This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their criticalthinking skills while answering a problem in the context of biotechnology. Students' criticalthinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problemsolving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems.

Graduate students are rewarded with better job opportunities if they can demonstrate a productive publishing record. In this article we report on a writing program that generated technical publications in a discipline-based graduate class. Seventeen student authors were interviewed about the influence of the experience on their professional development. For many students the most powerful experience was working as a member of a research team. Master's students benefited from being able to transfer research experience into their thesis programs. Doctoral students stretched the definitions of their disciplines and learned new research methods. One cost of the research project was that less discipline-specific content was covered in the course. Overall, students improved soft skills through participation in the project.

As states face tough economic times, extension organizations are increasingly emphasizing the importance of evaluation data to show program value. However, little is known about the evaluation skills and abilities of extension professionals expected to collect such data. This knowledge would help inform professional development opportunities designed to target evaluation-related deficiencies. A needs assessment was conducted with Georgia extension professionals to determine the evaluation competencies that provided the greatest opportunity for professional development. Results highlighted competencies within two constructs, analyzing questionnaire data and disseminating evaluation findings, which accounted for seven of the top 10 competencies with the greatest need. The continuing professional development needs of agents varied based on primary program area and experience level, indicating a need for even more targeted continuing professional development. Agents with five or fewer years of experience needed the most professional development in the areas of data collection whereas agents with more experience needed assistance with data analysis and reporting. Continuing professional development to build evaluation competencies in Georgia extension educators should also vary depending on the primary programming responsibilities of the participating extension professional. Although extension professionals with primary responsibilities in Agriculture and Natural Resources needed the most assistance with analyzing questionnaire data, those with primarily 4-H responsibilities needed help disseminating evaluation findings in reports.

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As a discipline, environmental education (EE) has been criticized for lacking empirical evidence on the behavioral outcomes of its programs. While the behavioral outcomes of EE activities are often associated with the youth learner, teachers are one target audience of EE training programs who have received increasing attention with regards to behavior change. Previous research has identified numerous barriers to teaching EE in the classroom. Barriers include a lack of natural spaces to conduct EE activities, little administrative support, limited time, and lack of teacher comfort and confidence with science. The purpose of this qualitative case study was to understand how Trinity School's culture has influenced EE integration. A number of domains emerged from the data regarding characteristics of the school which have influenced EE integration, including: administration, freedom in curriculum and exploration, and collaboration among teachers. A series of domains also emerged regarding barriers to teaching EE, including: comfort, lack of time, lack of interest among teachers, politics, and dangers and safety concerns.