Forage agronomists are needed in animal science departments

Abstract

Abstract Ruminants serve a valuable role in sustainable agricultural systems, specifically in the conversion of renewable resources from grasslands, pasture, and other by-products into high-quality human food. Recognizing forage and grasses are grown on 25% of arable land, suitable agronomic practices for management of grazing livestock are necessary for the economic sustainability of the livestock enterprise, whereas at the same time, minimizing water and soil erosion. Demographics of undergraduate animal science students have changed over the last several years with more students from urban backgrounds and with interests other than traditional animal agriculture. Thus, continued emphasis on education programs supporting grazing livestock industries becomes that much more important. In addition, newer technologies to measure production on range and pastureland have emerged, thereby increasing opportunities for further training and education. Based on an email assessment of 10 land grant institutions, typically one MS student/yr and one PhD student/3 to 4 yr graduates with an advanced degree in forage agronomy. Overall budget reductions which impact operational costs, internal funding for research projects and graduate student stipends, force universities to focus in areas with the best chance of monetary return. Challenges with funding faculty positions outside of a department’s emphasis area typically result in the question “Should forage agronomy students be trained in Departments of Animal Science or Agronomy/Plant/Soils Sciences?” It could be argued that either department is the best fit. Forage agronomy requires training in the basics of plant and soil science, but the application of those sciences within a Department of Animal Science relates more to animal science/production than to traditional crop production such as cereal grains. Animal science departments must communicate the meaningful context of forage agronomy in an active learning environment developing students’ ability to critically think and solve problems. Those providing technical expertise to livestock producers can no longer make recommendations based solely on production efficiency and profitability. Instead, best management practices must include the impact of grazing livestock on the environment and environmental sustainability. Cooperative agreements between departments should be discussed to adequately support student development in this critical subject matter.