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The Value of an Equine Science Option in Animal Science Curricula
The Value of an Equine Science Option in Animal Science Curricula L. M. SCHAKE, J. J. BENNETT, J. A. CALLAHAN, J. E. DINGER, and J. T. POTTER Department of Animal Science University of Connecticut Storrs, CT 06269-4040
Abstract
The Equine Science Option is described as one of four options available to Animal Science majors enrolled at the University of Connecticut. The academic program, extracurricular activities, student recruitment, interning, and placement aspects of the option are presented. Five major potential contributions of an Equine Science Option were identified: 1) transforming childhood dreams into viable careers in the Animal Sciences, 2) utilizing the horse to establish extracurricular student activities, 3) supporting student recruitment activities, 4) benefiting the image of the University, and 5) increasing interest and participation in the Animal Science profession by recruiting new talent to its ranks. (Key Words: Equine, Curricula, Value, Professional.) Introduction
Since the University of Connecticut was founded in 1881 as the Storrs Agricultural School, horses have been an integral portion of its programs. Draft horses were initially emphasized, with more versatile horses added in recent times. In 1950, the U.S. Army donated a small band of Morgan mares which served as the foundation of the present breeding program. Today the Department of Animal Science maintains an inventory of 65 mature horses, of which about half are purebred Morgans. All horses are available to support programs in teaching, research, extension, and other forms of public outreach. Presently, 150 Animal Science
Reviewed by J. P. Baker, F. A. Thrift, and R. H. Simms.
majors may elect one of four Bachelor of Science degree options 1) Pre-professional, 2) BusinessService, 3) Animal Production, or 4) Equine Science, with about 40,15,15, and 30%, respectively, enrolled in each option. Approximately 800la of the students are women. It is the objective of this article to document the value of an equine science program in an Animal Science Department. The Academic Programs
The plans of study for the two most popular degree options (Pre-professional and Equine Science) are presented in Tables 1 and 2 and represent about 7oo/o of the students. In fact, almost half of the students enrolled as pre-professionals, also participate, to some degree, in the Equine Science programs. Both degree options require that students meet all mandatory requirements of the Department, College, and University. To pr~ pare for admission to graduate schools and veterInary colleges, Pre-professional students emp~a size more basic science training than most Equine Science students. However, students in Equine Science are required to complete sufficient basic science courses to be competitive for advance degree training or other career options. The most common experience that these students share as freshmen is their love of animals, especially horses or other companion animals. Therefore, every effort is made to provide opportunities for all students to obtain training in the basic sciences and practical hands-on experiences to best prepare them for placement and career development opportunities. All students are encouraged through faculty advising to identify experiential learning opportunities outside the classroom in research laboratories (Figure 1) , ani-
2
SCHAKE ET AL.
TABLE 1. The pre-professional option. Course
Title
Credits
ANSC 120 BIOl107 CHEM 127 MATH 110 or MATH 118
Man and His Environment-Animals Principles of Biology General Chemistry Calculus Survey of Calculus with Applications
3
Second
BIOl108 CHEM 128 ENGl105 ECON 111 General Education Requirements
Principles of Biology General Chemistry English Composition Principles of Economics
Third
PHYS 121 ENGl109 CHEM243 PATH 200 ANSC 217
General Physics Literature and Composition Organic Chemistry Anatomy and Physiology Animal Breeding and Genetics
PHYS 122 CHEM244 CHEM245
General Physics Organic Chemistry Organic Chemistry Laboratory Health and Disease Management Reproductive Physiology
Semester First
Fourth
Path 202 ANSC219 Fifth
Sixth
COMS 105 ANSC 216 BIOl204 General Education ANSC Elective
4
4 4 3 4 4 3 3
3 3 3 4 3
3 3 3 3 3 3 5 3 2-3
Reql~ irements
Professional Internship (ANSC 296) is encouraged anytime after the fourth semester (6 credit limit) Fundamentals of Microbiology Soils The Grain Crops
