scholarly journals Rapid Online Teaching: Movement of Animal Science Courses Online During COVID-19Case Study: Pedagogical Decisions in Transitioning Animal Science Courses Online

2021 ◽  
Author(s):  
Taylor L Barnes ◽  
W Shawn Ramsey ◽  
Kathrin A Dunlap
Keyword(s):  
Teaching Methods ◽  
Production Systems ◽  
Farm Animal ◽  
Methods Course ◽  
Animal Science ◽  
Science Courses ◽  
Hands On ◽  
Online Format ◽  
Animal Handling ◽  
Animal Production Systems

Abstract Traditionally, earning a degree in animal science requires many face-to-face, hands-on courses, however, the Covid-19 pandemic created a situation in which traditional delivery of these courses may not be feasible as they provide a health risk to our students, teaching assistants (TAs), and instructors alike. This examination of two pedagogically different courses and how each was transitioned to an online format highlights the types of teaching decisions that are required to effectively teach animal science in an online format. The Farm Animal Production Systems lab was an animal handling and production practices lab, and while. the transition to online delivery did not allow for students to participate in traditional hands-on development of skills, various resources were utilized that still achieved development of animal handling concepts that will prepare students for later courses and work with live animals. In contrast, the Animal Science Laboratory Teaching Methods course remained consistent in format through the transition to online because students were still able to participate in discussion-based activities via Zoom meetings each week due to the small class size, which helped to maintain student engagement. However, the final teaching experience was modified to an alternative assignment. The alternate assignment included self-reflection and course evaluation that will help to improve both the Farm Animal Production Systems laboratory and the Animal Science Teaching Methods course in the future. While Covid-19 has been a challenge that disrupted traditional courses, it has provided opportunities for a traditionally hands-on discipline, such as animal science, to more effectively engage students via an online platform.

scholarly journals Brazilian Citizens’ Opinions and Attitudes about Farm Animal Production Systems

Animals ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. 75 ◽  
Author(s):  
Maria Yunes ◽  
Marina von Keyserlingk ◽  
Maria Hötzel
Keyword(s):  
Production Systems ◽  
Animal Production ◽  
Farm Animal ◽  
Animal Production Systems

scholarly journals 193 Equine teaching programs – where do they fit?

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 22-23
Author(s):  
Kathy Anderson
Keyword(s):  
Land Grant ◽  
Animal Science ◽  
Science Courses ◽  
Land Grant Institutions ◽  
Hands On ◽  
Diverse Student ◽  
Midwest Region ◽  
Teaching Programs ◽  
Science Major ◽  
Science Departments

Abstract Equine teaching programs in Animal Science Departments throughout the Midwest region land grant institutions have greatly expanded over the past 20 years. However, private schools with equine programs focused on large equitation programs have shown a reduction in recent years. Most indicated cost and reduced student numbers as factors to the decline. In evaluation of 12 land-grant institutions in the Midwest Animal Science region, 100% offer one or more equine Animal Science courses with a range of 1 to 16 different equine focused courses. Nearly all schools offer a combination of lecture and “hands-on” courses. Lecture courses focused on management, nutrition, evaluation, etc. were offed at all 12 institutions with most offering between 2 to 4 equine lecture type courses. Enrollments in these courses range between 10 – 50 students or more. However, highly popular hands on courses covering training, equitation, and handling have lower enrollment limits (10-15), lab fees, and schools offer between one to 6 different courses. Makeup of students enrolling in all courses is highly diverse from students with extensive prior horse skills and experience, to those with minimal experience. Furthermore, all of the institutions evaluated used the equine courses within their Animal Science major and three offered an Equine Option within Animal Science. However, this may be reflective of the structure of each Animal Science Department. Equine courses tend to be highly popular and attract students from various majors across intuitions. Offering courses to serve and attract this diverse student population is a challenge to departments, especially with the increased cost of maintaining herds for highly popular hands on courses. However, departments must strive to find a balance between lecture/distance and hands-on courses to provide students the educational experience exposing them to the equine industry and future careers.

How does host nutrition affect the development of a microparasitic infection?

