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Simple Summary: Making end-of-life decisions for dairy cattle (i.e., euthanasia and fitness for transport) is a complex topic with a significant impact on dairy cattle welfare and the sustainability of the entire dairy supply chain. In this study, experts serving supportive roles in the dairy industry identified factors that influence end-of-life decision-making for dairy cattle. The results highlight twelve themes, providing insight into how end-of-life decisions can be improved. The entire supply chain (i.e., dairy farms, transporters, auction markets, and processors) has a responsibility to work collaboratively to ensure end-of-life decisions are being made with dairy cattle welfare in mind. The end-of-life (i.e., on-farm euthanasia and culling, including fitness for transport to slaughter) of a dairy cow or calf is preceded by a series of decisions often influenced by many complex factors. The aim of this study was to utilize the opinions of experts with roles in the dairy supply chain to identify factors that influence end-of-life decision-making for dairy cattle. Twenty experts serving in supporting roles in the dairy supply chain participated in a survey containing 17 open-ended questions. Of the participants, 55% (n = 11) identified as veterinarians and the remaining 45% (n = 9) participated in other segments of the dairy supply chain. Twelve themes were identified in the qualitative analysis of survey responses. The themes included: Training and Resources, Cattle Health Management, Decision-Making Criteria, Company Culture, Personal Beliefs, Human Well-Being, Animal Welfare, Economics, Guidelines and Inspections, Consumer Perceptions, Supply Chain Considerations, and Communication. Experts indicated that training programs should address euthanasia or fitness-for-transport criteria, the knowledge of common health conditions, and information about what happens to cattle after leaving the dairy. Additional influencing factors included personal beliefs, economics, company culture, and supply chain considerations. [ABSTRACT FROM AUTHOR]

It is essential to educate students about humane slaughter as it is a critical component of livestock production, particularly for animal science students who represent future stakeholders in agriculture. There is limited research about the effects of experiential learning on student comfort in participating in education regarding sensitive, yet important topics in the animal sciences. A survey was developed to investigate how a teaching module using an experiential learning activity to teach undergraduates about the slaughter process affected student perceptions of stunning and slaughter. Students enrolled in an animal science course, in which live animals and carcasses are evaluated, were surveyed before and after a teaching module. The module included a lecture about proper stunning and a laboratory activity in which the students had the opportunity to shoot a captive bolt stunner on both model and carcass heads. Respondents completed a pre-survey, attended the laboratory activity, and completed a post-survey; 29 survey responses were recorded. Most respondents were women (23, 79.3%) between the ages of 18 and 21 years (25, 86.2%) and in their first year of college (11, 37.9%). The majority of respondents (22, 75.9%) reported using the captive bolt stunner to stun the model heads during the laboratory activity. After participating in the module, all students strongly agreed that "stunning" is a critical component of livestock slaughter (29, 100%) and most agreed that "stunning is a humane process that ensures animal welfare during the slaughter process" (25, 86.2%). The majority of respondents strongly agreed that the "humane stunning simulation was beneficial to their learning about livestock slaughter" (21, 72.4%) and "improved their understanding of slaughter" (16, 55.2%). Almost all of the survey respondents either agreed or strongly agreed that "the model heads and captive bolt demonstration made them more comfortable with the slaughter process" (14, 48.3%; 14, 48.3%, respectively). This research suggests that experiential learning opportunities are potentially effective teaching strategies for educating undergraduates about the slaughter process. Future research should focus on practical ways to integrate new teaching methods into existing animal science curricula, as this will be critical for educating students on important topics in livestock production and increasing student comfort with sensitive material. [ABSTRACT FROM AUTHOR]