2011 - oaa.osu.edu

201120112011

DEPARTMENT OF DEPARTMENT OF DEPARTMENT OF

ANIMAL SCIENCESANIMAL SCIENCESANIMAL SCIENCES

Academic Program Review

Self Study

1.51.3

Department of Animal Sciences, The Ohio State University

ACADEMIC PROGRAM REVIEW SELF STUDY i

Table of Contents

Table of Contents ............................................................................................................................................................................... i Acronyms and Abbreviations ............................................................................................................................................................ ii List of Figures ................................................................................................................................................................................... iv List of Tables ..................................................................................................................................................................................... v Executive Summary .......................................................................................................................................................................... 1 1 Animal Sciences in Ohio ......................................................................................................................................................... 4

1.1 Animal Sciences at The Ohio State University ........................................................................................................................ 4 1.2 The Animal Industry in Ohio ................................................................................................................................................... 5

2 Overview of the Department of Animal Sciences ................................................................................................................... 7 2.1 History .................................................................................................................................................................................... 7 2.2 Mission ................................................................................................................................................................................... 7 2.3 Vision ...................................................................................................................................................................................... 7 2.4 Department Summary ............................................................................................................................................................ 8

2.4.1 Infrastructure ............................................................................................................................................................ 8 2.4.2 Personnel .................................................................................................................................................................. 8 2.4.3 Students .................................................................................................................................................................... 9 2.4.4 Funding ..................................................................................................................................................................... 9 2.4.5 Programs................................................................................................................................................................. 11

2.5 Reputation/Ranking ............................................................................................................................................................. 13 2.6 Strategic Plan ........................................................................................................................................................................ 13

3 Faculty & Staff ...................................................................................................................................................................... 14 3.1 Faculty .................................................................................................................................................................................. 14

3.1.1 Faculty Size ............................................................................................................................................................. 14 3.1.2 Faculty Demographics and Diversity ....................................................................................................................... 16 3.1.3 Faculty Quality and Reputation .............................................................................................................................. 16 3.1.4 Faculty Recruitment and Retention ........................................................................................................................ 19 3.1.5 Career Support and Intellectual Life of the Unit ..................................................................................................... 21

3.2 Staff ...................................................................................................................................................................................... 21 3.3 Faculty and Staff Key Issues.................................................................................................................................................. 23

4 Research ............................................................................................................................................................................... 26 4.1 Research Foci and Participation in the CFAES Signature Areas ............................................................................................ 26 4.2 Inter- and Trans-disciplinary Research ................................................................................................................................. 29 4.3 International Research ......................................................................................................................................................... 31 4.4 Research Funding ................................................................................................................................................................. 32 4.5 Research Key Issues .............................................................................................................................................................. 37

5 Students and Educational Programs .................................................................................................................................... 40 5.1 Faculty and Staff Resources Dedicated to Teaching ............................................................................................................. 40 5.2 Undergraduate Programs ..................................................................................................................................................... 41

5.2.1 Curriculum .............................................................................................................................................................. 42 5.2.2 Diversity in the Department of Animal Sciences .................................................................................................... 45 5.2.3 Quality of Student Experience ................................................................................................................................ 47

5.2.3.1 Student Success Center ................................................................................................................................. 47 5.2.3.2 Undergraduate Recruitment and Advising .................................................................................................... 47 5.2.3.3 Co-Curricular and Extra Curricular Activities ................................................................................................. 48 5.2.3.4 Scholarships .................................................................................................................................................. 50 5.2.3.5 Honors Program ............................................................................................................................................ 51 5.2.3.6 Undergraduate Research .............................................................................................................................. 52 5.2.3.7 Internships .................................................................................................................................................... 54 5.2.3.8 Study Abroad ................................................................................................................................................ 57

5.2.4 Technology in the Classroom .................................................................................................................................. 58 5.2.5 Planned Curricular and Programmatic Changes ..................................................................................................... 58 5.2.6 Student Outcomes Assessment .............................................................................................................................. 60 5.2.7 Undergraduate Program Key Issues ....................................................................................................................... 62

5.3 Graduate Program ................................................................................................................................................................ 64


ACADEMIC PROGRAM REVIEW SELF STUDY ii

5.3.1 Graduate Program Summary (from Graduate Program Handbook 2009-2010) ..................................................... 64 5.3.2 Enrollment Trends .................................................................................................................................................. 65 5.3.3 Graduate Curriculum .............................................................................................................................................. 66 5.3.4 Student Opportunities and Accomplishments ........................................................................................................ 67 5.3.5 Assessment and Ranking ........................................................................................................................................ 68 5.3.6 Time to Degree and Placement .............................................................................................................................. 70 5.3.7 Role in Teaching ...................................................................................................................................................... 71 5.3.8 Trans-Disciplinary and International Graduate Research ....................................................................................... 72 5.3.9 Graduate Program Key Issues ................................................................................................................................. 73

6 Outreach and Engagement ................................................................................................................................................... 78 6.1 Faculty and Staff Resources Dedicated to Outreach and Engagement through OSUE ......................................................... 79 6.2 Animal Sciences Extension and the CFAES Signature Areas ................................................................................................. 79 6.3 Alumni Relationships ............................................................................................................................................................ 85 6.4 Outreach and Engagement Key Issues ................................................................................................................................. 86

7 Infrastructure ....................................................................................................................................................................... 90 7.1 Academic Buildings............................................................................................................................................................... 90 7.2 Laboratory Facilities ............................................................................................................................................................. 91 7.3 Technology ........................................................................................................................................................................... 91 7.4 Animal Units ......................................................................................................................................................................... 92

7.4.1 Unit Purposes ......................................................................................................................................................... 92 7.4.2 Unit Descriptions .................................................................................................................................................... 93 7.4.3 Fiscal Support for Animal Units .............................................................................................................................. 95

7.5 Infrastructure Key Issues ...................................................................................................................................................... 95 8 Leadership ............................................................................................................................................................................ 98

8.1 Administrative Situation and Impact .................................................................................................................................... 98 8.2 Faculty Governance .............................................................................................................................................................. 98 8.3 Pattern of Administration and Promotion and Tenure ........................................................................................................ 98 8.4 External Advisory Groups ................................................................................................................................................... 100

Appendix ....................................................................................................................................................................................... 101 References .................................................................................................................................................................................... 114

Acronyms and Abbreviations

ACT American College Test ADSA American Dairy Science Association AEDE (Department of) Agricultural, Environmental, and Development Economics AEE Agricultural and Extension Education AFRI Agriculture and Food Research Initiative AG COMM Agricultural Communications ANIM SCI Animal Sciences ARPAS American Registry of Professional Animal Scientists ARS Agricultural Research Service AS Animal Sciences ASAS American Society of Animal Science ASGSA Animal Science Graduate Student Association ATI Agricultural Technical Institute BEEMS Biobased Energy Education Material Exchange System BGLQ Bisexual, Gay, Lesbian, or Questioning BQA Beef Quality Assurance BSN Bachelor of Science in Nutrition CFAES College of Food, Agricultural and Environmental Sciences CIC Committee on Institutional Cooperation CPHR Cumulative Point Hour Ratio CR Cost Recovery CRC Cooperative Research Centre (Australian) CSIRO Commonwealth Scientific & Industrial Research Organization (Australian)


ACADEMIC PROGRAM REVIEW SELF STUDY iii

CSM Construction Systems Management CSREES Cooperative State Research, Education, and Extension Service CSCC Columbus State Community College CVM College of Veterinary Medicine CWC Climate Water and Carbon DGGE Denaturing Gradient Gel Electrophoresis DIBS Dairy Issue Briefs DOD Department of Defense DOE Department of Energy DVM Doctor of Veterinary Medicine EHE College of Education and Human Ecology ESGP Environmental Sciences Graduate Program FFA Future Farmers of America FIC Food Innovation Center FPL Faculty Professional Leave FST (Department of) Food Science and Technology FTE Full Time Equivalent GF or OSU-GF General Funds GPA Grade Point Average GRA Graduate Research Associate GRE Graduate Record Exam GTA Graduate Teaching Associate HACCP Hazard Analysis & Critical Control Points HCS (Department of) Horticulture and Crop Science ICR Indirect Cost Recovery IDC Indirect Cost IF Impact Factor IRB Institutional Review Board LEAP Livestock Environmental Assurance Program MW Midwest NAEWS Northern Appalachian Experimental Watershed Research Station NFQF New First Quarter Freshmen NIFA National Institute of Food and Agriculture NIH National Institute of Health NRC National Research Council NRI National Research Initiative NSF National Science Foundation OARDC Ohio Agricultural Research and Development Center OFFER Organic Food and Farming Education and Research Program OH Ohio OIA Office of International Affairs OSP Office of Sponsored Programs OSU Ohio State University OSUE Ohio State University Extension OSUN Ohio State University Nutrition (PhD) Program P&T Promotion and Tenure PBA Permanent Base Allocation PCR Polymerase Chain Reaction PHPID Public Health Preparedness for Infectious Diseases PI Principal Investigator PQA Pork Quality Assurance PRC People's Republic of China Q2S Quarter to Semester RBB Responsibility Based Budgeting REEIS Research, Education, and Economics Information System REINS Regional Equine Information Network System RFA Request for Applications RTE Ready to Eat


ACADEMIC PROGRAM REVIEW SELF STUDY iv

SAT Scholastic Aptitude Test SD Standard Deviation SEI Student Evaluation of Instruction SENR School of Environment and Natural Resources SQF Safe Quality Food SRAs Special Research Assignments STEM Science, Technology, Engineering and Mathematics SY School Year TIE Targeted Investment in Excellence TQA Transportation Quality Assurance TRAC Technical Research Advisory Committee UG Undergraduate UNE University of New England (Australian) URIE Undergraduate Research Internship Experiences USDA United States Department of Agriculture USDA-ARS United States Department of Agriculture – Agricultural Research Service VPM (Department of) Veterinary Preventive Medicine

List of Figures

Figure 1. Relative locations of Ohio State University (Columbus Campus), OARDC (Wooster Campus), and the OARDC branch stations. ............................................................................................................................................................................ 8

Figure 2. (a) Department 2011 budget (Research: OARDC, Extension: OSUE). (b) Current use funds for 2011. ............................ 10 Figure 3. (a) Department budget. 2012 values are projected. (b) Current use funds from 2001-2011. ......................................... 11 Figure 4. Overview of programs in the Department of Animal Sciences. ....................................................................................... 12 Figure 5. Faculty FTE (OARDC= research) as of September 1, 2011. ............................................................................................... 14 Figure 6. Age distribution of faculty. ............................................................................................................................................... 16 Figure 7. Regional breakdown of current faculty PhD universities. One international: Germany. As of September 1, 2011. ........ 16 Figure 8. Faculty/staff

peer-reviewed publication counts by 2010 Impact Factor (IF) range (15 of the publications categorized as

<2 did not have an impact factor). .................................................................................................................................. 18Figure 9. 2009-10 Department of Animal Sciences faculty salary comparison within the CFAES. (OSU Office of Human Resources,

Information and Technology Services) ............................................................................................................................ 20 Figure 10. 2008-09 salary comparison with benchmark institutions.* (OSU Office of Human Resources, Information and

Technology Services.) ...................................................................................................................................................... 20 Figure 11. Department of Animal Sciences staff FTE as of September 1, 2011. ............................................................................. 21Figure 12. (a) Staff description by age. (b) Staff

description by years of service at OSU (unknown: start date was not recorded in

human resource database used). .................................................................................................................................... 22Figure 13. (a) Staff FTE (rounded) by funding line (OARDC = research). (b) 2011 Animal Sciences staff

percentages by funding

source. ............................................................................................................................................................................ 23Figure 14. Trend in research support staff FTE ratios between departmental funding and faculty funding since 2003. ............... 25Figure 15. Research within the Department of Animal Sciences. ................................................................................................... 27 Figure 16. (a) Indirect cost recovery by year. (b) Total research and research F&A expenditures for the Department. ................ 33 Figure 17. (a) Sum of grant award dollars from active projects by fiscal year. (b) Number of projects contributing to grant award

dollars per fiscal year. ..................................................................................................................................................... 34 Figure 18. (a) Number of awarded projects with start dates within a given fiscal year. (b) Number of awarded USDA projects by

granting unit with start dates within a given fiscal year. (Projects with start dates prior to 6/30/05 had end dates in 2005-2006 or later.) ........................................................................................................................................................ 35

Figure 19. (a) Undergraduate and graduate credit hours taught in Department. (b) Undergraduate and graduate credit hours per teaching FTE. ................................................................................................................................................................... 40

Figure 20. Undergraduate enrollment compared to enrollment in College (CFAES). ..................................................................... 42 Figure 21. Teaching within the Department of Animal Sciences. ................................................................................................... 44 Figure 22. (a) Undergraduate enrollment by male and female student numbers. (b) Number of undergraduate minority students

in the Department of Animal Sciences. ........................................................................................................................... 45 Figure 23. Student participation in Departmental clubs. ................................................................................................................ 49 Figure 24. Student participation in co-curricular teams. ................................................................................................................ 50 Figure 25. Honors and honors embedded course offerings within the CFAES during 2010. .......................................................... 52


ACADEMIC PROGRAM REVIEW SELF STUDY v

Figure 26. Percentage of Animal Sciences student participants in the CFAES Undergraduate Research Forum between 2007 and 2011. ............................................................................................................................................................................... 54

Figure 27. (a) Number of Graduate Students (15-day enrollment for Autumn Quarters). (b) Graduate enrollment by male and female student numbers. ................................................................................................................................................ 66

Figure 28. (a) Domestic and international Graduate Student counts. (b) Percent of Graduate Students with funding support. ... 66 Figure 29. Gift and development account expenditures by year 2001-2010. ................................................................................ 78 Figure 30. Extension, Teaching, and Research within the Department of Animal Sciences. .......................................................... 80 Figure 31. OSUE funds directed to programming in Animal Sciences. ........................................................................................... 86 Figure 32. Principal in Animal Sciences Endowments. .................................................................................................................... 88 Figure 33. (a) Columbus animal unit locations (furthest unit from Columbus campus: ~9 miles), (b) Wooster animal unit

locations (furthest unit from Wooster campus: ~5 miles). ............................................................................................. 93

List of Tables

Table 1. Ohio’s contribution to the US livestock industry. ................................................................................................................ 5 Table 2. Ohio rank in US livestock production, 2009. ....................................................................................................................... 5 Table 3. Animal Sciences personnel numbers. .................................................................................................................................. 8 Table 4. Faculty research and Extension focus areas and target species (valid as of September 1, 2011). .................................... 15 Table 5. Means and standard deviations for overall ratings from Student Evaluations of Instruction for courses taught by

instructors from Animal Sciences with respect to comparison groups in the CFAES and University. ............................. 17 Table 6. Number of awards* received by faculty in last seven years. (Complete list can be found in Appendix Item A1.) ............ 18 Table 7. Faculty peer-reviewed publications. ................................................................................................................................. 18 Table 8. Staff gender and race demographics. ............................................................................................................................... 21Table 9. Number of awards received by staff in last seven years. (Complete list in Appendix Item A4.) ....................................... 22Table 10. Faculty with joint appointments at OSU. ........................................................................................................................ 30 Table 11. General counts of faculty international activities 2008-2010 (some ongoing into 2011). (Descriptive list located in

Appendix Item A5.) ......................................................................................................................................................... 32 Table 12. Proposals awarded as submitted by Department faculty (~2004-June 2011)................................................................. 34 Table 13. Description of awarded projects’ leadership. ................................................................................................................. 36 Table 14. Count of new SEEDS projects by year in the Department of Animal Sciences. ............................................................... 36 Table 15. Teaching and advising support from staff , emeriti, and adjunct faculty. ........................................................................ 41Table 16. Frequency of declared minors that are coordinated by the Department. ...................................................................... 42 Table 17. Students’ areas of interest in the Animal Sciences. ........................................................................................................ 46 Table 18. Number of new first quarter freshmen in the Department of Animal Sciences compared to the CFAES. ...................... 47 Table 19. Sponsored co-curricular activities for undergraduates in Animal Sciences. ................................................................... 49 Table 20. Fiscal resources from Animal Sciences dedicated to undergraduate scholarships. ........................................................ 51 Table 21. New first quarter freshmen (NFQF) in Animal Sciences and the CFAES and incoming honors students* between 2009

and 2010. ........................................................................................................................................................................ 51 Table 22. Honors students by major* in the CFAES between 2005 and 2009. ............................................................................... 51 Table 23. Profile of student and faculty participation in the Undergraduate Research Internship Experiences (URIE) program in

the Department of Animal Sciences................................................................................................................................ 53 Table 24. Animal Sciences student and division participation in The Ohio State University Denman Undergraduate Research

Forum.a ........................................................................................................................................................................... 54 Table 25. Summary of responses to selected statements from The Ohio State University Department of Animal Sciences 2009-

2011 graduating senior survey. ....................................................................................................................................... 54 Table 26. Profile on internships completed by Animal Sciences majors of The Ohio State University between summer quarter

2004 and 2010. ............................................................................................................................................................... 56 Table 27. Characteristics of internships completed by Animal Sciences majors of The Ohio State University between 2004 and

2010. ............................................................................................................................................................................... 56 Table 28. Study abroad opportunities sponsored by the Department of Animal Sciences. ........................................................... 57 Table 29. Comparison of quarter curriculum and semester curriculum. ........................................................................................ 58 Table 30. Number of awards received by graduate students in last six years. (Complete list located in Appendix Item A6.) ....... 68 Table 31. Average admitted graduate student GRE scores and undergraduate GPA. .................................................................... 68 Table 32. 2010 NRC Rankings for OSU Department of Animal Sciences (N=60). ............................................................................ 69 Table 33. 2010 Animal Sciences NRC ranking on individual NRC variables. .................................................................................... 70 Table 34. Graduate degrees conferred. .......................................................................................................................................... 71 Table 35. Time to degree for graduated MS and PhD students 2008-2011. ................................................................................... 71


ACADEMIC PROGRAM REVIEW SELF STUDY vi

Table 36. Graduate student placement, 2008-2011 graduates. ..................................................................................................... 71 Table 37. Summary of outreach and engagement efforts by Animal Sciences faculty/staff in 2010.............................................. 78Table 38. Species or discipline-based Extension programming. ..................................................................................................... 81 Table 39. Extension programs and projects related to environmental quality and biomass utilization. ........................................ 82 Table 40. Extension programs and projects related to youth development. .................................................................................. 83 Table 41. 4-H activities report for 2009 in the STEM subject matter areas. .................................................................................. 83 Table 42. Extension programs and projects related to animal welfare. ......................................................................................... 84 Table 43. Animal Sciences research laboratory capabilities and equipment. ................................................................................. 91 Table 44. Description of Columbus and Wooster animal units. ...................................................................................................... 94 Table 45. Department administration structure. ............................................................................................................................ 98

Department of Animal Sciences, The Ohio State University EXECUTIVE SUMMARY

ACADEMIC PROGRAM REVIEW SELF STUDY 1

Executive Summary

Our mission in the Department of Animal Sciences at The Ohio State University is to discover and communicate knowledge about animals and their products, including their role and impact on society and the environment. The delivery of this mission is directed to the students of The Ohio State University, the scientific community, stakeholders of the Department, and others who are interested in animals used for food and fiber production, recreation, and companion purposes. The Department is one of nine academic units in the College of Food, Agricultural, and Environmental Sciences (CFAES) and has over a century of history dating back to 1902 and formation of the Department of Animal Husbandry. In 1995, the current structure of the Department of Animal Sciences was created by the merger of animal, dairy, and poultry science departments. Today, the Department has 31 faculty members and 64 staff members housed on the Columbus campus and on the Wooster campus of the Ohio Agricultural Research and Development Center (OARDC). The Department is firmly established in conventional aspects of Food and Fiber Production across its research, teaching, and outreach endeavors, thus, reaching students, scientists, stakeholders, and citizens interested in animal production for agricultural purposes. The Department has productive and internationally renowned researchers in food animal nutrition, tissue biology, and biomass utilization/microbial ecology. Nutrition is a traditional discipline of strength and recognition in the Department, with emphasis on all major ruminant and non-ruminant food animal species. Tissue biology is a second area of excellence with programs in meat science and reproductive/mammary biology that have achieved national and international stature. More recently, the Department has invested heavily in key aspects of microbial ecology and biomass utilization as two prominent research areas in which it has become a University campus leader. All research functions in the Department are aligned with the Signature Focus Areas within the CFAES Strategic Plan. The Department of Animal Sciences has a reputation for commitment to teaching and advising undergraduate students. It is home to approximately 600 undergraduate students majoring in Animal Sciences and seeking a BS in Agriculture or a BS in Nutrition. The Department also coordinates minors in Life Sciences, Animal Sciences, Equine Science, Meat Science, and Veterinary Technology. The undergraduate program in Animal Sciences is one of the most robust in the nation and serves the largest undergraduate student population in the CFAES. The core curriculum in Animal Sciences includes classic courses in genetics, physiology, nutrition, and meat science that are intended to provide a basis for understanding biological and physiological processes that are the foundation of all animal systems. Additional courses focus directly on animal production, management, evaluation and selection, meat products, and animal health and welfare. Courses with a focus on companion animals and those concentrating on human-animal societal interactions are recent and popular additions to our curriculum. The Department continues to lead the CFAES in providing breadth of educational



experiences to undergraduates, including international study opportunities, honors programs, internships, co-curricular activities, and undergraduate research. The Graduate Program in Animal Sciences offers the Master of Science and Doctor of Philosophy degrees. Training is offered in both applied and basic aspects of animal sciences. Over the past decade, the Department has continuously supported 35 to 50 graduate students with, on average, slightly less than 50% pursuing a doctorate. Graduate students also have the opportunity to obtain their degrees through two interdisciplinary paths: the Ohio State University Nutrition doctoral program, in cooperation with the College of Education and Human Ecology, the College of Medicine, and the College of Veterinary Medicine, and the Environmental Sciences Graduate Program, a university campus-wide program. The Department has recently focused on students broadening their understanding of the animal sciences by taking more courses that are not directly related to their focused discipline research endeavor, particularly with students who have a desire to focus their career in industry or academia with an outreach emphasis. Extension and outreach efforts by the Department of Animal Sciences are directly connected to the CFAES Signature Area of Food Security, Production, and Human Health. Animal production has been a primary focus of Extension efforts in the Department and will continue as the core of outreach education. Environmental Quality/ Sustainability and Advanced Bioenergy/ Biobased Products are CFAES signature areas that have not been traditional focus points for Animal Sciences Extension programming, but changing expectations of producers and consumers have made these rapidly emerging themes for both our applied research and outreach. The Department of Animal Sciences has historically played a major role in educational programming for youth who participate in animal projects through 4-H and FFA. A recent emphasis in youth programming has been on improving quality assurance education and bridging the divide between food animal youth projects and food animal industries. Animal welfare has become an important topical component of Extension activities provided by the Department. We anticipate that welfare programming will continue to grow in importance as the animal industry responds to legislatively imposed livestock care standards. The vision of the Department of Animal Sciences includes earning an international reputation as a leader in discovering and disseminating new knowledge in the biological sciences for food producing, companion, and service animals. Three primary challenges must be addressed in the next five years whereby the Department can continue to realize this vision.

Maintaining Animal Units: The first of these challenges is to maintain the viability of animal units at Columbus and Wooster that are essential to the mission of the Department of Animal Sciences in teaching, research, and outreach education. Major challenges for each unit are the physical maintenance of aging facilities and animal populations of insufficient numbers for the marginal income generated by sale of products and services to adequately fund their operations. Additional challenges to operating the animal units in Columbus are urban pressure and University



encroachment of land needed for production of animal feed. The immediate strategies to finance the animal unit operations will be to continue diligent oversight of costs and to explore new approaches for revenue including support from lab fees. Strategies to meet physical challenges will be coordinated with the CFAES Dean and cabinet, as capital expenditures and land use are administered by the college.

Meeting Increased Teaching Demand: The quarter to semester (Q2S) conversion in Summer 2012 has provided many opportunities to enhance undergraduate education, not the least of which has been a comprehensive review and revision of the curriculum in Animal Sciences. The Q2S conversion will involve an increase in credit hours taught of approximately 15% and an increase in instructor contact time of 25%. These increases represent a significant challenge to the Department, especially given our current faculty and staff resources. Strategies for meeting these demands for increased contact time will include access to clinical track faculty titles, greater reliance on Graduate Teaching Associates in the classroom and laboratories, and use of distance learning technologies for our teaching faculty members based in Wooster.

Graduate Program Structure: Funding and recruitment are two on-going challenges in the Department. The degree of competition for limited numbers of high-quality students requires focused recruiting efforts by potential advisors and the Department. As avenues of funding, the Department must consider pursuit of endowments and industry alliances that support graduate education as well as funding sources not previously accessed, such as foundations. Recruitment will require meeting the demands of future students and needs of industry. A strategy to meet future student needs is to develop non-thesis and professional MS programs in the animal sciences to provide professional training to industry personnel and educators and to strengthen course offerings at the graduate level. The Department is developing a non-thesis Animal Sciences MS to provide in-depth training in the animal sciences to students not pursuing research-based careers.

The Department of Animal Sciences at The Ohio State University has the overarching aim to discover and communicate scientific information to “Advance Knowledge for the Betterment of Animals and Humans” through its educational, teaching, research and outreach activities. This self-study document details the Departmental history for the past five years and provides future plans and strategies to meet our mission.

Department of Animal Sciences, The Ohio State University ANIMAL SCIENCES IN OHIO


1 Animal Sciences in Ohio

1.1 Animal Sciences at The Ohio State University

The Ohio State University Department of Animal Sciences is comprised of programs integrating academic instruction, research, and outreach to meet the needs of its stakeholders, including students. These groups are driven by their own needs for knowledge, answers, and expertise in a changing world. Today, the perception of the relationship of humans to animals has evolved from ownership to something more akin to stewardship that encompasses areas beyond the animal itself, such as the environment, waste management, and animal product safety and healthiness. Although stewardship is not a new or original concept, its correlation with animal products and companionship is more prominent, expanded, and expected than perhaps in years past. Thus, the animal sciences encompass a more complicated web of interests and associated questions than ever before. Our job as a department is to obtain and communicate data-based answers to questions involving traditional topics like efficiency and quality as well as the ethics, challenges, and opportunities that may be embedded in those questions and other queries. Whether the context is the animal industry, animal companionship, or animal roles, those seeking answers deserve information based on facts, an idea embedded in the Department of Animal Sciences’ motto: “Advancing knowledge for the betterment of animals and humans.”

STAKEHOLDERS

RESEARCHERSCOMMUNICATORS

Students,Farmers, Ranchers,

Scientific Community,

Industry, Corporations,

Commodity Groups,College, University,

Government,Employers, Alumni,

Youth

Outreach -Subject

Expertise and Tools

Teaching -Worthwhile Education,Practical

Experience

Awareness and

Data-based Knowledge

Production Biology,

Management, Evaluation &

Selection

New & Existing Knowledge about Domestic Animal Roles

Food and Fiber Production,Companion and Recreation

Food Safety, Quality,

Nutrition

Animal Health & Welfare

Environmental Sustainability,

Biomass Utilization



Through their acumen and creativity, as well as the animal and physical assets available to them, the faculty and staff of the Department are resources for students and the broader community. Our stakeholders’ positions are varied; their livelihoods, hobbies, and accountabilities demand animal knowledge that is pertinent to their interests. Thus, the Department strives to be relevant to the needs of its stakeholders in its teaching, research, and outreach endeavors but also capable of producing qualified people to use and communicate the information generated.

1.2 The Animal Industry in Ohio

Ohio plays an important role in many sectors of the US livestock industry, as outlined in Table 1 and Table 2, thus putting The Ohio State University in an important position to support the state and nation’s agricultural economy.

Table 1. Ohio’s contribution to the US livestock industry.1 Commodity Estimated Value / Impact Farms

Beef Cattle and Calves $1.2B 17,400 Dairy $4.2B 3,200 Poultry / Poultry Products $2.3B Swine >$800M 4,100 Sheep $23.5M 3,400

Table 2. Ohio rank in US livestock production, 2009.2

Item Rank Swiss cheese production 1st Milk production 11th Egg production 2nd Broiler production 15th Turkey production 8th Pork production 9th Sheep and lamb production 12th Wool production 15th Beef cattle slaughtered 16th

Data from the Census of Agriculture, the Economic Research Service, and the National Agricultural Statistics Service.

