Communicating
Genetics to
Undergraduates
and Producers
Debra K. Aaron, Ph.D.
Animal Breeding & Genetics,
Statistics; Sheep
University of Kentucky
Communicating
genetics
Teach
in an understandable
and usable form
Animal
Science
Students
Livestock
Producers
Others in
Livestock
Industry
Communicating Genetics to
Undergraduates and
Producers
1
What do we teach?
2
How do we teach it?
3
What are our challenges?
4
How do we meet them?
What do we teach?
• Undergraduate courses
– Introductory animal sciences
– Animal breeding and genetics
ASC 362
• The study of inheritance
in animals–animal
genetics
• The application of
principles of animal
genetics to farm animal
improvement–animal
breeding
Course Description
• Fundamental principles of genetics
and statistics as applied in selection
and mating systems to make genetic
improvements in farm animals.
Involves traditional discussion of
Mendelian, population and
quantitative genetics and their
application. Includes introduction to
some genetic engineering techniques
and their application in the
improvement of livestock and
poultry.
Learning Objectives
1. Summarize history of modern
livestock breeding.
2. Describe important concepts
of Mendelian inheritance.
3. Use probability rules in analysis
of genetic problems.
4. Characterize basic genetic
model and explain how
different types of gene action
contribute.
Learning Objectives
5. Describe importance of
heritability to selection and
management.
6. Differentiate between types of
mating systems, calculate
inbreeding and relationship
coefficients and estimate
heterosis.
Learning Objectives
7. Apply principles of quantitative
genetics to selection and
mating systems.
8. Use EBV/EPD to rank and
select potential sires and
dams.
9. Explain how genomic data can
be used in genetic
improvement.
Course Outline
I.
Introduction
II. Mendelian Inheritance
III. Genetic Abnormalities
in Farm Animals
IV. Population Genetics
V. Types of Traits
Course Outline
VI. The Genetic Model for
Quantitative Traits
VII. Statistics and Their
Application to
Quantitative Traits
VIII.Heritability and
Repeatability
Course Outline
IX. Principles of Selection
for Quantitative Traits
X. Genetic Prediction
XI. Large-Scale Genetic
Evaluation
XII. Systems of Mating
Mendelian
versus
Molecular
Tradition
versus
Technology
Branches of Animal Genetics
Genetics
Mendelian
Population
Quantitative
Molecular
Transmission of
genetic material
from one
generation to the
next.
Mendelian
genetics in
populations;
Hardy-Weinberg
Law is foundation;
limited to
qualitative traits
influenced by
small number of
genes.
Quantitative traits
influenced by
many genes;
based on
principles of
Mendelian and
population
genetics combined
with statistical
concepts.
Molecular structure
and function of
genes.
“… all these things need to be covered first. Then and only then can we
introduce students to genomics. You don’t start a course by showing
students the most complex known example of genetic variation. You
start with simple examples and basic concepts then work your way up to
the more difficult examples.”
L. A. Moran, Professor of Biochemistry
2012
Genomic
selection
sounds
scary to
some of us,
but ....
… it actually
just extends
the
traditional
approach to
selection.
Information Included in
Genomic-Enhanced EBVs
Progeny
Genomic
Results
Pedigree
Individual
EBVs
(EPDs)
What do we teach?
• Undergraduate courses
– Introductory animal sciences
– Animal breeding and genetics
– Production or science
What do we teach?
• Undergraduate courses
– Introductory animal sciences
– Animal breeding and(or)
genetics
– Production (Beef, Dairy, Sheep,
Swine, Poultry)
– Advanced genetics (molecular,
genetic engineering)
What do we teach?
• Livestock (sheep) producers
– Genetic principles as they
apply to livestock improvement
Selection
Mating systems
– Changing technology
Animal evaluations (EBVs)
Genomics
What do we teach?
• Livestock (sheep) producers
– Need-dictated
– Producer-driven
– Applied in nature
Small flocks
Beginning producers
– Not highly technical
– Rarely genomic-oriented
Communicating Genetics to
Undergraduates and
Producers
1
What do we teach?
2
How do we teach it?
How do we teach it?
• Undergraduates
– Traditional lectures/labs
• Notetaking
• Problem solving
• Homework, quizzes, exams
• Illustrations, demonstrations
and examples
How do we teach it?
• Undergraduates
– Emphasize active learning
– Hands-on experience with
simulation
Scheduling
Round
(lambing
year)
1 (2013)
2 (2014)
3 (2014)
4(2015)
5 (2016)
Results
out*
Mon, Mar 18
Wed, Mar 27
Fri, Apr 5
Mon, Apr 15
Wed, Apr 24
Reference
sire team
Decisions
elected*
in*
Wed, Mar 20 Mon, Mar 25
Fri, Mar 29
Wed, Apr 3
Mon, Apr 8
Fri, Apr 12
Wed, Apr 17 Mon, Apr 22
n/a
n/a
*Due 8:00 pm EDT.
