This study documents the information literacy skills of college freshmen at a mid-size comprehensive university. It also examines the association between students' information literacy skills and their writing abilities as well as their overall performance in a class. A major finding of the study is that information literacy skills were positively correlated with both student writing scores and final course grades. The findings of this study call for well-integrated library instruction programs and services to improve student information literacy skills.

The purpose of this study was to identify the topics and teaching methods appropriate in a beginning international agriculture undergraduate course. A three round Delphi procedure was used to solicit expert opinions regarding important topics and effective teaching methods to deliver an international agriculture course for U.S. undergraduate students. The results revealed that the highest rated topics needed to be included in the international agriculture course were: role of agriculture in economic development; globalization and the implications/affect on agriculture; the role of culture in agricultural international development; definition of a developing country and a developed country; why a world-view is important to today's agricultural producers and leaders; and agricultural extension and education systems in different countries. The top five teaching methods suggested by the panel of experts included experiential learning; presentations and dialog with those who have worked long term in relevant countries; field studies/trips to view various agricultural practices (one-three weeks); internships; and field trips to a country. Educators might consider the directions provided by this panel of experts when they develop coursework in international agriculture.

As Chinese agricultural schools have gradually transferred from ineffective academic institutions to vocational education, the need for renewing teachers' attitudes, knowledge, and skills to implement the curriculum innovations is evident. The purpose of this study was to describe teachers' perceptions toward teacher training and reforms of curriculum and instruction in agricultural schools in China. The population for the study was teachers in 12 agricultural schools. A systematic random sampling technique generated a sample of 398 teacher participants. The results revealed that teachers supported curriculum reforms and they were interested in trying new ideas in their teaching practice. They believed that high quality of teacher training and professional development programs would help them to carry out the reform initiatives in curriculum and instruction. They also thought that knowledge and skills of teachers, attitudes of teachers, and new facilities and equipment were important factors affecting the process of curriculum reforms in agricultural schools. Therefore, policy makers and administrators should seize this opportunity to develop effective teacher education programs and address the needs of teachers in the process.

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