Seventh
PlSC254 ANSC Elective(s) Other Elective(s)
Forage Crops 100,200, and 300 level courses
Eighth
STAT 110 ANSC295 ANSC Elective(s) Other Elective(s)
Elementary Concepts in Statistics Seminar 100, 200, and 300 level courses
mal facilities, and internships. Laboratory experience may be gained beyond classroom exposure either by involvement in a laboratory as a Student Worker or by enrolling in Independent Study, Special Topics, Honors, University Scholars, or Degree with Distinction programs. Experience in animal care and management may be accomplished by employment on campus as a Student Worker in any of the animal units (be,ef and dairy cattle, sheep, horses, and swine). Industry experience may be attained by participating in ANSC 296, Professional Internship, whereby students may be employed with any animal industry of their choice, anywhere in the world, and receive academic credit and pay. Equine establishments, veterinary clinics,
17
4
Principles of Public Speaking Principles of Nutrition and Feeding Biochemistry
MCB229 PlSC250 or PlSC252 ANSC Elective(s) Other Elective(s)
17
4
16
16-17
4
3 3 6 3 3 6 6 3
16
15
l'6 Total :""'~ts (mI"'""i-20-----
research laboratories, and companion animal facilities tend to be the most popular alternatives for formal interning or student employment for 10 to 15 students per year. Additionally, students gain valuable management skills with horsels and other animals through an array of extracurricular activities sponsored by the department. Extracurricular Activiities
The Department Olr Animal Science sponsors five student clubs (Vet Club, Block & Bridle Club, Student Educational Neitwork for the Appreciation of Animals, Poultry Club, and Dairy Club) plus seven
equine-related extracurricular activitir
None of
3
EQUINE SCIENCE OPTION IN ANIMAL SCIENCE TABLE 2. The equine science option. Semester
Course
Title
Credits
First
ANSC 120 BIOl107 CHEM 127 MATH 104
Man and His Environment-Animals Principles of Biology General Chemistry Algebra (or 105, 109, 1100r 118)
3 4 4
Second
BIOl108 CHEM 128 ENGl105 ANSC 125
Principles of Biology General Chemistry (or 141) English Composition Behavior and Training of Domestic Animals
General Education Requirements
3-4
Semester total
14-15
4
3-4 3 3 3
15-16
Third
ANSC235 ENGl109 ANSC 217 PATH 200 ANSC Elective
Horse Science Literature and Composition Animal Breeding and Genetics Anatomy and Physiology
3 3 3 4 3
16
Fourth
ANSC 219 ANSC283 COMS 105 PATH 202 General Education Requirements Other Elective
Reproductive Physiology Livestock and Carcass Evaluation Principles of Public Speaking Health and Disease Management
3 2 3 3 3 3
17
Fifth
PSYC253 ANSC 216 PlSC254 Electives
Animal Behavior Principles of Nutrition and Feeding Forage Crops Professional Internship (ANSC 296) is encouraged anytime after the fourth semester (6 credit limit)
3 3 5 6
15
NRME201 or CS 101 ANSC237 ANSC 281 PATH 204 Electives ANSC288
Computers in Modern Agriculture Computers in Modern Society Methods of Equitation Instruction Horse Selection and Evaluation Pathobiology of Equine Species
2 2 2 2 2 6
Sixth
14-15
Advanced Animal and Product Evaluation
Seventh
ARE215 ANSC231 ANSC273 Elective(s)
Business Management Developing the Driving Horse Livestock Management
3 2 4 6
Eighth
ANSC236 ANSC238 ANSC295 ANSC Elective(s) Elective(s)
Light Horse Training and Management Horse Breeding Farm Management Seminar 100, 200, and 300 level courses
2 3 1
Elective(s)
these activities earn academic credits, but all are available to any interested student on campus. Frequently students transfer into the department as a direct result of their experiences in one or more of these activities. Extracurricular activities associated with the horse are outlined below. UConn Horse Practicum Program. This professional improvement activity is available to students on a fee basis. Each semester about 150 students partiCipate in Hunt Seat, Saddle Seat, Basic Dressage, and Western weekly riding sessions and
9
15
15
Total Credits (Minimum)120
twice monthly presentations by guest speakers presenting clinics and demonstrations. UConn Polo Practicum. Approximately 40 students participate in this activity to learn the basic skills and rules of men's or women's polo each year. Care and management of the polo horse as an athlete is also presented. A registration fee is charg-ed each student. UConn Polo Teams. Men's and Women's Polo Teams compete each year in regional competition and in the National Intercollegiate Polo Tourna-
4
SCHAKE ET AL.
