Animal Science Students Research Articles

Qualitative behaviour assessment of dairy buffaloes (Bubalus bubalis)

This study applies qualitative behaviour assessment (QBA) for the first time to dairy buffaloes, using three groups of observers with different cultural backgrounds and different levels of experience in animal behaviour observation and buffalo farming. Eight buffalo heifers aged 16–18 months were subjected to two isolation tests, one performed in the indoor part of their home environment, and one in a novel outdoor paddock. Animals were filmed individually for 2.5min, and the resulting 16 video clips were shown to three observer panels, consisting of 11 applied animal behaviour scientists from 6 European countries, 11 Italian animal scientists with a background in buffalo farming but no experience in behavioural observation, and 14 Italian undergraduate animal science students with no particular experience. A free choice profiling method was used to instruct observers in QBA, and data for the three panels were analysed separately using Generalised Procrustes Analysis. All three panels showed significant inter-observer agreement (p<0.001) and generated two main consensus dimensions characterised as ‘calm-agitated’ and ‘curious-shy’. There were significant correlations between buffalo scores provided by each of the three observer panels on both these dimensions (dim1: Kendall W=0.96, n=3, χ2=43.28, p<0.001; dim2: W=0.68, n=3, χ2=30.73, p<0.01). Buffaloes viewed in the familiar indoor pen were assessed by all three panels as more calm and less agitated (dimension 1) than animals viewed in the novel outdoor pen (Wilcoxon z=−2.52, p<0.01, z=−2.52, p<0.01, z=−2.38, p<0.01 for Panels 1, 2, and 3, respectively). Scores on dimension 1 for the same animals viewed in either indoor or outdoor pen were correlated at r=0.60 (p<0.10), 0.74 (p<0.05) and 0.71 (p<0.05) for Panels 1, 2, and 3, respectively. Quantitatively, buffalo in the outdoor pen displayed longer bouts of running and higher frequencies of sniffing (both p<0.05) than those in the indoor pen. Principal component analysis showed meaningful associations between qualitative and quantitative assessments, allowing qualitative dimensions to play a valuable role in interpreting the animals’ state. The main outcomes of this study are that QBA can be usefully applied to scientific studies of dairy buffalo, and that substantial differences in observer background do not appear to diminish the reliability of QBA.

Can Teaching Veterinary and Animal-Science Students about Animal Welfare Affect Their Attitude toward Animals and Human-Related Empathy?

Attitudes toward animals are important in influencing how animals are treated. Few studies have investigated attitudes toward animals in veterinary or animal-science students, and no studies have compared attitudes to animals before and after a course teaching animal welfare and ethics. In this study, students enrolled in veterinary (first-year) or animal-science (first- and third-year) programs completed a questionnaire on attitudes toward different categories of animals before and after the course. Higher attitude scores suggest a person more concerned about how an animal is treated. Normally distributed data were compared using parametric statistics, and non-normally distributed data were compared using non-parametric tests, with significance p < .05. Attitudes toward pets (45.5-47.6) were higher than those toward pests (34.2-38.4) or profit animals (30.3-32.1). Attitude scores increased from before to after the course in the veterinary cohort on the Pest (36.9 vs. 38.4, respectively, n = 27, p < .05) and Profit (30.3 vs. 32.1, respectively, n = 28, p < .05) subscales, but not in the animal-science cohorts. Attitude scores in all categories were higher for women than for men. Currently having an animal was associated with higher pet scores (46.8 vs. 43.8, ns = 120 and 13, respectively, p < .05), and having an animal as a child was associated with higher profit scores (31.0 vs. 26.6, ns = 129 and 8, respectively, p < .05). Students electing to work with livestock had lower scores on the Pest and Profit subscales, and students wanting to work with wildlife had significantly higher scores on the Pest and Profit subscales. This study demonstrates attitudinal changes after an animal-welfare course, with significant increases in veterinary but not animal-science students.

The Animal Sciences Academic Quadrathlon: History, current status, and recommendations1

