Animal welfare judging teams—a way to interface welfare science with traditional animal science curricula?

Assessing attitudes toward farm animal welfare: A national survey of animal science faculty members1

“…A previous survey of animal science students preparing for a national Animal Welfare Judging competition (Heleski et al, 2003) revealed 15 animal production practices/outcomes that students saw as concerns. We asked the animal scientists whether they agreed or The percentages of animal science faculty agreeing and disagreeing with the following statement for each species: "The predominant methods that are currently used to produce animal products provide an appropriate level of animal welfare in the _____ industry."…”

Undergraduate education and attitudes towards swine welfare

“…Therefore, in order to distinguish it as a separate subject without disassembling it from the veterinary curriculum, Estol suggested establishing an informed position on animal welfare appropriate to veterinary professions in undergraduate education. It was proposed that one feasible approach to teaching animal welfare in animal science curriculums would be using evaluation courses such as traditional judging/assessing teams (Heleski et al, 2003). This method would allow students to holistically evaluate the facilities, procedures, and practices while at the same time gaining real-world experiences that guide their attitudes toward animal welfare.…”

“…However, it may be more important for animal science students to be more cognizant of these issues and to learn how to combine ethical principles and scientific knowledge to better understand animal welfare issues. Since undergraduate students are likely to be the future animal science professionals, heightening students' awareness of animal welfare issues seems a fundamental component to curricula (Heleski et al, 2003). Additionally, Heleski et al (2003) argued that students need to be aware that increasing animal welfare does not always conflict with the goal of maximizing profitability.…”

“…Since undergraduate students are likely to be the future animal science professionals, heightening students' awareness of animal welfare issues seems a fundamental component to curricula (Heleski et al, 2003). Additionally, Heleski et al (2003) argued that students need to be aware that increasing animal welfare does not always conflict with the goal of maximizing profitability. In fact, it has been shown in a number of livestock industries that poor interactions between stockpeople and their animals can limit the productivity and welfare of these animals (Hemsworth, 2003).…”

“…For example, a response of "strongly disagree" with an index of concern numerical assignment of 1 to the question, "Sows are safest when they gestate in gestation stalls", is read as higher concern for welfare. These questions were both chosen and worded toward the chronic or production effects typical for the conventional swine production system because these issues had been rated with a higher level of concern by animal science students preparing for a national Animal Welfare Judging competition (Heleski et al, 2003).…”