Abstracts / Journal of Equine Veterinary Science 31 (2011) 230-356 355
Results and Discussion: HorseXploration is composed of sevenbroad sections of content which cover information such as partsof the horse and basic nutrition. Throughout the four actionresearch cycles, a total of 117 youth and adults participated in thestudy.The survey in Cycle 1 (n¼ 81) depicted what and how youth wereinterested in learning. The majority of youth strongly agreed theythey preferred to learn at their own pace (65.4%), preferred to usethe internet (63%), and wanted visuals (63%). Additionally,participants agreed or strongly agreed that 10 out of the 11proposed topics were of interest to them and over 70% agreed orstrongly agreed the topics they were most interested in weretypes of horses (76.5%), gaits (75.3%), grooming (75.3%), and thevarious disciplines (75.3%). It was found that 69.1% of therespondents have owned or leased a horse. A chi square testdetermined there was no significant difference in responsesbetween participants who had owned or leased a horse comparedto those who had not. These findings were utilized in the devel-opment of the first draft of HorseXploration.Results of the Cycle 2 focus groups indicated the learninglesson could be improved by evaluating content accuracy,adding more web-links (breed associations, etc), online inter-active games and video clips, including more difficult quizquestions, and improving the appearance of the learninglesson. However, they agreed the topics were age appropriateand provided adequate complexity, the activities were suitablefor horseless horse youth, the video clips were effective, andoverall learning was encouraged. Therefore, a second draft ofHorseXploration was developed incorporating the recommen-dations from Cycle 2.In Cycle 3, two equine experts reviewed HorseXploration forcontent accuracy and age appropriateness. Unclear or inaccuratecontent was revised to provide clear and correct information.Other layout and editorial concerns were also addressed anda third draft of HorseXploration was developed.The final cycle, Cycle 4, utilized adult and youth pilot/focus groupsto discover any remaining issues or concerns that need to beaddressed in order to improve the final draft of HorseXploration.The focus groups reported the content covered in the learninglesson was diverse, activities were fun, pictures and videoscomplimented the text, and overall the learning lesson is practicalfor horse and horseless youth. Recommendations includedcreating a virtual horse game, adding a logo, and offeringHorseXploration in Spanish.While there is limited research available regarding horselesshorse curriculum, Cycle 1 proved there were strong similaritiesbetween what youth were interested in and what equinespecialists deemed important content areas. It's positive to seethat the wants of these two groups are aligned.There were multiple youth in the Cycle 2 and 4 focus groups thathad never previously interacted with live horses; however,participants indicated HorseXploration adequately preparedthem to encounter a live horse. It is not uncommon for horselesshorse youth to eventually come in contact with live horses;therefore it was a positive indicator that they felt prepared tosafely approach and interact with horses.Conclusion: The four cycles of this Action Research studyproduced data which were used to develop and improve Horse-Xploration. By using the Action Research process, coupled witha survey instrument and focus group questions, a learning lessonwas developed. The process of Action Research proved to bea reliable way to develop HorseXploration because of its ability tocontinually adjust while allowing the users voice to be heard. Theuse of youth feedback combined with feedback from adult andexpert participants allowed for the development of a stronger,more comprehensive online learning lesson that was reflective ofthe thoughts, ideas, and needs of its users.
Reference
[1] Schultz PN, Remick-Barlow AG, Robbins L. Equine-assisted psycho-therapy: A mental health promotion/intervention modality for chil-dren who have experienced intra-family violence. Health and SocialCare in the Community 2007;15(3):265-71.