The Animal Sciences Academic Quadrathlon (AQ) provides opportunities for teams of undergraduate animal and dairy science students to participate in regional American Society of Animal Science (ASAS)/American Dairy Science Association (ADSA) meetings and to collectively exhibit their knowledge and talents competitively in 4 categories: 1) solving practical, hands-on, laboratory-type problems; 2) providing written answers to essay-type questions about principles and concepts; 3) preparing and communicating orally and extemporaneously topics of current animal science interest; and 4) quickly responding to short-answer questions provided in the form of double-elimination quiz bowls. Each team is selected by winning the local AQ at their university. Overall and individual category winning teams are recognized, but team rankings are not emphasized. The ASAS/ADSA members provide leadership for organizing and conducting the AQ, and ASAS and each university provide travel expenses for students. The ultimate purpose is to stimulate academic excellence among undergraduate students and for the students to attend ASAS/ADSA regional scientific meetings to meet faculty and students and to attend scientific research presentations. The purpose of this document was to provide a history of the event and to make recommendations for its improvement. The AQ was conceived in 1967. During the next 10 yr, an ASAS committee developed procedures for a trial AQ held in 1980 at the ASAS Midwestern Section, Kansas State University-Manhattan, and in the next year the first official AQ was held at the ASAS Midwestern Section at the University of Nebraska-Lincoln. Starting in 1985, AQ programs were initiated at the other 3 ASAS sectional meetings, and an estimated 50,000 students representing 60 universities have participated in AQ programs since that time. If the AQ is to continue its improvement over time, it will greatly depend on sustained ASAS/ADSA faculty interest and support, as well as greater adherence to the original AQ procedures.

Who Can Mentor Minorities?

The prestigious Iverson Bell Award is given by the American Association of Veterinary Medical Colleges (AAVMC) biennially in memory and recognition of Dr. Iverson Bell’s outstanding leadership and contributions in the promotion of opportunities for racially and ethnically underrepresented individuals in veterinary medical education. The first award was presented in 1988. Dr. Hanner is the 11th recipient of this honor. He follows in the legacy of previous awardees that include Drs. Billy Hooper, Walter Bowie, Alfonza Atkinson, and, most recently, Halcyon Watkins. These individuals have played significant roles in the recruitment, development, and retention of underrepresented pre-veterinary and DVM students, faculty, residents, and interns, as well as in the overall promotion of diversity in the veterinary profession. We are pleased to honor Dr. Tracy Hanner with the 2009 Iverson Bell Award, and we salute his work in leading many students to the veterinary profession. Undoubtedly a pioneer, Dr. Hanner wholeheartedly subscribes to the mentorship model of ‘‘reaching backwards and pulling upwards.’’ To this end, in 2005 Dr. Hanner’s selfless mentorship efforts were heralded by Minority Access, Inc. Dr. Hanner was recognized with the organization’s National Role Model Award for ‘‘exemplary achievements worthy of emulation,’’ and most notably his mentorship of over 4,000 students in comparative medicine, animal sciences, and veterinary medicine. More specifically, Dr. Hanner has been instrumental in teaching, advising, and mentoring over 50 minority students (and more than 100 from all racial and ethnic groups) who have matriculated into veterinary schools across the country. A practical teacher, Dr. Hanner brings real-world experiences to his classes. Dr. Hanner’s finesse and commitment as an educator par excellence are evident in the accomplishments of his students. His former students include five diplomates of the American College of Laboratory Animal Medicine, a diplomate of the American College of Veterinary Surgeons, three students who have matriculated into PhD programs, and four students who hold faculty appointments in veterinary and medical schools across the country. In 2001, the North Carolina Agricultural and Technical State University (A&T) Chapter of Gamma Sigma Delta—the Honor Society of Agriculture—awarded Dr. Hanner the 2001 Teacher of the Year Award. An uncommon educator, Dr. Hanner’s classroom has no boundaries. The needs of his students often summon him to be a parent, counselor, and friend. He fulfills each role with immense professionalism and tangible concern. To no-one’s surprise, in 2004 Dr. Hanner was honored as the Advisor of the Year for the A&T School of Agriculture and Environmental Sciences. He is campus advisor to both the Pre-Veterinary Medical Club and Minorities in Agriculture, Natural Resources, and Related Sciences. Most recently, Dr. Hanner co-conceived Animal Science Men on the Move, an organization aimed at creating student role models and developing leadership skills among male animal science students. A man of foresight and vision, Dr. Hanner led efforts to establish the North Carolina Laboratory Animal Scholars Program. Initiated in 1999–2000, this innovative collaboration between A&T and the North Carolina State University College of Veterinary Medicine (UCSU-CVM) identifies qualified students enrolled at A&T and guarantees them admission to the veterinary college, provided they meet admissions requirements at the time of their graduation. An additional commitment to his alma mater includes his 17 years of service as a member of the NCSU-CVM’s admissions committee. Impressively, only five years after his graduation, the NCSU-CVM honored Dr. Hanner with the coveted Distinguished Alumni Award. Veterinary college administrators and admissions committees often offer the excuse of a ‘‘leaky pipeline’’ as an explanation for the lack of minority veterinarians. I reject this assertion, but, if the pipeline is indeed leaky, Tracy L. Hanner is a master plumber.

