The purpose of this mixed methods study was to determine if there are differences in pre-service teachers' depth of reflection when using a written self-reflection form, a written self-reflection form and a thinkaloud protocol, and collaborative reflection. Twenty-six pre-service teachers were randomly assigned to fourteen teaching teams. The teams taught a lesson that was videotaped and completed a written selfreflection form while viewing their lesson. The participants were randomly assigned to a control group or experimental group. The control group reflected individually using a written self-reflection form. Experimental Group #1 reflected collaboratively using a written self-reflection form, and Experimental Group #2 reflected individually using a think-aloud process while completing the written self-reflection form. The reflection forms were analyzed for depth of reflection, and a one-way ANOVA revealed significant differences in depth of reflection between the three groups. Participants also engaged in focus group interviews to describe their experiences. Two significant themes emerged: reflection on the teaching experience and reflection on the process used. We recommend that reflection should be used to help pre-service teachers learn from experience. In addition, the use of collaborative reflection and reflection using think-aloud protocols should be considered to promote deeper reflection and understanding.

Experiential learning is a hallmark of undergraduate education programs in the agricultural sciences, and is aligned with constructivist learning theory. This interpretivist qualitative study used historical research methodology to analyze the epistemological underpinnings of constructivism and explore the construct's relationship to undergraduate research, a particular experiential learning context which extends a student's knowledge to scholarly application through discovery-based problem solving. Two pedagogical principles of constructivist learning theory emerged: that learning should be authentic, active and student-centered, and that it must also be facilitated through social negotiation. Both factors are inherent in the learning process when faculty mentors scaffold the creation of new knowledge via undergraduate research. Agricultural educators can take advantage of parallels between constructivism and the scholarship of discovery to enhance self-regulated learning of students and integrate institutional research and teaching missions.

No abstract

The study's purpose was to determine Extension agents' (n= 111) perceived level of importance, knowledge, and training needs for leadership skills. Mean Weighted Discrepancy Scores were calculated to determine training needs. Participants' perceived responses were average to above average importance for all skills; however, the participants' perceived responses were varied concerning knowledge for most skills. The five highest rated training needs were resolve conflict, efficiently manage time, assess community needs, effectively lead a team, and prioritize tasks. The only common training need by Agriculture & Natural Resources (ANR), Family & Consumer Sciences (FCS), and 4-H agents was resolve conflict. Create vision was a training need only identified by FCS agents. The 4-H role needs were handle emotions and handle criticism. Introduction/Literature Review Cooperative Extension agents are the critical link between higher education institutions and stakeholders in the community. Extension agents spend their career sharing knowledge and experiences to build stronger communities. However, content cannot be the only focus, according to Anderson (2013), "leadership is the most important ingredient to building a strong community (para. 1). Extension agents must employ effective leadership skills and practices while delivering content knowledge and experience.

As agriculture continues to evolve and become more complex, the demand for qualified college graduates to fill agricultural careers exceeds supply. This study focused on a summer enrichment program that strives to expose gifted and talented students to the diverse nature of agricultural careers through the integration of agriculture and science. The purpose of this study was to examine the program's effect on its alumni. Specific objectives were to develop demographic information, to ascertain the perceptions of the influence of the program on knowledge and perceptions of agriculture, to ascertain the influence of the program on career choices, and to identify career choices. The average alumnus is a white female who resides in an urban area with a population greater than 20,000. She is not an FFA or 4-H member. The program has a considerable influence on alumni knowledge and perceptions of the agricultural industry, specifically for those who do not have a traditional agricultural education background. The program did not have an overwhelming influence over alumni career choices, and the alumni identified numerous career choices, with medicine/physician being chosen by the greatest number of participants.