Within the state of Ohio, data compiled by the USDA Economic Research Service show that dairy products, hogs, and chicken eggs ranked 3rd, 4th, and 5th, respectively, in top Ohio agriculture commodities (2009), while poultry and other products ranked 4th in top Ohio agriculture exports (2010).3 And, according to a 2005 American Horse Council study, Ohio ranks 6th in the nation in number of horses, following Texas, California, Florida, Oklahoma, and Kentucky, and Ohio’s horse industry has a total economic impact of approximately $2.2B on Ohio’s economy.4,5 Food processing is also an important industry in Ohio, partly due to its location. Ohio’s borders are within 600 miles of almost 60% of the US population and retail establishments as well as a



large portion of Canada’s population. According to data from the US Census Bureau, 2010, Ohio accounts for 4.5% of the nation’s general food processing capacity (7th in the US). Ohio’s share of national food processing production in dairy products (milk, butter, cheese, and ice cream) is 5.2% (ranked 4th in the nation) and in slaughtering/processing* is 1.4% (ranked 21st in the nation). Within Ohio, dairy products represent 11.1% of food processing and beverage production. According to the 2007 Economic Census, Ohio has 142 establishments in slaughtering/processing, the 7th highest in the nation.6,7 Notable food processing companies in Ohio include Bob Evans Farms, Inc.; Dannon Company, Inc.; Fresh Mark, Inc.; Smithfield Foods, Inc.; Cooper Farms; Smith’s Dairy Products; Certified Angus Beef LLC; White Castle; The Wendy’s Company; Ohio Fresh Eggs; Iams; Mars Petcare US, Inc.; and Sugar Creek Packing Co. Ohio currently exports a number of animal-related products. As the world livestock sector grows at an “unprecedented rate,” 8 animal product exports will likely become a more important factor for animal-related industries. According to USDA state export data for 2011, Ohio ranks 8th in dairy products, with an estimated value of $60M; 18th in poultry products, with an estimated value of $76.9M; and 20th in live animals and meat, with an estimated value of $64.7M.9 Domesticated animals also play a vital role in providing companionship, recreation, and services to the state’s 11.5M inhabitants, most of whom reside in urban centers. US pet industry expenditures have been rising from $17B in 1994 to $48.4B in 2010, and they are projected to increase to over $50B in 2011. In 2010, the greatest expense for pets was food, followed by veterinary care and supplies and over-the-counter medicines.10 This burgeoning sector of the animal industry is creating new demands with new opportunities for well trained animal scientists. The Department of Animal Sciences must change to meet these new challenges even as it maintains and refines the expertise required to serve its traditional clientele.

*“industry comprises establishments primarily engaged in one or more of the following manufacturing activities: slaughtering animals; preparing processed meats and meat byproducts; and rendering and/or refining animal fat, bones, and meat scraps. This industry includes establishments primarily engaged in assembly cutting and packing of meats (i.e., boxed meats) from purchased carcasses.” http://www.census.gov/econ/census02/naics/sector31/31161.htm

Department of Animal Sciences, The Ohio State University OVERVIEW OF THE DEPARTMENT OF ANIMAL SCIENCES


2 Overview of the Department of Animal Sciences

The Department of Animal Sciences is one of nine academic units within the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. It has a history made rich by time, change, and human resources that have always included talented faculty and staff, outstanding students, and devoted alumni.

2.1 History

The Department of Animal Sciences traces its beginning to a livestock and poultry course of study that became the Department of Animal Husbandry in 1902 in the College of Agriculture.11 The original emphasis was on teaching because livestock research was conducted at the Ohio Agricultural Experiment Station in Wooster. In 1920, the Poultry Husbandry Department was formed. In 1947, a separate Dairy Department was created, taking on the name Dairy Science Department in 1950. In 1951, the Department of Animal Husbandry was changed to the Department of Animal Science, and along with it came more emphasis on research. The Ohio Agricultural Experiment Station became the Ohio Agricultural Research and Development Center (OARDC) in 1965, and it was merged with The Ohio State University in 1981. An important reference point for purposes of this review occurred in 1995. At that time, the animal, dairy, and poultry science departments were merged into the current Department of Animal Sciences. Consolidation of programs at this scale has created many challenges and opportunities for faculty, staff, students, and alumni of the affected units and has made it important to periodically review the Department’s mission and vision for the future. Both concept statements were revised in preparing the Department’s last strategic plan in 2009, and were recently refined (2011) in preparation for this review.

2.2 Mission

Our mission is to discover and communicate knowledge about animals and their products, including their role and impact on society and the environment. The delivery of this mission is directed to the students of The Ohio State University, the scientific community, stakeholders of the Department, and others who are interested in animals used for food and fiber production, recreation, and companion purposes.

2.3 Vision

We will be recognized as the premier provider in Ohio, and one of the top academic units in the nation, for undergraduate education in animal sciences. The Department will also be identified nationally and internationally as an outstanding academic unit for graduate education in animal sciences. We will facilitate the development of students to become leaders and responsible world citizens with a knowledge base that includes an understanding of the economic, environmental, and social implications of animal production for food, fiber, recreation, and companionship. The Department will have a reputation in Ohio, nationally, and internationally



for being a leader in developing and disseminating new knowledge in the biological sciences for producing food, companion, and service animals. The Department will be trans-disciplinary in its approach and responsive to current societal issues such as animal health, food safety, biomass utilization, and environmental sustainability.

2.4 Department Summary

2.4.1 Infrastructure

The Department utilizes facilities and animal units on or near the main campus in Columbus, at the OARDC in Wooster, and at several research branches (Western, Eastern, the NAEWS, Jackson, and South Centers) located throughout the state (Figure 1). Complementing these facilities are resources supervised by other units in the CFAES and other academic programs at Ohio State, including biological sciences, medicine, veterinary medicine, chemistry, mathematics, physical sciences, and computer sciences. The Department of Animal Sciences has laboratories in the Animal Science Building (1960) and Plumb Hall (1926), Columbus, that meet needs for nutrition, animal breeding, genetics, and physiology research as well as teaching. A dairy facility and egg-laying flock are maintained on the main Columbus campus, and horse, sheep, swine, and beef herds are slightly further north on lands near the University Airport. In Wooster, the Department is based out of Gerlaugh Hall (1965). The laboratories at Wooster are supported by an electron microscopy center, analytical laboratory, computer center, library, photo lab, and feed mill. Animal facilities at Wooster include a poultry research center and a dairy facility. Research herds of beef cattle and sheep are also located there. Beef herds are maintained at NAEWS, Eastern, and Jackson, and a separate swine herd is located at Western. Field facilities and fish stock for aquaculture research are available through the South Centers.

2.4.2 Personnel

As of September 1, 2011, 31 faculty members and 64 staff members are located in Columbus, Wooster, and elsewhere (Table 3). Classroom teaching takes place primarily in Columbus with the support of

Table 3. Animal Sciences personnel numbers. Personnel Columbus Wooster Elsewhere

Faculty 22 9 (Faculty with Extension Appt.) (7) (4) Emeritus Faculty 23 13 Adjunct Faculty 3 15 Courtesy Faculty 7 2 Staff 36 27 1 Post Doctoral Researchers 3 1

Figure 1. Relative locations of Ohio State University (Columbus Campus), OARDC (Wooster Campus), and the OARDC branch stations.



virtually all Departmental faculty members and a number of support staff and adjuncts, while research is carried out in both Columbus and Wooster. Extension faculty and staff are also based in both Columbus and Wooster. The Department enjoys the support of over 40 individuals with adjunct/courtesy appointments and also embraces contributions from its retired faculty and staff.

2.4.3 Students

The Department is home to approximately 600 undergraduate students (2011) majoring in Animal Sciences and seeking a BS in Agriculture or a BS in Nutrition. The Department also coordinates minors in Life Sciences, Animal Sciences, Equine Science, Meat Science, and Veterinary Technology. The undergraduate program in Animal Sciences is one of the most robust in the nation and serves the largest undergraduate student population in the CFAES. Students mainly enroll as new freshmen, but the number of students coming into the Department as transfers from OSU branches and other state institutions is steadily increasing as the university strengthens its entrance requirements. Over the past decade, the Department has continuously supported 35 to 50 graduate students with, on average, slightly less than 50% pursuing a doctorate. Graduate students also have the opportunity to obtain their degrees through two interdisciplinary paths: the Ohio State University Nutrition doctoral program (OSUN), in cooperation with the College of Education and Human Ecology, the College of Medicine, and the College of Veterinary Medicine, and the Environmental Sciences Graduate Program (ESGP), a campus-wide program. The Ohio State University has organized and delivered its curriculum in a quarter-based academic system for over 90 years. A change of historic proportions will occur in Summer 2012 when the university transitions to a semester-based schedule. Much uncertainty exists regarding the short-term implications of this change to academic programming, but the long-term benefits should be substantial.

2.4.4 Funding

Annual, allocated funding to the Department of Animal Sciences comes from three sources: OSU General Funds (GF), OARDC (research), and OSUE (Extension). These resources are managed by different personnel in different budget centers at the College level, which means that fiscal agendas and operating procedures must be well coordinated to achieve desired outcomes. The Department’s combined budget from these sources exceeded $7M in 2011 (Figure 2a). These resources were supplemented by approximately $670K in current use funds consisting of endowment interest, development income, and gifts (Figure 2b). About 10 years ago, OSU adopted a hybrid Responsibility Based Budgeting (RBB) model for its GF allocations. Within this model, colleges are the fiscally responsible units, and adjustments to college budgets are made annually through cash allocations and modifications of a permanent base allocation (PBA). “Cash” is not replaced when spent unless new revenue sources are identified. PBA, on the other hand, is replaced each year unless specific action to the contrary



is taken by Central OSU Administration to reflect increases or decreases in marginal revenues generated by the college from teaching (weighted credit hours taught) and indirect cost recovery (IDC) from grants administered through the Office of Sponsored Programs (OSP). Although CFAES is the official “responsibility center” for RBB, the College has chosen to share this budgetary responsibility at the department level. As a consequence of this decision, the CFAES administration also implemented in 2004 “performance-based budgeting” for the OARDC and OSUE line items. The OARDC and OSUE administrations assess department performance annually under this model using both objective and subjective criteria. Based on the outcome of these assessments, differential financial rewards or penalties are assigned to the departments. Unfortunately, reductions in state funding for the Research and Extension line items have occurred almost annually over the past decade and have overridden the potential positive impacts of performance-based budgeting at the department level. These reductions have been coupled with centrally mandated, merit-based increases in salaries and benefits. While these adjustments have been necessary to retain faculty and staff and remain competitive with peer institutions, they have been mostly unfunded directives and have further cannibalized department resources. Since 2002, the OSUE and OARDC budget allocations to Animal Sciences have decreased by $679K (41.6%) and $1.94M (35.8%), respectively, without any adjustments for inflation (Figure 3a). The Department has fared better with OSU-GF funding over the same timeframe because of significant increases in undergraduate numbers; however, an overall GF budget reduction of $378K (15.6%) has still occurred. Current use monies have remained more-or-less static at $670 - $870K per year and have not provided relief from the shortfall in state funding (Figure 3b).

a b Figure 2. (a) Department 2011 budget (Research: OARDC, Extension: OSUE). (b) Current use funds for 2011.

$2,046,246

$3,979,626

$981,285

OSU-General Funds OARDC OSUE

$376,181 $184,933

$108,942

Endowments: Interest Development Funds

Gift Accounts



a b Figure 3. (a) Department budget. 2012 values are projected. (b) Current use funds from 2001-2011.

2.4.5 Programs

Over a decade ago, the CFAES adopted a new operating model, termed the Ecological Paradigm, to initiate a fundamental change in the way it approaches agricultural research, outreach, and academic programming.13 This model embraces the notion that anything we do in the college or recommend to the public should consider not only the direct impact on production but also the economic viability of the action/recommendation, its acceptability to society, and any environmental consequences. The Department’s traditional programs related to Food and Fiber Production are now firmly established in the Ecological Paradigm across its teaching, research, and outreach endeavors (Figure 4).

2.42

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Amou

nt (x

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Gift Accounts Development Funds Endowments Interest



Figure 4. Overview of programs in the Department of Animal Sciences. Nutrition is a traditional discipline of strength and recognition in the Department, with emphasis on all major ruminant (beef and dairy cattle, sheep) and non-ruminant (pigs, poultry) food animal species. Tissue biology is a second area of excellence with programs in meat science (which includes muscle, adipose, and connective tissue) and reproductive/mammary biology that have achieved national and international stature. More recently, the Department has invested heavily in key aspects of Environmental stewardship and Bioenergy through its research and outreach endeavors. Microbial ecology and biomass utilization are two prominent research areas in which the Department has become a campus leader through strategic faculty

Food/ Fiber

Environment/ Bioenergy

Companion/ Recreation

International Activities:

Department Foci

Teaching

Undergraduate

Research

Faculty/Graduate

Extension & Outreach

Faculty/Staff

A n i m a l W e l f a r e



hires, facility re-allocation on the Wooster campus (location of an anaerobic digester research facility), and participation in University and state selective investment initiatives. Although the primary emphases of the Department of Animal Sciences Extension/outreach program are food production and 4-H Youth Development, novel applied research in the Department has also led to the development of models and procedures for reducing air emissions and the detrimental effects of livestock wastes on soil and water resources. Changing student and stakeholder demographics have caused the Department to commit more resources to non-agricultural animals in Companion and Recreational roles, especially in teaching and outreach. The Department has developed a course cluster in human-animal interactions, significantly bolstered its resources related to equine studies, and introduced a University general education course to address societal concerns about how animals are being managed to address human dietary needs. Emphasis is also being placed on developing and implementing management and care systems conducive to both animal welfare and economic profitability of animal agriculture. The Department has embraced international activities across all elements of its programs. As a consequence, it leads the CFAES in study abroad participation and has become a partner in the Australian Animal Welfare Science Centre. This partnership has resulted in trans-disciplinary research and outreach activities and provided access to internationally renowned scientists working in the animal welfare arena.

2.5 Reputation/Ranking

There is no generally accepted ranking system for academic programs in the Animal Sciences. An exception is the NRC ranking of graduate programs, which will be addressed later in this document. Lacking an objective system for assessment of unit reputation as a whole, the most meaningful approach may be to evaluate faculty quality and reputation, which is also attempted later in this review.

2.6 Strategic Plan

A 5-yr strategic plan for the Department of Animal Sciences was completed in 2008 and approved by CFAES administration in 2009 (http://ansci.osu.edu/wp-content/uploads/2011/04/StrategicPlan2013.pdf). The plan is comprehensive and consistent with the University’s Academic Plan as well as the more specific objectives and strategies of CFAES. Many concepts, goals, and approaches were borrowed from the Animal Sciences strategic plan in developing the current review document.

http://ansci.osu.edu/wp-content/uploads/2011/04/StrategicPlan2013.pdf�

http://ansci.osu.edu/wp-content/uploads/2011/04/StrategicPlan2013.pdf�

Department of Animal Sciences, The Ohio State University FACULTY & STAFF


3 Faculty & Staff

Faculty and staff are core resources for design and implementation of all teaching, research, and outreach programs in the Department of Animal Sciences. The balance between human capital and the ability to provide comprehensive, quality programs for students and stakeholders must be constantly re-evaluated within the context of the Department’s mission and the changing needs of society.

3.1 Faculty

3.1.1 Faculty Size

There are currently 30 regular, tenure-track faculty members and one regular, research-track faculty member with salaries fully or partially funded through the Department of Animal Sciences. The roster includes no regular clinical faculty, and such titles are currently not available to departments in the CFAES. The Animal Sciences faculty comprise 28.20 FTE with 8.45 derived from OSU General Funds, 14.32 from OARDC, and 5.43 from OSUE (Table 4). Four faculty members have joint appointments with funding shared by other departments (Nutrition, 0.95 FTE; Food Science, 0.5 FTE; Extension, 0.5 FTE) or institutions (CSIRO, 0.85 FTE). Budget reductions over the past decade have resulted in a 20-30% loss of faculty resources across all funding lines, with OSU-GF being least affected and OSUE most affected over this time period (Figure 5).

Figure 5. Faculty FTE (OARDC= research) as of September 1, 2011.

9.310.2 9.7 9.4 9.3 9.7

10.99.9 9.9 9.4

8.6 8.5

20.419.5

16.517.3

15.6 15.8 15.114.3

15.7 15.1 14.6 14.3

8.37.3 7.8 7.3 7.1 6.5 6.0

4.96.5 6.5 6.3

5.4

0

5

10

15

20

25

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

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ure

+ Re

sear

ch T

rack

Fac

ulty

)

Year

Academic Instruction OARDC OSU Extension


Table 4. Faculty research and Extension focus areas and target species (valid as of September 1, 2011). Target Species or Meat (Red Cell/Text: Extension Appoint.) Blue: Columbus, Orange: Wooster Research Areas of Focus BEEF DAIRY MEAT SCI. POULTRY SHEEP SWINE OTHER FACULTY ASSIST ASSOC PROF FTE T R E GENETICS ENVIRONMENT MICROBIOLOGY NUTRITION PHYSIOLOGY TISSUE

D. BOLER X 1.00 .90 .10 MEAT SCI.

S. BOYLES X 1.00 .20 .80 FORAGE UTILIZATION

EQUINE K. COLE X 1.00 .20 .80 IMMUNE RESPONSE IMMUNE

RESPONSE

K. DANIELS X 1.00 .10 .90 LACTATION MAMMARY

M. DAVIS X 1.00 .50 .50 FEED UTILIZATION

M. DAY X 1.00 .40 .60 REPRODUCTION

M. EASTRIDGE X 1.00 .20 .80 FEED; MILK COMPOSITION

T. EZEJI* X 1.00 .10 .90 BIOCATALYST DEVELOPM’T FERMENTATION

J. FIRKINS X 1.00 .30 .70 NUTRITION FEED UTILIZATION

F. FLUHARTY X 1.00 .67 .33 FEED UTILIZATION GROWTH

J. HOGAN X 1.00 .35 .40 .25 B. MASTITIS MAMMARY MAMMARY J. KINDER X 0.05 .05 REPRODUCTION C.L. KNIPE X 0.50 .12 .38 PROCESSSING

4-H P. KUBER X 0.20 .20 .20 .10 PRODUCT DEVELOPMENT

K. LEE X 1.00 .30 .70 FAT/MUSCLE DEVELOPMENT TISSUE

DEVELOPMENT TISSUE

DEVELOPMENT FAT/MUSCLE

M. LILBURN X 1.00 .20 .55 .25 EMBRYONIC DEVELOPMENT

S. LOERCH X 1.00 .20 .80 NUTRITION MANAGEMENT MUSCLE

P. LYVERS PEFFER X 1.00 1.0 LIPID

METABOLISM

D. MAHAN X 1.00 .20 .80 VIT/MIN NEEDS VIT/MIN NEEDS

S. MOELLER X 1.00 .19 .19 .62 MUSCLE/FAT DEVELOPMENT MEAT QUALITY

M. MORRISON* X 0.15 .15 CELLULOSE DEGRADATION

ANTIBIOTIC RESISTANCE

GI TRACT EVENTS

H. OCKERMAN X 1.00 .45 .55 MUSCLE/MEAT FISH J. OTTOBRE X 1.00 .80 .20 REPRODUCTION W. POPE X 1.00 .40 .60 REPRODUCTION

R. SELVARAJ X 1.00 .10 .90 IMMUNE RESPONSE IMMUNE

RESPONSE

N. ST-PIERRE X 1.00 .20 .80 NUTRITION FEED COST & NUTRIENTS

S. VELLEMAN X 1.00 .20 .80 EXTRACELLULAR MATRIX BIO. MUSCLE

W. WEISS X 1.00 .70 .30 FEED/ NUTRITION FEED

UTILIZATION

FISH M. WICK X 1.00 .40 .60 MUSCLE DEVELOPMENT MUSCLE

Z.T. YU* X 1.00 1.0 BIOMASS UTIL. GASTROINTEST. H. ZERBY X 1.00 .71 .29 MEAT QUALITY 28.20 8.45 14.32 5.43

*Faculty research generally is not species specific.



3.1.2 Faculty Demographics and Diversity

The Department of Animal Sciences is dominated by senior faculty, with 64% holding the rank of Professor, 16% the rank of Associate Professor, and 20% the rank of Assistant Professor (Table 4). Of those with the rank of Professor, 75% are aged 50 or older, so the Department can expect significant faculty turnover during the coming decade (Figure 6). If PhD institution can be used as an indicator of academic philosophy and background, then the Department is diversified with 11 faculty members having obtained their most advanced degree from Midwestern land grant institutions (including 3 from Ohio State), 10 from western universities, 5 from the northeast and mid-Atlantic states (Penn State, Vermont, Connecticut, Virginia Tech, and West Virginia), 4 from the southeast, and 1 international. The University of Illinois is the most heavily represented institution, with 5 PhDs on the Department’s roster (Figure 7). Faculty diversity based on gender and ethnicity has historically been a concern in the Department, but significant strides have been made in the last five years with hires of three women and five international faculty members having roots in Australia, India, South Korea, Nigeria, and the PRC. At present, 13% of the faculty is female. This trend in faculty diversification will continue as women now comprise a majority of undergraduate and graduate students in the animal sciences. Moreover, there has been a sharp decline in students obtaining PhD degrees in animal sciences over the past decade, with the logical outcome being more international hires to compensate for reduced numbers of highly qualified domestic candidates.

3.1.3 Faculty Quality and Reputation

A variety of indicators can be used to gauge faculty quality and reputation. As already noted, most faculty members in Animal Sciences are engaged with classroom teaching at both

Figure 7. Regional breakdown of current faculty PhD universities. One international: Germany. As of September 1, 2011.

Figure 6. Age distribution of faculty.

4

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101112

≤40 41-50 51-60 61-70 71-80

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Assistant Associate Full



undergraduate and graduate levels. Their efforts are supplemented by contributions from select staff and Emeriti. The university provides a standardized assessment of teaching through its Student Evaluation of Instruction (SEI) instrument, which is required in all courses taught by junior faculty members pursuing tenure and/or promotion and expected by the Department and College of all instructors in all courses. Compliance with this expectation in the Department is near 100%, as these evaluations are an important consideration in annual salary adjustments. The SEI provides an overall rating (scale of 1-5) for each instructor and compares this rating to groups selected from across the College and University according to course electivity and size. Data from the past six academic years show overall ratings for instructors from Animal Sciences that are consistently higher than comparison groups from the College and University (Table 5). While these data do not distinguish the teaching efforts of faculty and staff, they clearly indicate that overall quality of teaching in the Department is above average. Table 5. Means and standard deviations for overall ratings from Student Evaluations of Instruction for courses taught by instructors from Animal Sciences with respect to comparison groups in the CFAES and University.

Academic Year Department College University (item 10) SEI Avg. SD Avg. SEI Avg. SD Avg. SEI Avg. SD Avg.

2004-2005 4.42 0.64 4.40 0.64 4.38 0.64 2005-2006 4.47 0.66 4.41 0.67 4.39 0.63 2006-2007 4.59 0.58 4.47 0.63 4.40 0.63 2007-2008 4.52 0.60 4.45 0.65 4.41 0.63 2008-2009 4.55 0.59 4.46 0.65 4.41 0.63 2009-2010 4.38 0.72 4.34 0.65 4.33 0.66

Means and standard deviations are based on all of the courses in the instructor’s college from the previous four quarters that are in the same Comparison Group as the course being evaluated. Comparison Groups are determined according to the course electivity and size. Item10 refers to the "overall" rating of the instructor, on a scale of 5 (Excellent) to 1 (Poor). The University averages of Item10 means and standard deviations were computed for all SEI reports. Other common metrics for assessing faculty quality and reputation include awards, professional leadership to societies and editorial boards, and publication impacts. Over the past seven years, the Animal Sciences faculty has received over 50 honors/awards for excellence in teaching, research, outreach and service at local, regional, and national levels (Table 6). Local honors include College and University Distinguished Teaching Awards, a University Diversity Award, and three Distinguished Senior Faculty Research Awards from OARDC. National honors include three American Society of Animal Science Fellows, one each for Research, Teaching, and Administration. Faculty career awards include two fellows of the American Dairy Science Association and three fellows of the Poultry Science Association. Other faculty members in the sub-disciplines of genetics, physiology, meat science, nutrition, and food technology have been awarded the highest honors these societies bestow on their members. Also during the past seven years, the Department has had faculty members serving as President of the American Poultry Association and the National Mastitis Council.



Table 6. Number of awards* received by faculty in last seven years. (Complete list can be found in Appendix Item A1.)

Years College/University State/Regional National/International T R E S T R E S T R E S 2005-2011 12 7 2 3 3 5 4 1 8 4 4

*T = teaching/advising, R = research, E = Extension/outreach, S = service incl. administration Journal editorial service has been a long-standing tradition in the Department, and current faculty members have contributed many hours of quality time and effort to the oversight of both mainstream disciplinary and supporting journals. For example, no less than 12 current faculty members have served one or more appointments on the editorial boards or as Editors of Journal of Animal Science, Journal of Dairy Science, and Poultry Science. One faculty member has had a long-term appointment as co-Editor-in-Chief of Animal Reproduction Science. A complete list of faculty editorial service is included in Appendix Item A2. Over the past seven years (2004-2010), Animal Sciences faculty members have published 50-60 refereed journal articles per year, which translates to 3.4-4.1 articles per year per research FTE (Table 7). Table 7. Faculty peer-reviewed publications.

2004 2005 2006 2007 2008 2009 2010 Number of peer-reviewed pubs. 57 57 51 59 54 51 58 Number of peer-reviewed pubs./FTE (research)* 3.65 3.61 3.38 4.13 3.44 3.37 3.98

* Research assignments only, tenure and research track faculty

This work was released in 90 journals, most of which were national or international in scope with Journal of Animal Science (46 publications), Journal of Dairy Science (41 publications), Poultry Science (38 publications), Applied and Environmental Microbiology (8 publications), and Meat Science (6 publications) being the most popular outlets. Throughout this time period, the weighted average impact factor (∑[journal IF x # pubs per journal] /# pubs per year) has ranged between 2.026 and 2.361 indicating that faculty members are publishing high-quality materials in mostly tier 1 scientific journals relevant to the Department’s programs (Figure 8).

Figure 8. Faculty/staff peer-reviewed publication counts by 2010 Impact Factor (IF) range (15 of the publications categorized as <2 did not have an impact factor).

22 2321

1921

25 2623

25 24

3

75 4

7

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3.1.4 Faculty Recruitment and Retention

Faculty recruitment in the Department of Animal Sciences begins with an assessment of available resources and programmatic needs by the Department Chair and the Chair’s Advisory Committee. Once priorities are decided within the framework of the Department’s Strategic Plan, the search procedure is assigned to a standing faculty committee that handles all searches, regardless of focus area. Active recruitment of female and minority candidates is a primary concern of the search committee and is addressed through position postings in high impact journals appropriate to the targeted subject matter area and by direct contacts with department chairs and senior faculty at other institutions, including 1890 universities. As noted previously, this approach has proven effective in improving faculty diversity over the past decade. Since 2005, all new hires in the CFAES have received 9-month appointments except those with >50% Extension responsibilities. The process of faculty retention is less formalized and has largely been handled at the discretion of the Department Chair in direct consultation with the faculty member and the Department’s Promotion and Tenure Committee. Mentoring of new faculty members begins at initial appointment to the Department. The Chair provides current copies of the Pattern of Administration and Appointment, Promotion, and Tenure documents. A mentor or mentoring committee is assigned by the end of the first year of service if requested by a new faculty member, and annual evaluations of progress are made by the Chair. The retention of tenured faculty is based upon negotiations between the Chair, the faculty member, and the CFAES administration. Faculty salaries in the Department of Animal Sciences are competitive at all ranks within the CFAES, but are lagging behind those at peer, benchmark institutions (-9.9%) according to the most recent survey results (Figure 9 and Figure 10). Outside of promotions and increases motivated by equity and retention issues, annual salary adjustments are made on the basis of a structured evaluation of merit guided by the faculty member’s formal appointment in research, teaching, and Extension/outreach as well as major service contributions. Data are collected annually from each faculty member, and assessments are developed by the Chair and shared with the faculty member both orally and in writing.



Figure 9. 2009-10 Department of Animal Sciences faculty salary comparison within the CFAES. (OSU Office of Human Resources, Information and Technology Services)

Figure 10. 2008-09 salary comparison with benchmark institutions.* (OSU Office of Human Resources, Information and Technology Services.) *Arizona, California – Berkeley, California – Davis, California – Irvine, California – Los Angeles, California – San Diego, California – Santa Barbara, Colorado, Cornell, Florida, Georgia Tech, Illinois, Indiana, Iowa, Iowa State, Kansas, Maryland, Michigan, Michigan State, Minnesota, Missouri, Nebraska, North Carolina – Chapel Hill, Penn State, Pittsburgh, Purdue, Rutgers, SUNY – Buffalo, SUNY – Stony Brook, Texas A & M, Texas – Austin, Virginia, Washington, Wisconsin

Over the past seven years, 10 faculty members have left the Department of Animal Sciences. Six departures were due to retirement, two occurred in response to offers of administrative positions, one to the offer of an Endowed Faculty Chair at a comparable institution, and one due to the acceptance of a joint appointment with a national research organization. No losses occurred as a result of negative tenure decisions, and all transfers were viewed as professional advancements indicative of the Department’s success in growing highly qualified professionals. Over the same time period, seven hires of Assistant Professors have occurred. Of these, one individual has been tenured and promoted to the rank of Associate Professor, two candidates have successfully completed 4th year reviews, and two more will be evaluated during the coming academic year. A complete list of faculty changes over the last seven years can be found in Appendix Item A3.