Animal Handling as an Integrated Component of Animal and Veterinary Science Programs at the University of Queensland

Students in animal science and veterinary science at the University of Queensland (UQ) have similar introductory courses in animal handling in year 1 of their degree programs. Veterinary students take animal-handling instruction in farm and companion animals, whereas animal science students are instructed in handling farm animals, horses, and rodents. Veterinary students are introduced to rodents, and animal science students to dogs and cats, in subsequent years of the curriculum. Both cohorts receive additional training, with clinical emphasis for veterinary students in years 3, 4, and 5 of their five-year curriculum. The introductory course is well received by students; both student cohorts appreciate the opportunity provided and the effort that goes into the animal-handling classes. Undergraduates realize that acquiring animal-handling skills will increase their proficiency in their subsequent careers; veterinary graduates recognize that their handling prowess will give their clients confidence in their abilities. Most clients cannot judge the competence of a veterinarian's diagnosis or treatment but will judge their ability based on their handling skills. Ongoing practice allows students to become competent in animal handling.

Use of computer simulation to teach a systems approach to metabolism

Use of a systems approach, as embodied in the computer simulation model of metabolism of a dairy cow, Molly (Baldwin, 2005), is ideal for teaching nutrition. This approach allows the overall complexity of the comprehensive system to be broken down into smaller manageable subunits that are easier to visualize. Quantitative interactions among nutrients supplied and metabolic production processes can be observed over extended time periods. Using Molly, undergraduate animal science students are able to observe detailed effects of changing dietary inputs, altering genetic milk production potential, and exogenously manipulating metabolism on metabolism of the whole cow. This paper demonstrates how Molly is used in the classroom to teach a systems approach to nutrition using example simulations. Three simulation examples demonstrate exercises examining effects of recombinant bovine somatotropin administration, dietary protein, and amino acid supplementation and nitrogen efficiency on milk production and cow metabolism. These and similar examples have been used to teach nutrition, metabolism, and lactation to undergraduate students for the past 20 yr.

OLIVER: An Online Library of Images for Veterinary Education and Research

As part of a strategic move by the University of Sydney toward increased flexibility in learning, the Faculty of Veterinary Science undertook a number of developments involving Web-based teaching and assessment. OLIVER underpins them by providing a rich, durable repository for learning objects. To integrate Web-based learning, case studies, and didactic presentations for veterinary and animal science students, we established an online library of images and other learning objects for use by academics in the Faculties of Veterinary Science and Agriculture. The objectives of OLIVER were to maximize the use of the faculty's teaching resources by providing a stable archiving facility for graphic images and other multimedia learning objects that allows flexible and precise searching, integrating indexing standards, thesauri, pull-down lists of preferred terms, and linking of objects within cases. OLIVER offers a portable and expandable Web-based shell that facilitates ongoing storage of learning objects in a range of media. Learning objects can be downloaded in common, standardized formats so that they can be easily imported for use in a range of applications, including Microsoft PowerPoint, WebCT, and Microsoft Word. OLIVER now contains more than 9,000 images relating to many facets of veterinary science; these are annotated and supported by search engines that allow rapid access to both images and relevant information. The Web site is easily updated and adapted as required.

Recurrent outbreaks of cryptosporidiosis associated with calves among students at an educational farm programme, Minnesota, 2003.

Enteric illness outbreaks among middle-/high-school students in consecutive semesters of an educational farm programme were investigated with retrospective cohort studies. During the first outbreak, 31/92 (34%) interviewed students were ill. Risk factors included participating in animal science class (RR 8.1, 95% CI 1.2-55.2) and contact with calves (RR 4.2, 95% CI 1.1-16.2). Stool samples from seven students and two calves yielded Cryptosporidium parvum. Students cared for animals in street clothes and practised poor hand washing. During the second outbreak, 37/81 (46%) interviewed animal science students were ill. Risk factors included having visible manure on hands, and wearing coveralls and boots. Stool samples from seven students and eight calves yielded C. parvum. Student hand washing was still inadequate. Coveralls/boots were cleaned infrequently and removed after hand washing. These outbreaks of cryptosporidiosis resulted from calf contact and inadequate hygiene practices. The failure to adequately implement recommended interventions contributed to the second outbreak.

Animal science student attitudes to farm animal welfare

Understanding attitudes toward farm animal welfare has the potential to foster an important link between the researching of welfare issues and the implementation of those findings. In this study, we examined the attitudes and knowledge base of university animal science students, who represent both potential consumers and future industry stakeholders. Eighty-seven students were surveyed to assess attitudes and knowledge base regarding farm animal welfare. In 2003, 58 introductory animal science (INTRO) and 29 applied animal behavior (AN BEH) students were surveyed at the beginning (week 1, Early) and end (week 14, Late) of spring semester using a 58-item questionnaire. Evidence of students' knowledge base was lower than anticipated. AN BEH students demonstrated a higher knowledge base than did INTRO students. Some clear species perception differences were exposed. Students perceived that horses felt pain more similarly to humans than did other species, experienced boredom more similarly to humans than did other species; and students showed more concern about horses being kept in industry-typical scenarios than they did for other species. When presented with hypothetical (but industry-typical) scenarios for egg production units, dairy operations, pig facilities and horse training facilities, more than 50% of all sampled groups stated they would either “not be very comfortable buying/using product from said facility” or “would not buy/use product from said facility.” These data lend support to the concept that, even amongst a population that should be knowledgeable about animal agriculture, awareness of modern animal agriculture practices is low, and does not necessarily represent that concern is absent.

