Experiential learning in the animal sciences: Development of a multispecies large-animal management and production practicum1

Abstract

Students enrolled in an introductory animal science course (ASG 3003) at the University of Florida were surveyed (n = 788) over a 3-yr period to ascertain their current experience and career goals in animal agriculture. Sixty-one percent of the students indicated that they were from an urban background. Only 4% were raised on a farm or ranch where the majority of family income was attributed to production agriculture. Eighty-six percent of the students had minimal or no experience working with large domestic farm animals, but nearly 64% of the students wanted to pursue a career in veterinary medicine. Disciplinary and species interests of the students were highly associated with previous background experiences. Students from nonagricultural backgrounds, who were most likely to indicate a career interest involving veterinary medicine, were most interested (P < 0.05) in animal behavior, whereas the students of rural background were more interested (P < 0.05) in animal management. Thirty-three percent of students were primarily interested in small companion animals; 22% in horses; 20% in domestic farm animals, including beef, dairy, swine, or sheep; and 24% in undomesticated zoo animals or wildlife. The career goals indicated by most students necessitate practical application of animal husbandry skills that are often assumed as general knowledge. Thus, a multispecies large animal management and production practicum (ANS 3206) was developed to provide students with hands-on experience. It was an elective course, and students were encouraged to enroll for two consecutive semesters. Teams of students rotated responsibilities among four livestock species (beef, dairy, equine, and swine). Daily responsibilities at each of the units included feeding and monitoring growth of feedlot cattle and finishing swine, farrowing assistance and baby pig processing, and equine training and foaling assistance. Students were also involved with all facets of a working dairy. Additionally, students completed written assignments specific to their individual species responsibilities that included daily journals, worksheets, or calculation of performance measures. Weekly class meetings allowed for instruction and were used to manage the varied course activities. Using a 5-point scale (1 = poor, 5 = excellent), students indicated that the course further stimulated their interest (4.73) and facilitated their learning (4.63) of animal science concepts. Overall course evaluations ranged from 4.54 +/- 0.55 to 4.85 +/- 0.38 over a 4-yr period. As more students enter animal science programs with nonagricultural backgrounds, it will become necessary to reemphasize basic animal-handling skills and practical applications through experiential learning activities.

Major Advances in Teaching Dairy Production

“…However, educational programs in dairy production have not abandoned precision agriculture, dairy management, dairy cattle nutrition, reproduction, or other more traditional disciplines. In fact, as there are more students who hail from nonfarm backgrounds, courses have been added at some institutions to teach students routine aspects of animal management that previously were assumed skills (Reiling et al, 2003).…”

Development of online learning activities to enhance student knowledge of animal behaviour prior to engaging in live animal handling practical sessions

“…Although teaching aspects of animal husbandry and handling to veterinary students in institutions worldwide has been discussed in several recently published papers (for example, [16][17][18][19]), little has been written about the expanding requirements of animal handling skills for animal science and zoology students. Given that animal science students can follow a broad range of career opportunities, students require a broad knowledge and animal handling skills for a range of companion, livestock, and native and exotic wildlife species.…”

Practical and innovative solutions to overcome language barriers in veterinary and animal science education in the European Union

“…They are a very interesting choice of evaluation that helps overcome language barriers when teaching complex biological process. Animal science students and veterinary medicine students have different academic backgrounds (Reiling et al 2003). However, both groups of students need to achieve a cognitive level where they are able to create arguments and diagnose, treat and conjecture about on-farm or in clinical situations needing a solution.…”