Interpretive Summary: A review of the application of active learning pedagogies in undergraduate animal science curricula

By: Elizabeth C Ragland, Scott Radcliffe, Elizabeth L Karcher

Animal science undergraduate curricula face the issue of motivating and interesting students from diversified backgrounds to meet the growing job market (Benson et al., 2020; Lugar & Stewart, 2019). Students are entering animal science majors with different expectations and values as explained by the expectancy-value theory, so higher education systems face the struggle of meeting diverse student interests while fulfilling required course content. One solution to this challenge is to generate interest and motivation through engaging students in student-centered spaces and creating autonomy, competence and relatedness as outlined by the self-determination theory (Ryan & Deci, 2020). This review examines current research available on different teaching pedagogies in animal science classroom and summarizes their impact. The reviewed pedagogies are possible strategies that institutions can utilize to meet this challenge and motivate students.