Figure 1. Two Ph.D. students conductin~1 research in the department. Both have had extensive training and experience with horses.
ment. Students must compelte for team status. Many develop their basic interest and skills through the Polo Practicum experience. Fees are assessed to all team members. UConn Equitation Team. Students participate in this Intercollegiate Horse Show Association-sponsored competition at beginner, intermediate, or advanced levels. About 30 students compete in 10 or more contests each year with 20 or more colleges re!presented at each meet eva.luated on hunt seat equitation. UConn Vaulting Team. Nearly 20 students per year learn graceful acrobatic skills, set to music, while performing on the back of a horse fitted with a surcingle. This team has been invited to perform at major events on campus and in the region, including the Eastern States Exposition at West Springfield, MA. UConn Drill Team. This tEiam of about eight students provides colorful entertainment for many audiences on campus, at local fairs, and other events by presenting the 'colors' in precision drill formations. UConn Horse Show Team. Students are selected from a group of volunteers to assist with the training and preparation of several UConn Morgans for exhibit each summer. Horses are exhibited at four major New England events by UConn studEmts. Expenses associated with exhibiting these horses are paid from an account funded with procEieds from the UConn Holiday Barn. Each Decem-
ber, students, faculty, and public vol ,nteers manage a sale of Christmas decorations held in the UConn Horse Barn, and termHd the U :onn Holiday Barn, a two-day event which attracts about 5,000 individuals each year. Each of these extmcurricular activi ies has provided opportunities for studE!nts to ain valuable experience in a competitive ~3nViron~Hnt, learning to work successfully with their peers, and to practice leadership skills. Additionally, favo able University recognition has nesulted. UConn s udents have fielded five National or Reserve Natio~al Champion Polo Teams. since 1972, .won Nation~1 .C~ampion ship Honors In Intercollegiate Open EqiUltatlon Over Fences competition in 1988, rElpresentEfd the United States at the Intercollegiate Internat~:>nal Equine Games in 1989, exhibited a World Ch mpion Morgan Hunter in 1989, and ranked sixth in the nation with the Intercollegiate Equitation T am in 1989, competing with 174 other collHges an universities, representing over 3,000 studiant rider . Student Internship and Placement
Anytime after studEmts achieve juni r status they may enroll in ANSC 296, Profession I Internship, and gain industry experience, academ c credit, and monetary compensation within the h rse industry anywhere in the world. Placement op lortunities in the horse industry are considered g tod only for students who are most highl~' qualifie(j. Internship experience, combined with experience gained from extracurricular participation and traini 9 in the basic sciences, allow for full-timE! student employment opportunities to be most successfully approached upon graduation, similar to the carEle I preparation process outlined by King (1). For exa~lple, UConn graduates are directing polo programsf both in universities and in the private sector; man~ are ownermanagers of private equestrian centers, and own horse breeding farms, training and ri ing stables, serve as horse farm managers, and therwise excel as Olympic calibm riders. Realisti ally, however, it is not possible for all students i the Equine Science Option to become dinectly em loyed within the horse industry. Even as prospe .tive equine science students visit campus they a.re encouraged to consider either of tvvo stratE!gies: "I) ixcel in their equine science studiEis to prepare for ndustry em-
EQUINE SCIENCE OPTION IN ANIMAL SCIENCE
ployment, or 2) participate in the Equine Science Option with alternative professional employment expectations. Many students accomplish the latter by taking the Pre-professional Option combined with select courses and activities from the Equine Science Option. This alternative has met with good success. Over the last several years the Department has experienced near 100% acceptance of those students who applied to graduate schools and veterinary colleges. Two examples are offered by students who sought graduate training after studying in B.S. Equine Science Options. One of our Equine Science Option graduates successfully completed her M.S. degree on cryopreservation of stallion semen by working on a joint project in the Medical College at Yale University and the University of Connecticut, Department of Animal Science, and is presently employed in that research laboratory at Yale. Another, who graduated in Equine Science at the University of New Hampshire, Department of Animal and Nutritional Sciences, successfully completed her M.S. and Ph.D. in the University of Connecticut Center for Environmental Health, Department of Animal Science. She is presently completing NIH postdoctorate studies where she won the James G. Wilson Research Presentation Award at the 1990 Teratology Society meetings for her work on "Methionine and Neural Tube Closure in Cultured Rat Embryos". Numerous similar examples could be cited in this regard. Recruitment