2007 ◽  
Vol 2007 ◽  
pp. 90-90
Author(s):  
W.M. Brindle ◽  
G.C. Emmans ◽  
I. Kyriazakis
Keyword(s):  
Immune Response ◽  
Resource Allocation ◽  
Nutrient Availability ◽  
Evolutionary Ecology ◽  
Production Systems ◽  
Farm Animal ◽  
Host Nutrition ◽  
Animal Hosts ◽  
Phenotypic Responses ◽  
Animal Production Systems

Models that predict phenotypic responses from the interaction between genotypic descriptors and the environment are desirable both in the context of both animal production systems and evolutionary ecology. Nutrient availability is often related to the ability of a host to control an invading parasitic population and mounting an immune response is often associated with a nutritional cost. This cost is shown by the peripartuient break down of immunity (Houdijk et al., 2003) and reports of negative correlations between production and resistance traits (Rauw et al., 1998). The aim was to develop a model which is able to make predictions relating to the effects of resource allocation as determined by nutrition and genotype, on the course of microparasitic infection in farm animal hosts.

Students’ experiences of blended laboratory animal science courses

2021 ◽  
pp. 002367722110414
Author(s):  
Çiğdem Haser ◽  
Sevcan Hakyemez-Paul ◽  
Ella Kujala ◽  
Paulina Chrusciel ◽  
Varpu Laine ◽  
...  
Keyword(s):  
Laboratory Animal ◽  
Management Skills ◽  
Animal Science ◽  
Future Expectations ◽  
Science Courses ◽  
Video Lectures ◽  
Hands On ◽  
Prior Experiences ◽  
Blended Course ◽  
Laboratory Animal Science

Students and course providers have found online options for laboratory animal science (LAS) courses helpful because the content is accessible with flexible timing options. This study aimed to explore whether a blended LAS course with video lectures would be preferred and perceived effective, accounting for students’ educational levels as well as prior experiences and future expectations in the use of animals. Data were collected by a feedback survey including three 5-Likert type scales and open-ended questions created by the authors. Of the 134 course students from various programmes, 101 consented to the use of their responses in this study. The analyses indicated that the respondents were generally satisfied with the blended course, especially the hands-on components, even though some found video lectures challenging due to their own ineffective time and study management skills. Plans to use animals in the future increased satisfaction with the course significantly, while the education level or previous experience with animals did not affect the outcome. Background variables did not affect views about video lectures significantly. Conclusively, the blended structure seemed to provide sustainable LAS course experiences for normal and unpredictable times.

A Virtual Lab in Research Methods

2003 ◽  
Vol 30 (2) ◽  
pp. 171-173 ◽  
Author(s):  
Barbara A. Sommer ◽  
Robert Sommer
Keyword(s):  
Research Methods ◽  
Methods Course ◽  
Chat Room ◽  
Web Page ◽  
Traditional Course ◽  
Virtual Lab ◽  
Hands On ◽  
Lower Division ◽  
Online Format ◽  
E Mail

A hands-on lab for a lower division research methods course used an online format with Web page, Web forms, an e-mail listproc, and chat room. The virtual section received a higher rating for overall value than did the in-person labs. Students liked its convenience and flexibility. There were no significant differences in examination performance between students who took the online lab and 12 others who requested it, but could not be accommodated. Compared with the traditional course, more time was required in constructing assignments and communicating with students. A major advantage was eliciting responses from all students in contrast with the usual lab section.

Nitrogen Fixation: Fixing the Gap between Concept- & Evidence-Based Learning with Legume Biology

2019 ◽  
Vol 81 (4) ◽  
pp. 250-255
Author(s):  
Christopher P. Krieg ◽  
Rebecca A. Valls ◽  
Sarah Vatland ◽  
Jennifer Gordinier ◽  
Stephanie S. Porter ◽  
...  
Keyword(s):  
High School Students ◽  
Student Attitudes ◽  
Environmental Science ◽  
School Students ◽  
Research Skills ◽  
Science Courses ◽  
Hands On ◽  
Course Material ◽  
Classroom Inquiry ◽  
Post Hoc

Students often struggle to connect concepts with evidence, sometimes because development of research skills has not been emphasized in their science courses. We developed a strategy and protocol to train high school students in research and experimental investigation of questions related to course material on legume biology. The richness of this subject matter allows for adaptations of our framework to address diverse areas of science, including principles in ecology, environmental science, agriculture, microbiology, and evolution. Our framework includes a hands-on classroom inquiry that investigates the symbiotic relationship between nitrogen-fixing rhizobial bacteria and legumes. This student-led, inquiry-based project employs an intellectually demanding, hands-on method of education to build critical research skills using an adaptable model and inexpensive materials. We also report positive student feedback from a post hoc survey to gauge student attitudes toward the activity and the effectiveness of this framework.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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