Neu, Abby2017-07-182017-07-182017-03https://hdl.handle.net/11299/188775University of Minnesota M.S. thesis. March 2017. Major: Animal Sciences. Advisor: Krishona Martinson. 1 computer file (PDF); viii, 65 pages.High levels of ash are problematic in hay since ash provides no nutritional benefit to livestock. Hay raking can effect hay quality but the effect of alternative hay raking equipment on ash content is unknown. The objectives were to determine the effect of hay rake-type on ash content and forage nutritive values of alfalfa (Medicago sativa L.) hay. Replicated trials were conducted on two cuttings of alfalfa in Minnesota, Pennsylvania and Wisconsin. During raking, two swath rows were combined using one of the following rake-types: wheel, sidebar, rotary or merger. Samples were collected during the four phases of hay harvest: standing forage, post-cut, post-raked and post-baled or chopped and analyzed for ash and nutritive value. Ash content was different in five of the six sites-cuttings post-raking and average, for MN, PA, and WI respectively (P ≤ 0.05). The hay merger and sidebar rake resulted in the least amount of ash (9.0-13.6% DM) while the wheel rake (10.0-15.3% DM) resulted in the greatest amount of ash post-raking. Differences in forage nutritive values were rarely observed due to hay rake-type and ranged from 20-24% DM CP, 36-48% DM NDF and 39-53% DM NDFd. First cutting alfalfa differed in RFQ with the hay merger and sidebar rake resulting in greater RFQ values (≥121) compared to the wheel rake (≤160). Using a hay merger or sidebar rake to combine swaths tended to result in less ash content and greater RFQ compared to a wheel rake. The number of post-secondary institutions offering online courses as a component of their long-term educational strategy is increasing. A survey of public colleges and universities showed 31% of students take at least one online course during their collegiate career. However, limited data exists on learning gains and satisfaction from students enrolled in online animal science courses. The objective of this research was to evaluate student learning gains and satisfaction of animal science courses offered in-person and online at the University of Minnesota (UMN). Both courses offered in-person and online sections concurrently for two consecutive academic years. Data were collected from two introductory-level courses, Companion Animal Nutrition and Care (CANC) and Horse Management to assess undergraduate student learning gains and satisfaction of the two delivery methods. Student learning gains were assessed by comparing pre- and post-tests specific to each course and final grade with student demographics. Student satisfaction was evaluated through six questions administered through the UMN’s Student Rating of Teaching. Student learning gains (12 to 41%) occurred in both delivery methods of both courses, with in-person students having greater gains in three of the four course years (P ≤ 0.0002). Animal science majors had greater learning gains compared to non-animal science majors, but only in the first year of CANC. In both courses, final course grade was unaffected by the student’s major. Freshman tended to have greater learning gains compared to more advanced students and their final course grade followed the same trend in both courses. Student satisfaction was high among both courses and delivery methods (≥ 4.8 on six-point scale), although in-person students reported higher ratings than online students (P ≤ 0.0008) in some instances. All students would recommend both courses and delivery methods to future students. In-person and online students spent the same amount of time each week (0 to 2 hours) on homework, readings and projects with the exception of one instance, when online students devoted more time compared to in-person students. When evaluating undergraduate, introductory-level online and in-person courses, students utilizing both delivery methods experienced learning gains and were satisfied. Based on these results, it appears online courses can be successfully used to teach undergraduate students introductory-level animal science courses.enashforage nutritional valueshay rake-typelearning gainsonline coursesstudent satisfactionThesis or Dissertation