Animal Science Students Research Articles

PSVII-28 A comparative analysis on student learning using DNA barcoding in undergraduate biology courses

Abstract DNA barcoding is a growing field and is increasingly used to identify animal and plant specimens down to the species level. This type of molecular work is beneficial for animal science students for its use in identifying insect pests or bacterial infections. However, it is equally important for students outside of STEM concentrations to be exposed to molecular work to develop a better understanding of science and combat the growing distrust in science. The overall goal of this project was to train non-molecular biologists in DNA barcoding using active learning techniques. The objectives of the present study were to 1) expose two groups of students (BSCI145 and BSCI467) to molecular lab work, particularly DNA barcoding, 2) effectively communicate how molecular methods can be applied to ecological purposes, and 3) demonstrate that this molecular method can be used for university-level education at two scales. We hypothesized that students at both the 100 and 400 level would exit this experience with a proportionally deeper understanding of how DNA barcoding works and an appreciation for its applications as a result of the hands-on module. We did not expect there to be a significant barrier between the ability to learn this molecular method of 100 and 400 level students. To assess these hypotheses, students in both courses were given a survey at the beginning and end of the semester with the same or very similar questions to observe how their knowledge of DNA barcoding did or did not change. One semester of BSCI145 and 2 semesters of BSCI467 were sampled (n = 24 100 level students, n = 84 400 level students). Surveys were collected anonymously and evaluated using rubrics to assess “correctness”. An ANOVA revealed statistically significant effects from both the course level (P = 0.004) and the survey scores (P = 0.001), indicating that both course level and basal knowledge contribute to explaining the variance in learning. Additionally, Tukey HSD test results displayed students in BSCI 145 exhibited a significantly greater mean learning change when compared with both BSCI 467 2022 and BSCI 467 2023 (P = 0.008 and P = 0.006 respectively). Finally, a linear regression analysis displayed a significant negative relationship between pre-survey scores and mean learning change (β = -0.850, P = 0.001). This means that students with a greater initial learning reference point will not increase in learning as much when compared with students with a decreased initial learning reference point. In conclusion, we accept our hypotheses that students at different academic levels with different backgrounds can successfully learn molecular techniques when provided hands-on modules. This is relevant to education and extension when working with individuals who may not know hard science.

339 Promoting media literacy in Animal Science

Abstract Media literacy is vital in our information heavy society. Learning to evaluate information sources is especially important in agriculture where misinformation runs rampant. Consumers increasingly rely on internet sources for agricultural information, but misinformation is 70% more likely to be shared than truth. Poor media literacy results in adoption of misconceptions or poor decision making based upon erroneous information. University students, even those heavily involved in agriculture, are confident in their ability to spot misinformation, but are often unable to differentiate credible, reliable, and accurate sources of information from misinformation. One of the major barriers to meaningful learning and retention is pre-assumptions or misconceptions held by students before entering class. Students use existing knowledge to comprehend and assimilate new ideas. If existing knowledge is false or biased, new information becomes difficult to integrate, especially if it contradicts cognitive biases. This paradigm creates a pedagogical opportunity for animal science educators. As misinformation about agriculture and nutrition are common, students entering an animal nutrition course likely hold misconceptions that could interfere with learning. Promoting media literacy helps combat misinformation and address misconceptions and biases, leading to more meaningful learning. Students engage in transformative learning when they encounter views that challenge their preconceptions or perspectives of self, and undergo a shift in perspective, modifying future actions. A media literacy project was developed in an undergraduate Animal Nutrition course (n = 44) where students identified and evaluated a piece of easily accessible media based on the critical media literacy framework. Students addressed their chosen media’s creator, purpose, beneficiaries, and context. They then addressed claims in their media using evidence from peer-reviewed sources. Students reflected on their media literacy and how they might evaluate sources for credibility in the future. Reflections were then evaluated using open coding methodology to identify emerging themes using MAXQDA Analytics Pro, and response frequencies recorded. Most students selected media from their social media platforms. They reported that typically they based credibility on perceived author expertise, inclusion of sources or graphs and data, or popularity of a post. After completing this project, students recognized a need for more critical thinking and personal research when consuming media, as they realized how easily misinformation spreads. Students experienced a shift in their perceptions of credibility leading to shifts in their future evaluation of media. Students indicate they will research media claims more thoroughly, no longer taking information at face value, and evaluating background and credibility of authors before believing their claims. Inclusion of media literacy activities in animal science coursework may be useful to address preconceptions or misinformation in their disciplines and promote critical thinking and careful evaluation of sources among undergraduate animal science students.

