PS7-14. Saddle to STEM: Training Agricultural Educators to Harness Horse Genetics as a Gateway to Science Engagement.

Abstract

Abstract Early, community-based exposure to STEM disciplines has a critical role in fostering sustained engagement and guiding students toward science-related education and careers. Non-formal educational approaches including extension programs, community initiatives, and experiential learning complement traditional classroom instruction and promote long-term interest in STEM. To address declining engagement and bridge gaps between scientific advancement and educational practice, the Saddle to STEM (S2S) program was developed as a community-based initiative leveraging youth interest in horses as a “gateway species” to broaden agricultural and STEM learning. The current S2S program emphasizes genetics, a rapidly advancing field often underrepresented in secondary education despite its importance to the animal agriculture industry. The S2S program incorporates a Train-the-Trainer (TTT) model to equip extension agents and agricultural science educators with the knowledge and skills needed to deliver engaging, up-to-date genetics content. Two TTT cohorts (n = 23 total) participated in a 5-day immersive training experience focused on equine genetics and advanced reproductive technologies, with parallel curricula contextualized within different equine industry sectors. Pre- and post-program assessments measured STEM self-efficacy, STEM identity (professional and internalized), and genetics content knowledge using validated and researcher-developed instruments. Participants entered the program with high levels of STEM identity, which were maintained throughout the program. Assessments did not identify statistically significant changes in professional or internalized STEM identity. However, this stability reflects strong baseline identification with STEM rather than a lack of program impact. In contrast, STEM self-efficacy demonstrated a practically meaningful increase (Δ ≈ +0.43, d ≈ 0.64), suggesting improved educator confidence in engaging with STEM material. Knowledge advancements were consistent across cohorts, though statistical significance was limited by sample size. Genetics knowledge outcomes showed targeted improvement, particularly in foundational concepts (+5.3 percentage points, P = 0.008), while other areas remained stable due to ceiling effects. These findings suggested that participants already possessed substantial knowledge before participating in the TTT, highlighting the need for more advanced or discriminating assessment tools in future iterations. Overall, the S2S TTT program effectively supported educator development by maintaining strong STEM identity, enhancing self-efficacy, and reinforcing key genetics concepts. The S2S program is a promising approach for strengthening STEM capacity among agricultural science and extension educators and expanding access to contemporary scientific knowledge in community-based settings.

The authors' abstract, as published at the source. Journal of Animal Science, 2026 · DOI ↗