A review of the application of active learning pedagogies in undergraduate animal science curricula.

With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.

Animal science undergraduate curricula face the issue of motivating and interesting students from diversified backgrounds to meet the growing job market (Benson et al., 2020; Lugar & Stewart, 2019). Students are entering animal science majors with different expectations and values as explained by the expectancy-value theory, so higher education systems face the struggle of meeting diverse student interests while fulfilling required course content. One solution to this challenge is to generate interest and motivation through engaging students in student-centered spaces and creating autonomy, competence and relatedness as outlined by the self-determination theory (Ryan & Deci, 2020). This review examines current research available on different teaching pedagogies in animal science classroom and summarizes their impact. The reviewed pedagogies are possible strategies that institutions can utilize to meet this challenge and motivate students.

Symposium: Better teaching through science: incorporating the scholarship of teaching & learning.

The Scholarship of Teaching and Learning, also referred to as SOTL, provides a framework for instructors to evaluate student learning and use evidence to determine pedagogical changes in the classroom. Engagement in SOTL challenges scholars to ask questions about their teaching practices and share with a larger community of practice. Examples of this include manuscript submissions to peer-reviewed journals, presenting abstracts at conferences, and other outlets that allow scholars to disseminate their findings. SOTL practices can be applied within an individual classroom or across a curriculum. Additionally, the promotion and tenure process at many institutions of higher education are highly recommending that faculty demonstrate impact on student learning. This symposium, presented at the 2022 Poultry Science Association Annual Meeting, highlighted best practices in SOTL, implementation of SOTL programming, and discussed using SOTL as a tool to evaluate teaching effectiveness. Poultry and animal science educators shared their experiences with implementing SOTL in their classroom and the benefits to students. From this symposium, we can conclude that there are multiple ways to document teaching excellence and conduct SOTL projects. This is of interest to educators implementing scholarly teaching in their classrooms.

Sparking curiosity and engagement through online curriculum.

In 2020, classrooms across the country abruptly transitioned to emergency remote learning in response to COVID-19. Instructors quickly searched for guidance on ways to present course material in an online format that would still allow for course learning outcomes to be met. Perhaps the greatest challenge cited by instructors was engaging students when face-to-face meetings were not an option. This becomes an even greater challenge in poultry and animal science curricula that encourage hands-on learning. Most first year students are unaware of the opportunities in the animal agricultural industries and engagement in the classroom is one way to spark curiosity and interest in the subject matter. The abrupt change to online teaching challenged many instructors to rethink their teaching strategies and explore teaching pedagogies to engage students in an online student-centered learning environment. An outcome from this challenge was an increased comfort and efficacy, for both students and instructors, of applying pedagogical approaches to enhance online learning. A symposium at the 2021 Poultry Science Association brought together instructors of poultry and animal science courses from across the country to discuss the challenges and successes of implementing on-line instruction and engagement in response to COVID-19. A consistent commentary among the participants of the symposium concerned an increased desire for collaboration and dialog concerning effective pedagogical approaches among instructors of poultry and animal science courses. Thus, a summary of the symposium's presentations, as well as thoughts from a student panel, concerning effective online teaching and learning is presented.

Integrated STEM and poultry science curriculum to increase agricultural literacy.

The shortage of graduates pursuing careers in the poultry industry is linked to a low awareness and lack of interest. Increasing agricultural literacy could promote engagement in future poultry science opportunities. We developed an integrated STEM curriculum within a poultry science context to assess the program's impact on students' agricultural literacy development. The Elementary Education Gain Grow (E.G.G.) program consists of 5 online modules, an interactive notebook, a simulation game, and a team project. In fall 2019, 480 Indiana 4th and 5th grade students enrolled in the pilot program. A 14-point poultry content-based questionnaire was administered online to students prior to program engagement, between online and team project activities, and at program completion. Student content scores (n = 111; 23.13% response rate) increased from 7.99 (SD = 1.85) preprogram to 9.76 (SD = 2.44) post online modules (P < 0.05; Cohen's d = 0.82) and remained constant throughout the remainder of the program. Student notebook responses (n = 172; 35.83% response rate) provided qualitative data of their self-reported agricultural literacy gains and revealed patterns of increased agricultural literacy relating to the program's learning objectives. These results support the program's ability to increase student agricultural literacy. Teacher feedback (n = 9; 69.2% response rate) suggests that teachers agreed with the program's effectiveness, with qualitative responses highlighting individual experiences. Our pilot program findings support the use of an integrated STEM and poultry science elementary curriculum to increase student agricultural literacy as well as demonstrate the effectiveness of the program as an educational resource.

Brief, Written Reflections Improve Interest of Introductory Animal Science Undergraduates.

In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection (n = 39) and control (n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks: either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation.

Poultry in the classroom: effectiveness of an online poultry-science-based education program for high school STEM instruction.

Public knowledge of the poultry industry is limited, yet attitudes towards the industry shape consumer behavior and influence the attractiveness of poultry careers and future study. This study assessed an online learning program contextualizing STEM learning within poultry science which was designed to increase poultry knowledge and interest. High school student participants (n = 169) across 16 classes (n = 12 teachers) in Indiana completed seven 30-min online modules during the fall 2018 semester. This case study used a mixed-methods, sequential explanatory design. Student knowledge and interest in poultry and teacher perceptions of the program were examined using quantitative measures. The study's qualitative portion assessed perceptions of the learning experience and comprised open-ended student and teacher survey questions and a teacher focus group. Qualitative data suggested that students' poultry knowledge, including awareness of the industry and related careers, was improved following the modules. Paired t-tests showed moderate to large effect sizes regarding increases in content quiz scores following each module (P < 0.001, Cohen's d = 0.45 to 0.80). Students' mean interest in poultry was initially low and remained statistically similar upon completion of the program (M = 1.84, 1.87; p = 0.67). Student and teacher statements indicated that design features of the program enhanced interest for some students. Other students did not perceive the program and its poultry science topics to be interesting or relevant to their lives. Results from this study can be used to inform the creation of effective poultry learning resources to contribute to workforce development and enhance the industry's public image.