$0.0$0.2$0.4$0.6$0.8$1.0$1.2$1.4

Associate, 9-mo ANSCI

Associate, 9-mo CFAES

Assistant, 9-mo ANSCI

Assistant, 9-mo CFAES

Professor, 12-mo ANSCI

Professor, 12-mo CFAES

Associate, 12-mo ANSCI

Associate, 12-mo CFAES

Assistant, 12-mo ANSCI

Assistant, 12-mo CFAES

Sala

ry (x

100

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)

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0.0%

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5%

10%

Human & Comm Res

Dev

Sch of Environ &

Natural Res

Food Science &

Technology

Horticulture & Crop

Sciences

Food Agr & Biolgoical

Engr

Agri Envrn & Dev Econ

Plant Pathology

Animal Sciences

% D

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from

Mar

ket

Aver

age

College of Food, Agricultural, and Environmental Sciences



3.1.5 Career Support and Intellectual Life of the Unit

The intellectual well being of the unit is heavily dependent upon the existence of engaged faculty members who are constantly seeking to expand their knowledge of the animal sciences and to promote the Department as a place for active learning. The Department supports the careers of its faculty members by encouraging special research assignments (SRAs) and Faculty Professional Leave (FPL) proposals that emphasize intellectual growth and development of new skill sets. SRAs provide the possibility of a one-quarter reduction in regular responsibilities at full pay to permit faculty to focus effort on a defined project approved by the Department and College. The FPL program is open to tenured faculty with at least seven years of service at Ohio State and can involve one to two quarters of leave with no salary reduction or three to four quarters with one-third reduction. Over the past five years, two faculty members have completed full, international sabbaticals, and several others have participated in short-term assignments at other institutions.

3.2 Staff

Staff members in the Department support all aspects of Department administration and animal unit function as well as teaching, research, and Extension programs (Figure 11).

Figure 11. Department of Animal Sciences staff FTE as of September 1, 2011. a Additional staff members from Animal Units, Extension, and Research are involved with teaching. b Companion Animal area in Extension is covered by an Extension employee who works with Animal Sciences Extension staff and faculty and is located in the Animal Science building. The numbers of male and female staff are almost equal, and most staff identify themselves as white (Table 8).

Table 8. Staff gender and race demographics. Male Female White Black Asian Undisclosed 2 or More Races

34 30 56 1 4 2 1

Dept. of Animal Sciences StaffC=Columbus, W=Wooster, E=Elsewhere

Administrative & ClericalC: 8.15, W: 0.75

Fiscal/Accounting (C: 2.00)HR (C: 1.00)Graduate Coordinator

(C: 1.00)Systems Manager (C: 1.00)Grants Support (C: 1.00)Admin. Support (C: 2.15,

W: 0.75)

Animal UnitsC: 6.60, W: 17.00

Waterman Dairy (1.60)Krauss Dairy (10.00)Beef/Sheep Col. (2.00)Beef/Sheep Wooster

(4.00)Equine (1.00)Swine (2.00)Poultry/Turkey

Wooster (3.00)Poultry Col. (0.00)

Teaching & Advising a

C: 4.50DVM, PhD

(C: 1.00)MS (C: 3.35)BS (C: 0.15)

Extension bC: 3.30, W: 0.40,

E: 1.00Dairy (C: 0.65)Poultry (W: 0.40)Sheep (C: 1.00)Swine (E: 1.00)Youth/Equine

(C: 0.65)Welfare (C: 1.00)

Post Docs (C: 3.00, W: 1.00)

ResearchC: 8.50, W: 7.60

Meat Lab Manager (C: 1.00)

Lab Manager; Research Support (C: 7.50, W: 7.60)



Staff age is almost evenly divided over four decades, from 20s to 50s (Figure 12a), which correlates well with years of service, with at least 28 staff members serving 10 years or less at OSU and at least 28 staff members serving more than 10 years at OSU (Figure 12b).

a. b. Figure 12. (a) Staff description by age. (b) Staff description by years of service at OSU (unknown: start date was not recorded in human resource database used). Many staff members go beyond their formal job responsibilities to contribute to other areas of the Department, such as student clubs and public outreach. Examples and details are provided in other sections of this report. Since 2005, Department staff members have received 14 College, University, or national awards (Table 9).

Table 9. Number of awards received by staff in last seven years. (Complete list in Appendix Item A4.)

Years College University National 2005-2011 8 4 2

Animal Sciences staff currently include a total of 61.8 FTE (Figure 13a). Funding for this group is provided by all three budget lines, but 29% of the total salaries and benefits are derived from grant and contract monies garnered by faculty (Figure 13b). Even with this support, budget reductions and reallocations over the past decade have resulted in a 25% loss of staff resources, with OSU-GF being least affected and OSUE most affected over this time period (Figure 13a).

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a b Figure 13. (a) Staff FTE (rounded) by funding line (OARDC = research). (b) 2011 Animal Sciences staff percentages by funding source.

3.3 Faculty and Staff Key Issues

Secure Additional Resources for Regular Faculty Positions The Department has one tenure-track faculty position with salary support derived from a University special initiative. Two additional faculty members have Animal Sciences as their tenure initiating unit but receive partial salary support from other programs at Ohio State. The Department seeks additional opportunities to leverage internal salary support through

18.322.7 24.6

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Key Issue Maintaining faculty and staff numbers for effective program delivery (instruction, research, and Extension) without sacrificing major areas of emphasis

Potential Steps

-Faculty: • Seek additional resources to support tenure-track faculty through University special

initiatives, collaborations (shared positions) with other units or entities, and endowments.

• Add clinical (professional practice) faculty titles to support teaching. -Staff:

• Increase reliance on faculty soft funds. • Engage graduate students in limited support roles to enhance professional

development.



partnerships with other entities so long as the integrity of its programs is not compromised. Opportunities to secure endowments for faculty salary or program support will also be considered if such positions can be structured to enhance rather than diminish collegiality within the Department (see Section 6.4).

Add Clinical Track Faculty Titles Clinical faculty titles are currently not available to departments in the CFAES. Practitioners in the Animal Sciences could serve beneficial roles in the Department, allowing greater flexibility to meet teaching responsibilities. As noted in Section 5.2.7 below, the University full-time semester workload will be 26 hrs, and Department curriculum content will include more laboratories following the semester conversion. Strategies for meeting these demands for increased contact time must include access to professional practice faculty titles in order to attract and retain faculty with 100% teaching appointments. According to the OSU Board of Trustees Rules of the University Faculty (No. 3335-7-01):

Regular clinical track faculty appointments are fixed term contract appointments that do not entail tenure. Regular clinical track faculty are teacher/practitioners and shall be engaged primarily in teaching activities related to: a) courses or instructional situations involving live patients or live clients, b) courses or instructional situations involving the simulation of live patients or live clients, or c) courses or instructional situations involving professional skills.

As of July 2011, 32 departments and schools within the following Ohio State colleges had approved or pending clinical tracks: Arts & Sciences, Business, Dentistry, Engineering, Law, Medicine, Nursing, Optometry, Pharmacy, Public Health, and Veterinary Medicine. Although the Department cannot unilaterally adopt the clinical track faculty title, it would support implementation by the College as a tool for future flexibility in hiring within the limits set by the University, e.g., clinical track faculty members are limited to less than 20% of the total faculty.

Increase Faculty Support (soft funds) for Research Staff Staff support is a challenge as the Department struggles to keep the critical mass of people necessary to carry out research, contribute to teaching, and run its animal units. Prior to 2003, all staff members were fully supported with “hard” funds derived from the three budget lines (OARDC, OSUE, OSU). Since that time, faculty members have been asked to provide an increasing share of the salaries and benefits for staff employed in direct support of their individual research programs (Figure 14). The current policy requires faculty to provide 60% of the cost for a 40% match from the Department. As a result, over 18 FTE of staff support is currently dependent upon grants and other temporary funding sources (Figure 13b). Keeping a full complement of staff employed when grants are not received or extended is difficult, and the question of sustainability must be addressed. Failure to maintain the infrastructure associated with a given research program during “lean” years can effectively derail an otherwise productive faculty member.



Engage graduate students in support roles to enhance professional development A possible scenario being considered to broaden graduate education is use of graduate students in managing animal units to increase their training in production aspects of a given species. This plan not only addresses some of the challenges associated with running a full complement of animal units but also provides students crucial experience, with at least one non-student manager providing oversight and consistency. However, such a plan must take into account that time to degree would increase in most cases and that the students would lose some connection with other students.

Figure 14. Trend in research support staff FTE ratios between departmental funding and faculty funding since 2003.

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Department of Animal Sciences, The Ohio State University RESEARCH


4 Research

The Department’s research programs represent a broad view of animal agriculture and animal roles in society. Faculty members are constantly challenged to grow their scholarly expertise while responding to the changing needs of stakeholders. This evolution requires frequent assessments of the research funding environment and opportunities to continue sustainable and relevant research as federal and other resources become more competitive. Parallel evaluations are required at the Department level concerning how best to meet emerging programmatic challenges such as animal welfare and environmental quality.

4.1 Research Foci and Participation in the CFAES Signature Areas

In its latest strategic planning effort (CFAES Strategic Plan 2009-2013),12 the College established three Signature Areas that align Ohio’s highest needs with the college’s greatest strengths. Faculty and administration in the Department are well aware of the trends in animal agriculture and academia, including emerging issues of interest to animal sciences like climate change, energy efficiency, alternative feeds, animal environmental adaptation, and animal well being13 as well as diseases and antibiotics use. The Department has kept pace with changing needs and expectations of stakeholders by focusing its research efforts in three interrelated systems:

1. Tissue and food biology, 2. Nutritional sciences, and 3. Biomass utilization/Microbial ecology.

All research functions in the Department, as described below, fall under one or more of these systems, and are also well aligned with the CFAES Signature Areas (Figure 15).

CFAES Signature Areas 1. Food security, production, and human health—focuses on “improving agricultural production; enhancing the quality of food and feed; ensuring an adequate, affordable, and safe food supply; and maintaining agrosecurity to ensure food security and the basics of nutritional health for a growing population.” 2. Environmental quality and sustainability—focuses on “working to understand, protect, and remediate the environment and ecosystems to ensure long-term sustainability.” 3. Advanced bioenergy and biobased products—focuses on “developing biomass-based advanced energy technologies and value-added biobased products such as fuels, specialty chemicals, and fiber products.”



Tissue biology research in the Department is characterized by three concentrations:

1. Muscle Biology. Research on the development of skeletal muscle is focused on the extrinsic, extracellular matrix, environment to the muscle cells. The goal of this research is (a) to understand the mechanisms by which the extracellular matrix regulates the formation and growth of muscle, (b) to identify genes and to understand their roles in muscle growth and intramuscular fat development, (c) to identify and elucidate the gene products (proteins) that participate in skeletal muscle growth in several species of agricultural interest, including, cattle, sheep, poultry, and fish, and (d) to identify the proteins and the post mortem processes within skeletal muscle that might affect meat quality characteristics, including tenderness and formation of meat gels.

2. Reproductive and Mammary Biology. Mammary biology research programs investigate mammary development and mastitis control to optimize production potential and milk quality in dairy cows. Mammary biologists have characterized mammary host defenses associated with disease susceptibility, manipulated virulence factors of mammary pathogens for enhancing host defenses, and applied new technologies to advance milk quality and food safety. Reproductive biologists have developed and applied new technologies to enhance reproductive efficiency, synchronization of stage of reproductive cycles, and the use of artificial insemination in cattle.


Food/ Fiber



Department Foci

Research

(Faculty/Graduate)

Beef

Dairy

Poultry

Sheep

Swine

Microbial Ecology -Rumen Function -Bovine Mastitis

Environmental Microbiology -Nutritional -Microbiological

Nutrition -Ruminants -Non-ruminants

Meat Sci. Tissue Biology

-Meat Science -Muscle Biology -Mammary Biology

Genetics Physiology

CRC, ASWC, etc.

Animal Welfare

CFAES Signature

Areas

Food Security,

Production, & Human

Health

Environ-mental

Quality and Sustain-ability

Advanced Bioenergy

& Biobased Products

Interdisciplinary Relationships

& Paths:

OSUN, ESGP, FIC, CVM, OFFER, PHPID, etc.

Figure 15. Research within the Department of Animal Sciences.



3. Meat Science. Meat science programs focus on research and education with the goal of providing sound, science-based information to a wide variety of clientele. Primary research priorities focus on the study of factors influencing variation in fresh and processed meat and fat quality, palatability, wholesomeness, and food safety. Research is often multi-disciplinary in nature, including the study of pre-harvest factors such as genetics, nutrition, growth and development, and animal handling factors that influence food animal products.

Nutrition is a traditional discipline of strength and national recognition in the Department, with emphasis on the major ruminant (beef and dairy cattle, sheep) and non-ruminant (pigs, poultry) food animal species. The Department collaborates with the Department of Human Nutrition in the College of Education and Human Ecology in undergraduate and graduate (OSUN) research endeavors related to nutrition. More than a dozen faculty members lead research programs with dairy and beef cattle, poultry, and swine. Approaches range from cutting edge molecular or basic research in laboratories using tissue or cell cultures or specific genetic lines of animal models to whole animal applied research on our research farms. Program areas include effects of nutrition on production efficiency and management, environmental impact of animal enterprises, gut microbiology, developmental biology, animal health, meat and milk quality, and food safety.

Biomass wastes, especially livestock manures and food-processing wastes, represent both a renewable energy source and challenge to the environment. Current biomass utilization research projects are funded by federal, state, and private sectors and seek to develop highly efficient anaerobic digestion processes with on-line monitoring and control devices, to understand the microbiology driving the anaerobic digestion processes, and to develop fuel cells capable of directly converting biogas to electricity. Another important research area centers on reducing the negative impact of the US livestock industry on climate change. Both nutritional and microbiological research projects are underway to develop new rations and feeding regimens that reduce ammonia secretion and methane emission from dairy and beef cattle, thereby enhancing nutrient retention while reducing environmental contaminants. Microbial ecology research is focused on optimization of rumen function, microbial ecology in the environment of food animals, vaccine development, and bovine mastitis.

Nutrition within the CFAES. The Nutrition research foci directly affect food quality, production, and safety, thereby, aligning with CFAES Signature Area 1, Food security, production, and human health. The Department’s nutrition work is also directly relevant to CFAES Signature Area 2, Environmental quality and sustainability.

Tissue Biology within the CFAES. Research in muscle biology, reproductive and mammary biology, and meat science directly affect food quality, production, and safety, thereby, aligning with CFAES Signature Area 1, Food security, production, and human health.



The Department has made teaching and outreach commitments to companion animals, but it does not intend to pursue a planned research program in this area (Figure 15) because it agrees with the recent assessment that companion animal biology research will continue but is unlikely to experience large-scale expansion.14 Similar teaching/outreach commitments have been made to horses, but the Department is supportive of potential research growth in the equine area. The leader of the equine program would like to target undergraduate research and possible graduate research related to equine-assisted therapy; however, no research funding has yet been procured. The Department has also made a commitment to animal welfare in research, teaching, and outreach but has not developed a separate research program. Welfare best practices are expected to be a consideration within all research areas. Some faculty members have broadened their research programs to include specific aspects of animal welfare, and at least one faculty member has expressed an interest in making it a primary focus of research. A number of graduate students have also taken on projects with welfare emphases. For example, five graduate students presented welfare-related topics of research at a 2011 meeting with members of the Animal Welfare Science Centre. At this time, the Department has committed to advancing animal welfare as a member of the Centre, which is based in Victoria, Australia. The Centre “was established to focus and coordinate research and academic resources of the three collaborating organizations, providing the animal industries, animal users, farming communities, Government and the academic and general community with an internationally competitive research, training and teaching resource in animal welfare science.”15 With its membership in the Centre, the Department is beginning to establish a more structured animal welfare program to complement its primary research areas.

4.2 Inter- and Trans-disciplinary Research

Faculty members in the Department interact with researchers from other disciplines important to their research programs. For example, Table 10 lists faculty with joint appointments. Although these appointments do not demand trans-disciplinary research, they do foster interaction with other researchers and scientific communities outside of animal sciences. Many faculty members have close relationships with the OSU College of Veterinary Medicine’s Department of Veterinary Preventive Medicine and Veterinary Clinical Sciences. The Department also has close ties with the Department of Human Nutrition in the College of Education and Human Ecology, including the inter-disciplinary PhD program, Ohio State

Biomass and Microbiology within the CFAES. These research foci have been identified as major areas of investment by the State of Ohio (Third Frontier funding), industry in the State (as evidenced by matching funding), The Ohio State University (Climate, Water, and Carbon Targeted Investment in Excellence [TIE]—inaugurated in the OSU Academic Plan 2006 Update to promote and sustain Ohio State’s international prominence, with central dollars allocated over the following five years to support initiatives within the university.), and the CFAES (as Signature Areas 2 and 3-- Environmental quality and sustainability and Advanced bioenergy and biobased products).



University Nutrition (OSUN),16 described later in the Graduate Education section. One faculty member in the Department is also involved with the Environmental Sciences Graduate Program (ESGP),17 also described in the Graduate Education section. As of 2011, 14 Animal Sciences faculty members are members of the Food Innovation Center (FIC),18 which was created by The Ohio State University Office of Academic Affairs and Office of Research to encourage trans-institutional and inter-disciplinary scholarship across campus to address issues and problems of global dimension. The center has 115 faculty members and 20 associate members from 13 colleges in teams targeting food needs related to health, biomedical nutrition, food safety, and global food strategy and policy. Table 10. Faculty with joint appointments at OSU.

Faculty Appointment Department Maurice Eastridge Professor Department of Veterinary Preventive Medicine, CVM Joseph Hogan Professor Department of Veterinary Preventive Medicine, CVM James Kinder Professor Department of Veterinary Preventive Medicine, CVM Chair Department of Human Nutrition, College of Education and Human

Ecology (EHE) Interim Director School of Physical Activity and Educational Services, EHE Lynn Knipe Associate Professor Department of Food Science & Technology, CFAES Mark Morrison Professor Microbiology Administration, Natural & Mathematical Science Joseph Ottobre Professor (Courtesy

Appointment) Department of Physiology and Cell Biology, College of Medicine

Professor (Courtesy Appointment)

Department of Veterinary Preventive Medicine, CVM

William Weiss Professor Department of Veterinary Preventive Medicine, CVM Macdonald Wick Associate Professor Department of Food Science & Technology, CFAES

The Department’s relatively new emphasis on biomass utilization and microbial ecology is also inter- and trans-disciplinary in nature. The Department has invested in two faculty members who are well-versed in microbiology and molecular biology and who have collaborations with other departments outside of CFAES in addition to their collaborations within the Department and College. In addition, the Department has retained 15% of another faculty member who recently left the Department for a position in Australia. His interests include improved feed utilization and methane mitigation in livestock as well as the gut microbiomes of native Australian herbivores. In addition to new areas such as biomass-to-energy, current faculty members have specific foci on ruminant ecology as related to nutrition and production as well as other aspects of biomass utilization such as feed sources, nutrient efficiency, and environmental effects. Many of these topics have direct implication or interest to the livestock industry to increase efficiency and to work within more stringent environmental goals and regulations. By interacting with end users and implementers, members of the faculty have translated many research findings to the livestock industry. A notable effort in this area is associated with the Cow of the Future, one of 10 projects initiated by the Innovation Center for U.S. Dairy® to further reduce green house gas emissions for fluid milk by 25 percent by 2020.



Two members of the group are from the Department of Animal Sciences, including the Chair of the advisory group, which includes US dairy experts.19 Salary support for one of the Department’s two microbiologists was secured through an OSU Targeted Investment in Excellence (TIE) related to Climate, Water and Carbon (CWC) with the aim of expanding inquiry and research into the causes and effects of abrupt global climate change. The CWC is one of 10 cross-disciplinary research partnerships created in 2005 as part of a central initiative from the University’s Office of Academic Affairs. The Public Health Preparedness for Infectious Diseases (PHPID) program is another TIE area of collaboration. The PHPID is a collaboration of six colleges with a mission of protecting the public from infectious diseases. The goal of the PHPID is to translate scientific discoveries into clinical applications, detect the presence of emerging infectious diseases within communities, prevent human infection from zoonotic organisms, address food safety issues, and train professionals to protect the public. The Department of Animal Sciences has three faculty members contributing to this partnership. Another area of trans-disciplinary research in the Department is associated with the Organic Food and Farming Education and Research Program (OFFER), which consists of Ohio State researchers, Ohio farmers, and other stakeholders. Three faculty members are working with an interdisciplinary team of researchers to develop organic livestock research and education as well as assessments of environmental impacts of organic farming, food safety, and management.

4.3 International Research

The Department has developed relationships with various entities in Australia, including the Animal Welfare Science Centre mentioned elsewhere in this report. Currently, discussions are ongoing to establish collaborative sheep and swine welfare projects through the Centre. In 2011, four faculty members in the Department applied for and received research funding (three grants) through the Poultry Cooperative Research Centre (CRC), which is part of the Department of Innovation, Industry, Science and Research of the Australian Government. The Ohio State University is the only university outside of Australia that is a participant in the Poultry CRC. One faculty member (15% at OSU) is a leader of metagenomics research at the Commonwealth Scientific & Industrial Research Organization (CSIRO) Division of Livestock Industries based at the Queensland Bioscience Precinct in Brisbane, Australia, and serves as Australia’s science representative to the International Human Microbiome Consortium. The Ohio State University has identified Gateway countries where it is exploring the idea of opening multifaceted centers in different regions across the globe as a way to provide additional support for faculty teaching and research, university partnerships, alumni, study abroad programs, international students, and Ohio businesses. Of the three countries (China, Brazil, India) currently listed as Gateway countries, Brazil is the most probable location for Animal Sciences participation. Faculty members in the Department have already formed



relationships in the country, and many graduate students from Brazil have come to the Department as visiting scholars. Recent faculty international research and teaching activities are summarized in Table 11. Few of these involve a formal collaboration, such as a joint appointment, but are faculty driven through relationships within the country, most frequently with universities or faculty therein. In 2010, Department faculty made 17 international presentations: Canada (6), Central and South America (6), Asia (2), Australia and New Zealand (2), Europe (1). Three current faculty members have taken part in international development leaves. These include a nine-month leave in New Zealand in 1996-1997, a leave in Brazil and Mexico during 2009-2010, and a leave in Australia in 2010. Table 11. General counts of faculty international activities 2008-2010 (some ongoing into 2011). (Descriptive list located in Appendix Item A5.)

Country Brazil Argentina Denmark Spain Canada Mexico Costa Rica Nigeria Australia S. Korea China Other Research 5 1 1 2 3 Teaching 3 1 1 1 6 1 Foreign Grant

3

Student* 1 1 1 Adjunct 2 1 Other 2 *On committee of student in foreign country. Numerous foreign visiting scholars are brought to the Department each year by a wide range of Department faculty.

4.4 Research Funding

Research funding in the Department has undergone a transformation over the last decade and a half. The number of proposals and funded grants from federal agencies with indirect cost recovery (ICR) has increased as the Department culture has evolved in seeking extramural funding (Figure 16a). Newer faculty members have been employed with an emphasis on procuring extramural funding, and existing faculty members have been encouraged to also seek extramural funding. Extramural research funding and peer-reviewed scientific publications are the two primary areas assessed by college research administration when evaluating research performance. Research expenditures (Figure 16b) were also on an upward trend but have been drifting downward over the last few years.



a b Figure 16. (a) Indirect cost recovery by year. (b) Total research and research F&A expenditures for the Department. Research funding in the Department consists of competitive awards from federal and non-federal entities as well as commercial and industry contracts. The breakdown of dollars coming in by year through federal vs. non-federal awards is shown in Figure 17a, and the number of awarded projects associated with those values is shown in Figure 17b.

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a b Figure 17. (a) Sum of grant award dollars from active projects by fiscal year. (b) Number of projects contributing to grant award dollars per fiscal year. a: Chart represents dollar contributions of grants per year; multi-year grants will contribute to multiple years. b: Chart reflects the number of grants contributing to the dollars shown in (a). Note: “University” indicates subawards to that institution as well as university-based programs, such as Northeast SunGrant Initiative; these may or may not be federally based. The Department’s proposal success rate is encouraging, especially for non-federal awards (50% as PI and 20% as Co-PI), as shown in Table 12. Of the proposals going to federal agencies, the best success rate has been with USDA units, as expected. Due to a variety of reasons, including funds available, collaborations, and evolving interests in the Department, some faculty members have also sought funding from other federal agencies. Too few proposals have been submitted to DOD and DOE to predict potential funding niches within these agencies (especially with the growing biomass and environment-related research), but a much greater number of proposals has been submitted to NSF and NIH, with only one award (Animal Sciences Co-PI) out of 48 submissions as PI or Co-PI since approximately 2004.

Table 12. Proposals awarded as submitted by Department faculty (~2004-June 2011). Agency # submitted as PI % funded as PI #submitted as CoPI % funded as CoPI Non Fed. 130 50% 5 20% NSF 12 0% 1 0% USDA 61 30% 22 27% DOD 1 100% 5 0% DOE 4 25% 1 0% NIH 18 0% 17 6% Chart does not show pending proposals; all proposals submitted, pending or not, were used in percentage calculations. Calculations based on # awarded as PI (or CoPI) /# submitted as PI (or CoPI).

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Figure 18a shows number of Department projects by starting date within a given fiscal year. Of the federal awards with Animal Sciences faculty members as PI or Co-PI, most have been associated with USDA, as broken out in Figure 18b. The number of NIFA projects was down in 2010-2011 compared to recent years, and no proposals submitted under the 2010 AFRI RFAs resulted in awards to Department faculty.

a b Figure 18. (a) Number of awarded projects with start dates within a given fiscal year. (b) Number of awarded USDA projects by granting unit with start dates within a given fiscal year. (Projects with start dates prior to 6/30/05 had end dates in 2005-2006 or later.) Note: “University” indicates subawards to that institution as well as university-based programs, such as Northeast SunGrant Initiative; these may be federally based or not. Leadership of the projects charted in Figure 18 is broken out in Table 13. “University” projects include sub-awards to that institution as well as university-based programs, such as the Northeast SunGrant Initiative; these may be federally based or not. Many of the non-federal, non-university projects are by nature single-leadership-type projects. In general, collaborators, especially in the orange-shaded categories, tend to be county Extension or ARS personnel and faculty from other CFAES departments. Although these data represent only a snapshot of funded projects and do not allow a full description of the personnel involved, they do suggest that the Animal Sciences faculty members have mostly been successful as lone applicants or in collaboration with others in the Department.

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National Institute of Food & AgricultureNat Res Init Competitive Grants ProgramUSDA Agricultural Res ServiceAnimal & Plant Health Inspection ServiceFood Safety & Inspection ServiceUSDA Foreign Ag Serv



Table 13. Description of awarded projects’ leadership.

PI & Co-PI Description Federal University Non-federal, SUM PI* Co-PIs* Non-university

AS PI None 11 15 29 55 AS PI Only AS Co-PIs 3 0 12 15 AS PI Only non-AS Co-PIs 3 2 0 5 AS PI At least 1 AS Co-PI and 1 non-AS Co-PI 9 1 3 13 Non-AS PI Only AS Co-PIs 1 1 0 2 Non-AS PI At least 1 AS Co-PI and 1 non-AS Co-PI 6 0 1 7 TOTAL 33 19 45 97

Green Shading No. of projects with only OSU AS faculty as PI and as formal collaborators 14 41 55

Orange shading No. of projects with collaborators outside the Department 19 4 4 27

Purple shading No. of mixed projects with collaborators inside/outside the Department 15 15

* AS: OSU Animal Sciences In addition to the projects noted above, faculty and students in the Department participate in SEEDS: The Ohio Agricultural Research and Development Center (OARDC) Research enhancement Competitive Grants Program, which is an opportunity to apply for seed money to develop the necessary preliminary data for a strong grant application or matching funds to leverage external funding (Table 14). Faculty in the CFAES and other researchers in CFAES with OARDC and non-OARDC appointments are eligible to submit a proposal as well as faculty in the Colleges of Human Ecology, Biological Sciences, and Veterinary Medicine and all other Ohio State academic units with an OARDC appointment. (Separate RFA’s are also released for Graduate and Undergraduate competitions.) Faculty funding categories include Seed, Interdisciplinary, Industry, Matching, International, and New Enterprise. Table 14. Count of new SEEDS projects by year in the Department of Animal Sciences.

