PSVI-4 Undergraduate Student Perceptions of an Experiential Learning Activity in a Livestock Feed Formulation Animal Science Course

Abstract

Abstract Livestock Feed Formulation (LFF) is a lab-based component of a required undergraduate-level animal science course that emphasizes advanced scientific approaches associated with precision diet formulation to create cost-effective feeding strategies to optimize livestock animal productivity. LFF relies heavily on the ability of the student to integrate various methods of precision diet formulation and actively apply course concepts to a livestock feeding program. To aid the ability of the student to apply these course concepts, an experiential learning activity was developed, via a case study assignment (CS). The CS consists of a three-part project in which students: a) conduct hands-on forage laboratory analysis; b) determine nutritional requirements for their CS animals; and c) formulate multiple forage-based rations to meet nutritional requirements. Therefore, the objective of this study was to determine student perceptions towards the CS and evaluate student capability to perform hands-on forage laboratory analysis. Students (n = 159; response rate = 98%) enrolled in LFF completed a post-completion survey instrument that consisted of demographic and 5-point Likert-scale questions to gauge student perceptions of the CS. Student performance of forage laboratory analysis was compared with a commercial-lab performed analysis (Cumberland Valley Analytical Services, Waynesboro, PA). Student capability of lab analysis was analyzed using JMP Bivariate method and student survey responses were compiled using Qualtrics. To give some demographic information relative to the population of students enrolled in LFF, 80% of the students were female while 20% were male. When asked about their long-term career aspirations, 24% of students reported going to work in production agriculture (farmer/rancher, business owner, extension agent, sales and marketing). A majority of students (58%) reported having previous experience in the agricultural industry, with 28% reporting 2 or more years of previous experience with beef cattle. Student-performed lab assay of dry matter and neutral detergent fiber showed high correlation with commercial lab assay (R2 = 0.88 and 0.81, respectively). Most students agreed or strongly agreed that they had a positive experience with the CS (49% and 33%, respectively) and felt it positively contributed to course knowledge (44% and 40%, respectively). Additionally, a majority of students reported that the CS increased their course interest and motivation to further their knowledge in LFF. Participants also indicated they saw value in the learning experience, and it required more than just listening. The real-world application of the case study was notably the item that students reported to like most about the activity. However, when asked what students most disliked about the case study, they noted too many assignments and challenges associated with teamwork. This study demonstrated that students had an overall positive experience and association with the case study, which shows the advantage of implementing an experiential learning activity towards improving student comprehension of feed formulation techniques.