410 Preparing yourself, or your students, for a career in the animal science industries

Abstract Preparing yourself, or your students, for a career in Animal Science related industries may seem to require a crystal ball. As important as the specific knowledge might seem, the animal science students of tomorrow will need skills, perspective, an open mindset, the ability to think critically and a desire to be a problem solver. Careers going forward will reward the polymaths who are adaptable and resilient. Experiential training, a hallmark of animal science teaching in recent decades, should, in future, cross three domains: research, animal management and work. Experience in identifying pertinent research questions, forming hypotheses, a plan to test them and skills to analyze the results will be crucial to solving livestock-related challenges of the future. Living the day-to-day experience of a livestock producer will create graduates who are better grounded in and empathetic to the reality of livestock management. And lastly, internships can provide great insight into the demands of, and varied skills required to succeed in, the workplace. Our curricula for the animal science employee of the future should have depth and a great deal of breadth. Excellent understanding of the basic sciences: chemistry, biology, physiology, microbiology, is a given in order that employees can grasp the ever-deeper level of knowledge we have of animal-based systems. In our view, careers of the future will also require working knowledge of a wide swath of disciplines. Students should recognize the increasing likelihood that they may work in a small, entrepreneurial business at some point in their career. In addition to their animal science expertise, they may be called upon to contribute to initiatives in marketing, finance, innovation, global trade, data analytics, communications, One Health, compliance, sustainability or business ethics, to name a few. At the risk of being labeled as a “jack of all trades and master of none”, the animal science employee of the future will need multiple skillsets, the flexibility to draw on all of them and the willingness to step up and contribute to the success of their employer.

Undergraduate Student Feedback Related to Diversity, Equity, Inclusion, and Belonging in the Department of Animal Science

The Department of Animal Science at Iowa State University strives to support students from diverse backgrounds. Therefore, to assess the current departmental climate regarding diversity, equity, inclusion, and belonging, a survey instrument was developed and distributed to students with a primary major in the department. The survey consisted of scale questions, one "select all that apply" question, and one open-ended question. This report focuses on the open-ended feedback provided by undergraduate Animal (AN S) and Dairy Science (DY S) students. Based on participant responses, some students felt behind in their introductory AN S courses because they did not come from an agriculture background. Students expressed their desire for more hands-on livestock experiences but also noted the need for more diverse guest lecturers who have various views and backgrounds. Additionally, students expressed interest in creating a physical space for student collaboration. These findings have provided insight in the experiences of our undergraduate students. It is important to take this feedback into consideration when developing academic resources and opportunities for students to gain hands-on experiences in the AN S and DY S fields.

Understanding of Animal Science Students on Livestock Fiqh : Case Study Students of Animal Science Department State Agricultural Polytechnic Pangkajene Kepulauan, South of Sulawesi, Indonesia

Understanding of Animal Science Students on Livestock Fiqh : Case Study Students of Animal Science Department State Agricultural Polytechnic Pangkajene Kepulauan, South of Sulawesi, Indonesia

Collaborative Development of a Farm Systems Learning Platform "4D Virtual Farm".