2003 2004 2005 2006 2007 2008 2009 2010 2011* Faculty # 6 2 9 2 3 7 0 2 3 Graduate # 1 0 4 1 4 1 0 2 0 Undergrad # 1 0 1 2 1 2 0 4 1 *2011 as of September 1.



4.5 Research Key Issues

Expand Research Base The Department is in the process of defining the place of companion animals, equine, and animal welfare within its research endeavors. As noted above, companion animals are unlikely to become a focused research program. However, changing interests of students have required the Department to assess its undergraduate education, as described below, and efforts to accommodate these interests will affect research areas through the personnel hired in coming years. Stretching traditional animal science faculty backgrounds to accommodate companion animal science teaching can only go so far. The challenge is to retain research expertise while fulfilling evolving teaching emphases without burdening faculty with broader expectations and without compromising promises to students expecting a useful companion animal education. Whereas companion animals are a newer challenge, horses are an established segment of the Department’s species range. The challenge here is to raise the funds necessary to support a research program with a sustainable future. Equine-assisted therapy is a niche area that could support a research program, especially if the opportunities within a large university like Ohio State are utilized, including the medical school. A relationship with The James, a Comprehensive Cancer Center at Ohio State, through its Companions of Hope support program has been established. Animal Welfare is a broader topic that currently is part of several research projects but is not a stand-alone research program in the Department. OSU’s participation in the Animal Welfare Science Centre has formed positive relationships with people in this area, but the Department has struggled to take the relationship to its fullest potential. Essentially two main areas exist at this time that fit both the Australian and North American industry models: swine farrowing crates and chicken layer cages. Currently, animal welfare in the Department is approached more from an outreach (Extension) perspective than with leadership in research. The Department needs to better define its animal welfare goals. Now is the time to take advantage of the opportunity that exists in this area, as industries have a heightened awareness and are looking for resources, and their timeframes are short (0-5 yr) to establish their own agendas in this area. In many ways, the Department has a responsibility to the College, University, and its

Key Issue Growing funds to support research in the Department.

Potential Steps -Expand research base:

• Define goals for more research related to equine and companion animals. • Define animal welfare goals.

-Expand collaboration and assess funding sources. -Pursue more formal international endeavors.



stakeholders to be able to provide sound animal welfare data and data mining when necessary. One strategy the Department is strongly considering is to hire a full-time, faculty-level animal welfare person who will be able to provide leadership and to communicate the importance and value of this area to industry and elsewhere. However, the attributes of this position need to be defined. As the Department is currently structured, animal welfare will have close ties with outreach, so an Extension person may be the best fit, especially with established relationships in the community.

Expand Collaboration and Assess Funding Sources Indirect cost recovery in the Department is likely to decrease in the years to come without a strong cycle of federal research awards. Given the amount of time required to put a quality proposal together and generally decreasing award rates in federal agencies, faculty members need to carefully assess where their research fits within agency missions and trends to avoid misappropriating time on unlikely positive outcomes. For example, examination of NIH funding from 2002-2006 revealed that on average less than 2% of funded grants involved domestic species as models, compared to over 98% with rodents as models.20 Department faculty members have had poor success obtaining funding from NIH and NSF despite numerous attempts. The Department of Energy and the Environmental Protection Agency may be up and coming niches for funding work associated with biomass utilization and environment-related topics. In all cases, scientists across the US are competing for fewer federal dollars, and agencies are emphasizing more and more translation of research into commercialization. Federal awards tend to be larger than many of the non-federal awards, but federal grants also tend to have greater competition and are becoming increasingly more difficult to win as agencies modify their requirements and tighten budgets. The USDA, a key Department source of federal funding, is one example. The year 2009 was the first year for the Agriculture and Food Research Initiative (AFRI) under USDA’s National Institute of Food and Agriculture (NIFA), which superseded the Cooperative State Research, Education, and Extension Service (CSREES); AFRI, in turn, superseded the National Research Initiative (NRI). With this restructuring, the 2010 AFRI request for applications (RFA), released in March 2010, emphasized integrated research, Extension, and/or education through interdisciplinary, multi-functional projects, divided into five “societal challenge” areas, with larger budgets over up to five years. Single function projects were also offered but with generally narrower foci than in years past. Faculty in the Department had no success with AFRI in 2010. In the years to come, research, as well as teaching and outreach, will focus more on complex issues and less on production efficiency, with longer term considerations based on “holistic approaches”. 13 In addition, research and graduate education will be more inter- and multi-disciplinary. As the funding field changes, faculty will need to consider the evolving basis on which federal and some other grants will be won. The emphases in AFRI were influenced by The National Academies A New Biology for the 21st Century.21,22 The committee whose findings and recommendations are contained in this volume was convened by the National Research



Council’s Board on Life Sciences to examine US biological research. Its primary recommendation stressed integration across disciplines. The committee acknowledged the importance of current fundamental research and represented its New Biology as an “additional, complementary approach to biological research.” If the USDA and other federal agencies continue along the path of increasing focus on a broad disciplinary spectrum and biological systems, then successful pursuit of federal funds will require PIs to form networks across disciplines and universities and other entities from which to build larger, more diverse proposal teams. Such pursuits are tailored for more senior researchers, with junior faculty members included as part of the team but unlikely to be prepared for leadership roles. The Department’s faculty members already have a good record of working with Extension personnel on planning proposed projects, thus, integrating research with outreach. No matter federal agency focus, though, if potential grant awards keep decreasing in size and number, the competition will only become greater and faculty members will need to become savvier in their approach to proposals. Funding will continue to be a challenge as public funding decreases; as tuition, gift, and endowment income becomes the source for program flexibility; and as winning competitive grants is necessary to support graduate students, animals, and laboratories.13, 23 OSU has in place numerous opportunities for collaboration with scientists from other departments. Animal Sciences faculty members have pursued membership or partnerships within the FIC and other entities described above. The key is to continue that collaborative mindset beyond an initial endeavor. In addition, the Department has invested in a grant development specialist to help faculty members with grant writing, coordination, and submission, and it has helped faculty advancement in this area by supporting their involvement in an intensive grant writing workshop.

Pursue More Formal International Endeavors A global mindset is becoming increasingly valuable to agriculture as commodity animal products become more important outside the US. As the desire for animal-based protein and other products and the ability to acquire them expands in developing countries, opportunities exist to share information and to develop new knowledge for challenging conditions and infrastructure. Although graduate student international research is a path forward for new faculty and professionals to broaden their perspectives, students require leadership and programs, as addressed in a later section. Faculty members who want to expand their research programs beyond the US may find it difficult to do this without some established program in place. The Department can ride the coattails of OSU as it launches a presence in foreign countries, especially its three Gateway countries of China, Brazil, and India. Efforts are already underway in the graduate student arena, which may evolve in conjunction with faculty relationships and research programs, possibly incorporating a faculty exchange program in targeted fields of reciprocal excellence.

Department of Animal Sciences, The Ohio State University STUDENTS AND EDUCATIONAL PROGRAMS


5 Students and Educational Programs

The Department of Animal Sciences is a student-centered program with a reputation for its commitment to teaching and advising. The Department seeks to recruit and train students to not only become functional members of society but also leaders of the next generation of citizens, agriculturists, and scientists dedicated to the betterment of humankind through the wise use and stewardship of animal resources.

5.1 Faculty and Staff Resources Dedicated to Teaching

As noted previously (Figure 5), the Department currently has 8.45 faculty FTEs dedicated to teaching. This number has declined by 10-15% over the past decade even as the number of credit hours taught has increased in response to RBB (Figure 19). In order to sustain the quality of instruction and personal advising expected by the faculty and CFAES administration, the Department has become increasingly reliant on support from staff, emeriti, and adjunct faculty. The nature of this support is summarized in Table 15. Many of the classes provided by staff are professional practice courses involving hands-on training or management techniques; however, emeriti, adjuncts, and staff also bring expertise to the classroom that is not currently available from within the regular faculty ranks. In addition to formal teaching and advising, several staff members play an essential role in managing student programs and activities. Their efforts include logistical support and coordination for the Animal Sciences Graduate Program, the Undergraduate Student Success Center, and all of the Department’s undergraduate clubs. These individuals have a major impact on quality of the student experience within the Department of Animal Sciences.

a b Figure 19. (a) Undergraduate and graduate credit hours taught in Department. (b) Undergraduate and graduate credit hours per teaching FTE.

02,0004,0006,0008,000

10,00012,00014,000

2000

2001

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2003

2004

2005

2006

2007

2008

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2011

Cred

it Ho

urs T

augh

t

Fiscal Year

AS Undergraduate AS Graduate

0300600900

1,2001,5001,800

2000

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2004

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Cred

it Hr

s Tau

ght/

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(Tea

chin

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AS Undergraduate AS Graduate

Department of Animal Sciences, The Ohio State University STUDENTS AND EDUCATIONAL PROGRAMS


Table 15. Teaching and advising support from staff, emeriti, and adjunct faculty. Support Group Course/Activity Highest Degree

Staff No. 5 Undergraduate Academic Advising MS, MS, MS, MS, PhD-DVM 1 Undergraduate Recruitment MS 1 Study Abroad Coordinator MS 1 Dairy Judging Team BS 1 Livestock Judging Team MS 2 Buckeye Dairy Club BS, BS 2 Saddle and Sirloin BS, MS 1 Pre-Vet Club PhD-DVM

1* AS 200 Introduction to Animal Sciences – Labs (5 Cr) MS 1 AS 207 Dairy Cattle Evaluation (3 Cr) BS 1 AS 240 Animals in Society (5 Cr) MS 2 AS 245 Companion Animal Fundamentals (5 Cr) MS, PhD-DVM 1 AS 248 Human and Animal Interactions MS 1 AS 250 Food Animal Products MS 1 AS 271.01 Equine Behavior and Training (5 Cr) BS 1 AS 271.02 Advanced Equine Behavior & Training (5 Cr) BS

1* AS 305 Meat Animal and Carcass Evaluation – Lab (3 Cr) HS 1 AS 290 Creating a Career with the Animal Sciences (2 Cr) MS 1 AS 300 Livestock Selection and Evaluation MS 1 AS 301 Equine Evaluation and Selection (3 Cr) MS 1 AS 331 Equine Feeds and Feeding (4 Cr) MS

2* AS 600 Capstone in Animal Sciences (5 Cr) MS, MS Emeritus No.

1 AS 340 Management Intensive Grazing (3 Cr) PhD 1 AS 547 Dairy Herd Management (5 Cr) PhD

Adjunct No. 1 AS 240 Animals in Society (5 Cr) PhD

*Course co-taught with regular faculty.

5.2 Undergraduate Programs

The Department offers an Animal Sciences major for students wishing to obtain a BS in Agriculture and serves the largest undergraduate student population, by major, in the CFAES. The Department also participates in an interdisciplinary nutrition program with the Departments of Human Nutrition and Food Science and Technology. Students can pursue a Bachelors of Science in Nutrition (BSN) to study the absorption, metabolism, and functions of nutrients in animals. In 2010, nine Animal Science majors declared the BSN option. Undergraduate student enrollment in the Department (and the CFAES) was stagnant or declining during the first half of the past decade but has seen significant growth over the past five years (Figure 20). Number of majors in the Department during this time period has ranged from a low of 452 in 2002 to a high of 555 in 2010. Animal Sciences as a percentage of the total college enrollment has remained relatively stable and has averaged approximately 32%. A major goal in the Department’s strategic plan is to increase undergraduate enrollment to 700

Department of Animal Sciences, The Ohio State University STUDENTS AND EDUCATIONAL PROGRAMS: UNDERGRADUATE PROGRAMS


students by 2013. Current projections indicate this target may be reached sooner than expected. A significant number of undergraduate students in the Department consider themselves to be “pre-vet”, but there is currently no “pre-vet” major and no official count of the number of students who actually go to veterinary school after graduation. The Department does participate in a joint Veterinary Early Commitment Program between the Department of Animal Sciences and the College of Veterinary Medicine, which allows students to apply to veterinary school during their second year at Ohio State. Up to ten students are selected for the program each year, and they are given preference when applying their senior year. In addition, students may obtain an Associate of Applied Science degree in veterinary technology at the Columbus State Community College and a BS in agriculture from The Ohio State University through a joint Veterinary Technology program administered by the two schools. The Department provides a Life Sciences minor that is open to both Animal Sciences students and the general student population at Ohio State. Non-Animal Science majors may also seek a minor in Animal Sciences, Equine Science, or Meat Science. Over the past decade, 69% of the non-Animal Science minor declarations have been in Animal Sciences and 20% in equine science (Table 16). Table 16. Frequency of declared minors that are coordinated by the Department.

Minor 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 AS and Gen. Student Pop.: Life Sciences 159 152 147 180 86 105 104 129 111 126 Non-AS Majors: Animal Sciences 32 23 31 35 40 22 31 28 28 28 Equine Science 13 9 9 9 14 5 8 10 8 3 Meat Science* 2 1 1 4 2 4

*Began 2005

5.2.1 Curriculum

The core curriculum in Animal Sciences includes classic courses in genetics, physiology, and nutrition that are intended to provide a basis for understanding biological and physiological processes foundational to all animal systems. Some undergraduate-graduate level courses also include introductions to modern molecular techniques that have evolved to become essential

Figure 20. Undergraduate enrollment compared to enrollment in College (CFAES).

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“tools of the trade” over the past decade. Additional courses focus directly on animal production, management, evaluation and selection, meat products, and animal health and welfare (Figure 21). Many of the latter classes include laboratories or access to animal facilities with the goal of providing hands-on opportunities for students. The need for practical animal experience is a common desire expressed by faculty, stakeholders, and many students. It is also a consistent theme of animal science education, as corroborated by John Oldham: “By being allied to animals that are under management, I take it as implicit that any consideration of progress in animal sciences needs to include not only progress in intellectual understanding but also progress in the utility of that understanding in practice. This does not deny the value of animals to animal science to inform broader biological understanding.”24 The convenience of having animal units close to campus is important to fulfilling this hands-on commitment, and makes the Department increasingly unique as other animal sciences departments are forced to close or move their animal unit(s) further from campus.12 Britt et al. 13 have noted that today’s animal science students have a highly preferred species interest in horses and companion and exotic animals when starting their academic careers. This changing trend in student interests has caused the Department to develop a Human and Animals Core Curriculum, including one course approved for General Education Credit, that utilizes multiple disciplines and techniques to teach about the impact of human and animal interactions, how globalization affects animal species, how geography and culture impact the roles animals play in society, and the domestication process. Although the Department is expanding its research capabilities in the environmental and bioenergy realms, its instructional needs in these areas will mostly be met by directing students to resources available in other units within and outside the CFAES. Anaerobic microbiology represents an exception (Figure 21), because much of the expertise in this area at Ohio State is now centered in Animal Sciences.



Figure 21. Teaching within the Department of Animal Sciences.


Food/ Fiber



Department Foci

Teaching

(Undergraduate)

Research,

(Faculty/Graduate)


CRC, ASWC, etc.

CFAES Signature

Areas

Study Abroad

Companion Animals

Equine

Genetics Nutrition Physiology Reproduction Management Behavior & Training

Human-Animal Interactions

Anaerobic Microbiology

Beef Dairy Meat Sci. Poultry Sheep Swine

Genetics Nutrition Physiology Tissue Biology &

Processing Production Reproduction Management Evaluation & Selection

Professional & Technology

Paths:

Pre-Veterinary & Professional

Veterinary Technology

Beef

Dairy

Poultry

Sheep

Swine






Genetics Physiology


& Paths:


Food Security,

Production, & Human

Health

Environ-mental


Advanced Bioenergy

& Biobased Products



5.2.2 Diversity in the Department of Animal Sciences

Student diversity within the context of this review includes gender, race/ethnicity, sexual identity, community type, and subject matter interest. Information on gender and race/ethnicity has been systematically collected for a number of years. Clearly, the population of undergraduate students in Animal Sciences is and has been predominantly female and Caucasian. Over the past decade, male students have decreased from 34% of the student body in 2000 to 20.5% in 2010 (Figure 22a). Over the same time period, the proportion of minority students increased slightly but comprised only 8% of the total population in 2010 (Figure 22b).

a b Figure 22. (a) Undergraduate enrollment by male and female student numbers. (b) Number of undergraduate minority students in the Department of Animal Sciences. In 2007, the Department of Animal Sciences participated in a survey of the climate for diversity among its UG and Graduate student populations. This survey was conducted in cooperation with Ohio State’s Commitment to Success Program, a collaboration of the Office of Diversity & Inclusion and the University Center for the Advancement of Teaching. Based on preliminary feedback from five student focus groups, a customized, on-line survey instrument was developed and sent to all graduate and undergraduate students (N = 575) matriculating in the Department during the 2008/09 academic year. The overall response rate was 41% (N=238), and the demographic characteristics of the response group were as follows:

• 79% female, 21% male • 93% white/Caucasian; 1.3% black/African American; 2.2% Asian American/Pacific

Islander; 2.2% Hispanic/Latin American; 1.3% Multiracial • 95% heterosexual; 5% bisexual, gay, lesbian, or questioning (BGLQ) • 91% undergraduate (38% seniors, 21% juniors, 16% sophomores, 16% freshmen); 9%

graduate

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• 37% lived on a farm before coming to OSU while 63% did not The most salient quantitative findings of the diversity assessment included the following:

• 91% rated the overall climate for diversity and learning in the Department of Animal Sciences to be good, very good, or excellent while 10% rated it poor or fair

• 93% believe the Department is welcoming to people with diverse backgrounds • 37% indicated the Department had not provided them with information on procedures

to address instances when they felt they had been treated unfairly • 93% indicted they always or sometimes interact and develop friendships with other

students from different backgrounds • 92% felt the Department was committed to developing a positive learning environment

for all students • >90% indicated they had never or rarely been treated unfairly or harassed in the

Department because of their race, gender, sexual identity, religion, accent, national origin, disability or social class; however, 22% acknowledged they had witnessed insensitive comments, materials, or behaviors toward BGLQ students, and 24% towards urban students

• >90% agreed that their instructors maintained the same high academic expectations for all students in the classroom

• >90% acknowledged that the interaction of a diverse student body enhanced learning environment in the classroom

Although these aggregate findings were overwhelmingly affirmative, it should be noted that minority and GLBQ students, as a subgroup, were much less positive about discrimination and issues of diversity in the Department. Respondents were also asked to rank their three main areas of subject matter interest (Table 17). For primary area of interest, pre-veterinary medicine ranked first, companion animals was second, and beef science was third. The top three 2nd areas of interest were companion animals, pre-veterinary medicine, and dairy science = nutrition. Veterinary technology, nutrition, and equine science were the top 3rd choices. Table 17. Students’ areas of interest in the Animal Sciences.

1st Area 2nd Area 3rd Area Area of Interest N % Rank N % Rank N % Rank

Pre-Vet Medicine 85 37.0 1 32 14.4 2 19 8.4 5 Companion Animals 39 17.0 2 47 20.8 1 18 8.0 6 Beef 21 9.1 3 24 10.6 5 27 11.9 4 Dairy 16 7.0 4 25 11.1 3 16 7.1 7 Equine 16 7.0 5 22 9.7 6 29 12.8 3 Meat Science 15 6.5 6 10 4.4 8 15 6.6 8 Nutrition 10 4.3 7 25 11.1 3 35 15.5 2 Veterinary Technology 9 3.9 8 20 8.8 7 38 16.8 1 Sheep/Goat 8 3.5 9 6 2.2 10 13 5.8 9 Poultry 6 2.6 10 5 2.2 10 6 2.7 11 Swine 5 2.2 11 10 4.4 8 10 4.4 10



The data in Table 17 are in keeping with national trends. Hogberg23 notes that fewer students are coming from large livestock operations; rather, they often have urban or suburban backgrounds and come with less interest in production efficiency and more interest in animal welfare, environmental issues, and food and safety.

5.2.3 Quality of Student Experience

5.2.3.1 Student Success Center The Department operates a Student Success Center managed by two permanent staff members. The center serves as a centralized location for students to receive academic, career, and student development assistance. The Center also houses approximately 600 internship and research opportunity files for students to explore, computers to complete homework assignments, and a lounge area for studying and fellowship. In addition, the Student Success Center has degree sheets, 4-year plans, minor requirements, program brochures, and “how to” handbooks on resumes, cover letters, interviewing, and employer research. Facilitating the objectives of the Center, especially recruitment, was a prime concern in developing a new Departmental website, which was released in 2011.

5.2.3.2 Undergraduate Recruitment and Advising The number of first quarter freshmen in the Department over the past decade has ranged from a low of 70 in 2006 to a high of 112 in 2005 (Table 18). Animal Sciences majors as a percentage of total college first quarter freshmen over the same time period has varied from a low of 51.2% in 2001 to a high of 69.1% in 2005 and has averaged approximately 58%. Obviously, retention of these students is important to success of both the Department and the CFAES and is heavily influenced by advising. Table 18. Number of new first quarter freshmen in the Department of Animal Sciences compared to the CFAES.

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Animal 106 83 77 86 86 112 70 84 80 100 86 115c Sciencesa 52.0% 51.2% 53.0% 56.7% 52.8% 69.1% 60.3% 64.1% 59.3% 58.8% 62.8% CFAESb 204 162 153 152 162 162 116 131 135 170 137 aAnimal Sciences new first quarter freshmen as a percentage of total college new first quarter freshmen. bTotal New First Quarter Freshmen in the College of Food, Agricultural, and Environmental Sciences

cEstimate based on information available as of July 2011. Since autumn of 2003, the Department of Animal Sciences has employed a system of freshmen advising in which all first-quarter students were assigned to one of five advisors. The goal of this advising system was to develop advisors who would be particularly well versed in the rules, procedures, and needs of freshman students. In particular, the freshman advisors helped their advisees prepare projections that laid out course programs for the first six quarters of enrollment. During May of each year, the coordinating advisor for the Department would send a questionnaire to the students to learn about their species and discipline interests and their career goals. Near the end of spring quarter, results from the questionnaire were used to assign the freshmen to their new permanent advisors.



Although this system of advising has generally worked well, many faculty members felt the freshmen established close working relationships with their freshmen advisors, but did not always bond well with their new permanent advisors. Consequently, faculty recently voted to abolish the freshman advising system in favor of a traditional system wherein students would have the same advisor throughout their undergraduate careers. Beginning with the summer 2011 orientation sessions, all new incoming freshmen will be distributed across all academic advisors within the Department. Advising within the Department and CFAES has always been a high priority activity. Therefore, students within the Department have traditionally been advised by faculty, rather than by staff hired for that purpose. Steady growth in numbers of undergraduate majors has increased the advising load of core faculty advisors to a point no longer manageable. The advising load of Columbus-based faculty is further impacted by the fact that faculty members located on the Wooster campus do not advise undergraduates. As a result, several staff members who have significant involvement with the undergraduate teaching program have assumed advising duties. Currently, 17 faculty members and five staff members advise undergraduate Animal Sciences majors. The proposed maximum number of advisees per advisor will range from 15 to 75 students.

5.2.3.3 Co-Curricular and Extra Curricular Activities Undergraduates in the Department of Animal Sciences are provided many opportunities to participate in both extra-curricular and co-curricular activities. Chief among extra-curricular activities are student clubs/organizations. The Department believes that student organizations should serve as a medium for academic discourse, leadership development, personal growth, professional networking, community service, intercultural understanding, and lasting friendships. The effectiveness of student organizations in achieving these goals at any point in time is dependent upon the student population, faculty/staff advising, and resources to support social interaction and meaningful activities. Most clubs accessed through the Department have some form of significant fund raising event(s) to generate financial resources while requiring teamwork and leadership. A survey of graduating seniors over the past two academic years showed that about 80% had participated in one or more clubs (Figure 23).



Figure 23. Student participation in Departmental clubs. Data were retrieved from graduating senior surveys completed between 2009 and 2011. Students (n=159) were allowed to select more than one club. Co-curricular judging teams are a time-honored tradition in the Department of Animal Sciences and are a proven vehicle for students to apply knowledge gained in coursework through hands-on experiences (Table 19). This process is facilitated by the pride and motivation associated with competition at both individual and institutional levels. The Department provides baseline support for multiple judging teams, but substantial endowments/development funds have been built up over time to support some activities. Most judging teams also require a significant investment of time by coaches, and the Department is becoming increasingly reliant on staff and student support to achieve the desired levels of coach-student interaction. Table 19. Sponsored co-curricular activities for undergraduates in Animal Sciences.

Funding ($) Activity Coach Purpose Department Endowments Development

Academic Quadrathalon

Faculty Designed to test students’ comprehensive knowledge of animal sciences.

$2,000/yr

Dairy Challenge Team

Faculty Provides students with an opportunity to evaluate management practices on a dairy farm and to interact with representatives in dairy industry.

$2,000/yr

Dairy Judging Team

Staff Provides students experience with judging dairy cattle at up to eight separate contests.

$2,000/yr $75,000 yielding ~$3,000/yr

Livestock Judging Team

Staff Students analyze animals and measure them against an ideal standard in multiple contests.

$2,000/yr $503,831 yielding ~$22,000/yr

Meats Judging Team

Faculty or Staff

Students learn how meat products are evaluated, fabricated, and marketed in multiple contests.

$2,000/yr $256,843 yielding ~$12,000/yr

~$5,000/yr

13%6%

3%

27%21%

12%

2%16%

Participation in departmental clubs

Buckeye Dairy Club

Horsemen's Association

Poultry Science Club

Pre-Vet Club

Saddle and Sirloin

Shades of Animal Sciences

Vet Tech Club

Did Not Participate



Funding ($) Activity Coach Purpose Department Endowments Development

Poultry Judging Team

Faculty or Staff

Students learn to assess conformation, structural integrity, and general functionality as these characteristics relate to value differences among poultry.

$2,000/yr

A survey of graduating seniors over the past two academic years showed that about 35% had participated in a co-curricular judging team (Figure 24). This percentage does not reflect the total number of students involved with coursework leading to selection of the teams.

Figure 24. Student participation in co-curricular teams. Data were retrieved from graduating senior surveys completed between 2009 and 2011. Students (n=159) were allowed to select more than one team.

5.2.3.4 Scholarships Financial resources are often central to the recruitment and retention of undergraduates. The importance of scholarships to recruitment is magnified by the increasingly high performance standards imposed on entering freshman by the University and the ability of these elite students to compete for admission at other institutions. Most resources available for recruitment of new, first-quarter freshmen are held at the University and College levels. Consequently, these resources are spread across large student populations. The financial resources available at the Department level are mostly restricted to current students, including transfers from the Agricultural Technical Institute at Wooster. As shown in Table 20, the absolute amount of these resources has declined in recent years even as student numbers and education costs have increased. Loss of revenue for scholarships, at least in the case of endowment interest, is largely a reflection of the poor global economy. Management of available scholarships funds is also complicated by restrictions (e.g., animal species, demographic factors) associated with individual endowment/development objectives so that access to some scholarships is limited to a small pool of students. All available scholarship resources in the Department are managed by a standing Scholarships Committee.

12% 5%

9%

7%

1%

66%

Participation in co-curricular activitiesAcademic Quadrathalon

Dairy Selection and Evaluation

Meats Judging Team

Livestock Selection and Evaluation Team

Poultry Selection and Evaluation Team

Did Not Participate



Table 20. Fiscal resources from Animal Sciences dedicated to undergraduate scholarships.

Fiscal Year Development Income ($) Endowment Income ($) Total New Resource ($) 2004 16,560 95,586 112,146 2005 20.305 88,981 109,286 2006 16,636 90,994 107,630 2007 15,388 64,145 79,533 2008 18,881 80,217 99,098 2009 16,838 79,631 96,469 2010 16,625 74,679 91,304 2011 11,593 70,358 81,951

5.2.3.5 Honors Program The goal of The Ohio State University honors program is to enrich intellectual development of high-ability students by enhancing the rigor and breadth of their academic experience. Admittance into the program requires a composite score of 30 or greater on the ACT or 1340 or greater on the SAT, ranking in the top 10 percent of the high school graduating class, completion of the Honors Affiliate Application through the University Honors Center, and maintenance of a 3.40 cumulative point hour ratio (CPHR). Greater than 60% of incoming honors students in the CFAES declare a program of study in Animal Sciences (Table 21), and Animal Sciences honors students represent the majority of active honors students within the college (Table 22; excludes School of Environment and Natural Resources). The Animal Sciences Department also offers the greatest number of honors and honors embedded courses within the college (Figure 25) with an initial combined enrollment of 54 students during the 2010/2011 academic year (data excludes H683 enrollment).

Table 21. New first quarter freshmen (NFQF) in Animal Sciences and the CFAES and incoming honors students* between 2009 and 2010.

