77 Assessing Value of a Novel NC State University Two-Week Animal Science Study Abroad Course in Chiang Mai, Thailand for Post-Pandemic Student Education

Abstract Partially due to COVID-19 education adaptations, students and teachers alike have become more normalized to online learning platforms. While this can be valuable, it has led to an increased concern that students resist in-person meetings, lack animal and personal interactive skills and many social and cultural cues. Online platforms can allow globalized learning, but there is considerable difference between interactive study abroad education and online delivery methods. After 2 years of COVID-19 impacting study abroad programs, NC State University programs reopened in Spring 2022, although the interest and availability were understandably less than pre-pandemic years. The novel ANS 395 course Thailand: Global Animal Management Issues, Concerns and Solutions was offered Summer 2022 as a two-week, three credit hour course with 17 undergraduate students. Of these students, at least 24% had never flown, 35% had never traveled outside the USA and many more had not traveled since they were young. ANS 395 explores Thai culture and its influence on cat, dog, and elephant management as compared with North American norms. The students were housed near Chiang Mai, Thailand at a large animal sanctuary that is residence to over 100 elephants, 600 dogs and 2,000 cats. In ANS 395, students were taught and allowed to participate in basic veterinary techniques including physical exams, blood collections, IV catheter placement, suturing, medical injections, skin scraping, fecal testing, feed intake assessment, and surgical (spay/neuter) preparation. Students were able to interact with numerous animal professionals and rescued animal species in unique situations including cats in large outdoor population holding areas, semi aggressive and / or paralyzed dogs, elephants that had been severely abused, suffered landmine wounds, or were geriatric. Over 90% of the Thai population identifies as Buddhist. This presents a unique animal management learning perspective since Buddhism teaches the avoidance of all work that involves any killing of animals. Therefore, euthanasia is avoided in most veterinary cases. In contrast, many of the unique animal situations discussed above would be considered for individual humane euthanasia in North America. The novelty of ANS 395 for both instructors and students did not allow for research into how the opinions of the students on ethics and animal care may have been altered by the first offering of this course. Students were asked to Likert scale rank their Thailand animal science experience from 1(poor) to 10 (best). The average was 9/10 (n = 17). This indicates that the student’s post-pandemic valued and enjoyed their interactive study abroad experience. However, instructors did note potential post pandemic increases in social interaction difficulties. As this course develops, knowledge from 2022 will allow student assessment on ethical standpoints regarding animal care prior and post travel to understand cultural and animal management opinion changes after real world exposure.