Recruitment of new students has become a very natural consequence of the above-outlined program. Student enrollment has been increasing as much as 10% per year over the past 4 yr, largely the result of favorable contacts established by current and former students in the program. Additionally, various recruitment materials, including VCR tapes and brochures, are available to prospective students for viewing at public outreach programs and other departmental activities. Since the Department of Animal Science enrollment represents about one-third of the enrollment in the College of Agriculture and Natural Resources, the impact of the Equine Science Option becomes significant.
5
Discussion
Our Equine Science Option provides many useful alternatives for prospective students. First, it is a useful means of transforming what often has been a childhood dream of working with horses into employable skills and real world careers (2). This is of obvious importance to currently enrolled and prospective students and to their parents and guardians. For this transformation to occur, undergraduate students must be challenged to distinguish themselves in some capacity. Accepting academic challenges is fundamental to future career success. Appropriately combining academics with unique extracurricular activities has proven to be mutually beneficial for many students (3). Another tangible benefit of an Equine Science Option in an Animal Science Department is that it offers exceptional opportunities for competitive and leadership skills to be developed and practiced in both academic and extracurricular modes. Thus, extracurricular equine activities may serve two roles; first, to retain the interest of students in a science-based program, and second, to develop interpersonal skills of potential value throughout life. A third major benefit of the Equine Science Option is its role in student recruitment and retention. Many institutions recognize this potential (2). A similar potential may exist for other companion animals such as cats and dogs. To evaluate this potential the Department of Animal Science at the University of Connecticut is offering ANSC 298, Special Topics in Companion Animal Management, on a trial basis. As a result of the first offering of this program, several students are participating in ANSC 296 Professional Internships by working in kennel and boarding facilities. Another sphere of benefits associated with a successful Equine Science Option is its potential to enhance the image of the University. Each of the accomplishments and awards cited earlier represent obvious examples. Less obvious benefits relate to the potential of public support for the University. As an example, a major expansion of our equine facilities is funded entirely with donated funds from private individuals, breed associations, commercial firms, and other supporters of the program. Our horses also are available to the general
6
SCHAKE ET AL.
public in a Summer Riding Program which helps broaden support for the department and the University. This noncredit experience-based program is available at the beginner, intermediate, and advanced levels on a fee basis. Numerous individuals donate horses to the program each year, which provides income to the revolving account associated with the entire equine program. The primary value of an Equine Science Option in an Animal Science curricu la accrues to those students who have gained the skills and confidence
to become active as professionals iml the animal sciences. All students are encouraged in their mandatory Senior Seminar to seek certificr tion as Professional Animal Scj,entists.
Literature Cited 1. King. M. 1990. Stepping Stones. Careers for horse lover. Horse Illustrated (September). p. 3~!. 2. Manning. J. 1990. Majoring in horses.. Horseplay ~April). p. 25. 3. Schake. L. M. 1987. The role of extracurricular activities for Animal Science students. J. Anim. Sci. 65(Supplement 1, p. 183) (Abstr.).
