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Inclusion of Equine-Science Curriculum within an Experiential Learning Setting
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but there is still a need for management professionals in the equine industry.
DISCUSSION The Purdue University Calumet School of Management is responding to the needs of the equine industry by offering two programs: a Certificate in Equine Management and the BA in Business with an option in Equine Management. The Certificate in Equine Management consists of eighteen credit hours. Required courses are Introduction to Equine Management and Global Perspectives of the Equine Industry. Students will then choose four electives from:Software for Equine Operations, Equine Taxation, Equine Sport Facility Management, Equine Operations, Equine International Sales and Marketing, Equine Legal Issues, Horse Racing and Gaming Systems, and Horse Show Project Management. The certificate will be offered via distance learning to increase program flexibility and allow particpation of industry members not able to come to Calumet campus. The certificate is marketable nationally and perhaps internationally as a supplement to students who already have a background in animal science or other areas and are already working in the equine industry. The Bachelor of Arts in Business with an option in Equine Management is the traditional business degree with a focus in equine management. This is one of four majors in this degree. The program includes all the business fundamentals: finance, accounting, marketing, human resources, information systems, economics, etc. as well as ten courses specifically focused on the equine industry. The students are required to complete an Equine Senior Project and an Equine internship. Additionally, students are required to complete a course on global perspectives of the equine industry. Keywords: Equine education; Equine business equine management
REFERENCES 1. The Economic Impact of the Horse Industry on the United States, American Horse Council Foundation, 2005
31689 Inclusion of Equine-Science Curriculum within an Experiential Learning Setting K. Guay* and A. Oshel-Shultz, Texas Tech University, Lubbock, TX, USA
INTRODUCTION University equestrian programs are afforded a unique set of assets, both in high-quality facilities and horses and the
Abstracts Vol 29, No 5 (2009)
accessibility of knowledgeable horse professionals. This combination of assets can make university equine faculties ideal settings for hands on, youth-equine interaction. This interaction can take many forms, in this case, researchers looked specifically at the summer camp setting and what changes could be made to better utilize the instructional opportunities offered by the university setting and improve the overall quality of the experience for youth. Specifically, researchers worked to increase the value of hands on youthequine interactions through the development, delivery and evaluation of science-based mini-curricula delivered within these settings. Hands on learning, or experiential learning may be defined as learning based on personal experience or direct observation.1 The benefits of experiential learning are well documented. Multiple studies have underscored its positive impact on youth0 s life skills development,2 skill development,3 and knowledge gain.4 In addition to the educational benefits offered by instruction though experiential learning, benefit of instruction delivered within this setting is also gained though the motivational influence horses have on youth. The physical facilities offered by a university horse facility and availability of experts in equine science make them a nearly ideal setting for this type of research and education. Researchers had access to ample indoor and outdoor arenas, barns and multiple quiet and willing horses with which to conduct the interactive science lessons. By conducting this research under these settings maximum learning benefit can be reached while minimizing danger to participants. Researchers used the following objectives to direct their work: 1. Develop experiential learning, equine science-based curriculum for youth. 2. Deliver curriculum during Summer Day Camps at Texas Tech Equestrian Center. 3. Evaluate efficacy of curriculum. Determine areas of strength and weakness. 4. Improve, expand and re-implement curriculum.
MATERIALS AND METHODS Four iterations of week-long horse day camps were used to address the research objectives of this study. For each camp, researchers delivered a science-focused lesson to participants. The lesson was an informal case-study of a horse that had previously had surgery to remove excessive sand from the hind gut. Youth were engaged in guided discussion about sand colic, then collected fecal matter and performed an informal hands-on check for fecal sand. Participants were broken in to small groups of two to four participants and collected fecal matter from their horse. Water was added to the fecal matter and participants agitated the mixture to dislodge any sand from the fecal
Abstracts Vol 29, No 5 (2009)
matter. After sufficient stirring, additional water was added to flush the fecal matter from the bucket while leaving the sand. Participants compared the various amounts of sand from each horse and engaged in guided discussion on the risks and prevention of sand colic. Participants were encouraged to touch and manipulate a psillium husk sand colic preventative in their hands and discuss its use in removing sand from the horse0 s gut. In addition to the sand colic activity, participants completed activities and participated in discussions regarding internal parasites and their effects on horse health. Participants discussed and compared several horses0 body condition, hair coat and other signs of internal parasites. Participants then helped administer a five day sequence of fenbendazole paste to a horse for the duration of the camp, then checked the fecal matter for signs of internal parasites. At the conclusion of the weeklong camp participants completed a researcher-designed written questionnaire regarding their camp experience.
