Investigating the Animal Science Discipline’s Epistemic Frame

Tightened operating budgets, growing class sizes, and changing student demographic challenge the instructional function of many animal science departments. A focus on effective teaching and industry-relevant learning is essential to the utility of the discipline, its scholars and the communities they serve. Therefore, three connected studies were conducted to develop a holistic view of the animal science discipline at a land-grant, research institution. Students’ (n = 559) global self-worth and self-perceptions in 14 domains were measured using an adapted Self-Perception Profile for College Students (SPPCS). The same students’ sense of belonging in the animal science (ANSC) department at Texas A&M University (TAMU) was measured using an adapted Psychological Sense of School Membership (PSSM) scale. Of the 14 domains measured, animal science competence had the strongest correlations with belonging (r = .41, P < .001) and was shown to be predictive of students’ total sense of belonging (b = .38, t(258) = 5.66, = p < .001). To define animal science competence, or the knowledge, skills, and values expected of today’s animal science graduates, the TAMU ANSC department completed the Program (Re)Design Model for a Learner-Centered Curriculum process. Survey responses (n = 289), gathered from department stakeholders during the process emphasized the importance of students’ animal science knowledge and written communication skills. Consequently, effects of writing practice and peer feedback on students’ animal science knowledge and writing abilities was investigated. Students in the treatment semester (TR) practiced writing and giving and receiving peer feedback prior to responding to a short-essay question on their final exam; while students in the control semester (CON) did not engage in writing practice or peer feedback before responding to the same question. Students in the TRT group tended (p = 0.08) to receive greater total scores on the rubric used to grade all essays and received significantly (p = .04) greater scores on the section of the rubric regarding their development of claims. Results suggest writing practice and peer review is a suitable approach for instructors of large, mandatory courses within a department of animal science to teach written communication skills and animal science knowledge