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Browsing by Author "Cadaret, Caitlin N., advisor"

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    Pre-weaning performance in lambs after nutrient specific restriction in gestation and training cognitive skills to improve integration and application of knowledge in animal physiology
    (Colorado State University. Libraries, 2024) Stucke, Rachael, author; Cadaret, Caitlin N., advisor; Ahola, Jason K., committee member; Winger, Quinton A., committee member
    Due to seasonal availability and quality of range forage, extensively managed ewes often experience nutrient restriction during gestation. Neonatal lamb performance after severe experimental nutrient restriction during gestation has been well studied; however, there is a gap in understanding of how practical nutrient restriction experienced over the course of a production cycle impacts lamb success. Therefore, the objective of the first study was to investigate early life performance in lambs from ewes fed a diet from 30-125 days of gestation (dGA) that simulates winter forage or one that meets all nutritional requirements for gestation. Maternal BCS and weight losses were evident prior to the standard supplementation period suggesting impacts on the fetus could be happening due to nutrient restriction earlier in gestation. Lambs from dams who received the lower quality diet did not differ by bodyweight but were not able to thermoregulate as well as lambs whose dams had their requirements met during the first week and on specific weeks thereafter. Beginning at six weeks of life through weaning lambs from restricted dams had lower body weights compared to lambs from fully nourished dams. This data demonstrates that nutrient challenge during gestation, even when re-alimented in late gestation, decreases performance. The lamb data showed that while there are no apparent differences in growth during the first week of life, NR animals start to diverge later in life even when provided high quality nutrition. This coupled with reduced thermoregulatory ability suggests tissue specific differences may underlie animal variation and warrants further investigation. Case-based learning immerses students in real-world scenarios, prompting observation, action, and reflection to enhance cognitive skills. The open-ended nature of such learning can challenge students to reach higher levels of critical thinking, however, we have noticed that without guidance, students often do not know how to approach these types of questions. Therefore, the objective of study 2 was to investigate how two low-input interventions strategies may help train cognitive skills and improve student performance. Three semesters of an undergraduate physiology course employed a case-based assessment strategy. Semester 1 (S1) represented no intervention, Semester 2 (S2) included two dedicated class periods of instructor-led guidance on approaching case studies, and Semester 3 (S3) utilized an online peer evaluation platform, where students evaluated and provided feedback to each other. In S2 and S3 pre-surveys were administered to understand changes in students' perceptions of their own cognitive skills. The average grade on case studies after intervention was the highest in S3 where peer intervention was employed. When comparing changes in perceptions, student confidence in their cognitive skills generally increased in S2 and S3. Interestingly, while peer evaluation improved student performance, free response questions indicated that students did not enjoy peer evaluation and felt that it was not beneficial to their learning. Peer evaluation provides a unique opportunity for students to actively engage in the learning process and to practice cognitive skills. This process holds dual benefit as reviewing peers requires students to reflect, analyze, and evaluate, which are cognitive skills also needed to solve the case studies.