Abstract
The Equine Science Option is described as one of four options available to Animal Science majors enrolled at the University of Connecticut. The academic program, extracurricular activities, student recruitment, interning, and placement aspects of the option are presented. Five major potential contributions of an Equine Science Option were identified: 1) transforming childhood dreams into viable careers in the Animal Sciences, 2) utilizing the horse to establish extracurricular student activities, 3) supporting student recruitment activities, 4) benefiting the image of the University, and 5) increasing interest and participation in the Animal Science profession by recruiting new talent to its ranks. (Key Words: Equine, Curricula, Value, Professional.) Introduction
Since the University of Connecticut was founded in 1881 as the Storrs Agricultural School, horses have been an integral portion of its programs. Draft horses were initially emphasized, with more versatile horses added in recent times. In 1950, the U.S. Army donated a small band of Morgan mares which served as the foundation of the present breeding program. Today the Department of Animal Science maintains an inventory of 65 mature horses, of which about half are purebred Morgans. All horses are available to support programs in teaching, research, extension, and other forms of public outreach. Presently, 150 Animal Science
Reviewed by J. P. Baker, F. A. Thrift, and R. H. Simms.
majors may elect one of four Bachelor of Science degree options 1) Pre-professional, 2) BusinessService, 3) Animal Production, or 4) Equine Science, with about 40,15,15, and 30%, respectively, enrolled in each option. Approximately 800la of the students are women. It is the objective of this article to document the value of an equine science program in an Animal Science Department. The Academic Programs
The plans of study for the two most popular degree options (Pre-professional and Equine Science) are presented in Tables 1 and 2 and represent about 7oo/o of the students. In fact, almost half of the students enrolled as pre-professionals, also participate, to some degree, in the Equine Science programs. Both degree options require that students meet all mandatory requirements of the Department, College, and University. To pr~ pare for admission to graduate schools and veterInary colleges, Pre-professional students emp~a size more basic science training than most Equine Science students. However, students in Equine Science are required to complete sufficient basic science courses to be competitive for advance degree training or other career options. The most common experience that these students share as freshmen is their love of animals, especially horses or other companion animals. Therefore, every effort is made to provide opportunities for all students to obtain training in the basic sciences and practical hands-on experiences to best prepare them for placement and career development opportunities. All students are encouraged through faculty advising to identify experiential learning opportunities outside the classroom in research laboratories (Figure 1) , ani-
2
SCHAKE ET AL.
TABLE 1. The pre-professional option. Course
Title
Credits
ANSC 120 BIOl107 CHEM 127 MATH 110 or MATH 118
Man and His Environment-Animals Principles of Biology General Chemistry Calculus Survey of Calculus with Applications
3
Second
BIOl108 CHEM 128 ENGl105 ECON 111 General Education Requirements
Principles of Biology General Chemistry English Composition Principles of Economics
Third
PHYS 121 ENGl109 CHEM243 PATH 200 ANSC 217
General Physics Literature and Composition Organic Chemistry Anatomy and Physiology Animal Breeding and Genetics
PHYS 122 CHEM244 CHEM245
General Physics Organic Chemistry Organic Chemistry Laboratory Health and Disease Management Reproductive Physiology
Semester First
Fourth
Path 202 ANSC219 Fifth
Sixth
COMS 105 ANSC 216 BIOl204 General Education ANSC Elective
4
4 4 3 4 4 3 3
3 3 3 4 3
3 3 3 3 3 3 5 3 2-3
Reql~ irements
Professional Internship (ANSC 296) is encouraged anytime after the fourth semester (6 credit limit) Fundamentals of Microbiology Soils The Grain Crops
Seventh
PlSC254 ANSC Elective(s) Other Elective(s)
Forage Crops 100,200, and 300 level courses
Eighth
STAT 110 ANSC295 ANSC Elective(s) Other Elective(s)
