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DK Combs, GE Shook, MC Wiltbank. (Dairy Science) "Development of a capstone course in dairy herd management"

University of Wisconsin-Madison.

During the last 8 years we have developed a three credit course that is designed around troubleshooting nutrition, genetics, reproduction, and milk quality on commercial dairy farms. Early in the semester, class-room activities center on discussion and case studies that utilize principles of Total Quality Management (TQM) to assess processes and critical control points on dairy farms. In the first month, pairs of students are teamed with a nutrition consultant who identifies a farm for the students. Farms are selected by the consultant and faculty based on availability of records, interest of the dairy producer, and nature of the management issues likely to be encountered. The students and consultant form a working team, and make the initial farm visit together. Students arrange subsequent farm visits directly with the producer. By mid semester, students present a written report and an oral presentation to the class that gives an in-depth evaluation of each of the four disciplines for the farm they are working on. The consultant, fellow students, and faculty critique the studentÕs farm evaluation. Discussion after the mid-term presentation helps students select a key issue that appears to be most limiting on their farm. Issues addressed by students have included: nutritional metabolic disorders, forage quality, business plans for anticipated expansions, reducing somatic cell counts, and reducing calving intervals. At the end of the semester, the students generate a letter to the producer and give a final oral presentation to the class, producer, and faculty that analyzes critical data on the current situation, possible new strategies, and estimated economic consequences. The consultant, producer, fellow students, and faculty evaluate the presentation and plan. Consultants involved with the course have been enthusiastic about participating again. Detailed student evaluations of the course have been very positive. The TQM approach has helped to focus students on actual data and production processes rather than stereotyped solutions. The use of a team of students, consultants, and farmers to bring current farm cases back to the class has allowed more in-depth analysis of multiple farms than visits to farms by the entire class.

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UW-Madison, November 1997

page last modified 22-mar-02