A Programmatic Evaluation of Four-Year Equine Degree Programs in the United States

Abstract

The equine industry is a vast and growing segment of the United States economy that is supported by equine educational programs at the post-secondary level. The purpose of this study is to provide a programmatic evaluation of the four-year equine degree programs currently in operation. The potential for this study to inform and influence existing and emerging programs with their curricula and resource offerings could improve both the sustainability and relevance of equine programs nationwide. The quantitative data for this study was collected through the use of an online survey instrument. The instrument was sent to a department head or senior faculty member for each of the 77 institutions identified as offering a four-year equine degree program option. The data collected included the program type and objectives, curricular offerings, supporting resources, graduation rates, and characteristics of both the student and faculty populations. The findings indicate that the main objectives of a four-year equine degree program, regardless of type, should be to produce students with foundational knowledge in equine health, care, and handling, who are knowledgeable about what is currently happening in the equine industry, with the personal and professional skills needed for employment beyond academia, and who have a mindset for continued learning and education. To do this, equine programs need to offer students the time to put their theoretical knowledge into practice with hands on activities. Twenty course topics were evaluated for student success upon graduation, the two highest ranked courses were equine care and management and communications and the two lowest ranked courses for success were general reproduction and genetics. Overall, participating institutions believed that an equine industry internship was the most valuable experience a student could participate in, and that the most needed resources were horses and industry specific teaching professionals. Graduation rates were similar across programs and career paths varied only slightly in terms of primary equine employment or employment in the animal science or agricultural industries outside of equine specific occupations. The information found will inform stakeholders of the key curricula and resource needs of successful post-secondary institutions and serve as a foundation for future studies involving equine educational degree programs.