RESULTS All data was collected anonymously and participants were not linked to their responses. Responses from 17 competed surveys were used. The average age of participants was 8.62 years old with a range from 6 to 16 years of age. The median age was 8 years. Participants were in grades 1 through 11. The average grade level was 3.7 with a mean and mode of grade 3. One hundred percent of participants reported increased knowledge of horse science topics and had positive responses to the prompt 0 If your friend asked you about horse camp, what would you tell them?0 When asked 0 Did horse camp make you want to learn more about horses?0 94.12 percent of participants answered 0 yes0 , with just one (5.26%) participant responding 0 no0 . Fifteen participants (88.24%) identified riding as their favorite camp activity. Of the participants not identifying riding as their favorite camp activity, one identified 0 crafts0 as his/her favorite activity while the other identified 0 learning about horses0 as his/her favorite activity. Informal qualitative assessment by researchers during delivery of the curriculum revealed a surplus of participant motivation and active learning interaction with their peers and the topic.
DISCUSSION This paper represents the first phase of a multi-year project to develop and deliver interactive science mini-curricula within a hands-on youth/equine interaction. The delivery of this intervention using experiential learning did lead to an increase in the equine science knowledge of participants as recorded on the written questionnaire and as observed by researchers. In future iterations of the project researchers plan to further develop the curricula to include additional topics and
443
increased depth without detracting from the hands-on nature of the youth-equine interactions. Keywords: Experiential learning; Youth; Sand colic; Motivation; Camp REFERENCES 1. Bourdeau VD. 4-H experiential education–A model for 4-H science as inquiry. J of Ext 2004;42:5. 2. Boyd BL, Herring DR, Briers GE. Developing life skills in youth. J of Ext 1992;30:4. 3. Rusk CP, Summerlot-Early JM, Machtmes KL, Talbert BA, Balschweid, MA. The impact of raising and exhibiting selected 4-H livestock projects on the development of life and project skills. J of Ag Ed 2003;44:1-11. 4. Mabie R, Baker M. The influence of experiential instruction on urban elementary students’ knowledge of the food and fiber system. J of Ext 1996;34:6.
31851 Applied Learning in Equine Studies: the Use of Visual Arts and Development of Non-invasive Learning Tools J.L. Holland,* Midway College, Midway, KY, USA
INTRODUCTION Several of the equine majors at Midway College rely on a strong scientific foundation in upper-level courses. Therefore, students are expected to learn the basic anatomy and physiology of the horse in some of the freshman-level courses, and also how the anatomical features apply to concepts such as movement and performance. A dilemma arises when faculty are faced with teaching anatomy without having access to life-sized models, or animals for dissection. Other information that graduates of our equine program may be expected to know is how to give intravenous injections, especially for those who will enter fields where they are in control of the health plan of horses. Unfortunately, unlike in human healthcare training, there are no models designed for students to practice their techniques and receive feedback on their performance. To help with these limitations exercises were developed for use in two of the lower-level equine courses.
MATERIALS AND METHODS For the freshman-level equine anatomy and physiology course (N ¼ 60), students are expected to learn the skeleton and superficial muscles of the horse. In laboratory sessions associated with this course the students (N ¼ 20 per lab) used soft pastel chalks or colored masking tape and drew the parts on live horses. Students were evaluated by the lab instructor for accuracy in anatomical relationships.
but there is still a need for management professionals in the equine industry.
