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The present study was undertaken to measure critical thinking dispositions in students as they enter the health education program at Illinois State University (ISU). Health education undergraduate students at ISU were found to have shortcomings in critical thinking dispositions during a study from 2000-2003. Dispositions (e.g. truthseeking, open-mindedness, inquisitiveness) were measured by the California Critical Thinking Dispositions Inventory (CCTDI). Health education majors (n=96) were compared to students in other health science disciplines (n=187) and to health education minors (n=48). CCTDI scores did not differ between health education majors and other health sciences students but scores for majors were significantly higher than for health education minors. Specifically, health education majors scored significantly higher for inquisitiveness, cognitive maturity and total critical thinking disposition. The findings have significant implications for health education academic programs and the profession. Health education professionals commonly confront complex, ill-structured problems and their ability to effectively respond to these problems is largely dependent upon strong critical thinking dispositions. Focusing on the development of critical thinking dispositions in professional preparation programs, and further research on pedagogy effective in developing the dispositions, is needed.

Explores partnerships between educators and employers of environmental health graduates that can help address the challenges of employing qualified faculty, ensuring the relevance of skills and knowledge developed, and motivating students to learn. Focuses on joint projects in which students help employers identify and solve problems in the field. (JRH)

Phosphorus (P) pollution of surface waters contributes to hazardous algal blooms, posing a significant public health risk from contact with toxins released by the algae. Replenishing P depleted from agricultural soils poses additional public health risks from pollution associated with fertilizer production and the exhaustion of limited domestic P deposits. Environmental health professional responsibilities can impact sources of P pollution, such as onsite wastewater treatment systems, land use planning, watershed and drinking water protection, and stormwater control. The watershed planning process provides an opportunity for environmental health professionals to become involved in protecting public health by assuring the most cost-effective strategies for P control and recovery. This special report reviews the properties of P that provide both opportunities and challenges for P control and recovery, presents progress being made in P recovery from surface waters, and highlights the most promising technologies for the near future. These technologies have significant implications for public health, the environment, and the economy. Environmental health practitioners can play a role in developing and implementing these technologies and in educating the public about the benefits of P recovery. [ABSTRACT FROM AUTHOR]

The present study was undertaken to measure critical thinking dispositions in students as they enter the health education program at Illinois State University (ISU). Health education undergraduate students at ISU were found to have shortcomings in critical thinking dispositions during a study from 2000-2003. Dispositions (e.g. truthseeking, open-mindedness, inquisitiveness) were measured by the California Critical Thinking Dispositions Inventory (CCTDI). Health education majors (n=96) were compared to students in other health science disciplines (n=187) and to health education minors (n=48). CCTDI scores did not differ between health education majors and other health sciences students but scores for majors were significantly higher than for health education minors. Specifically, health education majors scored significantly higher for inquisitiveness, cognitive maturity and total critical thinking disposition. The findings have significant implications for health education academic programs and the profession. Health education professionals commonly confront complex, ill-structured problems and their ability to effectively respond to these problems is largely dependent upon strong critical thinking dispositions. Focusing on the development of critical thinking dispositions in professional preparation programs, and further research on pedagogy effective in developing the dispositions, is needed. [ABSTRACT FROM AUTHOR]