Education & Young scientists

Education to Address Emerging Needs in Animal Genomics

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Abstract

A nationwide survey was conducted to assess the current and emerging educational needs in animal genomics across U.S. Land-Grant Universities, with the goal of identifying instructional strengths, gaps, and priority areas for future workforce development. The online instrument was reviewed and approved by the North Carolina A&T State University Institutional Review Board. Forty-four professionals engaged in animal genomics research, teaching, or collaborative activities completed the Qualtrics survey. Respondents represented all four U.S. regions, complemented by several international participants, offering a broad and diverse perspective on contemporary practices in genomics education. More than half of respondents (55%) reported that their departments currently offer genomics or genomics-related coursework. These courses vary in depth but generally address foundational genetics, quantitative genomics, and molecular tools used in animal breeding. Respondents expressed strong familiarity with applied genomics techniques-including genetic markers, genomic prediction, and bioinformatics-yet reported lower levels of familiarity with advanced or emerging areas such as whole-genome sequencing, pangenomics, and the ethical, legal, and social implications (ELSI) of genomic technologies. Overall, respondents strongly supported the importance of genomics in agriculture and education. Sixty-one percent agreed that genomics research has significant agricultural applications, and 36% indicated that expanded use of genomics will contribute to long-term sustainability. A majority (62%) affirmed that genomics education is critical to the future of animal science, and 51% stated that genomics competency enhances student career opportunities across research, industry, and government sectors. Additionally, 55% believed that animal science students should possess a strong foundational understanding of genomics.Despite this support, respondents identified several challenges. Only 11% felt that genomics receives sufficient emphasis within their departmental curricula, and just 9% agreed that faculty possess strong genomics expertise. While ethical concerns were not widely viewed as barriers (13%), respondents emphasized the need for expanded instructional capacity, with 25% stating that genomics education should be prioritized over other emerging technologies.Findings from this study highlight critical areas for strengthening genomics education and provide actionable guidance for the development, implementation, and evaluation of future curricula and professional development programs across U.S. Land-Grant Institutions.

Keywords: 2026

How to Cite:

Worku, M. & Alston, A., (2026) “Education to Address Emerging Needs in Animal Genomics”, World Congress on Genetics Applied to Livestock Production Digital Archive 2026(1): 2288127. doi: https://doi.org/10.31274/wcgalp.24297

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