Bulls are used across a wide variety of environments through the use of artificial insemination. However, not all bulls rank the same for genetic merit in all environments. Sire selection could be more accurate via improved methods of characterization. The objective of this study was to evaluate the presence of genotype by environment (GxE) interaction for stayability in Red Angus in the United States. Environments were defined as nine regions within the continental United States with similar temperature-humidity indices. Stayability was defined as having a calf at age 4 given that the cow had a calf at age 2. A probit sire model was used to determine the heritability on the underlying scale. The percentage of females that calved at age 2 that also calved at age 4 ranged from 32.9 to 58.5% across regions and was 55.0% for the national data set. The heritability of stayability ranged from 0.10 to 0.57 across regions and was 0.12 for the national data set. Genetic correlations were estimated for stayability between all pairs of regions. An estimate of less than 0.80 indicates GxE at a level for concern. Genetic correlations between regions ranged from 0.32 to 0.87 and were <0.80 for 29 of 36 region pairs.

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Accuracy of sire selection is limited by how well animals are characterized for their environment. The objective of this study was to evaluate the presence of genotype × environment interactions (G×E) for birth weight (BiW) and weaning weight (WW) for Red Angus in the United States. Adjusted weights were provided by the Red Angus Association of America. Environments were defined as 9 regions within the continental United States with similar temperature-humidity indices. Mean weights of calves were determined for each region and for each sire's progeny within each region. A reaction norm (RN) for each bull was estimated by regressing the sire means on the region means weighted for the number of progeny of each sire. The range for BiW and WW RN was -1.3 to 4.0 and -1.7 to 2.8, respectively. The heritabilities of BiW and WW RN were 0.40 and 0.39, respectively. Phenotypic and genetic correlations between BiW and WW RN were 0.19 and 0.54, respectively. The phenotypic correlation of the progeny mean to the RN was -0.20 ( <0.05) and suggests that sires with higher means are more stable in progeny performance across environments. Weights in different regions were considered separate traits and genetic correlations were estimated between all pairs of regions as another method to determine G×E. Genetic correlations < 0.80 indicate G×E at a level for concern, but existed for only 2 of 36 estimates for BiW and 12 of 36 estimates for WW. Genetic correlations between different regions ranged from 0.74 to 0.96 for BiW and 0.62 to 0.99 for WW and indicate that sires tend to rank similarly across environments for these traits.

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The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution.  The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion.  Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes.  Participants reported the online lectures were beneficial and provided order and structure to the learning process.  Personal responsibility emerged as a subtheme with mixed responses.  Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students.  All participants acknowledged that online lectures were a valuable tool for delivering content knowledge.  All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development.  Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills.  Participants recognized the flipped classroom as an effective teaching approach.