Teaching

Undergraduate Student Feedback Related to Diversity, Equity, Inclusion, and Belonging in the Department of Animal Science

Authors
  • Lauren Pierce (Iowa State University)
  • Jennifer Bundy (Iowa State University)
  • Anna K. Johnson (Iowa State University)
  • Aileen F. Keating (Iowa State University)
  • Kelsi Carlson
  • Scott W Smalley (Iowa State University)
  • Michael Martin (Iowa State University)

Abstract

The Department of Animal Science at Iowa State University strives to support students from diverse backgrounds. Therefore, to assess the current departmental climate regarding diversity, equity, inclusion, and belonging, a survey instrument was developed and distributed to students with a primary major in the department. The survey consisted of scale questions, one "select all that apply" question, and one open-ended question. This report focuses on the open-ended feedback provided by undergraduate Animal (AN S) and Dairy Science (DY S) students. Based on participant responses, some students felt behind in their introductory AN S courses because they did not come from an agriculture background. Students expressed their desire for more hands-on livestock experiences but also noted the need for more diverse guest lecturers who have various views and backgrounds. Additionally, students expressed interest in creating a physical space for student collaboration. These findings have provided insight in the experiences of our undergraduate students. It is important to take this feedback into consideration when developing academic resources and opportunities for students to gain hands-on experiences in the AN S and DY S fields.

Keywords: Undergraduate, Inclusion, Belonging

How to Cite:

Pierce, L., Bundy, J., Johnson, A. K., Keating, A. F., Carlson, K., Smalley, S. W. & Martin, M., (2024) “Undergraduate Student Feedback Related to Diversity, Equity, Inclusion, and Belonging in the Department of Animal Science”, Iowa State University Animal Industry Report 20(1). doi: https://doi.org/10.31274/air.16994

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Published on
02 Apr 2024
Peer Reviewed
License
Public Domain