Over the past 20 years, a lower percentage of veterinary and animal science students entering Australian and New Zealand schools have a background or ongoing contact with livestock production systems. The increasing use of digital technologies over the same time provides a practical option to introduce students to the seasonal operations on livestock farms. This article describes the development of the 4D Virtual Farm, established to showcase 11 representative livestock farms across Australasia allowing students to virtually travel through seasons and place over each farming enterprise. Students can virtually visit different beef cattle, prime lamb, wool-sheep and dairy cattle farms, and a piggery. Any electronic device connected to the web including mobile phones, tablets, computers, and virtual reality headsets can be used to view the enterprises. For educators, the virtual farm can be used for a range of teaching and learning scenarios, such as demonstration of a particular production system via weblink for lectures or embedding within learning management systems. It also allows students to start at a particular point in time and space and guide themselves to other areas for self-learning or for a range of assessment tasks. This site provides an example that could be used in other teaching areas including abattoirs, exotic diseases, surgery, communication, and many other veterinary examples.

Availability and issues of 3D-printed skull models for veterinary anatomy laboratories from students' perspective before and during the COVID-19 pandemic.

Three-dimensional (3D)-printed models of bones are a convenient and durable alternative to real bone specimens, and they have been used in anatomy laboratories. It is necessary to identify the precise advantages of 3D-printed models from all perspectives; not only the improvement in students' knowledge of anatomy but also the students' assessment of such models. Here, students of veterinary medicine and animal science evaluated the reproducibility and effectiveness of 3D-printed models as a learning tool by completing our questionnaires, with a focus on their understanding of the skull-morphological differences among dog breeds. With the COVID-19 pandemic having obliged veterinary universities to provide courses online, we also investigated how the pandemic affected the students' evaluation of the 3D-printed models. The questionnaire results revealed that the animal science students were satisfied with the reproducibility of the 3D-printed models, but the veterinary students were not (they preferred to use real specimens). The skull differences were well understood by both types of students, indicating that 3D-printed models are effective for learning about rare skeletal specimens. The veterinary students who experienced the COVID-19 pandemic tended to choose real specimens more often than those who did not have this experience. Our results suggest that the use of 3D-printed models as an introduction and the use of real specimens in anatomy laboratory courses can be adequate for veterinary students. Together our findings suggest ways to improve the educational performance of 3D-printed models for veterinary students who need to understand the anatomy of many species.

Beefing up communication skills of upper-level animal science students.

Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness.

The Use of Digital Tools for Learning by Neurotypical and Neurodiverse Animal Science Students

The Use of Digital Tools for Learning by Neurotypical and Neurodiverse Animal Science Students

Q fever awareness in Australia: A scoping review

ObjectiveTo investigate the level of Q fever awareness in Australia. MethodsA scoping review was conducted by searching the electronic databases Medline, PubMed and Web of Science using keywords for Q fever, awareness, knowledge, and Australian locations. The search was initially limited to articles published in the 10 years prior to June 2022 and then extended up to and including August 2023; yielding 387 records. ResultsFifteen articles were assessed as being eligible. These articles reported on surveys and interviews conducted with farmers, veterinary practitioners and nurses, medical practitioners, policy makers, researchers, industry representatives, animal science students, cat breeders, wildlife rehabilitators, and agriculture show attendees. Farmers were the largest group represented. Level of Q fever awareness amongst these communities, including those at high-risk, was generally low. The need for increased awareness was recognised. General practitioner awareness levels were low and recognised to be so by high-risk groups. Awareness of preventive measures including vaccination was greater among those with greater awareness and risk. ConclusionWith the availability of a highly effective vaccine in Australia, there is a need to increase Q fever knowledge and awareness among high-risk groups and primary health care practitioners. Implications for public healthStrategies to increase awareness and knowledge of Q fever risks and prevention strategies may assist with reducing Q fever burden in Australia.