CyberSheep Manual, Page 13
Potential Rewards
 Play of CyberSheep worth 50 points
 On-time submission contributes 10 points
toward final grade (40 points total)
 Evaluation form contributes 10 points
 Bonus points
 On-time submissions and completion of final
assignment generate 10 points
 Most net income generates 10 points
 Maximum genetic response generates 10 points
 Assignments worth 35 to 50 points
 Final assignment due last day of class
 Fun
CyberSheep
Round 3 Results
2016
Earnings leader: Team #7
Greatest genetic change: Team #18
Teams #1, 17 and 21 eliminated
spider allele!
How do we teach it?
• Livestock (sheep) producers
– Producer schools
Eweprofit I, II and III
Lambing School
– Field days
Sheeprofit Day (44th annual)
How do we teach it?
• Livestock (sheep) producers
– Participation
– Illustration
– Demonstration
PP
1/2 WD
3/4 WD
7/8 WD
15/16 WD
Purebred
White Dorper ram
and ewe lambs
produced as part
of grading-up
project
How do we teach it?
• Livestock (sheep) producers
– Producer schools
Eweprofit I, II and III
Lambing School
– Field days
Sheeprofit Day (44th annual)
– Local meetings
– KSWPA annual meeting
– Publications
Communicating Genetics to
Undergraduates and
Producers
1
What do we teach?
2
How do we teach it?
3
What are our challenges?
What are our challenges?
• Animal science students
– Numeracy
– Thinking skills
– Study habits
– Problem solving
– Place in curriculum
– Rigor
– Livestock experience
Diversity
Undergraduates
• Gender
– 79% females
• Career objectives
– Veterinary medicine (59%)
– Food animal production ( less than 5%)
• Species of interest
– Companion animals (50%)
– Equine (24%)
– Food-producing animals (20%)
Peffer, NACTA J., March 2011,
Undergraduates
Female (80%)
Urban, non-farm backgrounds
No livestock experience
Little 4-H, FFA participation
Pre-veterinary medicine
Equine and small animal
Undergraduates
• Discipline perceived to be most valuable
to learn
– Nutrition
– Reproduction
– Behavior
• Genetics not perceived as valuable
Peffer, NACTA J., March 2011,
“Genetics are
not an
important
economic driver
on my ranch
unless it causes
a wreck.”
Pete Marble, 1980
What are our challenges?
• Livestock (sheep) producers
– Production goals
– Breeds
– Flock size
– Age
– Education
– Experience
Diversity
Tradition
Sheep Producers
• Older (retired or close to
retirement)
• Educated
• Couple
• Naïve
• Hobby
• Small flocks (25 or fewer
ewes)
Sheep Producers
•
•
•
•
•
•
•
•
Young (35 to 40 yr)
Varied education
Progressive
Open-minded
Naïve
Eager for information
Serious about making money
Large flocks (100+ ewes)
Sheep Producers
• Young females (30 to 35 yr)
– Stay-at-home moms
– Educated
– Organic
– Natural
– Fiber
– Exotics
– Very small flocks (12 or
fewer ewes)
Sheep Producers
• Male (65%)
• 45 yr or older (84%)
• Diverse education
backgrounds
– 33% high school
graduates
• Over 20 yr experience
• Demographic
differences by flock
size
Gardiner et al. (2012)
The Next
Generation
Who will
they be?
Communicating Genetics to
Undergraduates and
Producers
1
What do we teach?
2
How do we teach it?
3
What are our challenges?
4
How do we meet them?
How do we meet them?
• Undergraduates
– Increased exposure to food-animals
– Greater emphasis on career
opportunities
– More hands-on experiences
– Change in teaching philosophy
and(or) methods of instruction
– Better integration of genetic
courses into curriculum
How do we meet them?
• Livestock (sheep) producers
– Know clientele and their needs
How do we meet them?
• Livestock (sheep) producers
– Know clientele and their needs
– Address basics first
• Production goals
• Recordkeeping
• Selection
• Mating plans
– Be realistic
Communicating
genetics
Teach
in an understandable
and usable form
Animal
Science
Students
Livestock
Producers
Others in
Livestock
Industry
For students, the
goal is to give
them a stronger
knowledge base
to better
understand the
world as they
integrate into
their chosen
careers.
For producers, the
goal is to help them
better understand
the application of
genetics to livestock
improvement and to
prepare them for
changing
technologies.
Communicating Genetics to
Undergraduates and Producers
Debra K. Aaron
University of Kentucky