<\/span><\/a><\/h4><\/div><div id=\"6b202580af30aac47\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_6b202580af30aac47\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Dr. Tracey R. Jones, <\/strong>Baylor University<br \/>\n<strong>Raquel Aguilar Murillo, <\/strong>Baylor University<br \/>\n<strong>Dr. Melisa Dracos, <\/strong>Baylor University<\/p>\n<p><u>Abstract<\/u><\/p>\n<p>This article draws on three years of implementation of a community-engaged undergraduate and graduate course, Bilingual Language Acquisition and Education (BLAE), to identify five transferable lessons for instructors designing experiential learning partnerships. Co-taught by faculty from linguistics and education, the course embedded university students in a Latinx dual-language (DL) primary school community, where they conducted bilingual language assessments, implemented literacy activities, and presented findings at a school-site poster session. Although the course focuses on bilingual education, the authors frame each lesson broadly, inviting instructors across disciplines to consider how community-anchored, applied learning experiences cultivate deeper intellectual engagement than instruction alone can achieve. Additional lessons address how authentic participation supports professional identity development and how structured reflection transforms experience into transferable understanding. This contribution argues that meaningful community engagement requires prioritizing relationship-building over transactional interactions, designing for reciprocity rather than charity, and treating students and community members as genuine research partners.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a14\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a14<\/a><\/u><\/p>\n<p><u>\u00a0<\/u>JALHE Vol. 12, Article 14. 2026 Pages 262-274.<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Jones, T.F., Aguilar Murillo, R., &amp; Dracos, M. (2026). Teaching That Connects: Lessons from a Community-Engaged Learning Course. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>262-274<em>.\u00a0 <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a14\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a14<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-c417fb6f79af6e051 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_c417fb6f79af6e051\"><a aria-expanded=\"false\" aria-controls=\"c417fb6f79af6e051\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-2\" data-target=\"#c417fb6f79af6e051\" href=\"#c417fb6f79af6e051\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">To Watch or to Read? Comparing Student Perceptions of Written and Video Feedback During Formative Assessment<\/span><\/a><\/h4><\/div><div id=\"c417fb6f79af6e051\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_c417fb6f79af6e051\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><u>Authors<\/u><\/p>\n<p><strong>Laverl Z. Williamson, <\/strong>Missouri Western State University<br \/>\n<strong>Kayla Waters, <\/strong>Missouri Western State University<br \/>\n<strong>Alex Lake, <\/strong>Missouri Western State University<u>\u00a0<\/u><\/p>\n<p><u>Abstract<\/u><\/p>\n<p>Feedback is an essential component of formative assessment. Advances in technology have generated alternatives to traditional written \u201cmargin-comment\u201d feedback that may benefit students in several ways. This study surveyed 59 college students about their perceptions of written and video-recorded feedback, comparing social belonging, perceived instructor care, perceived usefulness, perceived effectiveness, and general student preference across the two feedback modalities. Results indicated that students felt a greater sense of belonging when receiving video feedback and perceived that their professors cared more about their education. However, students did not show a clear overall preference for either form of feedback nor did they perceive either form to be more useful or effective for promoting learning. These results suggest that video feedback may be a useful instructional tool for supporting students\u2019 social needs. However, conclusions are limited by the study\u2019s small sample and reliance on student perceptions rather than objective measures of learning and performance.<\/p>\n<p>DOI:\u00a0 <u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a15\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a15<\/a><\/u><\/p>\n<p><u>\u00a0<\/u>JALHE Vol. 12, Article 15. 2026 Pages 275-287.<\/p>\n<p><strong>How to cite this article:<\/strong><\/p>\n<p>Williamson, L.Z., Water, K., &amp; Lake, A. (2026). To Watch or to Read? Comparing Student Perceptions of Written and Video Feedback During Formative Assessment. \u00a0<em>Journal of Applied Learning in Higher Education,12(1), <\/em>275-287<em>.