Exploring undergraduate students’ perceptions of food animal production and their sense of belonging in an introductory animal science course

New animal science undergraduates are further removed from agriculture than ever before, many coming from non-agricultural backgrounds lacking experience with food animals. In addition to beginning a degree program in which they have little experience, undergraduates face unique challenges during their transition to college, which could impact retention and success in their chosen major. The focal course, Food Animal Science: ANEQ 101, is an introductory animal science course composed primarily of first year animal science students. This course utilized experiential learning by implementing laboratories with dairy calves providing hands-on experience. Pre- and post-surveys were developed to assess students’ perceptions of food animal production, welfare, and sense of belonging in the Animal Science major at the beginning and end of this course that was characterized by hands-on opportunities; quantitative and qualitative analyses were performed on 114 paired survey responses. Respondents were mostly female (79%, n = 91), white (80.7%, n = 92), and from non-agricultural backgrounds (83.3%, n = 95). Despite only half (51.8%, n = 59) of respondents indicating that they had experience with food animals, most respondents indicated that they agreed being comfortable with food animal production (96.5%, n = 110) and working with food animals (95.6%; n = 109); agreement with these statements was similar in the post-survey (P > 0.05). More students agreed with the statement “In the United States, food animals are raised with an acceptable level of animal welfare” (P = 0.016) in the post-survey as compared with the pre-survey. In the pre- and post-survey, questions related to belonging garnered positive responses, consequently, there was no evidence that students’ sense of belonging in the major was altered during the course. Two free-response questions asked respondents to comment on their sense of belonging in the major. Thematic analysis of these answers identified themes related to belonging, including Learning and Curriculum, Career Goals and Aspirations, Passion for Working with Animals, Self-Assurance, and Community and Classroom Environment. The majority of students had positive views about production and their sense of belonging within the major highlighting the value of integrating experiential learning opportunities for students studying animal science.

82 Impact of Applying Quality Matters Essential Standards in an Animal Science Physiology Course

Abstract Quality Matters (QM) program consists of a stringent course quality peer-review process designed to give faculty feedback on the structure of online/hybrid courses which results in the national certification by the QM organization (Lynch and Gaston, 2020). The objective of this pedagogical study was to quantify student perceptions of online learning experience by utilizing 8 specific standards of course quality in a QM-certified, 3 credit hour, Physiology of Domestic Animals course. A total of 46 students out of 114 enrolled, completed an anonymous Qualtrics survey at the end of the course in Spring 2022 (IRB 24779). The survey consisted of 21 questions broken into the 8 general standards of Course Overview and Introduction (2 questions) Learning Objectives (5 questions), Assessment and Measurement (3 questions), Instructional Materials (2 questions), Learner Interaction and Engagement (3 questions), Course Technology (2 questions), Learner Support (2 Questions), Accessibility and Usability (2 Questions). Each question used a Likert Scale from 0 to 4 for responses; 0 (Strongly Disagree), 1 (Disagree), 2 (Neutral), 3 (Agree), and 4 (Strongly Agree). A multivariate data analysis using principal component analysis (PCA) was conducted to summarize perception of the studnets on QM standards that had the most impact on their online learning experience. About 81.16% of the data variance was explained by the first five PCs together where we retained Eigen values greater than 1. Students strongly agreed that Course Overview & Introduction, Learning Objectives, Instructional materials, Learner Support and Course Technology were a critical part of their online learning in the course. Over 8.7% students disagreed and strongly disagreed to Assessments and Measurement being a key part of their hybrid learning experience. The results clearly indicate that applying QM standards to a content heavy, required core course for animal science students significantly improved the student learning experience at NC State University.

The Effects of Reflection and Transfer on Undergraduate Animal Science Students’ Knowledge

Background: Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. Purpose: The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course. Methodology/Approach: A quasi-experimental, two-way, analysis of covariance (ANCOVA) was utilized. This 2 × 3 factorial design was utilized to test the main and interaction effects of two independent variables (reflection mode and transfer level) on one dependent variable (content knowledge). A pretest score was included as a covariate to control for students’ prior knowledge. Findings/Conclusions: There was a significant interaction effect between the independent variables of reflection mode and transfer level on the dependent variable of content knowledge. Written reflection (when coupled with near transfer), and same transfer (when coupled with peer-verbal reflection), were statistically significant. Implication: Multiple modes of reflection and application can be used during experiential learning in order to achieve effective content knowledge gains. When experiential learning is planned and developed with intentionality, learners receive a valuable, educative experience.