Elementary Concepts in Statistics Seminar 100, 200, and 300 level courses
mal facilities, and internships. Laboratory experience may be gained beyond classroom exposure either by involvement in a laboratory as a Student Worker or by enrolling in Independent Study, Special Topics, Honors, University Scholars, or Degree with Distinction programs. Experience in animal care and management may be accomplished by employment on campus as a Student Worker in any of the animal units (be,ef and dairy cattle, sheep, horses, and swine). Industry experience may be attained by participating in ANSC 296, Professional Internship, whereby students may be employed with any animal industry of their choice, anywhere in the world, and receive academic credit and pay. Equine establishments, veterinary clinics,
17
4
Principles of Public Speaking Principles of Nutrition and Feeding Biochemistry
MCB229 PlSC250 or PlSC252 ANSC Elective(s) Other Elective(s)
17
4
16
16-17
4
3 3 6 3 3 6 6 3
16
15
l'6 Total :""'~ts (mI"'""i-20-----
research laboratories, and companion animal facilities tend to be the most popular alternatives for formal interning or student employment for 10 to 15 students per year. Additionally, students gain valuable management skills with horsels and other animals through an array of extracurricular activities sponsored by the department. Extracurricular Activiities
The Department Olr Animal Science sponsors five student clubs (Vet Club, Block & Bridle Club, Student Educational Neitwork for the Appreciation of Animals, Poultry Club, and Dairy Club) plus seven
equine-related extracurricular activitir
None of
3
EQUINE SCIENCE OPTION IN ANIMAL SCIENCE TABLE 2. The equine science option. Semester
Course
Title
Credits
First
ANSC 120 BIOl107 CHEM 127 MATH 104
Man and His Environment-Animals Principles of Biology General Chemistry Algebra (or 105, 109, 1100r 118)
3 4 4
Second
BIOl108 CHEM 128 ENGl105 ANSC 125
Principles of Biology General Chemistry (or 141) English Composition Behavior and Training of Domestic Animals
General Education Requirements
3-4
Semester total
14-15
4
3-4 3 3 3
15-16
Third
ANSC235 ENGl109 ANSC 217 PATH 200 ANSC Elective
Horse Science Literature and Composition Animal Breeding and Genetics Anatomy and Physiology
3 3 3 4 3
16
Fourth
ANSC 219 ANSC283 COMS 105 PATH 202 General Education Requirements Other Elective
Reproductive Physiology Livestock and Carcass Evaluation Principles of Public Speaking Health and Disease Management
3 2 3 3 3 3
17
Fifth
PSYC253 ANSC 216 PlSC254 Electives
Animal Behavior Principles of Nutrition and Feeding Forage Crops Professional Internship (ANSC 296) is encouraged anytime after the fourth semester (6 credit limit)
3 3 5 6
15
NRME201 or CS 101 ANSC237 ANSC 281 PATH 204 Electives ANSC288
Computers in Modern Agriculture Computers in Modern Society Methods of Equitation Instruction Horse Selection and Evaluation Pathobiology of Equine Species
2 2 2 2 2 6
Sixth
14-15
Advanced Animal and Product Evaluation
Seventh
ARE215 ANSC231 ANSC273 Elective(s)
Business Management Developing the Driving Horse Livestock Management
3 2 4 6
Eighth
ANSC236 ANSC238 ANSC295 ANSC Elective(s) Elective(s)
Light Horse Training and Management Horse Breeding Farm Management Seminar 100, 200, and 300 level courses
2 3 1
Elective(s)
these activities earn academic credits, but all are available to any interested student on campus. Frequently students transfer into the department as a direct result of their experiences in one or more of these activities. Extracurricular activities associated with the horse are outlined below. UConn Horse Practicum Program. This professional improvement activity is available to students on a fee basis. Each semester about 150 students partiCipate in Hunt Seat, Saddle Seat, Basic Dressage, and Western weekly riding sessions and
9
15
15
Total Credits (Minimum)120
twice monthly presentations by guest speakers presenting clinics and demonstrations. UConn Polo Practicum. Approximately 40 students participate in this activity to learn the basic skills and rules of men's or women's polo each year. Care and management of the polo horse as an athlete is also presented. A registration fee is charg-ed each student. UConn Polo Teams. Men's and Women's Polo Teams compete each year in regional competition and in the National Intercollegiate Polo Tourna-
4
SCHAKE ET AL.
