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Hector Eduardo Pérez and Kent D. Kobayashi

We thank John Gartrell and George Jarvis for providing constructive comments on this manuscript and Cynthia Nazario, Peter Toves, and Justin Meyer for their help in designing the Professional Development Seminar Series.

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Brian J. Pearson and Kimberly Moore

-oriented college classes often focus on development of specific knowledge and technical skills. Development of professional skills may not be specifically targeted within course learning objectives, but these skills have been identified as the most important skills

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Brian J. Pearson, Kimberly Moore, and James Barrett

; Irani et al., 2006 ; Wingenbach et al., 2006 ). Moreover, given high costs often associated with international learning and professional development opportunities, students may lack financial resources necessary to engage in available programs ( Irani

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S.M. Skelly, T.C. Kohlleppel, M.E. Kane, and J.C. Bradley

In Spring 1999, the Environmental Horticulture Graduate Student Association (EHGSA) at the Univ. of Florida was given the opportunity to develop a professional development course, for credit, for graduate students. Members of the EHGSA determined that there was a need for seminars on topics such as curriculum vitae development, interview techniques, effective presentations, successful teaching, and many more topics pertinent to the graduate student as a future professional both inside and outside of academia. As a group, the EHGSA determined the seminar topics, found speakers to present the information and organized the course for the Fall 1999 semester. The rationale for creating this course, its development, topic selection, and student reviews will be presented.

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Kent D. Kobayashi

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

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Dee Fink

167 COLLOQUIUM 4 (Abstr. 018–021) The Professional Career: Issues and Concerns

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S. Christopher Marble and Todd P. West

corresponding increase in need and competition for external funding ( Morse, 2009 ). Although the available resources for extension professionals has declined in recent years, the needs of their audience remains constant or often increase during recessionary

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Leigh Anne Starling, Tina Marie Waliczek, Rebecca Haller, Beverly J. Brown, René Malone, and Stephen Mitrione

human services classes such as psychology, counseling, and human development. It was noted from this survey that professional recognition through certification or licensure was important for the future of horticultural therapy. Larson et al. (2010

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N.G. Creamer, K.R. Baldwin, and F.J. Louws

We gratefully thank the Southern Region Sustainable Agriculture Research and Education Professional Development Program and the North Carolina Cooperative Extension Service for funding the training described here. In addition, we would like