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The question is simple enough. "What do you do"? The answer is simple enough. "I teach animal science." More often than not the comeback is "so, you're a vet." The general public has long been uninformed about the breadth of careers available in the animal sciences (ANSC). However, fewer students raised in production agriculture coupled with more students raised in suburban and urban areas have resulted in many uninformed undergraduate ANSC majors as well. Animal science faculty members at the University of Tennessee at Martin recently developed four new program-wide student learning outcomes (SLO), one of which reads, "Students will identify interests in animal science careers, and identify courses and experiential learning opportunities that are needed to attain the career of their choice in the regional, national, or global community." To assess this SLO, students (n = 56) enrolled in 1 of 2 sections of the introductory ANSC course during the spring 2016 semester were administered a pre- and post-survey during the first and last week of class, respectively, to gauge their awareness of ANSC careers. A monthly seminar series was developed in which ANSC professionals were invited to campus to speak about their respective industries and career paths. Additional guest speakers and faculty were also invited to speak during regular lecture periods. With regards to the pre-survey, 56 students (100%) responded. Of those, nine (16.1%) were unsure of their career goal, 19 (33.9%) could list 5 ANSC careers, and 26 (53.6%) listed at least 1 ANSC course related to their intended career. Only 36 students (64.3%) completed the post-survey. Of those, five (13.8%) were unsure of their intended career, 29 (80.6%) were able to list 5 ANSC careers, and 22 (61.1%) listed at least 1 ANSC course related to their career goal. Thirty-four students (94.4%) stated they were more aware of career opportunities as a direct result the seminar series and guest speakers. Based on survey results and student responses, ANSC faculty members will continue to host an industry speaker seminar series and keep students aware of current issues and career opportunities. [ABSTRACT FROM AUTHOR]

The question is simple enough. "What do you do"? The answer is simple enough. "I teach animal science." More often than not the comeback is "so, you're a vet." The general public has long been uninformed about the breadth of careers available in the animal sciences (ANSC). However, fewer students raised in production agriculture coupled with more students raised in suburban and urban areas have resulted in many uninformed undergraduate ANSC majors as well. Animal science faculty members at the University of Tennessee at Martin recently developed four new program-wide student learning outcomes (SLO), one of which reads, "Students will identify interests in animal science careers, and identify courses and experiential learning opportunities that are needed to attain the career of their choice in the regional, national, or global community." To assess this SLO, students (n = 56) enrolled in 1 of 2 sections of the introductory ANSC course during the spring 2016 semester were administered a pre- and post-survey during the first and last week of class, respectively, to gauge their awareness of ANSC careers. A monthly seminar series was developed in which ANSC professionals were invited to campus to speak about their respective industries and career paths. Additional guest speakers and faculty were also invited to speak during regular lecture periods. With regards to the pre-survey, 56 students (100%) responded. Of those, nine (16.1%) were unsure of their career goal, 19 (33.9%) could list 5 ANSC careers, and 26 (53.6%) listed at least 1 ANSC course related to their intended career. Only 36 students (64.3%) completed the post-survey. Of those, five (13.8%) were unsure of their intended career, 29 (80.6%) were able to list 5 ANSC careers, and 22 (61.1%) listed at least 1 ANSC course related to their career goal. Thirty-four students (94.4%) stated they were more aware of career opportunities as a direct result the seminar series and guest speakers. Based on survey results and student responses, ANSC faculty members will continue to host an industry speaker seminar series and keep students aware of current issues and career opportunities. [ABSTRACT FROM AUTHOR]

The objective of the study was to evaluate the effects of grazing winter wheat on subsequent grain yield. Wheat pasture is a high quality forage that has the potential to support stocker cattle grazing from late fall through winter. However, in northwest Tennessee, wheat and other small grains are often grown strictly as a cover crop or for grain production. Given the importance of the beef cattle and grain industries to the Tennessee economy, a controlled study that evaluates the impacts of winter wheat grazing on subsequent grain yield was needed. Wheat seed was broadcast applied from an airplane onto approximately 16 ha of no-till cropland on September 6, 2016. Residue from corn harvest remained standing. Land was divided into 8 plots using temporary electric fencing. Four plots were to remain ungrazed (UNGRZ) and 4 were to be grazed by stocker steers (GRZ). Every effort was made to create plots of similar size with equal representation of treatments across the varied terrain. Crossbred steers (n = 20; BW = 292 kg) were stratified by BW and randomly assigned to 1 of the 4 GRZ plots. Steers received an implant and were allowed free-choice access to a monensin-containing mineral. Initial and ending forage clippings were collected and nutrient analysis was conducted on the initial clipping. Steers grazed 67 d and gained 1.01 kg daily. Initial forage mass was similar across treatments (P = 0.89) whereas ending forage mass differed between GRZ and UNGRZ (P < 0.0001). Grain yield tended to be greater in UNGRZ than GRZ plots (P = 0.09) however grain test weight tended to be greater for GRZ compared to UNGRZ (P = 0.10). Soybeans were planted after wheat harvest and soybean yields will be evaluated on GRZ and UNGRZ plots. The potential income generated from cattle weight gain may offset the slight reduction in grain yield and provide an additional source of income for cattle and crop producers. [ABSTRACT FROM AUTHOR]

