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This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.

Research has shown that agricultural education graduates are hesitant to enter the profession and seemingly quick to leave, often citing long work hours as a main contributing factor. As the shortage of agricultural teachers continues, there is concern over the balance of career and family and its effect on the profession. The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. It was determined that Georgia agricultural teachers were working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. One third of respondents reported that it was always difficult or impossible to balance career and family. (Contains 1 figure and 6 tables.)

This research report presents new young adult norms for the Test of Adolescent/Adult Language-3 (TOAL-3) using data from the Ottawa Speech and Language Study (N=242). It is thought this population better represents the full range of young adult language abilities (because the original norms included only individuals who pursued postsecondary education). (DB)

Four sessions of coed outdoor adventure camp were evaluated to determine the effects on self-concept of the teenage participants. Differences in results were attributed to differences in the organization of each camp session. (Author/CW)