380 Awardee Talk: Deer eat Birds and Other Revelations: Teaching a Changing Demographic of Animal Science Student

Abstract Animal Science (ANS) programs have seen the demographics of their students progressively shift to include more urban and suburban students with limited firsthand knowledge of production agriculture. A major contributor to that shift is an influx of students with the intent of pursuing veterinary school, primarily with the goal of working with companion animals. The change in students has its challenges, but also presents opportunities. It is a chance to communicate with our customers, voters, and prospective thought leaders and decision makers. It is also a chance to recruit new and diverse talent into animal agriculture to help solve current and future problems. Despite the high number of students interested in pursuing vet school, a small percentage gain admittance making it important to help students recognize alternate career paths as soon as possible. This is particularly critical at the University of Florida where 41% of our students are transfers. We questioned if the students’ focus on entering the veterinary field is due to viewing it as their best career opportunity, or their only opportunity. We conducted a career awareness survey at the start and end of the ANS3006 Introduction to Animal Science course over the past several years. Over 49% could not list more than two ANS-related careers. Veterinarian was the most common and appeared on 76% of responses. In turn, we have incorporated more career-related content into ANS3006. In the post survey evaluation, 57% listed more than two careers and 18.8% of students indicated their career goals had changed over the course of the semester, with more than 2/3 of those being students who changed from a veterinary path. Anecdotally, our advisors report students are more amenable to changing from the pre-vet track when encouraged. Emphasizing the opportunities is an effective way to help students find the career paths they may have otherwise missed.

A Nationwide Survey of Animal Science Students' Perceptions of Animal Welfare across Different Animal Categories at Institutions in the United States.

Simple SummaryThe field of animal welfare science studies the well-being of animals, including an animal’s physical and emotional state. Previous studies have investigated veterinary students’ perceptions of animal welfare, although few studies have focused on animal science students’ perceptions of the topic. The aim of this study was to determine if animal science students’ perceptions of animal welfare differed across a multitude of animal categories, including agricultural animals, cats and dogs, horses and other equids, research animals, and wildlife. Results indicate that most survey respondents agreed that animal welfare was important for all animal categories. In qualitative analyses of the open-ended survey questions, basic needs and human interaction were identified by respondents as key welfare components for all animal categories; however, the frequency with which identified welfare themes was mentioned differed by category. Results also highlighted perception differences within different agricultural animal species; fewer respondents agreed that poultry and swine are raised with an appropriate level of welfare compared to dairy and beef cattle. Understanding animal science students’ perceptions of animal welfare may lead to a greater understanding of how they will assess and manage animal welfare issues as part of their future careers in the agricultural and animal-related sectors.Animal welfare is an increasingly important topic across multiple academic disciplines; however, few studies have investigated student perceptions of animal welfare outside of veterinary medicine. The objective of the study was to evaluate animal science students’ perceptions of animal welfare to determine if perceptions differ across animal categories. An online survey was distributed to animal science programs at institutions across the United States. Quantitative and qualitative analyses were performed on 624 responses. Almost all respondents agreed welfare was important for all animal categories (≥97%). The survey asked respondents to rate the level of importance of 12 welfare parameters and there was evidence that the level of importance differed by animal category (p < 0.0001), e.g., fewer respondents indicated having positive interactions with humans was important for agricultural animals. In a subset of questions about agricultural animals, fewer respondents agreed that swine (325, 52.1%) and poultry (268, 43.0%) are raised with an appropriate level of welfare compared to dairy (425, 68.1%) and beef cattle (421, 67.5%). Four free-response questions asked respondents to report their general perceptions of welfare. Thematic analysis identified multiple themes, such as basic needs and human interaction, with most responses (75%) including two or more themes.

A preliminary exploration of the impact of experiential learning on animal science undergraduates' perceptions of humane stunning and slaughter.