Year Animal Sciences CFAES NFQF Honors NFQF Honors

2009 101 11 170 16 2010 86 20 137 32

* Excludes SENR

Table 22. Honors students by major* in the CFAES between 2005 and 2009. Year Department 2005 2006 2007 2008 2009 AEDE 2 3 2 4 3 Ag Comm 3 4 3 1 2 Ag Ed 2 1 0 0 1 Animal Sciences 36 32 27 31 40 Crop Science 2 0 0 0 0 CSM 3 2 2 1 1 Food Science 5 4 2 3 4 Landscape Hort 2 0 0 0 1 Plant Health Mgt 0 2 3 4 2 Turfgrass Science 1 1 0 0 0 Total 56 49 39 44 54

* Excludes SENR and new first quarter freshmen



Figure 25. Honors and honors embedded course offerings within the CFAES during 2010. Data exclude enrollment in honors research (H683). (AG COMM, Agricultural Economics; AEDE, Agricultural, Environmental, and Development Economics; ANIM SCI, Animal Sciences; FST, Food Science and Technology; AEE, Agricultural and Extension Education; HCS, Horticulture and Crop Sciences).

5.2.3.6 Undergraduate Research Undergraduate Research Internship Experiences (URIE) have been offered to undergraduate students within the Department of Animal Sciences since 2003. Through the URIE, students gain firsthand knowledge of the scientific process that includes: 1) formulating a question, 2) conducting background research through the literature, 3) formulating a hypothesis, 4) testing the hypothesis through experimentation, 5) analyzing the data and drawing a conclusion, and 6) communicating the results. The pursuit of undergraduate research opportunities allows students to explore potential careers in research. In addition, these experiences build confidence, improve communication skills, prompt inquiry, enhance creativity, and expand students’ knowledge base. Students accepted into URIE positions are employed in the laboratories of Animal Sciences faculty members on the Columbus campus and at OARDC in Wooster, OH. In addition to the aforementioned benefits of research, students are provided an excellent opportunity to explore animal sciences topics from a hands-on perspective. Research projects consist of investigation or experimentation aimed at improving students’ understanding of animal biology. Areas of research include nutrition, meat science, reproductive physiology, genetics, molecular biology, and microbiology. Between five and 14 faculty members participate in URIE annually, and 18-26 students apply for a limited number of positions (Table 23). One metric of the program’s success is presentation of data by students in scientific forums. Undergraduate researchers participate in the CFAES Undergraduate Research Forum, as well as the University Denman Undergraduate Research Forum to showcase their intellectual achievements (Figure 26; Table 24). Furthermore, these experiences have led students to participate and compete at regional and national scientific

AEDE20%

ANIM SCI40%

FST10%

AEE10%

HCS10%

AgComm10%

2010 Honors course offerings



forums, including Animal Sciences, Experimental Biology, Poultry Science Association, and Tri-State Dairy Nutrition Conference meetings. Faculty enthusiasm for research and availability of hands-on research opportunities through adequate funding support are known contributors to successful recruitment of students into STEM disciplines. Funds to support URIE student stipends have come from contributions from the CFAES, the Department of Animal Sciences, and individual Animal Sciences faculty members. The 2009-2013 CFAES Strategic Plan placed undergraduate education as a priority and states that the College will promote opportunities for undergraduate research and scholar development. To this end, a new graduation designation of Research Distinction has been implemented for students that actively engage in undergraduate research, and the first student in Animal Sciences graduated with this distinction spring 2011. The CFAES strategic plan also states that funding opportunities will be realigned with participation in the CFAES Undergraduate Research Forum to more aggressively encourage undergraduate research; however, budgetary constraints have led to a 60% decrease in CFAES funding support for URIE over the past three years. Survey data from graduating seniors indicate that 28% of Animal Sciences students had participated in research prior to graduation (Table 25), with the majority indicating that they pursued research to gain experience in the field and to prepare for graduate/professional school.

Table 23. Profile of student and faculty participation in the Undergraduate Research Internship Experiences (URIE) program in the Department of Animal Sciences.

Year Number of Students Accepted Number of Faculty Participants 2006 12 12 2007 13 11 2008 16 14 2009 11 9 2010 6 6 2011 8 5

In 2008, reduced fiscal support of URIE resulted in a decrease in number of URIE positions offered.



Figure 26. Percentage of Animal Sciences student participants in the CFAES Undergraduate Research Forum between 2007 and 2011. Student participation is categorized according to sponsorship and includes: Undergraduate Research Internship Experiences (URIE), honors research (Honors), and independent Animal Sciences faculty sponsorship (ANIMSCI). The total number of students participating in the CFAES Undergraduate Research Forum was 31, 30, 35, 29, and 31 for years 2007 through 2011. Data collected from abstract submissions. Honors submissions from 2007 and 2008 were determined by cross-referencing abstract and Honors Theses reports submitted to Knowledgebank.

Table 24. Animal Sciences student and division participation in The Ohio State University Denman Undergraduate Research Forum.a

Denman Division URIE, %c Year Agriculture/Environmental

Sciences (% of divisionb) Biological Sciences

Health Professions Laboratory/Cellular

Psychology

2007 20 (35.5) 1 0 0 57.1 2008 12 (41.5) 2 1 0 80.0 2009 16 (44.4) 4 1 1 54.5 2010 17 (32.4) 2 0 0 42.1 2011 11 (35.5) 1 1 0 38.5

aData represent Animal Sciences student participation in the Denman Undergraduate Research Forum and reflects research conducted under the auspices of Animal Sciences faculty as well as faculty from other departments and colleges. bThe percentage of Animal Sciences student participants relative to total student participation in the Agriculture/Environmental Sciences division. cThe percentage of Animal Sciences student participants whose research was supported through the URIE program. Table 25. Summary of responses to selected statements from The Ohio State University Department of Animal Sciences 2009-2011 graduating senior survey.

Response, % Statement n Yes No

Did you conduct undergraduate research? 161 28 72

Did your research advisor provide adequate mentorship through your research project? 45 91.1 8.9 Did your research experience alter your career goals? 45 48.9 51.1

5.2.3.7 Internships Internships are required of all students pursuing studies in the CFAES. The goals of the internship experience are to provide an experiential learning opportunity for students to apply the concepts, knowledge, and skills gained during their undergraduate education to real world situations as they connect theory with practice. Students are expected to acquire work-related experiences through employer/employee relations, which will increase the marketability of the

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student for future employment. In addition, the internship experience provides students an opportunity to enhance written and oral communication skills, improve critical thinking skills, and promote awareness of community and societal issues. The majority of internships are completed by students of senior standing during summer quarter, and nearly equivalent numbers of students complete internships corresponding to three and five credit hours (Table 26). Limited numbers of students elect to complete more than one internship for academic credit, and while 15% of students choose to complete internships outside of the state of Ohio, the majority of internships are local (Table 26). Veterinary internships represented 21.3% of all experiences, followed by food animal production (20.0%), and research (18.3%) (Table 27). Within animal industries, dairy cattle internships dominated (40.8% of total food animal production internships). A survey instrument developed to profile Animal Sciences graduates of The Ohio State University was assessed to determine perceived value and employment outcomes associated with internships. The online survey was sent to graduating seniors (n=184) between 2009 and 2010 with a response rate of 48.9%. Ninety-four percent of survey respondents rated the internship as valuable to decision making and their future, and 28.6% of respondents were offered full-time employment by the internship sponsor.



Table 26. Profile on internships completed by Animal Sciences majors of The Ohio State University between summer quarter 2004 and 2010.

Variable Number Percent Academic ranka

freshman 7 1 sophomore 69 14 junior 159 31.4 senior 271 53.6

Quarter conducted autumn 41 5.6 winter 44 6.0 spring 75 10 summer 574 78.2

Minimum hours completedb 200 346 49.1 300 44 6.2 400 315 44.7

Internships completed 1 636 94.6 2 34 5.3 3 2 0.3

Locationc Local 612 84.2 National 111 15.3 Global 4 0.6

a Academic rank is reported for non-transfer students (n=506). Students with less than 15 credit hours of course articulation or who entered with proficiency examination credit are considered non-transfer students.

b Students complete a minimum of 200 h for 3 credits, 300 h for 4 credits, or 400 h for 5 credits. c Internships have been conducted across 36 states and three countries.

Table 27. Characteristics of internships completed by Animal Sciences majors of The Ohio State University between 2004 and 2010.

Variable Number Percent Category

Agriculturea 6 0.8 Food Animal industriesb

Beef cattle 38 5.2 Dairy cattle 60 8.2 Poultry 16 2.2 Pigs 28 3.8 Sheep 3 0.4

Companion animalsc 57 7.8 Conservation and wildlife management 31 4.2 Horse 71 9.7 Llama 2 0.3 Meat and food science 26 3.5 Nutrition 9 1 Researchd 134 18.3 Veterinary 156 21.3



Variable Number Percent Zoo and aquarium 31 4.2 Othere 66 9.0

a Positions excluding animal agriculture b Animal industries represented 147 (20.0%) of internships completed. c Includes positions in behavior and training, animal therapy and service, and kennel and shelter work. Does not include companion animal veterinary medicine. d 47.8% of research internships were supported through Departmental and College funding initiatives to promote research opportunities within the undergraduate curriculum. e Included positions in business (n = 36), education (n = 3), extension (n = 19), human health (n = 5), pharmacy (n =2), and politics (n =1)

5.2.3.8 Study Abroad The CFAES has established a college-wide goal of having at least 50% of its students participate in an organized international experience (study abroad, international research, international internships, etc.) before graduation. The Department of Animal Sciences has embraced this goal and has become a leader of international education activities in the College. For example, the CFAES offers roughly 20 study abroad options; of these, four are organized and coordinated by faculty and staff in Animal Sciences with assistance from the CFAES Study Abroad Coordinator and the OSU Office of International Affairs (OIA) (Table 28). Over the four-year period from 2008-2011, 25% of the resident directors (faculty or staff) leading study abroad programs in the College were from Animal Sciences. This leadership effort reflects more than just philosophical support for international programs because the financial benefit associated with weighted credit hours taught during in-country activities flows to the Office of International Affairs. Although OIA also carries much of the logistical burden (orientations, student background checks, budgeting, medical insurance, emergency assistance, travel requests for resident directors, etc.), there is little or no financial compensation to departments for faculty/staff time spent in direct support of study abroad or lost to other activities as a result of this commitment (see also footnote to Table 28). Given the nature of RBB at Ohio State, this loss of revenue and productivity represents a very real financial drain at the department level. Despite any financial disincentives to the Department, 54% of graduates from Animal Sciences in 2009-10 had enrolled in an OSU for-credit study abroad program as compared to 27% of graduates from the College as a whole. The actual number of Animal Sciences students participating is even more significant due to the size of the program. The Department is proud of this achievement because agriculture is a global industry and our graduates should be world citizens. Table 28. Study abroad opportunities sponsored by the Department of Animal Sciences.

Destination Topic Frequency/ Duration Description Credit* OIA/AS

Australia Animal Production

2 yr/6 wk Management regimes that support production, health & welfare, environmental impacts, and social acceptability of animal systems in Australia

15/0

Belgium, Germany, The Netherlands

Equine Studies in Europe

2 yr/10d Horse industry and how it is shaped by society, culture and economics within Europe

3/2



Destination Topic Frequency/ Duration Description Credit* OIA/AS

Chile, Ireland, New Zealand

Human and Animal Interactions

Annual/12 d rotating country

Political, economic, cultural, physical, and social differences regarding interactions between humans and animals used for various purposes

3/2

The Netherlands

Dairy Industry

3 yr/10d Political, economic, and social framework of the dairy industry in The Netherlands

4/1

*All courses are titled as Animal Sciences, but financial credit flows to the Office of International Affairs (OIA) for 600 level courses associated with in-country experiences. Because these courses substitute for others in the major, they represent a double financial loss to the Department. Animal Sciences does benefit financially from 1-2 credit, 200-level courses required in preparation for its short-term study abroad experiences.

5.2.4 Technology in the Classroom

The Department has not vigorously pursued technology in the classroom. At present, only AS 260 (Data Analysis for Interpretation and Decision Making) is formatted for distance delivery, and that change occurred only in the past year. AS 597 (Issues Concerning Use of Animals by Humans) utilizes an e-learning text, and two more courses, AS 200 (Introduction to Animal Sciences) and AS 330 (Principles of Animal Nutrition), are being evaluated by the instructor(s) for conversion.

5.2.5 Planned Curricular and Programmatic Changes

As noted previously, Ohio State is converting from a quarter- to a semester-based system for program and curriculum delivery, with a changeover target date of Summer 2012. Animal Sciences faculty members have approached the many challenges associated with this conversion by establishing a Q2S subcommittee from its standing Academic Affairs Committee. This subcommittee has provided leadership and consistency to the changeover process. While the existing Animal Sciences curriculum has been subject to almost continual modification throughout its existence, this is the first comprehensive curriculum revision over the past 25 years. It is beyond the scope of this document to provide details of either the current or proposed curriculum, but a high-level comparison is provided in Table 29, and notable changes include the following: Table 29. Comparison of quarter curriculum and semester curriculum. Current Curriculum Under Quarters New Curriculum Under Semesters BS in Agriculture, Animal Sciences Major - includes joint Veterinary Technology Program with CSCC

– students obtain Anim. Sci. BS from OSU and a Vet. Tech. AS from CSCC in 4 years

BS in Agriculture, Animal Sciences Major New specialization structure: - Animal Bioscience Specialization - Animal Industries Specialization - Veterinary Technology Specialization

BS in Nutrition, Animal Sciences Major (BS in Nutrition is shared with Human Nutrition – they have their own major)

BS in Nutrition, Animal Sciences Major

BS in Agriculture, Meat Science Major (new)



Current Curriculum Under Quarters New Curriculum Under Semesters Minors - Life Science - Animal Sciences - Animal Nutrition (2009) - Equine Science - Meat Science

Minors - Animal Sciences - Animal Nutrition - Equine Science - Animal Pre-Veterinary Medicine (new) - Meat Science

Certificate in Dairy Science (new)

1. The new curriculum will provide a broader species perspective that goes beyond traditional elements of the animal industries and will include additional focus on animal wellbeing, animal behavior, and the role of animals within our society, especially throughout the introductory level courses.

2. There will be an increased emphasis on global awareness throughout the curriculum and an effort to increase the availability of and participation in study tours and study abroad experiences.

3. The Animal Sciences major will be reorganized into specializations: a. An Animal Biosciences Specialization will provide flexibility for those students

who are considering opportunities in professional and graduate degree programs to obtain an additional emphasis in several natural science areas.

b. The Animal Industries Specialization will allow students the flexibility to obtain additional species training and/or disciplinary courses, as well as additional business courses to help them pursue career interests within animal production and allied industries.

c. The Veterinary Technology Specialization will remain a dual degree program, through which students may receive both a BS in Agriculture from OSU and an Associate’s Degree in Veterinary Technology from Columbus State Community College (CSCC). It requires course work at both OSU and CSCC. This is a very popular existing program through which five cohorts of students have successfully completed the dual degree.

4. Reproductive physiology and animal health (including animal immunology in the bioscience specialization) courses have been added to the core curriculum within the Animal Sciences major.

5. Students in the Animal Sciences major will be required to take a second production course. This requirement can also be met by participating in study abroad experiences or by taking an advanced course in Growth and Development or Comparative Nutrition (these courses are multi-species in nature).

6. A Meat Science major has been developed to give students the flexibility to pursue interests in the areas of:

a. growth and development and fresh meat raw materials b. meat processing and product development c. food safety and quality assurance d. a combination of the aforementioned areas



7. A Dairy Certificate program has been established to provide students pursuing employment within dairy production or processing sectors with additional training in dairy science through courses, extracurricular activities, and internships.

8. The Animal Sciences major under the BS in Nutrition has been modified to include Nutritional Immunology in Animal Systems, Comparative Animal Nutrient Metabolism, and a research methods course in the core curriculum.

9. A new minor entitled Animal Pre-Veterinary Medicine has been developed for non-animal science majors pursuing an interest in veterinary medicine.

10. The CFAES has recently approved a program that will allow non-honors students who participate in undergraduate research to graduate with Research Distinction.

5.2.6 Student Outcomes Assessment

The Department of Animal Sciences has never engaged in an “end-product” assessment of student achievements and outcomes from the learning process. The American Registry of Professional Animal Scientists (ARPAS) certification exams have been used in the past on an ad hoc basis to evaluate student learning, but the consensus of Department faculty has been that the quality of various specialization exams is highly variable, and no single exam is sufficiently broad based to serve as a general tool for assessing the outcomes of student learning. The Q2S conversion process at Ohio State has established a requirement for student outcomes assessment as a prerequisite for curriculum approval. For Animal Sciences, six program learning goals have been established, each with expected learning outcomes and methods/means by which the quality of student learning will be assessed. The assessment process requires direct and/or indirect measures with targeted performance standards. The six program goals include:

1. Communicate effectively, both orally and in writing 2. Develop global awareness, citizenship, and social responsibility 3. Contribute to respectful management of animals and the environment 4. Understand the integration of knowledge among anatomy, physiology, genetics,

nutrition, and reproduction 5. Understand the importance of the use of reliable knowledge, sound logic, and principles

of ethical decision making in problem solving 6. Have an awareness of how the disciplines of Animal Sciences enhance production and

companion animal management systems and impact their resulting products As an example of learning outcomes and the assessment process, one expected outcome of objective #4 will be an understanding of the interrelationships between biological systems relative to their impact on animal use (Outcome 4.2). Assessment tools will include:

1. Student performance in the capstone course on a group presentation involving an analysis of an animal or allied industry.



2. Student performance in the capstone course on a technical paper associated with a group project.

3. Student performance in the capstone course on the American Registry of Professional Animal Scientists (ARPAS) exam or some other comprehensive examination.

The minimum acceptable standard for this outcome will be 75% of students scoring 70% or higher on identified group tasks. When 90% of students obtain scores of 95% or higher on the selected assignments, a performance standard constituting programmatic excellence for this learning outcome will be attained. For the comprehensive examination, 70% of students should achieve a score deemed acceptable by the Department of Animal Sciences Academic Affairs Committee to exhibit competency in the Animal Sciences. When 95% of students obtain a score determined to exhibit competency in the Animal Sciences, the performance standard constituting programmatic excellence for this outcome will be attained.



5.2.7 Undergraduate Program Key Issues

Manage Workloads Associated with Quarter to Semester Conversion The upcoming Q2S conversion has already provided many opportunities to enhance undergraduate education, not the least of which has been a comprehensive review and revision of the curriculum in Animal Sciences, a process that is nearing completion. The starting approach with this review was to ask what is best for our students and their education/training without considering the limitations imposed by logistics and finances, but there will certainly be many practical challenges associated with the new curriculum that must be addressed if it is to be successful and sustainable. First and foremost, the Q2S will probably involve an increase in credit hours taught of approximately 15% and, equally important, an increase in instructor contact time of approximately 25%. These increases represent a significant challenge to the Department, especially given our current faculty and staff resources. The University full-time semester workload will be 26 hrs (excluding research credits [999], independent study credits, honors credits, etc.), and our content will include more laboratories than ever before. Strategies for meeting these demands for increased contact time must invariably include a) access to clinical track (professional practice) faculty titles in order to attract and retain faculty with 100% teaching appointments, b) greater reliance on Graduate Teaching Associates in the classroom and laboratories, and c) more reliance on distance-learning technologies because one-third of our regular faculty members are in Wooster. While our student population is quite capable of adapting to this change, our faculty must be willing to overcome what to this point in time has been a major cultural barrier. A related consideration will be the extent of our future participation in regional and distance learning programs such as the CIC and Ag Idea to reduce the demand and redundancies associate with local curriculum development.

Sustain Study Abroad Opportunities by Relying More on Short-term Experiences Animal Sciences faculty members are in general agreement that study abroad is a very beneficial and important activity for our undergraduates, but the current funding arrangement under RBB is difficult to rationalize. Long-term study abroad opportunities (6-8 weeks) undoubtedly offer the most cultural and professional benefit to participants, but such programs

Key Issue Balancing resources against opportunities for growth in undergraduate programs.

Potential Steps -Manage workloads associated with the Quarter to Semester conversion.

• Add clinical-track faculty (see Section 3.3). • Secure more teaching assistance from staff and graduate students. • Adopt distance-learning technologies to better access Wooster faculty.

-Sustain study abroad by using short-term experiences. -Find ways to enhance practical experience with animals. -Secure additional resources for scholarships, clubs, judging teams, and undergraduate research through philanthropic investments in the Animal Sciences (see Section 6.4).



also require more faculty/staff time and effort, for which there is no financial return to the Department under the current funding system. The courses offered under these programs currently also replace courses within the major and are, therefore, a double financial loss to the Department. Without a University-mandated change in policy to make long-term study abroad experiences fiscally sustainable, the Department will likely resort to a greater focus on short-term study abroad opportunities (10 -14 days) where there is a possibility to offer revenue-generating lead-in courses with less total commitment of time/effort by coordinating faculty and staff.

Find Ways to Increase Hands-on Exposure of Students to Animals The faculty, our industry stakeholders, and a segment of the student population would like to have more hands-on animal experience as part of the curriculum. Our current facilities are inefficient in terms of both function and accessibility for achieving this goal. For example, the current Animal Sciences arena permits live animals to be introduced to a variety of classes, and it is more efficient to move animals than students for this purpose. However, most students from a non-agricultural background have not experienced animals within the context of an actual production system where care, record keeping, and integrated critical thinking are essential. Much time is required to work with students to achieve this goal, and it is difficult to ask staff to multi-task, especially if time is taken from primary job responsibilities. Although some of our animal facilities are within a manageable distance to campus, they are all multiple-use facilities (research, outreach, teaching) and not ideally suited to the student experience. Perhaps the ideal solution would be to design and build a dedicated teaching unit that might include dorm facilities, but such a capital investment is beyond the means of the Department and would need to be a priority investment supported by the CFAES. Currently, the maintenance of existing animal facilities is a strain on Department resources and is being subsidized by student program fees that will need to be increased if access to animals remains an important part of the curriculum. An active internship program may continue to be the most viable approach for ensuring that highly motivated students have access to practical experience with animal production systems.

Secure Additional Resources through Philanthropic Investments in the Animal Sciences The Department of Animal Sciences has a large alumni base and enjoys the support of numerous stakeholder organizations (see Section 6.3). Many alumni benefited from scholarship support and access to extra- and co-curricular activities sponsored by the Department. Opportunities to increase philanthropic investment in undergraduate programs should be aggressively pursued (see Section 6.4).

Department of Animal Sciences, The Ohio State University STUDENTS AND EDUCATIONAL PROGRAMS: GRADUATE PROGRAM


Address Divergent Student, Stakeholder, and Faculty Interests As noted earlier in this report, the majority of students entering the Department of Animal Sciences have species interests related to companion and recreational animals; whereas, most faculty and staff have backgrounds with food animals and consider the management and production of such animals to be the primary focus of the Department. There is clearly an increasing tendency to hire new faculty with more basic, trans-species disciplinary training that is as directly applicable to companion animals as to food animals. The reality of the situation, however, is that such hires are not likely to address the species interests of undergraduate students, the food animal management focus of the undergraduate curriculum, or the production interests of industry stakeholders in the Department. How to acquire and maintain the faculty and staff resources to address these competing interests is perhaps the ultimate challenge faced by this and every other modern animal sciences program in the US.

5.3 Graduate Program

5.3.1 Graduate Program Summary (from Graduate Program Handbook 2009-201025)

The Graduate Program in Animal Sciences offers Master of Science (MS) and Doctor of Philosophy (PhD) degrees, and training is provided in both applied and basic aspects of animal sciences. The MS degree is designed to provide academic training beyond the Bachelor of Science degree in preparation for further graduate education or careers in research, industry, or Extension. The primary objective of the PhD program is to prepare students for positions that: 1) involve application of knowledge to various aspects of the animal enterprise, 2) are devoted to pursuit of knowledge in the discipline in which the student was trained, or 3) are in the research segments of industry or various agencies of government. All graduates are expected to be capable of producing scientific output of high quality and in desirable quantity for a prolonged period of time. To be considered for admission, students must have earned a BS or equivalent or professional degree from an accredited college or university and have a minimum of a 3.0 cumulative point-hour ratio (based on a 4.0 scale) in all previous undergraduate and graduate work. The Graduate Record Examination (GRE) is required, with a score of 1,000 (verbal plus quantitative) or greater preferred. Students not meeting these requirements may be considered for conditional admittance. An additional requirement for international applicants includes a minimum score of 550 (written), 213 (computer), or 79-80 (internet) on the Test of English as a Foreign Language.

Key Issue Addressing divergent student, stakeholder, and faculty interests.

Potential Steps -Decide and confirm who we are and what we want to be though self study and external review



The MS candidate is required to give a seminar the first year, usually as part of the 890 seminar series, and a seminar of a comprehensive nature upon completion of the degree. The PhD candidate is required to give a one-hour seminar prior to admission to candidacy, usually as part of the 890 series, and a one-hour seminar at completion of the degree. The completion seminars, usually referred to as exit seminars, are normally given prior to the thesis/dissertation defense. The above requirements are the minimum, and MS and PhD students are often expected to give at least one seminar per year of enrollment. Participation in teaching and research programs of the Department are essential components of the student’s training. The major professor of each student has the responsibility for evaluating the student’s research activity. The professor teaching each course in which the student assists has the responsibility of evaluating the performance of the student as a teaching assistant and working with the student to improve the student’s teaching skills. Fellowships and graduate associateships are available through the Department and University for outstanding graduate students. Associateships are awarded at the discretion of the Chair of the Department of Animal Sciences. Primary considerations in such decisions are the qualifications of the applicant and the productivity of the advisor. In addition, the Chair also takes into account the number of Departmentally funded students that an individual professor has and the date funded students are anticipated to finish. Supplemental support from soft money is encouraged and may be required.

5.3.2 Enrollment Trends

Admission requirements are based on the University’s Graduate School Admission Requirements, and admission to the program is dependent on the availability of a major advisor. Full-time graduate students enrolled in Autumn 2010 totaled 50. The MS and PhD enrollment trends since 2001 are shown in Figure 27a, and the male and female students trends are shown in Figure 27b. Domestic students currently comprise 68 percent of the student population (62% Ohio residents and 38% out-of state), and 32 percent are international (representing Brazil, China, India, Poland, and Taiwan). The domestic and international student trends since 2001 are shown in Figure 28a. Historically, around three-fourths of Animal Sciences students hold either graduate research associateships or fellowships (Figure 28b). Faculty members also advise several PhD students who are enrolled in interdisciplinary programs.



a b Figure 27. (a) Number of Graduate Students (15-day enrollment for Autumn Quarters). (b) Graduate enrollment by male and female student numbers.

a b Figure 28. (a) Domestic and international Graduate Student counts. (b) Percent of Graduate Students with funding support.

5.3.3 Graduate Curriculum

The graduate curriculum emphasizes gaining expertise in the disciplinary field of focus through courses from throughout the University. In addition, students always take a strong series of classes in statistics and biometry to be able to correctly analyze data collected in their research.

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The Department stipulates a minimum course load for all graduate students of three credit hours per quarter. All graduate students are expected to enroll and participate in the Animal Sciences 890 seminar series each quarter that it is offered. Students that are receiving an associateship must register full time throughout their degree program. A student pursuing the MS degree must accumulate 45 quarter hours post-baccalaureate. A PhD requires an additional 90 hours (135 post-BS). No student should accumulate more than 260 credit hours. The hours counted toward the degree will consist of graded course work (500 level and above except for Animal Sciences courses, which must be 600 level or greater) as well as research (999) and seminar credits. No specific combination of coursework and 999 credit is required. Most students typically complete a core of courses, usually 20 to 50 credit hours, from disciplines required to meet the training needs of their research specialty. The specific courses to be included are initially determined by the advisor with input from the graduate student. This coursework plan should then be reviewed and approved by the student’s advisory committee at its first meeting. The courses to be taken will largely depend upon the nature of the research to be completed, the student’s former academic record, and the professional goals of the student. It is also recommended that the student’s curriculum include a minimum of two graduate level Animal Sciences courses (600 level or greater) that are outside the student’s discipline to increase breadth of understanding of the animal sciences. One of the primary issues raised in the Strategic Planning process in 2008 was that graduate students were focused on their discipline endeavors to the extent that they did not develop as animal scientists (i.e., professionals who have the breadth of understanding to be true leaders in the field). Since 2008, the Department has focused on students broadening their understanding of the animal sciences by taking more courses that are not directly related to their focused discipline research endeavor, particularly with students who have a desire to focus their career in industry or academia with an outreach emphasis.

