Building Animal Science Capital: Sources of Pre-Enrollment Knowledge and Student Expectations
Year: 2025
Type: article
Abstract: Focus groups were conducted with first-semester, direct-from-high school Animal Science (ANS) and Dairy Science (DYS) undergraduates in peer mentor groups as part of the ANS 1100 (Orientation in Animal Science) course. These focus groups are the initial phase of a mixed-methods project aimed at developing a survey for future incoming classes. The study explores students’ reasons for choosing their major, career awareness, pre-enrollment knowledge sources, and coursework and career expectations. This report focuses on pre-enrollment knowledge called “Animal Science Capital” (ASC) and its effects on students’ expectations in coursework. Fourteen focus groups were held, with 90 of 115 expected students attending (78% attendance rate). Recordings were transcribed, and key themes were identified. Students gained ASC through campus visits, university events, and high school programs. Family connections, particularly for those with farm backgrounds or relatives in animal-related careers, and youth agricultural organizations such as 4H and FFA also played significant roles. Structured academic programs and university extension efforts further contributed to the ASC of some students. During their first semester, many students found the coursework more rigorous than they had anticipated. Others encountered unexpected elements in the curriculum, such as career preparation components, a broader focus on the animal science field, and courses they considered “unnecessary” for their career goals. Overall, these diverse sources of ASC influenced students' expectations, many of which shifted as they encountered the realities and demands of the curriculum in their first semester.
DOI: 10.31274/air.19818
Authors: Jennifer Bundy, Logan Kilburn-Kappeler, Lauren Pierce, Amy Powell, Kelsey Powell, Sarah Al-Mazroa Smith, Jen Wubben
Institution: Iowa State University
Language: English
Domain: Life Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4411141057