It is essential to educate students about humane slaughter as it is a critical component of livestock production, particularly for animal science students who represent future stakeholders in agriculture. There is limited research about the effects of experiential learning on student comfort in participating in education regarding sensitive, yet important topics in the animal sciences. A survey was developed to investigate how a teaching module using an experiential learning activity to teach undergraduates about the slaughter process affected student perceptions of stunning and slaughter. Students enrolled in an animal science course, in which live animals and carcasses are evaluated, were surveyed before and after a teaching module. The module included a lecture about proper stunning and a laboratory activity in which the students had the opportunity to shoot a captive bolt stunner on both model and carcass heads. Respondents completed a pre-survey, attended the laboratory activity, and completed a post-survey; 29 survey responses were recorded. Most respondents were women (23, 79.3%) between the ages of 18 and 21 years (25, 86.2%) and in their first year of college (11, 37.9%). The majority of respondents (22, 75.9%) reported using the captive bolt stunner to stun the model heads during the laboratory activity. After participating in the module, all students strongly agreed that “stunning” is a critical component of livestock slaughter (29, 100%) and most agreed that “stunning is a humane process that ensures animal welfare during the slaughter process” (25, 86.2%). The majority of respondents strongly agreed that the “humane stunning simulation was beneficial to their learning about livestock slaughter” (21, 72.4%) and “improved their understanding of slaughter” (16, 55.2%). Almost all of the survey respondents either agreed or strongly agreed that “the model heads and captive bolt demonstration made them more comfortable with the slaughter process” (14, 48.3%; 14, 48.3%, respectively). This research suggests that experiential learning opportunities are potentially effective teaching strategies for educating undergraduates about the slaughter process. Future research should focus on practical ways to integrate new teaching methods into existing animal science curricula, as this will be critical for educating students on important topics in livestock production and increasing student comfort with sensitive material.

34 Swine Breeding Herd Practicum Winternship

Abstract Approximately 70% of Animal Science students at Mizzou enroll without large animal experience, and commercial swine production exposure is very low (1-3%). As such, few consider careers in the swine industry. Winter break is 4 or 5 weeks long, allowing more than enough family time. An opportunity for full-time employment for students for 1-2 weeks over winter break on commercial sow units was arranged for 1 or 2 students each of 2 years. Host farms reported students were ‘shell shocked’ for the first 3 or 4 d, finding the scope of production overwhelming. A more formal program was designed to introduce students to modern swine breeding herd management, combining academic and field training over a period of several months. Eligible students have at least sophomore standing, can demonstrate a sincere interest in learning about careers in commercial pork production, and are able to commute to farms within 2 hr of campus. Cooperating farms provide hands-on experience on a modern commercial sow farm, help arrange housing, and pay students nominally during the winter break portion. Students are interviewed, and those selected to participate (n = up to 6) sign a code of conduct and participation agreement. In the fall semester they attend 8 hours of classroom instruction covering: gilt development; isolation/acclimation and biosecurity; reproductive anatomy/physiology; detection and synchronization of estrus; artificial insemination; pregnancy diagnosis; farrowing room preparation; induction of farrowing; obstetrical intervention; colostrum management; d 1 pig care; feeding and handling sows and piglets; careers. Interspersed on weekends during fall semester are 3 weekend days shadowing/working in pairs on commercial farms within 1.5 hours of campus. This training prepares them for ‘full time employment’ on a breeding farm, and students work for 1 or 2 weeks over the winter break on commercial sow units. Upon completion of the full-time employment phase, students prepare a written summary of their experience, upon which the majority of their grade rests.

Texas panhandle beef production tour, a high-impact compressed course in animal science.

