PSVII-29 Perceptions of undergraduate students regarding animal use.

Abstract Science Literacy 101 (SCIL 101) is required for undergraduate students in the College of Agricultural Sciences and Natural Resources at the University of Nebraska-Lincoln. Students in SCIL 101 learn to use scientific information and economics to support their position on socio-scientific issues regarding food, energy, water, and landscape systems. Learning to identify credible information and synthesize it prepares participants to address real-world problems. During Spring of 2025, a group of five students chose to explore animal welfare and societal concerns with animal use. Our objectives were to 1) provide a structured hands-on learning activity focused on animal welfare, 2) to assess participant understanding of animal welfare concerns and their comfort level discussing such topics, and 3) to determine if participant beliefs or comfort level discussing animal welfare concerns changed as a result of participation in structured learning activities. Participants completed a pre-survey that included questions about previous experience with animals, familiarity with public criticisms of animal agriculture, and their level of comfort discussing these topics with farmers and ranchers, peers, and people who do not agree with the consumption of animal products. Participants watched weekly recorded lectures on animal behavior and welfare topics which explained the importance of understanding animal behavior for managing welfare. As part of hands-on learning activities, participants observed and recorded cattle handling in short videos, using an ethogram to identify specific behaviors. Before participating in hands-on learning activities, 60% of participants reported feeling somewhat or very uncomfortable discussing positive animal welfare with farmers and ranchers, and 40% felt somewhat or very comfortable; 80% felt somewhat or very comfortable discussing positive animal welfare with peers. When asked about their comfort level discussing negative animal welfare, 60% of participants reported feeling somewhat comfortable discussing negative welfare with peers; 80% of participants felt somewhat or very uncomfortable discussing negative animal welfare with farmers and ranchers. Interestingly, 60% of participants felt at least somewhat comfortable discussing both positive and negative animal welfare with people who do not agree with the consumption of animal products. Overall, students reported feeling more comfortable discussing welfare topics with peers and people who do not agree with the consumption of animal products than with farmers and ranchers. The goal of formal education is to prepare tomorrow’s leaders. Our findings suggest more work is needed to prepare CASNR students for future roles which may involve communicating with farmers and ranchers about animal welfare.