92 Award Talk: Who ARE these people?? Current animal science student trends–and how educators can ‘flex’.

Abstract Similar to previous generations of students, Generation Z students are proving to be different from their predecessors. While digital natives, Gen Z students may not know how to use technology for college learning. They are more aware of mental health or academic challenges, but still may not seek assistance. Attention spans of Gen Z students have decreased by one-third that of Millennials (from 12 sec to 8 sec). As college students, Gen Zs expect immediate feedback and flexibility, respond to the perceived significance of an assignment or topic, and think of themselves as “multitasking masters”. Most incoming college students experienced the COVID-19 epidemic in late middle school, influencing both learning and social contexts. To investigate learning differences in a required, upper-level science course within the Iowa State University Animal Science curriculum, exam grade distributions for ANS 3310 – Domestic Animal Reproduction were examined for five semesters (S23, F23, S24, F24 and S25). This course is traditionally considered one of the more rigorous courses in the curriculum and consists mostly of junior students, with some seniors each semester. Average enrollment across the five semesters was 148 students. Additionally, ANS 3310 has an exceptional amount of student assistance, including 15 hours of free help via undergraduate teaching assistant office hours and three hours of Supplemental Instruction weekly, with less than one-third of students participating in either. While the average exam score between Exam #1, Exam #2, and Exam #3 was not significantly different across semesters, it was noted that the distribution of scores has become parabolic instead bell-shaped, with increased numbers of A and A- grades and D+, D, D- and F grades and decreased numbers of B-, C+, C, and C- grades, compared to a normal distribution. The concern is a widening of the knowledge gap, with the majority of enrolled students either failing or excelling, and a decreased number of average scores. Incoming students continue to transfer increasing number of college credits from high school, including introductory animal science courses, forcing educators to build on various foundations of introductory knowledge while bringing all students up to a similar level of understanding before moving into upper-level courses. Asking for genuine feedback from students and reporting back why feedback was used (or why it was not) can build trust with students. Gen Z students appear to require more guidance on instructor expectations, deadlines, and course rigor and effort. Normalizing academic assistance has begun, but effort is necessary for a true cultural shift towards getting help. Maintaining awareness of changing learning styles can help educators determine what responses may help in their courses and learning environments.