Equine Nutrition Laboratory Manual: A Collaborative Effort
C. BuckhoutCazenovia College, Cazenovia, NY, USA
Introduction: Students involved in undergraduate equineprograms may have strong riding backgrounds, but whencompared to previous generations, fewer young people havedirect ties to production agriculture [1]. In recognition of thistrend, the author of this abstract has created a manual intendedfor use in an undergraduate equine nutrition course. Theunderlying assumption is while students may have a keeninterest in equine nutrition, they generally have little practicalknowledge of the topic. The content of the manual is based on20 years of teaching equine nutrition to undergraduate studentsand was written in collaboration with a current colleague alongwith input from former students for artwork, writing,formatting and text design. The document has been field testedby equine business management students at Cazenovia Collegesince 2008 and changes have been based on student input. Thedocument is intended to be available to the public by summer,2011.Materials and Methods: The manual is organized into 13 labo-ratories which provide information, activities and assignments allintended to enhance students0 learning experiences as theypursue the subject of equine nutrition. The laboratories aredesigned to be used on a weekly basis, but depending on timelimitations, some labs may be combined and/or omitted.The titles of the 13 lab exercises are as follows:
Laboratory 1: The Equine Digestive SystemLaboratory 2: Plant IdentificationLaboratory 3: Forages for Horses and Pasture UtilizationLaboratory 4: Hay as Forage for HorsesLaboratory 5: Concentrates for HorsesLaboratory 6: By-Product Feeds and Additives; The Conceptsof As Sampled and Dry MatterLaboratory 7: Determining the Nutrient Content of FeedsLaboratory 8: The use of Feeding Standards English-MetricConversionsLaboratory 9: Ration Analysis, Part ILaboratory 10: Ration Analysis, Part IILaboratory 11: The Pearson SquareLaboratory 12: Correcting DeficienciesLaboratory 13: Determining the Cost of Feeding
The format for each lab exercise includes: an introduction to thetopic followed by a list of objectives, question(s) for furtherdiscussion and information appropriate to the lab topic beinginvestigated. A lab activity and/or a supplemental activity may beprovided and, finally, each lab includes an assignment. Theassignments are formatted so that students may use them directlyor they may be used as templates for students to follow whileusing their own word processing programs. Additionally, infor-mation related to some the various lab topics may be provided inside bars located in the vertical margin areas of many of the pages.The two texts that provide the majority reference information forthe manual are: Feeding and Care of the Horse, 2nd Edition byLewis [2] and Nutrient Requirements of Horses, Sixth Revised
Abstracts / Journal of Equine Veterinary Science 31 (2011) 230-356356
Edition by the National Research Council [3]. However, with theprevalence of excellent texts available on equine nutrition, otherscould be as useful as the Lewis text. The updated and significantlyrevised Nutrient Requirements of Horses cannot be omitted orsubstituted as a key document for all students of equine nutrition.Exercises provided in the lab manual that require table values fornutrient requirements or feed composition utilize informationprovided in the most recent edition of Nutrient Requirements ofHorses.Instructors are advised that this manual is intended to be mosteffective in a course structure that includes both lecture andlaboratory time. Lecture material which provides additionalinformation regarding the anatomy and physiology of the diges-tive system, discussions about the six classes of nutrients andfeeding various classes of horses fits appropriately into thearrangement of the lab manual topics. An Instructors0 Companionis available that provides answer keys to the lab activities as wellas the assignments.Results and Discussion: While equine management studentsmay have a basic understanding about the need for forage andgrain in a working horse0s diet, the reasons for why this isimportant and the factors that dictate and affect feed quality arelesser known items. The format of information presented in thelaboratorymanual provides students with information that buildssuccessively and ultimately provides important and practicalknowledge that students can utilize in their professional lives. Preand post tests given to students to ascertain their knowledge
regarding feed types and required quantities have revealed thatstudents begin the course with sparse knowledge about thespecific nature of feeding horses, but they end the course excitedto be able to analyze equine rations. The gentle and gradualbuilding of the coursematerial from Lab 1 to Lab 13 helps to instillstudent confidence that they are capable of understanding thenature of feeds as well as determining practical rations for variousclasses of horses.Conclusion: Equine Management students today have fewerdirect ties to production agriculture, making their education intopics such as equine nutrition extremely important. As we striveto challenge our students for their critical thinking abilities, wesimultaneously need to provide themwith basic information andknowledge that many of us from a previous generation grew upwith. As a result, the equine nutrition manual in discussionprovides a step-by-step process that ultimately enhancesstudents0 understanding of and enthusiasm for equine nutrition.
References
[1] Bump K. On the fence of legitimacy: A framework for understandingand assessing the legitimacy of new academic disciplines in highereducation. Albany: The State University of New York; 2009. 260 pp.
[2] Lewis L. Feeding and Care of the Horse. Second Edition. Media, PA:Lippincott, Williams and Wilkens; 1996.
[3] National Research Council. Nutrient Requirements of Horses. SixthRevised Edition. Washington: The National Academies Press; 2007.