5.3.4 Student Opportunities and Accomplishments

Animal Sciences graduate students can join the Animal Science Graduate Student Association (ASGSA), an organization that represents students in the MS and PhD programs in the Department. The objective of this organization is to promote communication and professional relationships for those interested in animal sciences. The organization holds fundraisers, team-building activities, and several events throughout the year that encourage and promote research and thought in the field of animal science. Graduate students also have input on the graduate seminar structure. Topics currently are based on student graduate research rather than a subject chosen by vote. In the past six years, students in the Animal Sciences program were recognized with four College or University awards in addition to seven and 10 awards from regional (e.g., Tri-State Dairy Nutrition Conference, ASAS MW Section Meeting, etc.) and national (e.g., Poultry Science Association, Dairy Science Association, etc.) organizations, respectively (Table 30).



Table 30. Number of awards received by graduate students in last six years. (Complete list located in Appendix Item A6.)

Years College/Univ./State Regional National/International A P S I A P S I A P S I 2006-2011 2 1 1 6 1 2 6 1 1

Annual graduate student awards in Department are not included. A = Graduate student award, P = Award or recognition for presentation or poster, S = Scholarship or grant, I = invited speaker Graduate students are encouraged to participate in annual conferences related to their research areas and in the publication process. For example, 10 graduate students gave oral and/or poster presentations at the National ASAS/ADSA Meetings in July 2011, and in 2010, graduate students were first authors or co-authors on at least 23 scholarly publications.

5.3.5 Assessment and Ranking

OSU Doctoral Program Assessment. In 2008, The Ohio State University Graduate School released a “Doctoral Program Assessment and Plan” for OSU doctoral programs over the 2007-2008 academic year.26 The Department’s doctoral program was rated as one of 10 professional programs in the University that must reassess or restructure. Unfortunately, the Assessment did not detail its findings on shortcomings of the Department’s program. The criticisms in their entirety were “The Graduate School notes uneven planning and or program standards in Animal Sciences.” When clarification was requested, the clarification received was nonspecific and alluded to direction and focus, new frontiers in the field, graduate recruitment, and forward thinking. Based on self-assessment, one area where the program was deficient in this “snapshot” evaluation was GRE scores of students admitted during the sample time period. On the other hand, the Graduate School Assessment noted that the Department “shows evidence of attracting underrepresented minorities to its doctoral program.” As English was the second language of minority students recruited during this snapshot, their GRE scores reflect deficiencies with their command of the exam materials, such as in the verbal section, as illustrated in Table 31. The Department has chosen to maintain diversity in the Department at a cost to some of these rating metrics. Table 31. Average admitted graduate student GRE scores and undergraduate GPA.

Year Degree GRE (overall) GRE (Verbal) GRE (Quantitative) Undergrad GPA 2011 M 1155 490 665 3.36

P 1144 462 682 3.16 2010 M 1076 449 627 3.28

P 1060 465 595 3.30 2009 M 1103 463 640 3.43

P 1065 460 605 3.55 2008 M 1144 488 656 3.69

P 1194 500 694 3.31 2007 M 1029 423 606 3.06

P 1068 405 663 3.34



Year Degree GRE (overall) GRE (Verbal) GRE (Quantitative) Undergrad GPA 2006 M 1090 359 620 3.59

P 1120 373 747 3.35 NRC Ranking. The National Research Council (NRC) assessed doctoral programs in the US and compiled a data-based assessment in 2010. Over 5,000 doctoral programs in 62 fields at 212 universities provided data, which included faculty research productivity, institutional support for students, and diversity. The data were collected from academic year 2005-2006 through questionnaires sent to faculty, administrators, and students. Twenty characteristics were used for ranking. Two different ranking systems were used: Survey-based (S) ranking and Regression-based (R) ranking. For the R-Rank, “Programs are ranked highly if they have similar features to programs viewed by faculty as top-notch” while for the S-Rank, “Programs are ranked highly if they are strong in the criteria that scholars say are most important.”27 More information on the rankings can be found at http://www.nap.edu/rdp/docs/report_brief.pdf. The “Field” of Animal Sciences was assessed through 60 “Programs” (e.g., Animal Sciences, Dairy Sciences, Meat Sciences, Zoology, etc.) at a number of institutions, including The Ohio State University. Table 32 provides a summary for the OSU Department of Animal Sciences rankings. In the R ranking, the Department ranked 7 (out of the 60 programs) under the 5th percentile, and in the S ranking, it ranked 11 (out of the 60 programs) under the 5th percentile. The 5th and 95th percentile basically indicate that one can say with 90 percent confidence that a unit’s “true” rank in the NRC’s analysis is somewhere between the 5th percentile (7 or 11 under R or S, respectively, for OSU) and the 95th percentile (35 or 40 under R or S, respectively, for OSU).27 Note that the 5th and 95th percentile (absolute and relative ranks) for R- and S-based rankings were adjusted in spring 2011 due to questions about faculty lists and related characteristics and to four substantive errors (details at http://sites.nationalacademies.org/PGA/Resdoc/PGA_044475). The R- and S-ranking values in the table are the adjusted values. Table 32. 2010 NRC Rankings for OSU Department of Animal Sciences (N=60).

Absolute Rank Relative Rank Ranking 5th percentile 95th percentile 5th percentile 95th percentile

Regression-based Ranking (R) 7 35 11.7% 58.3% Survey-based Ranking (S) 11 40 18.3% 66.7% Research Activity Ranking 10 40 16.7% 66.7% Student Support & Outcomes Ranking 31 56 51.7% 93.3% Diversity Ranking 19 34 31.7% 56.7%

“The degree of uncertainty in the rankings is quantified in part by calculating the S- and R-rankings of each program 500 times. The resulting 500 rankings were numerically ordered and the lowest and highest five percent were excluded. Thus, the 5th and 95th percentile rankings—in other words, the 25th highest ranking and the 475th highest ranking in the list of 500—define each program's range of rankings.”28

For clarification, the Research Activity Ranking reflects characteristics such as publications, citations, faculty with research grants, and honors and awards recognition. Faculty in science placed greatest weight on grants per faculty member. The Student Support & Outcomes Ranking reflects characteristics such as percent of students fully funded first year, percent of

http://www.nap.edu/rdp/docs/report_brief.pdf�

http://sites.nationalacademies.org/PGA/Resdoc/PGA_044475�



students completing degrees in given time, and expected placement in academic positions. Surveyed faculty tended to prioritize student support and completion rates. The Diversity of the Academic Environment Ranking reflects characteristics such as percent of underrepresented minority group faculty and students, percent of female faculty and students, and percent of international students. Faculty tended to prioritize percent of underrepresented minority students. Table 33 lists individual variables that were provided from the original report. These data corroborate the Department’s own assessment of the faculty and graduate program: funding support for students and publications are among the Department’s strengths while GRE scores of incoming graduate students and time to degree completion are among its weaknesses, at least on paper. Data on time to degree have been compiled by the OSU Graduate School, but these data are based on student rosters that include part-time students and students who applied to graduate school but did not choose to pursue a degree and, thus, are somewhat misleading. The next section provides additional data on time to degree. Graphs of the R- and S-based rankings of the OSU Department of Animal Sciences compared to benchmark institutions can be found in the Appendix Items A7 and A8. Table 33. 2010 Animal Sciences NRC ranking on individual NRC variables.

Variable Raw Score Absolute Rank Relative Rank (%) Publications per Allocated Faculty 1.85 13 21.7% Average Citations per Publication 1.21 37 61.7% Average GRE 621 44 73.3% Time to Degree Full and Part Time 4.63 31 51.7% Percent of Faculty with Grants 75% 38 63.3% Percent Faculty Interdisciplinary 39% 19 31.7% Percent Non-Asian Minority Faculty 0% 36 60.0% Percent Female Faculty 10% 47 78.3% Awards per Allocated Faculty 0.20 22 36.7% Percent 1st yr. Students with Full Support 100% 1 1.7% Percent 1st yr. Students with External Funding 0% 14 23.3% Percent Non-Asian Minority Students 25% 6 10.0% Percent Female Students 41% 30 50.0% Percent International Students 29% 35 58.3% Average PhDs 2002 to 2006 5.20 12 20.0% Percent Completing within 6 Years 47% 50 83.3% Percent Students in Academic Positions 20% 25 41.7% Number of Student Activities Offered (MAX=18) 18 1 1.7%

Student Surveys. The OSU Graduate School does not currently do exit surveys of graduate students. The Office of Institutional Research and Planning is preparing to start an exit survey as soon as the Institutional Review Board (IRB) approval goes through. According to the Graduate School, this should start by fall quarter of 2011 at the latest.

5.3.6 Time to Degree and Placement

Table 34 lists the number of graduate degrees conferred to Animal Sciences graduate students from 2000-2010.



Table 34. Graduate degrees conferred.

Year Completed PhD PhD, other* Completed MS-A Degrees Yr Total 2000 5 13 18 2001 4 1 4 9 2002 6 5 11 2003 6 8 14 2004 3 4 7 2005 5 1 4 10 2006 6 1 6 13 2007 3 1 9 13 2008 2 2 6 10 2009 4 3 10 17 2010 1 7 8

OSU only; some faculty advised students from other universities. *OSUN, FST, or ESGP students advised by Animal Sciences faculty (only OSUN prior to 2008).

Table 35 lists the average time it took MS and PhD graduate students graduating 2008-2011 to complete their degrees according to Departmental records.

Table 35. Time to degree for graduated MS and PhD students 2008-2011.

MS (26) PhD (7) MS/PhD* (1) Average 2.4 5.2 5.8 High 4.0 9.3 5.8 Low 1.8 4.3 5.8

Number of students is in parentheses. Animal Sciences graduates only. *MS/PhD: time to complete MS and PhD in Department

The placement of students who graduated 2008-2011 is tallied in Table 36. Table 36. Graduate student placement, 2008-2011 graduates.

Continued Education

Pursue Vet. Med.

Post Doc Faculty Other

Academia Job Govern-

ment Industry Unknown Not Currently Employed

MS 8 3 1* 4 8 1 1 PhD 3, 3, 1, 1

1 OSUN, 1 ESGP

1 OSUN 1 FST 2 OSUN

*Columbus State Community College

5.3.7 Role in Teaching

The current structure of graduate student teaching is directed by the Graduate Program Handbook of the Department of Animal Sciences, which requires at least one teaching assistant assignment for MS students and two for PhD students. This is viewed as the minimum experience per student, and completion is overseen by the Graduate Studies Committee. Students receiving financial support may be asked to participate in additional assignments as part of their 20 hr/wk service to the Department. At present, all funded graduate students in the Department are Graduate Research Associates (GRAs) per tradition of the Department and



funding sources. Thus, the Departmental Graduate Program Handbook would need to be revised to accommodate Graduate Teaching, Advising, or Extension Associates. Variation in depth and quality of the teaching experience are influenced by:

• Desire of the student to gain teaching experience in addition to research training; • Desire of the faculty members for the same relative to their student(s); • Location of advisor (Columbus vs. Wooster). Opportunities are greater for Columbus

students but could be expanded for Wooster students via increased participation in teaching at the Agricultural Technical Institute (ATI) in Wooster.

The contract that each student signs annually, regardless of internal or external funding source, has the following listed under “Expectations”:

The GRAs are expected to commit up to 20 hours per week on duties and responsibilities in the Department. This work shall include, but not necessarily be limited to, research responsibilities assigned by the student's major professor, assisting in courses taught in the Department…and any other responsibilities assigned by the Department Chair”

Traditionally, the Chair has allowed these 20 hours to be used by the student’s advisor as desired within their programs, with the exception being when the student is fulfilling their required teaching experiences and occasionally, some service activity.

5.3.8 Trans-Disciplinary and International Graduate Research

The Department collaborates with the Department of Human Nutrition in the College of Education and Human Ecology through the inter-disciplinary PhD program, Ohio State University Nutrition (OSUN), which is a cooperative effort involving four colleges: Education and Human Ecology; Food, Agricultural, and Environmental Sciences; Medicine; and Veterinary Medicine. The program was established in 1996, and currently over 40 OSU graduate faculty members are associated with it. Eleven OSUN faculty members, including the Director, are from the Department of Animal Sciences. Eight PhD students advised by Animal Sciences faculty have graduated from the program since 2001. One faculty member in the Department is also involved with the Environmental Sciences Graduate Program (ESGP), a campus-wide program focused on pursuit and dissemination of knowledge in the interdisciplinary field of environmental science. One Animal Sciences PhD student graduated in 2011 from this program and another continues her studies in the program. Graduate research in the Department of an inter- or trans-disciplinary nature formally falls under OSUN or ESGP; otherwise, such research programs are developed on an individual basis to accommodate a student’s interest. The Department does not have a formal arrangement for international graduate education experience. International research and collaboration is generally at the discretion of individual faculty members and graduate students in the Department. Recent international experiences include the following examples. An Animal Sciences PhD student is currently on a one-year



residence at the University of New England (UNE) in Armidale, Australia, working on a CRC litter project. A PhD student completed a three-month international internship in Japan after her MS, and her doctoral research is in collaboration with the Animal Science Welfare Centre, Australia. A graduate student is working jointly with faculty members in the Department and from the Animal Welfare Science Centre, Australia, on completing an OSU MS degree in pig animal welfare through studies in both Australia and the US. A graduate student completed a three-month research program at AgResearch, Hamilton, that was funded by the Australian Beef CRC and supervised by a faculty member from the Department, AgResearch, and University of Queensland, Australia. During 2008, a graduate student (working with a Department faculty member and Extension program specialist and a member of the Animal Welfare Science Centre, Australia, on poultry welfare research projects) completed a MS program and subsequently entered the graduate program at the University of Melbourne.

5.3.9 Graduate Program Key Issues

Graduate Student Curriculum Traditionally, the Department permits the Advisory Committee of each student to set the degree coursework based upon needs of the individual student for graduate research and career aspirations. Flexibility to tailor each program is seen as a primary advantage of the program; however, since the Department does not require every student to take a certain number of Animal Sciences courses, this is a distinct disadvantage to enrollment in some courses and fiscally under the OSU budget plan. The question becomes choosing between what is generally best for the student versus what is profitable for the Department. To alter tradition will mean requiring certain courses, like statistics and physiology (not currently taught), for all students in pursuit of some minimum knowledge level. It will also require working through the two-campus situation for required Animal Sciences courses, as students and their research projects are based in both Columbus and Wooster. Altering this tradition to require particular courses, with the exception of seminar and a soon-to-be-resurrected course in ethics for PhD students, is complicated by the fact that this scenario is not supported by the faculty. Although a number of graduate courses are offered, under the current system, low enrollment in graduate-level courses has led to fewer courses at this level in the Department as well as cancellation of courses that are not profitable in the current OSU budget model.

Key Issue Revising the graduate curriculum.

Potential Steps -Adopt a core curriculum that requires more courses in Animal Sciences (e.g., ethics in research, biometrics, physiology).



Implement Professional MS Program with Elements of Distance Education One strategy to meet future student needs is to develop non-thesis and professional MS programs in the animal sciences to provide professional training to industry personnel and educators and to strengthen course offerings at the graduate level. The Department is developing a non-thesis Animal Sciences MS to provide in-depth training in the animal sciences to students not pursuing research-based careers. This approach is a priority of the OSU Graduate School, and the Graduate School has the support structure in place for developing these types of programs. Other areas that have been identified within the Department as potential professional MS programs are Meat Science (potentially in collaboration with Food Science and Technology, Ohio Department of Agriculture, and OSU Extension) and Human/Animal Interactions (potentially in collaboration with OSU College of Veterinary Medicine, the Animal Welfare Science Centre in Australia, Ohio Veterinary Medical Association, and OSU Extension). A Graduate Certificate program in Animal Welfare is an additional component of this program with the same collaborators. The knowledge gained about implementing distance education in such professional MS programs could translate into better strategies within the Department itself for dealing with its two-campus teaching predicament. An often suggested solution to the two-campus dilemma is some form of distance education when it comes to teaching students on both campuses at the same time. However, implementation of programs to teach graduate courses online and across universities are only slowly developing due to the difficulty of receiving adequate credit and tuition for teaching, which is crucial within the OSU budget model. Although the two-campus scenario that has faculty and graduate students based in Columbus and Wooster is often an obstacle to endeavors involving groups from both locations, it also provides an incentive to develop distance-learning practices. The College has been updating video conferencing equipment across its units, so at least some modern infrastructure is already in place. Other programs outside of the University also provide possible opportunities in which to develop distance education modules or to take advantage of existing modules. One often cited obstacle to involvement in such programs is set to disappear as OSU moves to semesters, so its academic schedule will mesh better with the majority of US institutions who are on semesters. One academic model open to the Department (OSU is already a member university) is the CourseShare program under the Committee on Institutional Cooperation (CIC), a consortium of Big Ten member universities and the University of Chicago.29 This program

Key Issue Improving graduate student numbers and quality.

Potential Steps -Implement MS program (non thesis) with elements of distance education (e.g., CIC course share), including a graduate certificate program in animal welfare. -Increase international partnerships.



allows faculty the “chance to collaborate with respected peers at CIC universities, expand course enrollments with talented students, employ new technologies, fill curricular gaps, preserve specialized courses, and strengthen student recruitment efforts.” Students have “the opportunity to take specialized courses offered at other CIC institutions from a distance, eliminating the need to temporarily relocate.” AG*IDEA,30 a “national consortium of land grant universities offering programs and courses in agriculture disciplines,” allows another opportunity for distance education, although Ohio State is not currently a member institution. “The Great Plains IDEA is a collaborative project of member institutions to support internet-based programs offered jointly by multiple institutions. Academic programs are the core of the Alliance.” Possible limitations of these programs include the fact that CIC is limited to the Big Ten and University of Chicago and that AG*IDEA wants a programmatic set of courses rather than single courses that take advantage of individual expertise. However, before any such collaboration could be considered, budgetary concerns about financial credit to the Department that exist with programs such as CIC and Ag Idea must be solved. The OSU budget model does not support flexibility in this regard.

Increase International Partnerships An appreciation of international practices and cultures in animal agriculture and other aspects of animal interactions is becoming more important as the concept of a “global economy” progresses. Currently, graduate students in conjunction with their advisors in the Department undertake international experiences on their own accord. Although pursuit of these types of opportunities is often promoted, no structure is in place to support these programs. Hence, advisors and students that lack international experience and/or relationships do not have a means to participate in this invaluable learning experience. Without structured programs that provide preparation, overcome bureaucratic obstacles, and instill confidence to less adventurous students, and at the same time provide graduate education and research opportunities as a component of the international experience, participation will likely continue to be erratic. Hence, a future strategy is to promote international experiences for graduate students by expanding and structuring current, albeit informal, international partnerships. Our aim is to make opportunities for international experiences a unique and distinctive aspect of graduate training in Animal Sciences at OSU. This program will aid in recruitment of high merit students and enhance graduate training for global careers. Already, efforts in this area with individual faculty members are ongoing with Australia (meat science and animal welfare). Also, multiple existing relationships with professors and institutions in Brazil in various disciplines (nutrition and reproduction) make this a very likely location and the location is consistent with OSU’s identification of Brazil as one of three “Global Gateways”. Another logical site is China (another Global Gateway) due to relationships with various institutions in this country (microbiology). Our vision is that many students would be afforded short term research experiences (e.g., 3-12 months) as a component of their graduate education. Reciprocal visits by graduate students from the host country would be a component of this program. In fact, these types of visits from Brazilian graduate students and 5th year veterinary and animal sciences students have been



ongoing for the past five years. We are committed to building programs that provide like opportunities to our students, moving in the other direction. A more formal student exchange plan could be implemented within a Gateway country and within targeted fields of reciprocal excellence that utilizes internships for the US and foreign students. Expected advantages of international experience include increased global awareness and expanded student training in other production systems and cultures.

Increase Industry and Government Partnerships Funding and recruitment are two on-going challenges in the Department. The degree of competition for limited numbers of high-quality domestic students with other US universities requires focused recruiting efforts by potential advisors and the Department. Adequate funding to sustain the critical mass of graduate students has also been a challenge, especially with very limited access to fellowships provided by the Graduate School to the CFAES due to a process that allocates fellowships noncompetitively to departments based upon history of past competitions rather than on academic potential of applicants. In addition, the cost of an associateship and tuition equals or exceeds the cost of hiring a well-qualified Postdoctoral Associate, which limits the number of students recruited with extramural funds. One strategy is to expand interdisciplinary, industry, and government partnerships to recruit high-quality students, to sustain a critical mass of graduate students, and to promote a culture of collaboration. The on-going challenge of funding graduate students can be somewhat alleviated by acquiring and facilitating partnerships to sustain graduate student numbers and training. This approach has been a priority in the past few years, and partnerships with Select Sires, the CRC program in Australia, USDA-ARS, Alltech, and others extend Departmental funding to more students and heighten their training. The Department plans to increase this collaborative approach to funding students with recognition that this model may clash with the idea below of increasing use of graduate students in a teaching capacity, as partners may not be amenable to having their recruits’ time and resources taken away with Departmental teaching responsibilities. As another avenue of funding, the Department must consider pursuit of endowments that support graduate education as well as funding sources not previously accessed, like foundations.

Establish a Culture of Graduate Student Teaching A majority of a graduate student’s time in Animal Sciences is devoted to research and the advisor’s program. This tradition exists even though each student is contracted to devote 20 hours to the Department of Animal Sciences. Increased contribution of graduate student time

Key Issue Funding of graduate students.

Potential Steps -Increase industry and government partnerships for funding and culture of collaboration. -Establish a culture of graduate student teaching.



to teaching could ease the teaching load associated with a growing undergraduate program. Expansion of the role of students in assisting with teaching would require a change in culture of the Department for both faculty and the Chair, as faculty members largely consider these hours theirs and traditionally the Chair has followed this model. Additionally, the impact of this expanded role on the duration of the student’s program and associated funding would be an important consideration. The Department is strongly considering greater use of graduate students to support its teaching mission and to augment the student’s training in teaching, apart from the aforementioned potential conflict between partner funding sources and graduate student teaching. Students based in Wooster would not be able to easily take advantage of this opportunity, since undergraduate teaching occurs on the Columbus campus. However, the Wooster campus is near ATI, Ohio State’s post-secondary institution for technical education in agriculture. ATI provides a possible opportunity to allow teaching experience by expanding the use of graduate students located in Wooster, as much instruction at that location is currently contracted. Such a scenario must result in financial gain for the Department that could be used to ease the teaching load in Columbus. In addition, the Department expects higher teaching loads in Columbus under semesters and the revised undergraduate curriculum, so it could benefit by expanding graduate student teaching in the enhanced “hands-on” curriculum to in turn increase student experience and mentoring as teachers.

Department of Animal Sciences, The Ohio State University OUTREACH AND ENGAGEMENT


6 Outreach and Engagement

The Ohio State University defines outreach and engagement as “meaningful and mutually beneficial collaborations with partners outside the academic community. This may include partners such as those in education, business, and public and social service.” Under this broad definition, all faculty members in the Department of Animal Sciences have a substantial commitment to outreach and engagement regardless of their salary lines or appointments. In fact, much of the applied teaching and research conducted by Animal Sciences faculty and staff is in direct support of stakeholder (industry, agency, producer, alumni) needs. Because such efforts are part of the Department’s fabric of daily activities, they are necessarily difficult to quantify. A recent survey of outreach and engagement for calendar year 2010 provides a snapshot of the type and degree of engagement between Animal Sciences faculty/staff and the Department’s various stakeholder groups (Table 37). Expenditures from Development and Gift accounts supporting these activities and associated applied research have averaged $326,000/yr over the past decade (Figure 29). Many Animal Sciences faculty members also participate in competitive grant projects (research and training) with major outreach components. In 2010, the Department managed almost $920,000 in such resources. Table 37. Summary of outreach and engagement efforts by Animal Sciences faculty/staff in 2010.

Presentations Products No. Attendance Publicationsa Multimedia/Websitesb Group Leadershipc

235 18,746 77 39 45 a includes bulletins, fact sheets, eXtension articles, proceedings, newsletters, and popular press articles b includes websites, videos, TV/radio, and on-line databases and resources c includes conferences, roundtables, workshops, contests, and judging teams At the core of the Department’s service to non-academic entities is the organized educational system arising from the partnership between USDA and the land grant institutions, as defined by the Smith-Lever Act of 1914. This partnership in Ohio has been known as Ohio State University Extension (OSUE) since the 1980s.

Figure 29. Gift and development account expenditures by year 2001-2010.

1.5

1.0

0.7

2.5

1.9 2.

2

1.2

1.6

1.6 1.7

1.9

1.8

1.0

1.8

2.0

1.4

1.2

1.8 2.

1

1.7

$0

$1

$1

$2

$2

$3

$3

$4

$4

$5

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

Expe

nditu

res (

x 10

0,00

0)

Year

"G" Accounts Expeditures Development Accounts Expenditures



6.1 Faculty and Staff Resources Dedicated to Outreach and Engagement through OSUE

Eleven Animal Sciences faculty members receive partial salary support from OSUE, either through the Department’s direct budget line or through joint appointments with the Departments of Food Science and Extension (Table 4). OSUE currently provides direct funding for 5.43 faculty FTE in Animal Sciences. The efforts of these individuals are facilitated by six staff members representing 4.70 FTE. An additional staff FTE dedicated to companion animal programming is supported entirely through the Department of Extension. These program specialists are based in Columbus (5), Wooster (1), and elsewhere in Ohio (1). Extension programs are typically species focused for delivery to targeted clientele groups; however, some programming is topical in nature for more broad-based delivery, e.g., animal welfare, youth development, environmental sustainability, food processing, and meat quality.

6.2 Animal Sciences Extension and the CFAES Signature Areas

As noted previously, the CFAES has advanced three signature areas in its 2009-13 strategic plan with an expectation that departmental outreach/engagement efforts will align with one or more of these areas (Figure 30).



Figure 30. Extension, Teaching, and Research within the Department of Animal Sciences.


Food/ Fiber



Department Foci

Teaching

(Undergraduate)

Research

(Faculty/Graduate)

Extension & Outreach

(Faculty/Staff)

CRC, ASWC, etc.

CFAES Signature

Areas


Food Security,

Production, & Human

Health

Environ-mental


Advanced Bioenergy

& Biobased Products

Equine Industries

Youth, 4-H

Equine

Companion Animals

Commercial production, processing, distribution, environment

-Industry/ Corporation

-Agencies (state/fed. gov’t)

-Organizations (commodity, etc.)

-Farmers

Youth, 4-H

Meat

Beef

Dairy/ Mammary

Poultry

Sheep

Swine

Outreach

Behavior/ Welfare

Study Abroad

Companion Animals

Equine

Genetics Nutrition Physiology Reproduction Management Behavior & Training

Human-Animal Interactions

Beef Dairy Meat Sci. Poultry Sheep Swine

Genetics Nutrition Physiology Tissue Biology &

Processing Production Reproduction Management Evaluation & Selection

Anaerobic Microbiology

Professional & Technology

Paths:

Pre-Veterinary & Professional

Veterinary Technology

Beef

Dairy

Poultry

Sheep

Swine






Genetics Physiology


& Paths:




For Animal Sciences, there is a clear and direct connection to Food Security, Production, and Human Health. Historically, animal production has been a primary focus of Extension efforts in the Department, and there is nothing to suggest a change of core values is needed. Efficient production of food animals is essential for farm profitability and, thus, a sustainable and affordable supply of food for consumers. Beyond developing management systems for production efficiency and economic viability, quality assurance programs in all livestock species are aimed at providing safe, wholesome products to consumers and are at the heart of most outreach programs in the Animal Sciences. To be successful, these efforts require positive interactions along the entire food chain from livestock producers to food processors to wholesale and retail distribution outlets to the consumer. A summary of current production/management programs and projects provided by Extension faculty and staff in Animal Sciences is given in Table 38. These activities are mostly species/discipline based. Table 38. Species or discipline-based Extension programming.

