As austerity measures become a reoccurring theme, higher education institutions (HEIs) worldwide are examining diverse sources of funding, such as philanthropy, as an alternative to State support. This paper argues that building lifelong relationships with alumni offers an HEI with a strategy to yield other residual benefits for the institution, which may also lead to philanthropy. The research offers a deeper understanding of the alumni-academy relationship using institutional advancement (IA) strategies. IA is defined as an approach to building relationship with stakeholders-including alumni-to increase support for an institution. By consulting specialist IA literature, this study develops an alumni relationship-building cycle for consideration by institutions. A case study of an Irish university is the vehicle to analyse this paradigm. The empirical evidence shows that applying IA strategies and building alumni relationships at each stage of the cycle offers the institution positive outcomes ultimately towards advancement.

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.

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Some researchers have argued that science classrooms must move away from rote and passive applications of memorized concepts to the use of critical thinking skills as a primary component in facilitating learning. Yet few studies have examined the effect of overtly teaching for critical thinking on subsequent skill development. The purpose of this study was to assess if overtly teaching for critical thinking, as a teaching method, contributed to explaining increases in critical thinking skill scores of undergraduate students enrolled in agricultural biotechnology. One group of students were taught components of critical thinking and then asked to use the newly learned skills in class. A nonequivalent control group was instructed using the inquirybased teaching method. The data exhibited significance between groups giving evidence that overtly teaching for critical thinking improves students' critical thinking skills as opposed to using the inquiry-based teaching method. Adding gender to the model did not significantly increase the explanation of variance in critical thinking skills. Also, a weak positive correlation was found between the total critical thinking skill score and the total critical thinking disposition score.

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