The Next Generation of Animal Science Students: Changing Demographics Dictate Curriculum Changes

Abstract Text: It is well established that the demographics of undergraduate students entering Animal Science programs across the country are ever changing.  What used to be considered a major for “farm kids” has seen a large influx of students from non-traditional, non-agricultural backgrounds.  With the high demand for graduates in most areas of agriculture, this is exciting, but not without challenges.  The 2105 incoming freshmen class at Iowa State University (ISU), 42% of 315 responded identified “Rural/Farm” as their background, 32% answered “Small Town/City (under 100,000 population)”, and 26% indicated “Urban/City”.  Even “farm kids” typically have either only 4-H/FFA (showring) experience with livestock, or if they have commercial industry experience, it is usually with a single species. Therefore, it is more important than ever to include the science and husbandry associated with Animal Science throughout the curriculum and not make any assumptions on previous knowledge.  Courses such as “Practicum in Safe Equine Handling and Welfare” and “Livestock Handling, Safety and Welfare” have been introduced as electives into the Iowa State University Animal Science curriculum, with a Lab Animal Science course to be started in the fall of 2016.  Other courses, especially at the introductory and 200-level, have also incorporated more basic information that was previously thought to be understood prior.  There are advantages to this: 1) previous assumptions of understanding may have overestimated students’ background knowledge; and 2) all students receive the same, correct and updated information on topics; and 3) exposure to all species and disciplines may spark new areas of interests for all students, regardless of previous animal experience.  Many animal science students (62% of 315 ISU Animal Science freshmen in 2015) have an interest in vet school.  This percentage is much higher than the current demand by the veterinary industry.  Therefore, exposing all Animal Science students to the wide array of career opportunities associated with the various scientific disciplines may lead to rewarding careers in fields that were previously never considered.  The primary interest of the 2015 ISU Animal Science freshmen was companion animals (34%), followed by equine (19%), beef (16%), exotics (12%), swine (8%), dairy (6%), sheep (2%), goats (2%) and finally poultry (1%) at the beginning of their first semester.  Anecdotal evidence and job placement would suggest that these interests change by the end of a student’s college career.  Exposure to new species may encourage students to explore careers in areas beyond their initial primary interest.

Keywords: undergraduate, curriculum, animal science, change