Species/Discipline Programs and Projects Beef • Beef 509: 3-day short course for producers, retailers and industry about importance of

producing high quality food animal products from conception to consumption • Feedlot Management—Great Lakes Professional Cattle Feeding Program • Beef Team Newsletter • Managing Dynamic Change Program: advanced beef school for cattle producers; promotes understanding and coping with changes in beef industry • Forage-based beef production methods assessment project

Dairy • Mastitis Control • Tri-State Dairy Nutrition Conference: by The Ohio State, Purdue, and Michigan State Universities, in conjunction with an industry-based committee, for professionals who provide nutritional advice for dairy farmers • DAIReXNET eXtension Community of Practice • Buckeye Dairy News • Sesame: computer software program that shows an in-depth look at the nutrients within a feed commodity and then reports whether the nutritional value of that feed, compared to current market price, is a good value to the dairyman • Nutrition Discussion Roundtables • Dairy Issue Briefs (DIBS) • Integrated research and Extension project to measure variation on dairy farms

Equine • Regional Information Network System (REINS): Program to educate equine enthusiasts throughout the state and continued growth of the Ohio horse industry

Meat • Processing workshops • Hazard Analysis & Critical Control Points (HACCP) training • Safe Quality Food (SQF) Awareness training • Thermal Processing of Ready-to-Eat (RTE) Meat Products training

Poultry • Midwest Poultry Convention: Turkey Breeder Workshop • Multi-state Poultry Nutrition Conference • Multi-state Poultry Health Conference

Sheep • Lamb 509: 3-day short course for producers, retailers, and industry personnel on importance of producing high quality food animal products from conception to consumption • Sheep Day: Provides sheep producers with a "model" sheep operation so they can take the knowledge and technology to their home sheep operations • Ohio Shepherd’s Symposium: Teaches sheep producers how to more effectively and efficiently produce sheep and wool



Species/Discipline Programs and Projects • Howard Wyman Sheep Industry Leadership School: Training on sheep production, processing, and marketing strategies for sheep producers from around the country • District Sheep Meetings: District program for sheep producers • Ohio Lamb Chef’s Day

Swine • Ohio Pork Congress and Professional Pork Producers Symposium • Pork Information Gateway • Pork Bridge, Sow Bridge: distance education programs offered to U.S. and International swine producers annually • National Pork Board’s Animal Science Committee and Extension Advisory Committee • Pork Quality Domain Editor: eXtension Hogs, Pigs, and Pork • Midwest Swine Nutrition Conference

Other • Development of locally grown and marketed animals arising from interactions with producer and consumer groups; considers farmers in economically depressed areas of Ohio as well as those seeking alternative agricultural enterprises

Environmental Quality/ Sustainability and Advanced Bioenergy /Biobased Products are signature areas that have not been traditional focus points for Animal Sciences Extension programming, but changing expectations of producers, consumers, and society, in general, have made these rapidly emerging themes for both research and outreach. In Ohio, many animal production units are under scrutiny for their potential off-site impacts on environmental quality. A major goal of the Department’s Extension program is to make certain our policy makers move forward with a balanced perspective using the best-available, science-based information to support their decision-making process. In addition, the Department strives to be pro-active in developing management strategies that will help producers minimize both production costs and the environmental footprints associated with their operations (Table 39). There is also a developing focus on biomass to energy conversion in the Department that is a natural outgrowth of our traditionally strong program in anaerobic microbiology and resulting fermentation processes. While Extension programming in this area is still immature, our educational programs are being challenged to address a broad spectrum of industries and stakeholders, including those of the food processing industry, ethanol producers, manufacturers of bio-analytic technologies, and food animal producers. Our efforts to date are an attempt to coordinate this diverse industrial interest into educational programming to assure the success of biomass conversion to energy. A specific need addressed by our Extension program has been the development of economic and logistics models to educate animal agriculture and food processing industries on the sustainability of biomass conversion to energy. Table 39. Extension programs and projects related to environmental quality and biomass utilization.

Item Activity Formal Programs • Livestock Environmental Assurance Program (LEAP): Primer for environmental assurance

fundamentals to ultimately identify best management practices necessary to develop a Comprehensive Nutrient Management Plan • Mortality Composting Training: Training/cert. toward composting principles (Swine) • Biobased Energy Education Material Exchange System (BEEMS): multi-institutional program to promote use of renewable, biobased energy with emphasis on non-food crops.

Other Projects • Strategies to increase utilization of distillers grains (DGS) in cattle and sheep diets to reduce production costs, constrain manure output, and potentially improve meat quality • Programs to educate industry clients and employees on new rations and feeding regimens to reduce ammonia secretion and methane emission from dairy and beef cattle



In addition to its direct support of the CFAES Signature Areas, the Department of Animal Sciences has historically played a major role in educational programming for youth who participate in animal projects through 4-H and FFA, with a recent emphasis on improving quality assurance education and bridging the divide between food animal youth projects and food animal industries. Quality assurance programs, skillathons, judging contests, written subject matter resource materials, science-based programs on campus for elementary and high school children, etc. have all been part of the programming package (Table 40). Both food animal and recreational/companion animals have been addressed in recent years under the leadership of a faculty member hired specifically to manage and coordinate youth programming. These efforts are important for both skill development by youth and student recruitment for the Department and the CFAES. The latest available data from 4-H for the 2009 activity year reflect this fact. In the Science, Engineering and Technology subject matter area, over 50% of student participants in Ohio were involved with Animal projects (Table 41). Table 40. Extension programs and projects related to youth development.

Youth Type Programs 4-H • 4-H Programs: Companion, Dairy, Horse, Livestock, Poultry

• 4-H Skillathons (Ohio State Fair): Beef, Dairy, Dog, Goat, Horse, Poultry, Rabbit, Sheep, Swine • 4-H: Dairy Judging Teams, Dairy Palooza, Dairy Quiz Bowl, Buckeye Moos Newsletter, • State 4-H: Horse Show, Hippology Contest, Horse Judging Contest, Public Speaking Contest, Competitive Trail Ride, Groom & Clean Contest • Muscle Quality and Performance Barrow Show (Ohio State Fair) • Ohio State Fair Beef Performance and Quality Show • Ohio State Fair Carcass Review • PetPals: intergenerational program linking young people and their pets with senior adults

College • Academic Quadrathalon • Dairy Judging Team, Dairy Challenge Team • COWeers: information on careers in agriculture • Buckeye Bonanza: student-led horse sale

Other • Young Cattlemen’s Conference, youth-oriented Beef Quality Assurance program (BEST), Beef Expo Judging Contest • Youth Pork Quality Assurance Plus • Bi-state (OSU/Michigan State University) Poultry Youth Workshop • Quarter Horse Congress: Bowl, Communications, Judging, Hippology Contests • State FFA Livestock Contest

Table 41. 4-H activities report for 2009 in the STEM subject matter areas.

Topic No. of Participants % of Total Animals 118,777 50.5 Biological Sciences 42,005 17.8 Environmental Education/Earth Sciences 31,104 13.2 Consumer and Family Science 19,500 8.3 Ag in the Classroom 8,948 3.8 Technology and Engineering 8,759 3.7 Plant Science 5,917 2.5 Physical Sciences 521 0.2 Total 235,441 100.0

Data from: USDA REEIS Report on 4-H Activities, Ohio, 2009.



Animal welfare is not identified as a specific area for research or teaching within the Animal Sciences, but it has become an important topical component of Extension activities provided by the Department (Figure 30, Table 42). Since a recent vote by Ohio citizens for an Ohio Livestock Care Standards Amendment, which created the Ohio Livestock Care Standards Board, OSU Department of Animal Sciences faculty and staff have been participating in a technical research advisory committee (TRAC) and species-specific subcommittees to support the Board in establishing legal standards for animal care within Ohio. The committee is commissioned to make recommendations to the Board based on strong scientific support. Members of TRAC representing the Department of Animal Sciences and College of Veterinary Medicine were assigned to balance species and discipline expertise. Additional Animal Sciences faculty and staff have participated in subcommittees to help establish species-based standards. We anticipate that welfare programming will continue to grow in importance as the animal industry responds to these standards. Table 42. Extension programs and projects related to animal welfare.

Item Programs Formal Programs • Professional Handling of Dairy Cattle (ProHand Dairy): Delivery of educational resources

that help define and modify attitudes and beliefs of individuals working with or in dairy production facilities about the impact of interactions between humans and animals to improve workers' attitudes and beliefs towards animals • Professional Handling of Swine (ProHand): Training workers learn to understand the science behind the influence of their attitudes and beliefs toward animals and how their attitudes and beliefs reflect on productivity and fear of the animals they interact • Ventilation Trailer Training: Hands-on ventilation training for swine producers • Transportation Quality Assurance (TQA)Certification: Training to reduce Stress due to handling and transport; to reduce frequency of mortality, injury, and fatigue to the pig; and to reduce increased risk of injury or accident for the handler • Corral Design and Animal Handling: Curriculum developed to reduce injury to beef cattle and people who work with them • Pork Quality Assurance (PQA): Producer education and certification program to reduce the risk of violative animal health product residues in pork; provides information to ensure producers can measure, track, and continuously improve animal wellbeing • National Pork Board Pork Quality Assurance Plus® Site Assessment Training and Implementation • Beef Quality Assurance (BQA): Program provides systematic information to beef producers and consumers how common sense husbandry techniques can be coupled with accepted scientific knowledge to raise cattle under optimum management and environmental conditions • Ohio Swine Health Symposium: Topics related to current swine health issues, regulations, and health improvement strategies that can be implemented at the farm level • Annual OSU Animal Welfare Symposium: Provides sound, scientific information about animal welfare issues and provides the opportunity for points of commonality to be identified, with the prospect of building partnerships to advance the animal welfare debate • Animal Agriculture 101: Basics of farm animal care and management training program

Other Projects • Ohio’s Livestock Care Standards Board’s Technical Research Advisory Committee (TRAC) and Species Subcommittees • Programs to Educate Youth and Adults about Animal Welfare: printed and online materials, the annual symposium, and specialized workshops



6.3 Alumni Relationships

As noted in Section 2.1, the Animal, Dairy, and Poultry Science Departments were merged in 1995 to create the current Department of Animal Sciences. The three units engaged separate student and alumni groups prior to the merger, so it is difficult to obtain a complete profile of alumni demographics for the modern Department. The Ohio State Alumni Association and the Office of University Development maintain a database that includes an estimated 7,600 living alumni from the amalgamated units. Of these, approximately 325 graduated from Poultry Science, 1,100 from Dairy Science, and 6,000 from Animal Science(s). This number is currently increasing at the rate of about 100 graduates per year. The Department clearly has the largest alumni base in the CFAES (~20% of 38,500 alumni that include ATI, the School of Environment and Natural Resources, and Extension), and many of these individuals now provide leadership not only to the animal industries but to the agricultural community as a whole. For 40 years, the CFAES has maintained an awards program to honor the accomplishments and service activities of its most distinguished graduates and supporters, and the Department has actively participated in this effort. Over the past decade, the College has named 77 Distinguished Alumni, of which 31 (40%) were from Animal Sciences. It has also provided 40 Young Professional Achievement Awards, of which 10 (25%) were Animal Sciences graduates; 20 International Alumni Awards, of which 3 (16%) were from the Department; and 29 Meritorious Service Awards, of which 8 (28%) were nominated by Animal Sciences. In addition to this College-wide effort, the Department of Animal Sciences has maintained a Dairy Science Hall of Service Award and an Animal Sciences Hall of Fame Award, both of which are presented annually to distinguished supporters of the dairy and other animal industries in Ohio. Recipients include producers, breeders, educators, managers, journalists, administrators, and public servants. Since 1952, 91 individuals have been inducted into the Dairy Science Hall of Service, and since 1909, 70 awardees have been added to the Animal Sciences Hall of Fame. In the autumn of 2007, the Department began publishing The Ohio State University Animal Sciences Alumni e-Newsletter on a regular basis (every three to four months) to highlight activities and events with a general focus on undergraduate student programs. This was the first and, currently, only broad-based effort to communicate directly with alumni since the merger of the three departments in 1995. Although advice is commonly sought from select alumni on major programmatic matters (e.g., curriculum, faculty hires, leadership decisions), the Department has no organized alumni group to support recruitment activities, fund raising, public relationships, etc.



6.4 Outreach and Engagement Key Issues

Overcome Shortfall in Programming Funds by Focusing on the Multiplier Effect State funding for OSUE over the past decade has been the target of major reductions that have, in turn, caused multiple re-organizations of the program. The impacts have been felt at all levels and have resulted in serious faculty/staff attrition and shortfalls in operating budgets. In order to maintain a critical mass of personnel, the Department of Animal Sciences has opted to cannibalize its Extension operating budget. As a consequence, OSUE funds directed to programming in 2011 were less than 20% of those available in 2001 (Figure 31). A natural outcome of this decision is that Extension programming has become increasingly aligned with a Cost Recovery (CR) mandate. Strategic planning by OSUE Administration has become a recurring effort in order to identify priorities and sustain key activities. At present, OSUE is planning to sustain 4-H programs in all 88 counties of Ohio. The presence of other specialists (e.g., Agriculture and Natural Resources) in a given county will be based on the county’s financial resources and programming needs relative to the community structure. Although agriculture will be a major focus for Extension in most counties, not all will have an agriculture position and some of those available will not have responsibilities with livestock. With several counties being financially

Key Issue Charting a sustainable course for Animal Sciences Extension.

Potential Steps - Overcome shortfall in programming funds by focusing on training managers, professional consultants, veterinarians, nutritionists, etc. for multiplier effect. -Support “team” strategies where viable. -Seek faculty approval/consensus regarding faculty hire in animal welfare. -Decide the future of youth programming in Animal Sciences. -Embrace non-traditional programming areas (e.g., biofuels, environmental quality).

Figure 31. OSUE funds directed to programming in Animal Sciences.

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unable to support a program beyond 4-H, some State funds will be released for discretionary use. With these available State funds, agriculture field specialists will be hired as needed. These field specialists will be tenured with Extension and will most likely be housed within a county office in an area of the State where a concentrated need exists. Consequently, some ‘Livestock Production and Care’ specialists will be hired and will have statewide responsibility even though they will be located away from main campus. Academic departments will continue to have Extension specialists, with tenure being in the respective academic units. Responsibilities of state-based personnel have increased within academic units and for organizing local and state-wide programs; thus, time management is a major issue and burnout is a risk factor. We anticipate that Department specialists will continue to develop outreach programs for targeted audiences within and beyond Ohio, but many of these programs will be to providers of goods and services (consultants, restaurant personnel, food processors, regulatory personnel, etc.) in order to increase multiplier effects. We will continue to offer area-wide or state-wide programs for food producers with full cost recovery, but the delivery of programs to single counties will be minimal. Good working relationships with industry and organizational groups for joint program design and delivery will be essential to achieve important program objectives.

Support “Team” Strategies Where Viable Because of increased farm size and limited livestock expertise at the county level, many livestock producers directly contact State specialists. Species-based teams have been effective in some cases and will continue to be used to develop and deliver relevant programs. Team membership may include interested county-based personnel, field specialists, and State specialists. Groups/teams in beef, dairy, swine, and sheep will likely continue or restructure to meet the needs of respective industries. Some other program groups consisting of Department specialists and experienced industry people will likely be formed to address specific needs, e.g., the Regional Equine Information Network System (REINS) program.

Seek Faculty Approval/Consensus Regarding Faculty Hire in Animal Welfare Over the past decade, the Department has operated its Extension program based on a model involving faculty leadership of each major program area. That model is not currently being followed in animal welfare, and the Department must decide if it will invest in faculty expertise to support welfare programming needs.

Decide the Future of 4-H Programming in Animal Sciences The existing faculty position in youth programming from Animal Sciences will likely be moved to the State 4-H office; thus, organizational responsibilities for some youth activities will also move to 4-H with an expectation that Department faculty/staff will continue to serve as subject matter specialists. Because programs and 4-H judging contests for livestock, equine, and dairy will remain the responsibility of Animal Science personnel, we must decide if additional faculty expertise will be required to meet the needs of our Department.



Capitalize on Strengths in Environmental Quality and Biofuels Scientists in the Department of Animal Sciences are engaged in both basic and applied research to integrate animal agriculture into societal needs for alternative energy sources and to enhance the environmental sustainability of animal production systems. Much of this activity is high profile and immediately applicable to stakeholder needs, but outreach efforts need to be organized in a more coherent manner to provide greater visibility and better access to information by interested parties.

Philanthropic Investments in the Animal Sciences Philanthropic giving from alumni, friends, corporations, and foundations is becoming an increasingly important source of support for academic programs throughout the nation, and Ohio State is no exception. Although the Department of Animal Sciences seeks to connect with its large alumni base, systematically recognizes the achievements of leaders from all elements of the animal industries, and engages stakeholders through an active and robust Extension program, these efforts are not reflected in a strong endowment portfolio. In 2011, the total principal generating interest in support of Department programs stood at $5.9M, and this total has increased by less than $750K over the past 10 years (Figure 32). The portfolio includes one seven-figure (~$1.3M) and seven six-figure (avg = $368K) endowments. The Department currently has no endowed faculty (Chairs, Professorships, Distinguished Visitors) or Graduate positions (Fellowships, Graduate Awards) requiring named support of $500K to $2M, as defined by the Office of Development. The portfolio also does not include any unrestricted use endowments.

Key Issue Addressing inadequate philanthropic investment in Animal Sciences.

Potential Steps -Embrace alumni as the strongest constituent group.

• Establish an Animal Sciences Alumni Group. • Commit Departmental resources to development activities. • Hire Departmental leadership with skills/interest in development.

Figure 32. Principal in Animal Sciences Endowments.

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Formal development and gift activities at The Ohio State University are managed by professionals associated with the Office of University Development. A subset of the University’s Development staff is assigned to and salaried through the CFAES. These individuals respond to development priorities established by the CFAES Dean and Executive Cabinet and also assist with stewardship of existing gifts. While the Department of Animal Sciences can submit recommendations for inclusion in the pool of CFAES development goals, it does not set the development agenda or establish College priorities. Nor does it influence the manpower dedicated to identifying and establishing relationships with potential donors having specific interests in the Animal Sciences. Recently, the number of staff affiliated with the CFAES Development Office has been increased and the Office has been re-structured to make certain each academic department shares the expertise of a development officer. The impact of these changes will undoubtedly be beneficial, but the Department must also re-evaluate how it can best channel internal resources to advance its development goals. Any investment of such resources must be carefully weighed against other needs and must have the support of new Departmental leadership, hopefully with skills and interests in the development arena.

Department of Animal Sciences, The Ohio State University INFRASTRUCTURE


7 Infrastructure

The Department of Animal Sciences’ physical footprint is made up of Columbus- and Wooster-based offices, classrooms, laboratory facilities, and animal units. These facilities provide convenient locations, equipment, and animals for research, teaching, and outreach but are also a major concern. The animal units, in particular, weigh heavily on the Department as a necessary but costly resource to maintain, especially as facilities age. Those in Columbus also occupy land that is periodically threatened by sale or other uses. Classrooms, laboratories, offices, and animal units are foundational to the functions described in this Self Study, yet their improvement or expansion is in many respects outside the direct control of the Department.

7.1 Academic Buildings

Faculty and staff on the Columbus campus are housed in the Animal Sciences Building and Plumb Hall. Research laboratory areas in both buildings are shared among faculty by scientific discipline. Classrooms and arenas are scheduled, dependent on the area, under a combination of University, College, and Departmental authority. A critical need is classrooms to accommodate the increased class sizes due to increased enrollment in our majors and the conversion to a semester-based school year. Deferred maintenance is also a problem with some instructional facilities. The need for expansion of classrooms and additional laboratories was addressed by the faculty of the Department in the Animal Sciences Campus Facility Plan (2-2006), and submitted for consideration to the CFAES. A capital campaign to address the needs of the Departments of Animal Sciences and Agricultural, Environmental, and Development Economics (AEDE) was proposed. Gerlaugh Hall houses Wooster-based faculty and staff. Laboratory facilities in Gerlaugh include those for nutrition, physiology, anaerobic microbiology, and pathogenic microbiology research. Two smaller distance learning classrooms are in Gerlaugh, and a larger distance learning classroom is centrally administered by OARDC on the Wooster campus. These distance learning classrooms are connected to similar facilities in the Animal Sciences Building and elsewhere on the Columbus campus. To date, minimal resident instruction for undergraduate or graduate classes has been conducted via the distance learning classrooms by Departmental faculty. Historically, Wooster faculty members have traveled to the Columbus campus for teaching due to lack of personal connection with students during distance learning sessions and unreliability of data transfer connections between classrooms.

Building Space Assigned to Animal Sciences

Buildings Location Total Sq. Ft. Animal Science Columbus 30,435 Plumb Hall Columbus 14,288 Gerlaugh Hall Wooster 47,225

Total 91,948



7.2 Laboratory Facilities

Laboratory facilities are located on both the Columbus and Wooster campuses (Table 43). Laboratory space in the Animal Science Building is inadequate in terms of square footage. Plumb Hall space is adequate, but deferred maintenance issues exist in most areas. Lab space in Gerlaugh Hall is satisfactory in terms of both quality and quantity. Table 43. Animal Sciences research laboratory capabilities and equipment.

Research Capabilities and Equipment Muscle biology

• Instruments for muscle cell culture, gene manipulation in cells and animals, gene cloning, protein purification and quantification, quantification of mRNA and protein • Facilities for experiments in general molecular, cellular, and developmental biology

Mammary • Areas used for mammary physiology and mastitis trials include customized stalls for intensive sampling and video recording • Faculty laboratory: microscopy, protein characterization, cellular, and molecular biology • OARDC Mastitis Laboratory: microbiology, mastitis diagnostics, and milk cytology

Meat Science

• Meat Science Laboratory (Columbus) • Access to food animal species: swine, cattle, sheep, goats, and poultry • Allows studies involving harvest and sample collection, carcass composition and fabrication, fat and muscle quality assessment, chemical composition, mechanical tenderness assessment, and sensory panel capabilities

Nutritional Science

Specialized facilities at animal centers located on both campuses for nutrient digestion and metabolism

Biomass Utilization and Microbial Ecology

• Faculty laboratory (Columbus) • Wooster anaerobic digesters of different scales with sophisticated monitoring and controls • Laboratories for microbiology, nutrition, feed, chemistry research • Computing capabilities to model and analyze research results. • Classical microbiological methods and molecular biology techniques (e.g., real-time PCR, recombinant DNA techniques, DGGE), metagenomics, comparative genomics, proteomics, and microarrays

Genetics • Columbus faculty lab: animal cell culture incubators and hood, PCR machines, Western blot equipment, and facilities for experiments in general molecular and cellular biology • Meat Science Laboratory

Physiology Faculty laboratories in Columbus and Wooster: equipped to handle endocrinological and molecular biology techniques such as hormone analyses, PCR, protein determination, immunohistochemistry, in situ hybridization, and tissue culture

7.3 Technology

In recent years, data transmission and teaching technologies have been upgraded in the Animal Science Building, Plumb Hall, and Gerlaugh Hall. This upgrade has allowed the Department to have the capacity to utilize the most modern information transfer technologies in an effective and efficient fashion. In addition, the Department has implemented use of video technologies in some animal facilities to assess animal behavior and to transfer data. Current plans are to incorporate the technologies for more efficient transfer of these data and video recordings from the animal units to faculty and staff offices for research and classroom instruction. The Department methodically replaces computers in a staged manner based on assessments by the Department’s Information Transfer Technologist. Faculty computer replacements occur about every four years. Funds used for this purpose are from staff vacancy salary savings and



extramural grant indirect cost recovery. The Department also co-invests with the College in implementing the use of necessary information transfer security system technologies. This is a particularly strong component of the College’s Strategic Plan, and the Department will work closely with the College in implementing security and other important technology transfer systems. The Departmental Information Transfer Technologist is absolutely essential for effective and efficient management of computer and web-based Departmental activities. The Department will maintain this position embedded in our academic unit as information transfer and distance learning needs will undoubtedly escalate in the near future.

7.4 Animal Units

The viability of animal units at Columbus and Wooster is essential to accomplish the mission of the Department of Animal Sciences in teaching, research, and outreach education. Herds, flocks, and physical facilities are maintained by combination of OARDC support, General Funds, revenue from sale of products, and direct cost return from research grants and contracts.

7.4.1 Unit Purposes

Teaching. The animal units in Columbus are the physical locations for our field laboratories and are where applied learning occurs within our curriculum. All Animal Sciences majors use the animal units during each school year. In SY 2010-11, 19 classes, accounting for 76 credits, held field laboratories, classes, or tours in the facilities. Enrollment in these classes was 725 students. In addition, over 200 students were involved in co-curricular activities such as shows, judging teams, employment, and student organizations. Conversion to a semester system will increase student use of the animal units as curriculum changes include an emphasis on hands-on learning with animals as requested by students and stakeholders advising us on needs for their future employees. Outreach. The major events hosted by animal units involving outreach education include youth events and continuing education of our stakeholders. The animal units are essential for education of students in 4-H and FFA organizations. Student and youth tours at the animal units provide a unique opportunity for educating consumers about the process of food systems and their importance in the ecosystem. During SY 2010-11, approximately 2,000 FFA and 4-H students, advisors and parents attended training sessions, fairs, and contests; over 1,500 youths, parents, and teachers toured the animal units; and 750 stakeholders attended training sessions, organization meetings, and tours at the animal units.

Facility Space Assigned to Animal Sciences

Animal Units Location Total Sq. Ft. Dairy Columbus 40,982 Equine Columbus 35,368 Swine Columbus 23,318 Poultry Columbus 4,419 Sheep Columbus 14,141 Beef* Columbus Dairy Wooster 85,805 Beef Wooster 28,406 Poultry Wooster 74,288 Sheep Wooster 16,885

Total 323,612 * removed after snow damage during 2010



Research. Core to the research mission of the Department of Animal Sciences is the use of animals in scientific discovery. The animal units are used by some faculty members in the Department as their primary field laboratories for conducting animal research. Areas of research conducted at the animal units include animal production systems, soil air and water quality, veterinary sciences, physiology, bio-energy, animal welfare and behavior, food safety, and innovative product development. Faculty members in Animal Sciences lead interdisciplinary research at the animal units involving each of the departments in CFAES as well as faculty in the Colleges of Education and Human Ecology, Medicine, Engineering, and Veterinary Medicine.

7.4.2 Unit Descriptions

Figure 33 shows the relative locations of animal units to the Columbus and Wooster campuses, and each animal unit is described in Table 44.

a b Figure 33. (a) Columbus animal unit locations (furthest unit from Columbus campus: ~9 miles), (b) Wooster animal unit locations (furthest unit from Wooster campus: ~5 miles).



Table 44. Description of Columbus and Wooster animal units. Center Animals Facilities

Department Waterman Dairy (Campus; Columbus)

110 Lactating Jerseys • 122 acres corn silage production; 45 acres pasture • Double eight herringbone milking parlor • Lactating cows housed in a barn with 100 free stalls; Dry cows housed in loose housing or on pasture; Tie-stall housing used for animals during experiments; Calves raised in hutches

Poultry (Campus; Columbus)

• Battery brooder pens, cages, or floor pens • Teaching laboratory; Equipment to mix feed; Room for incubation

Beef (Don Scott; Columbus)

120 spring calving cows, ~40 fall calving cows; Angus, Simmental, and Angus x Simmental

• Steer calves are sent to Wooster for feedlot trials • Heifer calves are retained for research projects and replacement females

Sheep (Don Scott; Columbus)

45-50 Dorsets and 15-20 Suffolk and Hampshire ewes; 0-120 lambs at any one time

• 56 acres: permanent pasture (25-30 paddocks); 20-30 acres: intensive grazing cells • Two llamas maintained for predator control

Swine (Don Scott; Columbus)

Yorkshire x Landrace females, artificially inseminated to Duroc sire line; 100 females farrowed 8 times per year; ~35 litters/ year sired by show pig sires

• 24 farrowing crates • Grower-finish facilities for 300 animals; Nursery facilities for up to 450 animals

Equine (Don Scott; Columbus)

30-40 Quarter Horses • Heated indoor arena; Large outdoor arena; Several paddocks with turn-out shelters • Hot/cold wash rack • 28 box stalls; 2 large foaling stalls equipped with cameras; 2 large stallion stalls • Breeding lab; Classroom with seating for 50 students

Krauss Dairy (Wooster)

~120 Lactating Holsteins • Lactating cows in a 144-free-stall barn or 48-tie-stall barn; 14 box stalls in maternity and calving barn; Calves raised in hutches • 6 digestion stalls and 8 stalls with closed circuit video recording for physiology and nutrition experiments

Poultry Research (Wooster)

Many genetic lines of turkeys, chickens, and quail selected for growth characteristics and randombred populations

• >36,000 square feet of housing for experimental birds • Turkey Farm has hatchery, battery pens, floor pens. • Chicken Farm has a pullet building, meat bird building, and laying house

Beef (Wooster)

Capacity of 400 head • Main feedlot barn: 24 pens house 10 animals per pen; 80 small pens for feeding cattle individually • Pole barn divided into 4 pens that can each hold 20 head • 12-acre field, divided into 8 paddocks

Sheep (Wooster)

300 ewes; predominantly crossbred flock, Hampshire and Dorset

• 63 acres permanent pasture; 30 acres of tillable ground for intensive grazing research • Total confinement building and complete feeding system to utilize silages, haylage, and stover. • Custom corral system to allow handling and management of flock

Research Stations Western (South Charleston)

Swine

Eastern Beef cattle Jackson Beef cattle NAEWS Beef cattle



7.4.3 Fiscal Support for Animal Units

Several models have been used to budget financial support of the animal units. Currently, all salary and benefits for staff are supported by a combination of General Funds and OARDC (Columbus) or OARDC only (Wooster) accounts. Student labor and temporary employees are paid from the earnings account for each farm. Variable costs are covered by animal unit earnings, except poultry facilities in Wooster use an endowment for their feed and supply budget. Capital building and repairs are budgeted by either Facilities Operations and Development (Columbus) or OARDC (Wooster). Student fees were implemented in SY2011 at a flat rate of $50 per academic quarter for undergraduates majoring in Animal Sciences. These fees are being used to supplement animal facilities used extensively in undergraduate teaching. Student fees represented only 6.7% of the total expenditures of the Columbus animal units. Animal use fees during research are determined by the investigators and Departmental administration prior to conducting experiments. Additional feed, labor, and sale costs due to research are negotiated and ascribed based on the invasive nature of treatments, indirect cost returns, and research funding source of the experiment. OARDC provides personnel, land, facilities, and other resources to support programmatic research at various Agricultural Research Stations throughout Ohio. In cooperation with the Department, resources for animal research are provided by OARDC at the Western, Eastern, the NAEWS, Jackson, and South Centers according to memorandums of agreement to cover operating expenses. Investigators are responsible for increased costs and loss of animal value not covered by the normal expense accounts of OARDC.