DISCUSSION The Purdue University Calumet School of Management is responding to the needs of the equine industry by offering two programs: a Certificate in Equine Management and the BA in Business with an option in Equine Management. The Certificate in Equine Management consists of eighteen credit hours. Required courses are Introduction to Equine Management and Global Perspectives of the Equine Industry. Students will then choose four electives from:Software for Equine Operations, Equine Taxation, Equine Sport Facility Management, Equine Operations, Equine International Sales and Marketing, Equine Legal Issues, Horse Racing and Gaming Systems, and Horse Show Project Management. The certificate will be offered via distance learning to increase program flexibility and allow particpation of industry members not able to come to Calumet campus. The certificate is marketable nationally and perhaps internationally as a supplement to students who already have a background in animal science or other areas and are already working in the equine industry. The Bachelor of Arts in Business with an option in Equine Management is the traditional business degree with a focus in equine management. This is one of four majors in this degree. The program includes all the business fundamentals: finance, accounting, marketing, human resources, information systems, economics, etc. as well as ten courses specifically focused on the equine industry. The students are required to complete an Equine Senior Project and an Equine internship. Additionally, students are required to complete a course on global perspectives of the equine industry. Keywords: Equine education; Equine business equine management
REFERENCES 1. The Economic Impact of the Horse Industry on the United States, American Horse Council Foundation, 2005
31689 Inclusion of Equine-Science Curriculum within an Experiential Learning Setting K. Guay* and A. Oshel-Shultz, Texas Tech University, Lubbock, TX, USA
INTRODUCTION University equestrian programs are afforded a unique set of assets, both in high-quality facilities and horses and the
Abstracts Vol 29, No 5 (2009)
accessibility of knowledgeable horse professionals. This combination of assets can make university equine faculties ideal settings for hands on, youth-equine interaction. This interaction can take many forms, in this case, researchers looked specifically at the summer camp setting and what changes could be made to better utilize the instructional opportunities offered by the university setting and improve the overall quality of the experience for youth. Specifically, researchers worked to increase the value of hands on youthequine interactions through the development, delivery and evaluation of science-based mini-curricula delivered within these settings. Hands on learning, or experiential learning may be defined as learning based on personal experience or direct observation.1 The benefits of experiential learning are well documented. Multiple studies have underscored its positive impact on youth0 s life skills development,2 skill development,3 and knowledge gain.4 In addition to the educational benefits offered by instruction though experiential learning, benefit of instruction delivered within this setting is also gained though the motivational influence horses have on youth. The physical facilities offered by a university horse facility and availability of experts in equine science make them a nearly ideal setting for this type of research and education. Researchers had access to ample indoor and outdoor arenas, barns and multiple quiet and willing horses with which to conduct the interactive science lessons. By conducting this research under these settings maximum learning benefit can be reached while minimizing danger to participants. Researchers used the following objectives to direct their work: 1. Develop experiential learning, equine science-based curriculum for youth. 2. Deliver curriculum during Summer Day Camps at Texas Tech Equestrian Center. 3. Evaluate efficacy of curriculum. Determine areas of strength and weakness. 4. Improve, expand and re-implement curriculum.
MATERIALS AND METHODS Four iterations of week-long horse day camps were used to address the research objectives of this study. For each camp, researchers delivered a science-focused lesson to participants. The lesson was an informal case-study of a horse that had previously had surgery to remove excessive sand from the hind gut. Youth were engaged in guided discussion about sand colic, then collected fecal matter and performed an informal hands-on check for fecal sand. Participants were broken in to small groups of two to four participants and collected fecal matter from their horse. Water was added to the fecal matter and participants agitated the mixture to dislodge any sand from the fecal
Abstracts Vol 29, No 5 (2009)
matter. After sufficient stirring, additional water was added to flush the fecal matter from the bucket while leaving the sand. Participants compared the various amounts of sand from each horse and engaged in guided discussion on the risks and prevention of sand colic. Participants were encouraged to touch and manipulate a psillium husk sand colic preventative in their hands and discuss its use in removing sand from the horse0 s gut. In addition to the sand colic activity, participants completed activities and participated in discussions regarding internal parasites and their effects on horse health. Participants discussed and compared several horses0 body condition, hair coat and other signs of internal parasites. Participants then helped administer a five day sequence of fenbendazole paste to a horse for the duration of the camp, then checked the fecal matter for signs of internal parasites. At the conclusion of the weeklong camp participants completed a researcher-designed written questionnaire regarding their camp experience.
