The Department of Animal Sciences and the College of Veterinary Medicine and Biomedical Sciences at Colorado State University established equine programs in 1946 and 1967, respectively. As both programs grew, it became apparent that efficiency and cost effectiveness as well as enrollment may be enhanced if the programs were consolidated. As a result, initial steps were taken in 1982 to minimize duplication and enhance cost effectiveness. There was concern by some about the student interest in an equine science undergraduate major resulting in a student survey conducted in 1983. Results indicated that if given the option, 35% of the animal science undergraduate majors would choose equine science as a major. During the process of review and evaluation, most groups responded positively to the establishment of an equine major, although the food animal interests of the department voiced concern that an additional major would dilute resources and, as a result, the existing programs in the Department of Animal Sciences would be deemphasized. Higher administration favored the new major, believing that it would enhance enrollment and general support for the university as a whole. As a result of on campus deliberations that included input from clientele, the equine science major was proposed to the Colorado Commission on Higher Education in Fall 1984. After considerable review and evaluation, the equine science major was finalized in 1986.
Impact on Enrollment
Review of enrollment in the Department of Animal Sciences from 1970 through 1985 indicated a peak of 521 majors in 1977 followed by a decline through 1985 to 389 majors. During this same period, the enrollment at the college had also declined. During the first year of the equine science major (1986), departmental enrollment increased to 446 students. Interestingly, the percentage of students in 1986 that chose the equine major was 34% of departmental total majors which is similar to the 35% predicted by the 1983 survey results. Clearly, the knowledge that Colorado State was considering, and in fact had proposed the equine science major, was having an impact before 1986 when the major was authorized by the Colorado Commission on Higher Education.
Since 1986 total enrollment in the department has continued to grow as shown in Figure 1. Equine science majors exceeded animal science (food animal) majors from 1987 through 1991, when number of students in each major appeared to have reached a desirable balance. However, beginning in 1992, both animal and equine science majors have grown dramatically (Figure 1) reaching 787 majors in 1999. At this point in time, equine science (360 majors) and animal science (427 food animal majors) are both at an all-time high since the initiation of the equine science major in 1986. It is difficult to determine if equine science and animal science majors have a significant impact on each other or whether the two majors simply develop as separate entities. It appears that a genuine symbiotic relationship exists because of the interactions that continue to develop with faculty teaching and advising students from both majors and teaching courses required by both majors. In fact, the differentiation between equine and animal courses and faculty has become less differentiated with time.
Credit Hour Production
Figure 2 shows the changes in credit hour production for the total department and for courses directly related to equine science. It should be noted that in the equine science curriculum, 46% of the departmental course requirements are not specific (focused) equine courses. It is obvious that since 1986 there has been an increase the credit hours generated in equine science courses. However, as a percentage of total departmental credits, the percent credits related to specific equine courses, has been relatively stable since 1988. Unfortunately, a review of Figure 3 demonstrates that increased credit hour generation by the department as a whole, has not resulted in additional faculty FTE for teaching, although the department exceeds both the college and university relative to credit hours generated per teaching FTE. It can also be noted in Figures 2 and 3 that the percentage of credits credited to equine courses in the department and the percentage of equine FTE in the department have reached a reasonable balance. It should also be mentioned that approximately 25% of the teaching FTEs in the Department of Animal Sciences were equine-oriented prior to development of the equine major. This should be of particular significance for programs that may consider offering a new equine science major without existing equine faculty. Our data suggests that a department with two majors (food animal and equine) will require that approximately 1/3 of total faculty have equine expertise.
Budget Impacts
The percentage of departmental teaching budget that is directly attributable to equine science were increased significantly with the initiation of the equine science major and is related to equine FTE. Since 1987, there has been little change in the percentage of the teaching budget related to salaries and base operating. It is important to realize that cost accounting principles that relate total teaching budgets to equine vs. food animals has not been applied in this situation. Therefore, the percentage of the total budget appropriated for specific equine salaries and operating must be taken in the context of only 54% of the curriculum requirements being directly related to equine FTE's. It is interesting to note that tuition income for the 787 students in the Department of Animal Sciences exceeds $7 million annually. Hopefully, administrators will consider these tuition dollars in the same vein as research and/or other forms of the university support.
Summary
An equine science major at Colorado State University has attained the enrollments projected in 1984. In addition, enrollment in both food animal and equine science majors within the Department of Animal Sciences have increased. Together, these two majors account for the largest enrollment ever for the Department of Animal Sciences. As expected, credit hour production has also increased and, in fact, there is a reasonable balance between resources and output for both majors. Unfortunately, there has not been corresponding increases in teaching FTE support for increased majors and output. This has occurred in conjunction with increased tuition income. It appears that the addition of an equine science major at Colorado State where equine programs existed in the Department of Animal Sciences and the College of Veterinary Medicine have been positive in terms of enrollment and cost effectiveness.