7.5 Infrastructure Key Issues

Repair and Maintenance Maintaining productive animal units for teaching and research is paramount to the continued success of the Department. A major challenge for each unit is the physical maintenance of

Key Issue Dealing with geographically dispersed, deteriorating animal units, especially in areas impacted by urban pressures.

Potential Steps

-Develop a University/College-approved long-term capital expenditure plan to replace or systematically repair facilities (especially Columbus). -Develop a contingency plan to deal with possible loss of Columbus facilities due to airport expansion or sale of University lands. -Seek additional support for Columbus facilities from implementation of student fees.



aging facilities. With the exception of the Poultry Research Farm in Wooster, which was built in 1995, the primary animal housing structures on each farm were built in the early 1970s. The beef research facility in Columbus was destroyed in 2010 following structural damage from snow and has not been replaced. Subsequent inspection of the structural integrity of all Columbus animal units led to significant bracing and repairs of buildings to allow continued use of the sheep, swine, equine, and dairy units. These repairs allowed an extension of the structural life of the facilities ranging from 5 to 10 years (equine) to 30 years (dairy). A long-term plan is essential for capital-funded replacement and/or systematic repair of Columbus facilities. A capital expenditure plan by OARDC has been proposed to repair animal unit structures. However, implementation of the plan has been delayed in part due to recovery efforts from a tornado at the Wooster campus in 2010.

Urban Location Constant challenges to operating the animal units in Columbus are urban pressure and University encroachment of land needed for production of animal feed. The beef center destroyed in 2010 has not been rebuilt, and University plans for its replacement have not been developed. In addition, the OSU Airport has plans for expansion of runways that will require moving the remaining beef housing and the equine center from their present locations. While the sheep and swine units would not be directly affected by runway expansion, their location near the beef and equine centers is a logistical necessity for both our production systems and achieving our Departmental mission. A contingency plan is needed for relocating animal units when the airport expands. Two possible strategies to address this issue are: 1) relocation of beef, equine, sheep, and swine to University-owned and CFAES-assigned land northeast of the present location. Viability of this plan is largely contingent upon the continued availability of land currently used for forage production; and 2) relocation of the beef, swine, and sheep production units to the Wooster campus and construction of a new teaching animal facility in Columbus. The teaching facility would house the equine program and allow short-term use of animals from the Wooster herds and flocks for teaching, demonstration, co-curricular events, etc. Locations suggested for a teaching facility are either the CFAES-assigned land near the airport or in the Waterman Complex. The land base for the Columbus dairy has been diminished significantly, with forage-producing acreage reallocated to other academic units, student housing, and athletics. A recent strategy to address this problem was repopulation of the herd with Jerseys in order to maximize the size of the lactating herd for teaching and research to a shrinking land base for forages. Further encroachment on lands at the Waterman Complex will jeopardize maintaining a critical number of cows to meet our educational and research missions. Construction of a teaching facility at Waterman would necessitate a significant reduction in the size of the Columbus dairy herd or relocation of the Columbus herd and short-term use of dairy cows in the teaching facility only.

Fiscal Challenges Herds, flocks, and physical facilities are maintained by combination of OARDC support, General Funds, revenue from sale of products, and direct cost return from research grants and contracts. The current economic model for operating the animal units puts a heavy burden on



generating revenue from sale of animals, products, and services. This approach is counterproductive to encouraging many innovative research and educational opportunities for faculty and students. Animal populations on each unit are of insufficient numbers for the marginal income generated by sale of products and services to adequately fund their operations. The immediate strategies to finance the animal unit operations will be to continue diligent oversight of costs and to explore new approaches for revenue. Maximizing the forage- producing potential of land available has been initiated and will continue. The implementation of student fees provided some relief last fiscal year. However, we propose to pursue additional support for lab fees in classes with high materials and supply costs.

Department of Animal Sciences, The Ohio State University LEADERSHIP


8 Leadership

8.1 Administrative Situation and Impact

The Department has been served by Interim Chair Joe Hogan and Interim Associate Chair Jerry Bigham since January 2011. Dr. Hogan had been Associate Chair of the Department of Animal Sciences since 2004, and Dr. Bigham was Director of the School of Environment and Natural Resources from 2004 to 2009. Normal administrative and procedural activities have continued during the interim administration, including one faculty hire. Two faculty searches were suspended in January 2011 pending hire of a Department Chair. The search for a permanent Department Chair was initiated January 2011 and continues. Obviously, the outcome of this search will have a major impact on future directions of the Department and its programs.

8.2 Faculty Governance

Policy and program decisions are made in two ways: by the Department voting faculty members as a whole or by the Chair. The nature and importance of any individual matter determines how it is addressed. Departmental governance operates based on the general principle that the more important the matter to be decided, the more widespread the faculty involvement on a decision needs to be. Open discussions, both formal and informal, constitute the primary means of reaching consensus on decisions of central importance.

8.3 Pattern of Administration and Promotion and Tenure

The Pattern of Administration, Department of Animal Sciences, The Ohio State University was approved by the Office of Academic Affairs on August 29, 2009. The primary administrative activities of the Department are conducted by the Chair, Associate Chair, and standing committees comprised of the Chair’s Advisory Committee, Academic Affairs Committee, Graduate Studies Committee, and Promotion and Tenure Committee (Table 45). Table 45. Department administration structure.

Activity, Structure Role(s) Duties Term Appointment Chair of Department Administrative head of

Department Represents Departmental faculty in dealings with university administration

4-year (subject to annual review performance)

- Nominated by President of University - Appointed by Board of Trustees

Associate Chair of Department

Daily oversight of Wooster campus

Assists Chair with administrative duties

Concurrent with Chair

- Appointed by Chair - Approved by Dean and his/her cabinet

Chairs Advisory Committee

Advisory group to Chair on all Departmental matters

Determines use of royalty and patent fees

A. Associate Chair



Activity, Structure Role(s) Duties Term Appointment B. 3 Regular Faculty 3-year

rotating -Elected by eligible voting faculty - Represent salary lines of OARDC, OSUE, and GF

Academic Affairs Committee

Supports undergraduate education program

Develops and maintains Departmental undergraduate and graduate course offerings

A. Undergraduate Coordinator

Voting member Chair Academic Affairs Committee

Appointed by Chair

B. Coordinating Advisor

Voting member Assigns advisors & leads recruitment

Appointed by Chair

C. 3 Regular Faculty Voting members 3-year rotating

Elected by eligible voting faculty

D. Undergraduate Representative

Non-voting member 1-year Appointed by Chair

E. Student Services Coordinator

Non-voting member Ex-officio

Graduate Studies Committee

Reviews applicants into Departmental graduate program

Reviews courses and curriculum issues

A. Committee Chair (must be P graduate faculty status)

Voting member 3-year Elected by eligible voting faculty

B. 3 Graduate Faculty members

Voting members 3-year rotating


C. Department Chair or Associate Chair

Voting member

D. Graduate student representative

Non-voting member 1-year Elected by graduate students

Promotion and Tenure Committee*

Reviews and drafts detail analysis of dossiers (P&T, P, and 4th year reviews)

Leads discussion of dossiers with eligible faculty

A. 3 Full Professors Voting members 3-year rotating


B. 2 Full Professors Voting members 2-year rotating

Appointed by Chair (used to balance committee)

C. Department Chair Non-voting member *Committee Chair and procedural oversight member are elected from voting members of P&T committee. The Appointment, Promotion, and Tenure Criteria and Procedures for the Department of Animal Sciences were approved by The Office of Academic Affairs in August 2009. This document is a supplement to Chapters 3, 5 and 6 of the Administrative Code regarding the Rules of the University Faculty (www.trustees.osu.edu/ChapIndex/index.php as of June 1, 2007), the Office of Academic Affairs Policies and Procedures Handbook (www.oaa.osu.edu/handbook/ as of August 2007), and additional policies established by the College of Food, Agricultural, and Environmental Sciences and The Ohio State University. The document must be reviewed, and



either reaffirmed or revised, at least every four years on appointment or reappointment of the Department Chair. All candidates for promotion and tenure, for promotion, or fourth year review are reviewed by eligible faculty members and by the Chair. The Department’s Promotion and Tenure (P&T) committee examines candidate dossiers for completeness, accuracy, and organization. Candidates may consult with the P&T committee for advice in preparing the dossier. All dossiers of faculty members seeking tenure and/or promotion are on file in the office of the Chair and the Associate Chair for a period of two weeks prior to a meeting of the P&T committee. The P&T committee solicits input from eligible faculty members on the strengths and weaknesses of each candidate and drafts a detailed analysis to assist further discussion. The P&T committee schedules a meeting of all eligible faculty members and leads the discussion to review the dossier and to discuss the strengths and weaknesses of the candidate. Eligible faculty members are tenured faculty in the case of tenure decisions and fourth year reviews and are faculty members of higher rank than the current rank of the candidate in the case of promotion decisions. Following this meeting, an evaluation form is provided to all eligible faculty members. The evaluation forms are summarized by the P&T committee, and the P&T committee prepares a report of the faculty member’s assessment, including both strengths and weaknesses and the numerical tally of eligible faculty members. This report is addressed to the Chair. An affirmative decision is based on a positive recommendation by 60% of the eligible faculty members returning an acceptable evaluation form. The candidate as well as the P&T committee and Chair have the opportunity to provide written comments for inclusion into the document that is forwarded to the CFAES Dean.

8.4 External Advisory Groups

The Department has not had a formal stakeholder advisory board in recent years. The large number of commodity groups and industries served by the department has historically led to an unmanageable number of members, often with conflicting interests. However, the Department has representatives on most of the primary industry boards and organizations representing our stakeholders. Stakeholder input has been actively sought by faculty and administration of the Department during their participation in local, state, and national meetings of commodity organizations.

Department of Animal Sciences, The Ohio State University APPENDIX


Appendix

A1. Faculty awards and recognition. ........................................................................................................................................ 102 A2. Past and present editorial service by current Animal Sciences faculty. ............................................................................. 105 A3. Faculty changes over the last seven years.......................................................................................................................... 106 A4. Recent staff awards. ........................................................................................................................................................... 107 A5. Faculty international activities. .......................................................................................................................................... 108 A6. Graduate student awards. .................................................................................................................................................. 110 A7. NRC Regression (R) rank plot. ............................................................................................................................................. 112 A8. NRC Survey (S) rank plot. .................................................................................................................................................... 113


A1. Faculty awards and recognition. Year College University State/National/International 2011 • David Latshaw – CFAES Banquet dedication

• David Latshaw – Towers Faculty Award • Tom Turner (retired 2010) – CFAES Banquet dedication • Steve Boyles – Outstanding Student Mentor. Towers Agricultural Honorary

• Herb Ockerman – Institute of Food Technology Fellow 2011 • Henry Zerby – Ohio Cattlemen's Association Industry Service Award. Ohio Cattlemens Association, 2011

2010 • Dr. Steve Loerch—OSU CFAES Gamma Sigma Delta Research Award, 22 April 2010 • Steve Loerch—2010 Senior Faculty Research Award OARDC • Henry Zerby—OSU CFAES Gamma Sigma Delta Teaching Award, 22 April 2010 • Henry Zerby—CFAES Student Council advisor representing faculty (by nomination), 27 April 2010 • Pasha Lyvers Peffer – Towers Faculty Award, May 2010

• James Kinder – 2010 Outstanding Alumnus, Washington State University • Herb Ockerman – Distinguished Diversity Enhancement Award. The Ohio State University, 2010

• Steve Moeller—National Pork Board Education Award - 2010 Midwest–ASAS - Pork Information Gateway Domain Editors Abstract. National Pork Board. Subject: Swine Education

2009 • Steve Boyles – 2009 CFAES Rodney F. Plimpton Distinguished Young Teacher Award • Sandra Velleman – 2009 Gamma Sigma Delta Research Award of Merit • Maurice Eastridge – 2009 CFAES Outstanding Service to Students Award • Normand St-Pierre – Gamma Sigma Delta, Extension Award of Merit, Gamma Sigma Delta Society, Ohio Chapter

• Pasha Lyvers Peffer – SMART Technologies SEED Equipment Award, TELR

• Burk Dehority – 2009 American Society of Animal Science Fellow (Research) • Paul Kuber – Midwest American Society of Animal and Dairy Sciences 2009 Outstanding Young Extension Specialist Award • Sandra Velleman – Ohio Poultry Association Meritorious Service Award (2009) • Sandra Velleman – 2009 Evonik DeGussa Award, Poultry Science Association • William Weiss – American Dairy Science Association 2009 Nutrition Professionals, Inc. Applied Dairy Nutrition Award • Kichoon Lee – Honorary Scientist Award. Rural Development Administration - Korean Department of Agriculture • Michael Lilburn – Outstanding Teaching - Midwest Poultry Consortium. Midwest Poultry Consortium Center of Excellence, 2009


Year College University State/National/International 2008 • Burk Dehority – 2008 OARDC Distinguished

Senior Faculty Research Award • Steve Boyles – 2008 Ohio State University Alumni Distinguished Teacher Award • Steve Boyles – The Ohio State Teaching Enhancement Program (OSTEP). University Center for the Enhancement of Teaching

• Jim Kinder – American Society of Animal Science Fellow (Administrative), 2008 • Henry Zerby – Midwest American Society of Animal and Dairy Sciences 2008 Outstanding Young Teacher Award • Lynn Knipe – 2008 AMSA Distinguished Extension Industry Service Award • Paul Kuber – Committee Service Award for Chair of the Youth Programs Committee 2008 at the National Meeting, 2008 National Institute of Animal Agriculture. Subject: Youth Programs • Paul Kuber – 2008 Achievement in Service Award. National Association of Extension 4-H Agents • Sandra Velleman – Poultry Science Association 2008 Embrex Fundamental Science Award

2007 • Steve Moeller –Gamma Sigma Delta Extension Award • Pasha Lyvers Peffer – Sanford G. Price and Isabelle Price Barbee Award in Advising • Joe Ottobre – CFAES Outstanding Teaching Award • Joe Ottobre – Outstanding Academic Advisor in the College, CFAES • Steven Moeller – Fellow, Award of Merit. Gamma Sigma Delta, 2007

• Keith Irvin – American Society of Animal Science Fellow (Teaching) • Steve Moeller – Ohio Pork Industry Service Award, 2007 • Jim Kinder – Honorary State Farmer FFA Degree • Steve Boyles – Ohio Epsilon Sigma Phi Team Teaching Award, 1st Place. Subject: Beef 509 • Mark Morrison – Chair, 2007 Gordon Research Conference on Cellulases and Cellulosomes

2006 • Paul Kuber – Pomerene Departmental Teaching Excellence Award. College of Food, Agricultural, and Environmental Sciences • Jeff Firkins – Research Award of Merit, Gamma Sigma Delta. Gamma Sigma Delta, OSU Chapter • Bill Weiss – 2006 OARDC Distinguished Senior Faculty Research Award • William–Pope - Price Chair Advising Award

• Joe Ottobre – Career Services Award, Ohio State University Career Services Committee, 2006

• Normand St-Pierre – American Dairy Science Merial Dairy Management Research Award, 2006 • Keith Irvin – Charles Stainslaw Distinguished Service Award by the National Swine Improvement Association • Sandra Velleman – 2006 National Turkey Federation Research Award • Paul Kuber – 2006 National Association of Extension 4-H Agents Team Educational Package National Award Winner "Youth Food Animal Quality Assurance Curriculum Guide". • Bill Weiss – American Dairy Science Association 2006 Pioneer Hi-Bred Forage Award • Burk Dehority – McMaster Fellowship


Year College University State/National/International 2005 • Francis Fluharty – 2005 OARDC Director’s

Innovator of the Year Award • Mike Davis – Price Chair Advising Award • Joy Pate – CFAES Outstanding Teaching Award

• Francis Fluharty – Leadership Development for the 21st Century, Nominated by the Dean for participation. Fanning Institute • Francis Fluharty – Epsilon Sigma Phi Team Teaching Award. National Honorary Extension Fraternity. Subject: Cow-Calf Management and Technology Schools • Floyd Schanbacher – 2005 NorTech and the Greater Cleveland Partnership/COSE (presented to the OARDC for its Biomass to Energy Project due to the efforts of Floyd Schanbacher) • Steve Boyles – Ohio Epsilon Sigma Phi Team Teaching Award, 2nd Place. Subject: Ohio Cow-Calf Management and Technology Schools • Michael Day – Epsilon Sigma Phi Team Teaching Award for Cow-Calf Schools. Subject: Animal Sciences Extension



A2. Past and present editorial service by current Animal Sciences faculty. Name Activity Term Journal

Davis Assoc. Ed., Div. Ed. 2005-09 Journal of Animal Science Day Editorial Board 1998-01 Journal of Animal Science Ezeji Editor Current Continental Journal of Microbiology Associate Editor Current World J. of Microbiology & Biotechnology Editorial Board Current African Journal of Microbiology Research Firkins Section Editor 1998-01 Journal of Animal Science Section Editor 2004-06 Journal of Animal Science Editorial Board Current British Journal of Nutrition Hogan Editorial Board 1990-96 Journal of Dairy Science Kinder Editorial Board 1984-87 Journal of Animal Science Editorial Board 1993-97 Animal Reproduction Science Co-Editor-in-Chief Current Animal Reproduction Science Latshaw Associate Editor Current Poultry Science Lee Editorial Board Current Journal of Animal Science Associate Editor Current Lipids Lilburn Editorial Board Current Journal of Applied Poultry Research Editorial Board Current World’s Poultry Science Journal Loerch Editorial Board 1990-99 Journal of Animal Science Editorial Board Current Journal of Applied Animal Research Moeller Editorial Board 2003-06 Journal of Animal Science Morrison Editorial Board Current Microbial Ecology Ottobre Editorial Board 1996-99 Journal of Animal Science Editorial Board Current Reproductive Biology Selvaraj Associate Editor Current Poultry Science St-Pierre Editorial Board Current Journal of Agricultural Science - Cambridge Velleman Editorial Board 2003-07 Journal of Animal Science Associate Editor Current Poultry Science Editorial Board Current Journal of Basic and Applied Myology Weiss Editorial Board 1992-96 Journal of Dairy Science Editor 1996-01 J. Dairy Science Editorial Board Current Livestock Production Science Yu Associate Editor Current International Journal of Microbiological Res. Editorial Board Current Journal of Environmental Sciences



A3. Faculty changes over the last seven years. Started Left Name Reason for Departure Disciplinary Impact

2011 Boler Meat science / teaching 2011 Latshaw Retirement Poultry nutrition / teaching 2010 Schanbacher Retirement Mammary physiology / Anaerobic

fermentation 2010 Turner Retirement Beef management / Livestock judging 2010 Kinder Accepted position as Chair of

OSU Human Nutrition; An. Sci. retained 0.05 FTE

Reproductive endocrinology

2009 Daniels Nutrient impacts on mammary tissue, primarily in the dairy area.

2009 Irvin Retirement Swine genetics / teaching

2008 Yu Molecular microbiology to study the microbial ecology of the gastrointestinal tract to improve nutrition and mitigate environmental impacts

2008 Morrison Accepted position with Australian national research org. (CSIRO); An. Sci. retained 0.15 FTE

Gastrointestinal microbiology

2008 Pate Accepted endowed position Reproductive physiology 2007 Cole Leadership in equine Extension and

teachings; research background in poultry disease

2007 Selvaraj Poultry and nutritional immunology 2007 Ezeji Anaerobic microbiology and biomass

utilization. 2007 Dehority Retirement Ruminant microbiology 2007 Kline Retirement Equine Extension/teaching 2006 Reynolds Section Leader at Univ. Reading,

UK Nutritional physiology

2005 Lyvers-Peffer

Swine nutrition and leadership in undergraduate teaching



A4. Recent staff awards. Year College OSU National 2011 • Kyle Culp – Star Student Supporter, CFAES

Student Council • Gregg Fogle – 2011 CFAES Outstanding Service to Students Award • Mariette Benage – CFAES Outstanding Academic Advisor • Kellie O’Diam – 2011 CFAES Staff Advisory Council Professional Development Award

• John Anderson – 2011 OSU Distinguished Staff Award

• John Anderson – 2011 Tyson Foods Inc. Support Personnel Award, Poultry Science Assoc. Annual Meeting

2010 • Gregg Fogle – 2010 Gamma Sigma Delta Service Award of Merit

• Kelly George – 2010 CFAES Staff Advisory Council Innovation Award

2009 • Ana Hill – 2009 CFAES Outstanding Academic Advising Award • Kevin Miller – 2009 OARDC Outstanding Staff Award

• Debra Gallagher – 2009 OSU Distinguished Staff Award

2008 • Michelle Milligan – OSU Distinguished Staff Award

2007 • Ana Hill – Distinguished Service Award, Ohio Veterinary Medical Association (OVMA)

2005 • Ann Ottobre – 2005 OSU Distinguished Staff Award



A5. Faculty international activities.

Person Country Formal Collaboration (joint appointment, etc.) and/or

Sponsor, if applicable

Research or Teaching Activity (note which; brief description is optional) Year(s)

Cole Australia CRC Grant 2011 Day Brazil Research – Induction and synchronization of

estrus in Nelore cattle, Dr. J. Vasconselos, UNESP, Botucatu

2008-2010

Day Brazil Research – Estrous cycle control in Nelore cows and heifers, Dr. A. Pires, USP, Piracicaba

2008-2010

Day Brazil Research – Nutritional induction of precocious puberty in Nelore heifers, Dr. A Pires, USP, Piracicaba

2009-2010

Eastridge Brazil Collaboration with Drs. Alexandre Pires and Ivanette Susin, Department of Animal Science, University of Sao Paulo, Piracicaba

Hosting Brazilian graduate student for externship; collaboration on research projects and publication of the results

2008-2010

Firkins Denmark Thesis assessment committees of Adam Storm in Aarhus University, Foulum, Denmark

2011

Firkins Canada Serve on the committee of Emma Hernandez at the University of Alberta, Edmonton, Canada

2011

Firkins Various On planning committee of the International Symposium on Ruminant Physiology (the U.S. representative)

Firkins Costa Rica Latin American Animal Nutrition Course. Feeding protein to dairy cows.

2010

Firkins Costa Rica Latin American Animal Nutrition Course. Nutrition and reproduction interactions in cattle.

2010

Firkins Costa Rica Latin American Animal Nutrition Course. Feeding fat to dairy cows.

2010

Firkins Costa Rica Latin American Animal Nutrition Course. Effective fiber and non-structural carbohydrates for dairy cattle.

2010

Firkins Costa Rica Latin American Animal Nutrition Course. Nutrition and reproduction interactions in cattle.

2010

Lee South Korea Sponsor: Seoul National University

Research: Production of poultry with high growth rate and low fat by using avian technologies

2010-present

Lee South Korea Chung-Ang University Research: Identification and characterization of genes involved in adipose growth and development

2010-present



Person Country Formal Collaboration (joint appointment, etc.) and/or

Sponsor, if applicable

Research or Teaching Activity (note which; brief description is optional) Year(s)

Lee South Korea Animal Biotechnology division, National Institute of Animal Science

Research: cloning of genes involved in adipose tissue growth and development in cattle

2010-present

Morrison Australia Adjunct Professorship with the School of Chemistry and Molecular Biosciences at the University of Queensland

Ockerman Various Book shipments to foreign universities ongoing

St-Pierre Mexico University of Yucatan Teaching: Short course in statistical methods in biology

2009

St-Pierre Mexico Sponsor: Elanco Animal Health Research: development of an integrated information system for the Mexican dairy industry

2008-present

St-Pierre Brazil University of Sao Paulo State (Jaboticabal)

Teaching: Applied biometrics 2010


Teaching: Introduction to Mathematical Biology 2010


Research: Nutritional requirements of goats 2009-present

St-Pierre Brazil University of Sao Paulo (Pirassununga)

Teaching: Short course in statistical methods in nutrition

2011

Velleman Australia Poultry CRC grant 2010-2013

Weiss Costa Rica American Soybean Association Co-teach on week (approx 20 hr lecture time) Outreach Course on dairy nutrition

2008, 09, 10

Weiss Spain Centro Inernacional Estudios Agronomicos Mediterraneo, University of Zaragoza

Teach one week course on dairy nutrition (40 hr lecture time) Part of a 2 yr MS program

2008, 10

Weiss Argentina University of Rio Quarto Teach one week (approx 40 hr of lecture time) extension course on dairy cattle nutrition

2009, 11

Wick Nigeria World Bank co-Pi with Dr. Adebambo

Research with Dr. Adebambo and Agbebi 2009 - current

Wick Nigeria Mol Biol course 2009 Yu/Lilburn Australia CRC Grant 2011 Yu Thailand Co-advisor of student, Faculty of Agriculture, Khon

Kaen University, Khon Kaen, Thailand 2006-2010

Yu China Adjunct Professor, Institute of Animal Sciences, Chinese Academy of Agricultural Sciences, Beijing, China

2009-present

Zerby Australia Adjunct Professor for The School Biomedical and Veterinary Medicine, James Cook University, Townsville, QLD, Australia

in both a teaching role (delivering a course in meat science) and in research (assisting with beef cattle research)

2009-current

Zerby Australia Beef CRC Zerby Australia Sheep CRC



A6. Graduate student awards. Year College/OSU/State Regional National

2011 • Fernanda Abreu (Mike Day) – First Place, Graduate Student Competition for presentation and proceedings paper, Western Section Meetings of the American Society of Animal Sciences • Katherine Boesche (Daniels) – 1st place, graduate student oral presentation competition, Tri-State Dairy Nutrition Conference • Katherine Boesche (Daniels) – 1st place, MS student poster competition, Midwest ASAS/ADSA Meeting

2010 • Kellie O’Meara (Kimberly Cole) – Student Certificate of Excellence for Oral Presentation, Poultry Science Association • Mary Beth Kopechek – invited speaker at Working Dog Conference in Philadelphia (March 14, 2010)

2009 • Yan Song –Alumni Grant for Graduate Research and Scholarship in Spring 2009

• Henry Paz– second in the Graduate Student Presentation competition at the Tri-State Dairy Nutrition Conference in April 2009 • Colleen Fowler –third in the Graduate Student Presentation competition at the Tri-State Dairy Nutrition Conference in April 2009

• Henry Paz – 2nd place American Dairy Science Association Graduate Student Poster Presentation, 2009 at annual national meeting in Montreal

2008 • Tim Hackman – Ohio Agricultural Research and Development Center Director’s Associateship Program Award • Carrie L. Pickworth – Top Applied Research Poster Presentation, 5th Annual Russell Klein Memorial Nutrition Research Symposium (2008) • Tim Hackman – Distinguished University Fellowship

• Carrie L. Pickworth – Edward J. Ray Travel Award for Scholarship and Service, Travel Scholarship to present at the 2008 ASAS MW Section Meeting

• Xuehui Li – Outstanding Oral Presentation Annual Meeting of American Poultry Science Association • Mike Nelson – American Society for Microbiology Student Travel Grant to attend ASM General Meeting (2008)



Year College/OSU/State Regional National 2006-2007

• Milton Gorocica-Buenfil (Steve Loerch) – First Place Award, Graduate Student Research Paper Competition, PhD Division by Akey at Midwestern Section American Society of Animal Science

• Esbal Jiminez – 2007 Pinnacle Award at Annual American Society of Animal, Dairy and Poultry Sciences Association meeting • Alejandro Relling (Chris Reynolds) – First Place Award by Land O’Lakes Purina Feed LLC for Graduate Student Poster Competition in Dairy Production at National Dairy Science Association meetings • Laurie Winkelman (Chris Reynolds) – Second Place Award Graduate Student Poster Presentation at National Dairy Science Association meetings • Laurie Winkelman (Chris Reynolds) – First Place Award for Graduate Student Paper Presentation by National Milk Producers Federation at National Dairy Science Association meetings • Ted Wiseman (Don Mahan) – Awarded Outstanding Contribution as a Graduate Student by National Feed Ingredients Association

A7. NRC Regression (R) rank plot.

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Department of Animal Sciences, The Ohio State University REFERENCES

References

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