Figure 1. Two Ph.D. students conductin~1 research in the department. Both have had extensive training and experience with horses.
ment. Students must compelte for team status. Many develop their basic interest and skills through the Polo Practicum experience. Fees are assessed to all team members. UConn Equitation Team. Students participate in this Intercollegiate Horse Show Association-sponsored competition at beginner, intermediate, or advanced levels. About 30 students compete in 10 or more contests each year with 20 or more colleges re!presented at each meet eva.luated on hunt seat equitation. UConn Vaulting Team. Nearly 20 students per year learn graceful acrobatic skills, set to music, while performing on the back of a horse fitted with a surcingle. This team has been invited to perform at major events on campus and in the region, including the Eastern States Exposition at West Springfield, MA. UConn Drill Team. This tEiam of about eight students provides colorful entertainment for many audiences on campus, at local fairs, and other events by presenting the 'colors' in precision drill formations. UConn Horse Show Team. Students are selected from a group of volunteers to assist with the training and preparation of several UConn Morgans for exhibit each summer. Horses are exhibited at four major New England events by UConn studEmts. Expenses associated with exhibiting these horses are paid from an account funded with procEieds from the UConn Holiday Barn. Each Decem-
ber, students, faculty, and public vol ,nteers manage a sale of Christmas decorations held in the UConn Horse Barn, and termHd the U :onn Holiday Barn, a two-day event which attracts about 5,000 individuals each year. Each of these extmcurricular activi ies has provided opportunities for studE!nts to ain valuable experience in a competitive ~3nViron~Hnt, learning to work successfully with their peers, and to practice leadership skills. Additionally, favo able University recognition has nesulted. UConn s udents have fielded five National or Reserve Natio~al Champion Polo Teams. since 1972, .won Nation~1 .C~ampion ship Honors In Intercollegiate Open EqiUltatlon Over Fences competition in 1988, rElpresentEfd the United States at the Intercollegiate Internat~:>nal Equine Games in 1989, exhibited a World Ch mpion Morgan Hunter in 1989, and ranked sixth in the nation with the Intercollegiate Equitation T am in 1989, competing with 174 other collHges an universities, representing over 3,000 studiant rider . Student Internship and Placement
Anytime after studEmts achieve juni r status they may enroll in ANSC 296, Profession I Internship, and gain industry experience, academ c credit, and monetary compensation within the h rse industry anywhere in the world. Placement op lortunities in the horse industry are considered g tod only for students who are most highl~' qualifie(j. Internship experience, combined with experience gained from extracurricular participation and traini 9 in the basic sciences, allow for full-timE! student employment opportunities to be most successfully approached upon graduation, similar to the carEle I preparation process outlined by King (1). For exa~lple, UConn graduates are directing polo programsf both in universities and in the private sector; man~ are ownermanagers of private equestrian centers, and own horse breeding farms, training and ri ing stables, serve as horse farm managers, and therwise excel as Olympic calibm riders. Realisti ally, however, it is not possible for all students i the Equine Science Option to become dinectly em loyed within the horse industry. Even as prospe .tive equine science students visit campus they a.re encouraged to consider either of tvvo stratE!gies: "I) ixcel in their equine science studiEis to prepare for ndustry em-
EQUINE SCIENCE OPTION IN ANIMAL SCIENCE
ployment, or 2) participate in the Equine Science Option with alternative professional employment expectations. Many students accomplish the latter by taking the Pre-professional Option combined with select courses and activities from the Equine Science Option. This alternative has met with good success. Over the last several years the Department has experienced near 100% acceptance of those students who applied to graduate schools and veterinary colleges. Two examples are offered by students who sought graduate training after studying in B.S. Equine Science Options. One of our Equine Science Option graduates successfully completed her M.S. degree on cryopreservation of stallion semen by working on a joint project in the Medical College at Yale University and the University of Connecticut, Department of Animal Science, and is presently employed in that research laboratory at Yale. Another, who graduated in Equine Science at the University of New Hampshire, Department of Animal and Nutritional Sciences, successfully completed her M.S. and Ph.D. in the University of Connecticut Center for Environmental Health, Department of Animal Science. She is presently completing NIH postdoctorate studies where she won the James G. Wilson Research Presentation Award at the 1990 Teratology Society meetings for her work on "Methionine and Neural Tube Closure in Cultured Rat Embryos". Numerous similar examples could be cited in this regard. Recruitment
