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Graduate education is an important aspect of the life of most academic scientists and a serious responsibility because it comes with the obligation to help students achieve their career and life goals. It can also be very fulfilling for the graduate mentor in terms of personal satisfaction and advancement of the research program. Learning to be a good major professor is an active process that depends on developing a formal framework of education and modifying that framework for each student based on past experiences and experimentation, advice from colleagues, and the individual personality of the student. Perhaps most important is for the graduate mentor to buy into the success and well-being of the student. Among the characteristics that a major professor could seek to instill in his or her students are critical and independent thinking, self-confidence, a thick skin, teamwork, laboratory skills and understanding, and the ability for hard work. Work to make science joyful by celebrating accomplishments, creating a fun environment in the lab, and stressing the societal value of science as compared to personal rewards or ambition.Want advice on how to mentor graduate students? This paper, like all papers on graduate education written by Casida Award recipients, has some food for thought.Science is dependent on education of the next generation through the formal and informal instruction that new scientists experience in graduate school. This paper focuses on some approaches to be considered by the graduate mentor as he or she guides his students into the world of science.

Objectives of this study were to evaluate birth weight (BW), weaning weight (WW), and average daily weight gain (ADG) of female calves carrying the SLICK1 allele, i.e., the slick gene. Holstein cows in four dairy farms located in central California were inseminated with semen from two heterozygous slick Holstein sires to produce slick and non-slick calves. Calves were born during the cool season (November 2019-March 2020). BW was recorded for 125 calves in four farms within 24 h of birth; WW was recorded for 92 calves in three farms within one week of weaning. Weaning age was recorded at day of weighing. ADG was calculated as the weight difference between birth and weaning divided by days of age at weaning. Only female calves were used in the analysis. Statistical analyses were performed using the GLIMMIX procedure of SAS version 9.4. The model for BW included the effects of genotype, farm, sire, and the interaction between genotype and farm. The model for WW and ADG included the effects of BW, genotype, farm, weaning age, sire, and interaction between genotype and farm. Significant effects were considered as those with P < 0.05. There was no difference in BW or WW between genotypes (BW: slick=40.1 ± 0.7 vs non-slick=39.7 ± 0.6 kg; P = 0.7 and WW: slick=82.5 ± 2.8 vs non-slick=80.9 ± 2.8 kg; P = 0.6). The mean age at weaning was 64.8 ± 0.4 and was similar for both genotype groups (P = 0.8). As a result, ADG was similar between genotypes (P = 0.7). There was a main effect of farm on BW, WW and ADG. Results indicate that slick heifer calves born in the cool season perform similarly to non-slick calves in regards to birth weight, average daily weight gain, and weaning weight. Funding provided by the Holstein Association USA Research Program and L.E. “Red” Larson Endowment.

Choline is a nutrient that plays a role as a precursor for the neurotransmitter acetylcholine, the membrane phospholipid phosphatidylcholine, and the methyl donor betaine. Embryos produced in vitro are usually cultured without an exogenous choline source. We hypothesized that exposure to 1.8 mM choline chloride would increase percent of embryos becoming blastocysts in culture and pregnancy rate after transfer of embryos into recipients. A total of 39 Brahman and Senepol donors were used to produce embryos for transfer into recipient crossbred females. Donors were assigned to have their embryos cultured in either 1.8 mM choline chloride or, as a control, 1.8 mM extra NaCl. The percent of oocytes cleaved were measured 3 days after insemination and percent blastocyst at day 7.5. Embryos were transferred into recipient cows and pregnancy was diagnosed at 28–31 days of gestation and then confirmed at 50–56 days. Data were analyzed using PROC GLIMMIX in SAS. Treatment did not affect cleavage rate (67.3 + 1.6 vs 68.6 + 1.6% for choline vs control; P = .0.5632) or percent of cleaved embryos becoming blastocysts (17.6 + 1.3 vs 18.1 + 1.3%; P = 0.5355). Similarly, there was no effect of treatment on pregnancy days 28–31 [42.5% (48/113 cows) vs 47.3% (54/114 cows) for choline vs control; P = 0.4339] or at days 50–56 [39.1% (36/92) vs 38.5% (32/83); P = 0.5348]. In summary, 1.8 mM choline chloride does not impact embryo development to the blastocyst stage or pregnancy establishment. Further investigation is needed to evaluate the phenotype of the subsequent calves to determine whether early exposure to choline has consequences for postnatal function. Support: USDA-NIFA 2020-67015-30821.