Animal Welfare Education: Development and Prospects

Animal welfare has developed rapidly as a scientific discipline since the 1980s. Concepts have been refined, methodologies for assessment developed, and links made to other areas of science. Changes in the subject and in its teaching are required. Since 1986, a series of senior academic teaching posts in the subject have been created, especially in the last 10 years. Veterinary and animal science students should receive a specific course on animal welfare, in addition to mention of the subject in other courses. In the future, more allusion to developments in understanding of welfare in relation to disease and brain measures of welfare is likely. The central role of animal welfare in veterinary and animal science teaching will become more firmly established.

Practical studies on urine demonstrating principles of clinical and veterinary significance

AbstractUrine is a versatile and variable fluid that can be readily used in practical classes to demonstrate important biochemical and physiological principles. It can be readily adjusted to simulate a wide variety of medical conditions. This paper describes a range of easily performed experiments and includes some background on clinical and veterinary aspects. The experiments can be adapted for veterinary medicine, animal science, or medical students of biochemistry or physiology. To avoid any possibility of health risks posed by real urine samples, the experiments may be carried out on simulated samples. These experiments are ideal for laboratories with small resources.

Radiation safety education for laboratory animal science.

Students enrolled in the laboratory animal science graduate program at MCP Hahnemann University seek to gain entrance to veterinary school or to manage an animal facility within an academic institution, pharmaceutical or biotechnology company conducting biomedical research. Ongoing interaction between faculty in the radiation oncology, radiation safety, and lab animal science disciplines revealed an acute need for radiation safety education for laboratory animal science students who will likely interact with researchers either designing and writing protocols for animal studies using radiation or radioactive materials, or veterinary staff who will use sources of radiation to diagnose and/or treat possible animal injuries and diseases. A core course in the Radiation Sciences graduate program was modified to address the needs of these students, instructing them in radiation safety, detection and counting instrumentation, and radiation biology. These fundamental areas were integrated to help the students gain a sound, basic knowledge of radiation and radioactive materials used in biomedical research.

Slaughtering the Innocent: An Animal Science Student Encounters the Beef Industry

Slaughtering the Innocent: An Animal Science Student Encounters the Beef Industry

Influence of alumni careers and students' educational pathways on animal science undergraduate teaching programs.

In an attempt to aid the planning of courses and curricula in animal science, a survey instrument concerning careers, opinions and suggestions regarding education received was sent to 1,398 alumni who had graduated during the years 1956 to 1987. Longitudinal studies of 1972-82 entering animal science students, and a telephone survey of students who entered as freshmen in 1985-86, provided information concerning student profiles and educational interests. Fifty-two percent of alumni were women, 61% had obtained advanced degrees, about 50% were veterinarians, laboratory or medical scientists, business owners or managers, only 8% were ranch owners or managers, and the rest were engaged in a multiplicity of careers. Undergraduate experiences judged most important by alumni were obtaining academic skills, followed by advanced biology courses, animal science courses, work experience and developing the ability to continue learning. Alumni suggestions for change gave priority to offering more practical subject matter and business and economics in the animal science program, followed by more general education, research, science and theory, or no change. Approximately 30% of entering freshmen students graduated in the animal science major. Fifteen percent expressed interest in livestock, 23% in horses, 29% in companion animals, and the rest in a wide variety of animals.

Opportunities for Academic Departments to Utilize ARPAS in the Recruitment, Retention and Professional Development of Animal Science Students

Opportunities for Academic Departments to Utilize ARPAS in the Recruitment, Retention and Professional Development of Animal Science Students

Undergraduate Scholarship Medals

American Society of Animal Science Undergraduate Awards Certificates were made to 784 outstanding Animal Science students from 44 colleges and universities. The certificates were awarded to 330 seniors, 258 juniors, and 196 sophomores. On behalf of the membership of the American Society of Animal Science, we congratulate these students for scholastic achievement and pursuit of excellence.

Meeting the educational needs of future animal science students.

Meeting the educational needs of future animal science students.

What and How Should we teach the Beginning Animal Science Student

What and How Should we teach the Beginning Animal Science Student