The objective of the current study was to evaluate effects of the frequency of mat-feeding on piglet performance and health. Mat-feeding is a management strategy commonly used in the swine industry in an attempt to mitigate the negative effects of weaning stressors on piglet performance and health. Commercial piglets sired by PIC®337 (n = 1,737; BW = 6.5 ± 0.1 kg) were sorted by sex and assigned to 1 of 62 pens. Pens were randomly assigned to 1 of 4 treatment groups based on daily frequency of mat-feeding 3.2 kg of prestarter feed (0, 1, 2, or 3 times daily for 7 d post-weaning; CON, MAT1, MAT2, MAT3, respectively). With the exception of mat-feeding, all animal husbandry and management practices were equal across experimental treatments and followed PQA Plus® guidelines. Collection of performance data and health data continued for 6 wk post-weaning. Body weight and estimated feed consumption were collected weekly for each pen. Health was evaluated based on the number of piglets removed from a pen for examination and/or administration of pharmaceuticals. Data were analyzed using MIXED MODEL and GLIMMIX procedures of SAS. From d 0 to 7 piglets in the CON treatment consumed less feed and were more efficient (P ≤ 0.01) than all other treatments when prestarter feed was included in the analysis. However, when prestarter feed was removed from the analysis, feed consumption and efficiency were equal across all treatments (P ≥ 0.46). From d 32 to 38, average daily gain tended to differ among treatments (0.82, 0.82, 0.76, 0.78 ± 0.02 kg, P = 0.07; CON, MAT1, MAT2, MAT3, respectively). Throughout the remainder of the study, performance was not affected by treatment (P ≥ 0.39). Estimated feed consumption, feed efficiency and health were similar among all treatments (P ≥ 0.18). In the current study, mat-feeding did not improve piglet performance and health as compared to no mat-feeding. [ABSTRACT FROM AUTHOR]

Tennessee is ranked 12th in the United States with respect to beef cow inventory thus many University of Tennessee at Martin (UTM) undergraduate agriculture students are familiar with cow-calf production. An upper division beef production course has long been taught at the university, but the course has primarily focused on the cow-calf segment. Recently, a new upper division course entitled "Stocker and Feedlot Cattle Production" was developed in response to expressed student interest and expertise of new faculty. Given the limited access to intensive post-weaning production systems in the local area, there were valid concerns about the ability to provide weekly experiential laboratory activities. These concerns led to the implementation of a required travel study to the Southern High Plains. The requirement for the travel study was included in the official course description and catalog. Visits to commercial feedlots, packing plants, feed mills, and research facilities were included in the travel itinerary. An additional requirement of the course was for students to manage a set of newly received, high-risk feeder calves throughout the semester with the UTM farm manager and supporting faculty providing guidance as needed. Managing calves required students to spend time outside of regularly scheduled class hours. Expectations regarding the trip and out-of-pocket expenses as well as the experiential learning outside of scheduled class meeting times were clearly discussed with students prior to registration and on the initial course meeting. A total of 13 students completed the course. The UTM travel study department administered an anonymous post-travel study evaluation to enrolled students (n = 13). When asked "did the travel study activities offer you a meaningful learning experience"? 100% of students responded favorably. Moreover, a university-wide course evaluation was administered at the end of the semester and 13 of 13 students (100%) completed it. Additional written comments were submitted by 10 of 13 students (77%) with all reporting an enhanced learning experience as a result of managing their own set of calves and participating in the travel study. Creativity and innovative teaching activities were essential to the success of this new course and students' understanding of post-weaning cattle production. [ABSTRACT FROM AUTHOR]

Tennessee is ranked 12th in the United States with respect to beef cow inventory thus many University of Tennessee at Martin (UTM) undergraduate agriculture students are familiar with cow-calf production. An upper division beef production course has long been taught at the university, but the course has primarily focused on the cow-calf segment. Recently, a new upper division course entitled "Stocker and Feedlot Cattle Production" was developed in response to expressed student interest and expertise of new faculty. Given the limited access to intensive post-weaning production systems in the local area, there were valid concerns about the ability to provide weekly experiential laboratory activities. These concerns led to the implementation of a required travel study to the Southern High Plains. The requirement for the travel study was included in the official course description and catalog. Visits to commercial feedlots, packing plants, feed mills, and research facilities were included in the travel itinerary. An additional requirement of the course was for students to manage a set of newly received, high-risk feeder calves throughout the semester with the UTM farm manager and supporting faculty providing guidance as needed. Managing calves required students to spend time outside of regularly scheduled class hours. Expectations regarding the trip and out-of-pocket expenses as well as the experiential learning outside of scheduled class meeting times were clearly discussed with students prior to registration and on the initial course meeting. A total of 13 students completed the course. The UTM travel study department administered an anonymous post-travel study evaluation to enrolled students (n = 13). When asked "did the travel study activities offer you a meaningful learning experience"? 100% of students responded favorably. Moreover, a university-wide course evaluation was administered at the end of the semester and 13 of 13 students (100%) completed it. Additional written comments were submitted by 10 of 13 students (77%) with all reporting an enhanced learning experience as a result of managing their own set of calves and participating in the travel study. Creativity and innovative teaching activities were essential to the success of this new course and students' understanding of post-weaning cattle production. [ABSTRACT FROM AUTHOR]