Recruitment of new students has become a very natural consequence of the above-outlined program. Student enrollment has been increasing as much as 10% per year over the past 4 yr, largely the result of favorable contacts established by current and former students in the program. Additionally, various recruitment materials, including VCR tapes and brochures, are available to prospective students for viewing at public outreach programs and other departmental activities. Since the Department of Animal Science enrollment represents about one-third of the enrollment in the College of Agriculture and Natural Resources, the impact of the Equine Science Option becomes significant.
5
Discussion
Our Equine Science Option provides many useful alternatives for prospective students. First, it is a useful means of transforming what often has been a childhood dream of working with horses into employable skills and real world careers (2). This is of obvious importance to currently enrolled and prospective students and to their parents and guardians. For this transformation to occur, undergraduate students must be challenged to distinguish themselves in some capacity. Accepting academic challenges is fundamental to future career success. Appropriately combining academics with unique extracurricular activities has proven to be mutually beneficial for many students (3). Another tangible benefit of an Equine Science Option in an Animal Science Department is that it offers exceptional opportunities for competitive and leadership skills to be developed and practiced in both academic and extracurricular modes. Thus, extracurricular equine activities may serve two roles; first, to retain the interest of students in a science-based program, and second, to develop interpersonal skills of potential value throughout life. A third major benefit of the Equine Science Option is its role in student recruitment and retention. Many institutions recognize this potential (2). A similar potential may exist for other companion animals such as cats and dogs. To evaluate this potential the Department of Animal Science at the University of Connecticut is offering ANSC 298, Special Topics in Companion Animal Management, on a trial basis. As a result of the first offering of this program, several students are participating in ANSC 296 Professional Internships by working in kennel and boarding facilities. Another sphere of benefits associated with a successful Equine Science Option is its potential to enhance the image of the University. Each of the accomplishments and awards cited earlier represent obvious examples. Less obvious benefits relate to the potential of public support for the University. As an example, a major expansion of our equine facilities is funded entirely with donated funds from private individuals, breed associations, commercial firms, and other supporters of the program. Our horses also are available to the general
6
SCHAKE ET AL.
public in a Summer Riding Program which helps broaden support for the department and the University. This noncredit experience-based program is available at the beginner, intermediate, and advanced levels on a fee basis. Numerous individuals donate horses to the program each year, which provides income to the revolving account associated with the entire equine program. The primary value of an Equine Science Option in an Animal Science curricu la accrues to those students who have gained the skills and confidence
to become active as professionals iml the animal sciences. All students are encouraged in their mandatory Senior Seminar to seek certificr tion as Professional Animal Scj,entists.
Literature Cited 1. King. M. 1990. Stepping Stones. Careers for horse lover. Horse Illustrated (September). p. 3~!. 2. Manning. J. 1990. Majoring in horses.. Horseplay ~April). p. 25. 3. Schake. L. M. 1987. The role of extracurricular activities for Animal Science students. J. Anim. Sci. 65(Supplement 1, p. 183) (Abstr.).