RESULTS All data was collected anonymously and participants were not linked to their responses. Responses from 17 competed surveys were used. The average age of participants was 8.62 years old with a range from 6 to 16 years of age. The median age was 8 years. Participants were in grades 1 through 11. The average grade level was 3.7 with a mean and mode of grade 3. One hundred percent of participants reported increased knowledge of horse science topics and had positive responses to the prompt 0 If your friend asked you about horse camp, what would you tell them?0 When asked 0 Did horse camp make you want to learn more about horses?0 94.12 percent of participants answered 0 yes0 , with just one (5.26%) participant responding 0 no0 . Fifteen participants (88.24%) identified riding as their favorite camp activity. Of the participants not identifying riding as their favorite camp activity, one identified 0 crafts0 as his/her favorite activity while the other identified 0 learning about horses0 as his/her favorite activity. Informal qualitative assessment by researchers during delivery of the curriculum revealed a surplus of participant motivation and active learning interaction with their peers and the topic.
DISCUSSION This paper represents the first phase of a multi-year project to develop and deliver interactive science mini-curricula within a hands-on youth/equine interaction. The delivery of this intervention using experiential learning did lead to an increase in the equine science knowledge of participants as recorded on the written questionnaire and as observed by researchers. In future iterations of the project researchers plan to further develop the curricula to include additional topics and
443
increased depth without detracting from the hands-on nature of the youth-equine interactions. Keywords: Experiential learning; Youth; Sand colic; Motivation; Camp REFERENCES 1. Bourdeau VD. 4-H experiential education–A model for 4-H science as inquiry. J of Ext 2004;42:5. 2. Boyd BL, Herring DR, Briers GE. Developing life skills in youth. J of Ext 1992;30:4. 3. Rusk CP, Summerlot-Early JM, Machtmes KL, Talbert BA, Balschweid, MA. The impact of raising and exhibiting selected 4-H livestock projects on the development of life and project skills. J of Ag Ed 2003;44:1-11. 4. Mabie R, Baker M. The influence of experiential instruction on urban elementary students’ knowledge of the food and fiber system. J of Ext 1996;34:6.
31851 Applied Learning in Equine Studies: the Use of Visual Arts and Development of Non-invasive Learning Tools J.L. Holland,* Midway College, Midway, KY, USA
INTRODUCTION Several of the equine majors at Midway College rely on a strong scientific foundation in upper-level courses. Therefore, students are expected to learn the basic anatomy and physiology of the horse in some of the freshman-level courses, and also how the anatomical features apply to concepts such as movement and performance. A dilemma arises when faculty are faced with teaching anatomy without having access to life-sized models, or animals for dissection. Other information that graduates of our equine program may be expected to know is how to give intravenous injections, especially for those who will enter fields where they are in control of the health plan of horses. Unfortunately, unlike in human healthcare training, there are no models designed for students to practice their techniques and receive feedback on their performance. To help with these limitations exercises were developed for use in two of the lower-level equine courses.
MATERIALS AND METHODS For the freshman-level equine anatomy and physiology course (N ¼ 60), students are expected to learn the skeleton and superficial muscles of the horse. In laboratory sessions associated with this course the students (N ¼ 20 per lab) used soft pastel chalks or colored masking tape and drew the parts on live horses. Students were evaluated by the lab instructor for accuracy in anatomical relationships.