Many animal science students have little exposure to working livestock production systems prior to college. As such, they can lack insight into day-to-day challenges and rationale behind decision making in these systems, opening the door for the adoption of misconceptions frequently promoted in the popular press. In addition, students identify a lack of first-hand knowledge and experience in the industry as a challenge to their educational success. Field trips stimulate interest and motivation, provide context for learning, and influence long-term career goals, but are underutilized in higher education. The potential impact of such experiences prompted the creation of the Texas Panhandle Beef Production Tour, a 2-credit hour compressed course. Students on this tour visited beef production sites in the Texas Panhandle ranging from cow-calf operations, to feedlots and packing plants. To cement learning through reflection, students responded to a series of questions before, during, and after visiting these sites to probe preconceptions, observations, and outcomes of the experience. We performed a retroactive qualitative evaluation of these reflections (n = 22) to determine cogent themes. Emergent themes included surprise at the intensive systems of data collection and management and the level of technology used at each site. Cattle were calmer and more comfortable than expected at the feedlots and packing plants. Students expressed new appreciation and understanding of course material and a desire to share their insights with others after completing the tour. Finally, participants gained a broader view of industry opportunities and returned with renewed motivation to pursue additional hands-on opportunities. Participation in this course provided valuable insight into the livestock production industry and motivated students to explore new career options and address their own preconceptions of the industry through independent inquiry. The creation of similar courses may be useful to address misconceptions, create personal connections with course material, and broaden career interests in animal science students.

Q fever prevention: Perspectives from university animal science and veterinary students and livestock farmers.

To explore animal science and veterinary students' and livestock farmers' perceptions concerning Q fever prevention. An online survey with an open-ended question seeking knowledge and perceptions about Q fever prevention was distributed among participants during March-September 2019. We applied thematic analysis to identify emerging themes. Animal science and veterinary students enrolled at the University of Adelaide and members of Livestock South Australia representing cattle, sheep and goat farmers in South Australia. A total of56 animal science and veterinary students and 154 livestock farmers responded to the open-ended question. Not applicable. Perceived challenges and opportunities for a coordinated Q fever prevention approach including human vaccination reported by the participants. Two major themes arose in each group. Students and farmers viewed Q fever vaccination as important. However, excessive cost for students was a barrier and for farmers, it was general practitioners' lack of knowledge of Q fever and access to an accredited immunisation provider. Similarly, both groups highlighted the need for education and increasing public and community awareness of Q fever. Our findings underscore that a sector-wide approach involving community awareness programmes, education and training for general practitioners, and subsidised vaccination as well as commitment from government and industry partners may contribute to reducing the burden of Q fever among at-risk populations.

Forage agronomists are needed in animal science departments.

Ruminants serve a valuable role in sustainable agricultural systems, specifically in the conversion of renewable resources from grasslands, pasture, and other by-products into high-quality human food. Recognizing forage and grasses are grown on 25% of arable land, suitable agronomic practices for management of grazing livestock are necessary for the economic sustainability of the livestock enterprise, whereas at the same time, minimizing water and soil erosion. Demographics of undergraduate animal science students have changed over the last several years with more students from urban backgrounds and with interests other than traditional animal agriculture. Thus, continued emphasis on education programs supporting grazing livestock industries becomes that much more important. In addition, newer technologies to measure production on range and pastureland have emerged, thereby increasing opportunities for further training and education. Based on an email assessment of 10 land grant institutions, typically one MS student/yr and one PhD student/3 to 4 yr graduates with an advanced degree in forage agronomy. Overall budget reductions which impact operational costs, internal funding for research projects and graduate student stipends, force universities to focus in areas with the best chance of monetary return. Challenges with funding faculty positions outside of a department’s emphasis area typically result in the question “Should forage agronomy students be trained in Departments of Animal Science or Agronomy/Plant/Soils Sciences?” It could be argued that either department is the best fit. Forage agronomy requires training in the basics of plant and soil science, but the application of those sciences within a Department of Animal Science relates more to animal science/production than to traditional crop production such as cereal grains. Animal science departments must communicate the meaningful context of forage agronomy in an active learning environment developing students’ ability to critically think and solve problems. Those providing technical expertise to livestock producers can no longer make recommendations based solely on production efficiency and profitability. Instead, best management practices must include the impact of grazing livestock on the environment and environmental sustainability. Cooperative agreements between departments should be discussed to adequately support student development in this critical subject matter.