Good Practice Guide: Threshold Learning Outcomes for Agriculture Page 54 Susan Gai Low and Sarita Jane Bennett The Threshold Learning Outcomes (TLO) 3 Inquiry learning and problem-solving closely references TLO 3 for science (Jones et al. 2011). TLO 3.1, identifying contemporary issues and opportunities in agriculture is unique to agriculture TLO3. The Good Practice Guide for TLO 3 for science (Kirkup & Johnson 2013) provides a comprehensive review of the literature supporting inquiry learning and problem-solving, its development, successful delivery and implementation within higher education. This chapter highlights the main similarities and identifes the key diferences between TLO 3 for science and TLO 3 for agriculture by: 1. providing background information on the role of inquiry learning and problem solving in professional agricultural practice 2. a discussion of learning strategies and activities that could be used to develop TLO3 3. providing case studies that are working examples of the development and implementation of learning strategies and assessment across year levels of undergraduate programs in agriculture and agribusiness 4. highlighting the challenges and opportunities that exist for the implementation of inquiry learning and problem-solving in an undergraduate program. Threshold Learning Outcome 3: Inquiry and problem-solving Threshold Learning Outcome (TLO) 3: Inquiry learning and problem-solving states that, upon completion of a bachelor-level degree in agriculture or a related sub-discipline, graduates will critically analyse and address dynamic complex problems in agriculture by: 3.1 Identifying contemporary issues and opportunities in agriculture. 3.2 Gathering, critically evaluating and synthesising information from a range of relevant sources and disciplines. 3.3 Selecting and applying appropriate and/or theoretical techniques or tools in order to conduct an investigation. 3.4 Collecting, accurately recording, analysing, interpreting and reporting data. (Botwright Acuña et al. 2014a)