\u00a0 <\/em><u><a href=\"https:\/\/doi.org\/10.57186\/jalhe_2026_v12a15\">https:\/\/doi.org\/10.57186\/jalhe_2026_v12a15<\/a><\/u><\/p>\n<p>\u00a9 2026 Missouri Western State University<\/p>\n<\/div><\/div><\/div><\/div><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;margin-bottom:20px;width:100%;\"><div class=\"fusion-separator-border sep-single sep-solid\" style=\"--awb-height:20px;--awb-amount:20px;--awb-sep-color:#000000;border-color:#000000;border-top-width:5px;\"><\/div><\/div><div class=\"accordian fusion-accordian\" style=\"--awb-border-size:5px;--awb-icon-size:10px;--awb-content-font-size:12pt;--awb-icon-alignment:left;--awb-hover-color:#f9f9f9;--awb-border-color:#000000;--awb-background-color:#fec20a;--awb-divider-color:#e0dede;--awb-divider-hover-color:#e0dede;--awb-icon-color:#ffffff;--awb-title-color:#89385b;--awb-content-color:#000000;--awb-icon-box-color:#000000;--awb-toggle-hover-accent-color:#fec20a;--awb-title-font-family:&quot;Oswald&quot;;--awb-title-font-weight:400;--awb-title-font-style:normal;--awb-title-font-size:18px;--awb-title-line-height:1.5;--awb-content-font-family:&quot;Open Sans&quot;;--awb-content-font-style:normal;--awb-content-font-weight:400;\"><div class=\"panel-group fusion-toggle-icon-boxed\" id=\"accordion-28386-3\"><div class=\"fusion-panel panel-default panel-b98c26beccc96dad5 fusion-toggle-no-divider fusion-toggle-boxed-mode\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_b98c26beccc96dad5\"><a aria-expanded=\"false\" aria-controls=\"b98c26beccc96dad5\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-3\" data-target=\"#b98c26beccc96dad5\" href=\"#b98c26beccc96dad5\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Aims &amp; Scope<\/span><\/a><\/h4><\/div><div id=\"b98c26beccc96dad5\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_b98c26beccc96dad5\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p>The <em>Journal of Applied Learning in Higher Education<\/em> (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.<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-0d089cc831b6c03c2 fusion-toggle-no-divider fusion-toggle-boxed-mode\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_0d089cc831b6c03c2\"><a aria-expanded=\"false\" aria-controls=\"0d089cc831b6c03c2\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-3\" data-target=\"#0d089cc831b6c03c2\" href=\"#0d089cc831b6c03c2\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">Submission Guidelines<\/span><\/a><\/h4><\/div><div id=\"0d089cc831b6c03c2\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_0d089cc831b6c03c2\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p>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)<\/p>\n<\/div><\/div><\/div><div class=\"fusion-panel panel-default panel-dfcf3a2391269bd54 fusion-toggle-no-divider fusion-toggle-boxed-mode\" style=\"--awb-title-color:#89385b;--awb-content-color:#000000;\"><div class=\"panel-heading\"><h4 class=\"panel-title toggle\" id=\"toggle_dfcf3a2391269bd54\"><a aria-expanded=\"false\" aria-controls=\"dfcf3a2391269bd54\" role=\"button\" data-toggle=\"collapse\" data-parent=\"#accordion-28386-3\" data-target=\"#dfcf3a2391269bd54\" href=\"#dfcf3a2391269bd54\"><span class=\"fusion-toggle-icon-wrapper\" aria-hidden=\"true\"><i class=\"fa-fusion-box active-icon awb-icon-minus\" aria-hidden=\"true\"><\/i><i class=\"fa-fusion-box inactive-icon awb-icon-plus\" aria-hidden=\"true\"><\/i><\/span><span class=\"fusion-toggle-heading\">2026 Editorial Board<\/span><\/a><\/h4><\/div><div id=\"dfcf3a2391269bd54\" class=\"panel-collapse collapse \" aria-labelledby=\"toggle_dfcf3a2391269bd54\"><div class=\"panel-body toggle-content fusion-clearfix\">\n<p><strong>Executive Editor (Editor-in-Chief)<\/strong><\/p>\n<p>Tilottama \u201cTilo\u201d Roy (Missouri Western State University)<\/p>\n<p><strong>\u00a0<\/strong><strong>Editorial Board<\/strong><\/p>\n<p>Benedict Adams (Missouri Western State University)<br \/>\nRachael Allen (University of Missouri &#8211; Kansas City)<br \/>\nJessica Allen (Rockhurst University)<br \/>\nGoksu Avdan (Missouri Western State University)<br \/>\nJames Carviou (Missouri Western State University)<br \/>\nPam Clary (Missouri Western State University)<br \/>\nLori Costello (University of South Dakota)<br \/>\nTeddi Deka (Missouri Western State University)<br \/>\nMeredith Doyle (Benedictine University)<br \/>\nAshley Elias (Missouri Western State University)<br \/>\nJohn Fisher (Utah Valley University)<br \/>\nHunter McFall-Boegeman (Northwest Missouri State University)<br \/>\nCheryl McIntosh (Northwest Missouri State University)<br \/>\nJulia Morse (Kansas State University \u2013 Salina Aerospace)<br \/>\nNathan Roberts (College of the Ozarks)<br \/>\nMaria Spletter (University of Missouri \u2013 Kansas City)<br \/>\nMiriyah Sumitra (A. T. Still University, Kirksville)<br \/>\nMaartje Van Den Bogaard (Arkansas Tech University)<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":139,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[],"tags":[],"class_list":["post-28386","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/pages\/28386","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/users\/139"}],"replies":[{"embeddable":true,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/comments?post=28386"}],"version-history":[{"count":13,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/pages\/28386\/revisions"}],"predecessor-version":[{"id":28458,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/pages\/28386\/revisions\/28458"}],"wp:attachment":[{"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/media?parent=28386"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/categories?post=28386"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.missouriwestern.edu\/appliedlearning\/wp-json\/wp\/v2\/tags?post=28386"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}