The study objective was to determine whether in utero heat stress (IUHS) affects piglet physiology and behavior following common production practices. A total of 12 gilts were confirmed pregnant and allocated to either heat stress (HS; n = 6) or thermoneutral (TN; n = 6) conditions on day 30–60 of gestation. At weaning (22.5 ± 2.3 days of age), 1 boar and 1 barrow of median weight were selected from each litter and transported for approximately 7 h. Piglets were then blocked into pens (n = 2/pen) by in utero treatment (IUHS (n = 12) or in utero thermoneutral (IUTN, n = 12)) and sexual status (boar (n = 6/in utero treatment) or barrow (n = 6/in utero treatment)). Plasma cortisol, non-esterified fatty acids (NEFA), insulin and glucose were evaluated 1 day prior to transport (pre-transport) and immediately after transport (post-transport). Behavioral data were collected on day 1–7 for 60 min at four different time points each day. In utero heat stressed piglets exhibited reduced cortisol concentrations compared to IUTN piglets immediately post-transport (p = 0.04). Glucose concentrations were not affected by in utero treatment. Insulin concentrations were reduced in IUTN piglets post-transport compared to pre-transport (p = 0.002), but no differences were detected for IUHS pigs. Non-esterified fatty acids tended to be reduced overall for IUHS vs. IUTN pigs (p = 0.08). Overall, IUHS piglets performed more drinking behaviors (p = 0.02) and tended to perform more aggressive behaviors (p = 0.07) than IUTN piglets in the 7 days post-transport. In summary, there was some evidence for altered physiological and behavioral responses among IUHS piglets compared to IUTN piglets following weaning and transport.

The purpose of this study was to investigate the effects of light exposure on farrowing performance in sows. Thirty sows were moved to the farrowing unit at d 110 of gestation and assigned a treatment: 12 h light/12 h dark cycle (Dark) or 24 h light (Light). Treatments began upon entry into the farrowing unit. Video was recorded continuously from initiation of the treatments until completion of farrowing. Data collected included duration of farrowing, birthing interval, and behavior during farrowing. Additionally, the number of total born, liveborn, and stillborn piglets was recorded. Gestation length was different between treatments, with a shorter gestation in Dark treatment sows than Light treatment sows (116.4 vs. 117.1 ± 0.2 d, respectively; p = 0.027). The total duration of parturition and number of liveborn did not differ (p = 0.393). Number of stillborn piglets between treatments did differ (p = 0.018). Dark had more stillborns compared to Light treatment sows (1.5 vs. 0.7 ± 0.2 piglets, respectively). Neither the interval between piglets nor farrowing behavior differed between treatments (p > 0.100). The results from this experiment indicate that a sudden change in photoperiod has the potential to impact the gestation length of sows and number of stillborn pigs.

Study abroad programs increase a student’s exposure to different cultures, traditions, and ways of life. While the benefits of participating in a study abroad program have been well documented, barriers, such as language, culture, and environment, may present themselves to program participants. Participants are introduced to a variety of new experiences both prior to and while abroad, which have the potential to introduce additional stress on students, in conjunction with the stress more typically experienced during a ‘traditional’ college experience. This study aims to quantify student stress prior to and while studying abroad in relation to their demographics and life experiences. Over a 12-day period in December 2022 in Mexico City, Mexico, students participated in an Animal Science focused study abroad program. Psychological and physiological stress data were collected in conjunction with student demographic and background characteristics. Data analysis showed that participant’s perceived stress scores were higher prior to going abroad, than while abroad, and that a participant’s ethnicity was a predictor of perceived stress (P < 0.05). However, physiological stress was not impacted by study abroad or demographic information (P > 0.05).

While study abroad programs provide many benefits for participants, they can be very intimidating and stress-inducing for individuals that choose to participate. This study aimed to quantify student physiological and psychological stress surrounding a short-term study abroad program. By utilizing a modified Perceived Stress Survey (PSS) and a Stress Index that is derived from heart rate variability measurements, results have shown how student demographics and program adjustments can impact student stress levels. The results show that Caucasian participants had higher PSS scores than non-Caucasian participants (P < 0.01). Participants also had higher PSS scores prior to leaving than while abroad (P < 0.01). However, participants were more physiologically stressed while they were abroad than prior to leaving (P = 0.01). Following a change in the program’s curriculum, there was also a decrease in psychological stress between participants in this study and a preliminary study conducted the year prior.

In recent years, Animal Science demographics have been shifting from many students having an abundance of animal experience towards a majority of students having little to no prior animal experience. It’s important to note this demographic shift and to consider how this shift could be impacting student mental health. Throughout a semester long parturition management course with unsupervised animal experiences, physiological and psychological stress data were collected along with student demographic data and prior animal experience levels. Caucasian participants were more psychologically stressed than non-Caucasian participants (P = 0.04). Participants with beginner level animal experience tended to have higher stress levels than participants with mid-level animal experience (P = 0.08). However, physiological stress results showed no differences among demographic variables nor prior animal experience. Future studies should investigate student stress in introductory animal courses to better understand their initial stress when working with animals at the collegiate level.