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while the videos within the channel have been viewed78,187 times. The channel has 203 individual subscribersthat represent registered YouTube� users. Fifty eight per-cent of the viewers are female, with the highest percentage(42%) between the ages of 45-54 years, followed by 35-44(21%), 55-64 (13%), and 13-17 (11%). Over this six monthperiod 62% of the HQ videos in YouTube have been ratedwith the majority (82.6%) receiving the top rating of 5 starswhile 7.2%, 8.6%, 1.4% were rated a 4, 3 and 1 star respec-tively. Of the top 10 videos viewed on eXHorses, 9 were re-lated to training, with the top two videos related to neckreining, pivoting, and teaching a horse to respond to legpressure. Since its creation, there were 239 self-referralsfrom eXHorses to the eXtension Horse site (with an aver-age of 6.81 page views/visit) that represents a user’s choiceto visit www.extension.org/horses from the HQ You-Tube� channel.

Clientele use the web by searching (77% of users entereXtension content pages through search), sharing informa-tion with friends, and subscribing to news feeds of contentthat interest them. Using YouTube� as a home for Exten-sion instructional videos has helped HQ go where the peo-ple are and provides these content providers with feedbackand comments to support impact of effort and creates ex-posure of Cooperative Extension to new populations.

The use of social media to deliver and distribute contentis a cost friendly method to reach millions of users. Of theseusers, 57% have joined a Social Network and 83% havewatched video clips.3 YouTube� has proven to not onlybe a good marketing strategy for HQ, but has emergedas a smart choice for eXtension to host online instructionalvideos because YouTube� most recently allows for em-bedding these videos directly into a web page.

IMPLICATIONSIf Extension programs want to reach and impact clientelein the broadest way possible, we must be willing to reachout and work in the world where they surf the Internet.By creating eXHorses and uploading peer-reviewed videosegments to YouTube�, horse specialists are reachingthis audience and driving them back to our peer-reviewedeXtension content.

Keywords: YouTube�; eXtension; Video; Viralmarketing

REFERENCES

1. Reuters. Google closes $A2b YouTube deal. The Age. http://

www.theage.com.au/news/Busness/Google-closes-A2b-YouTube-deal/2006/11/14/1163266548827.html. Retrieved on 2008-

11-29.

2. Weber, Tim. BBC strikes Google-YouTube deal. BBC. http://

news.bbc.co.uk/1/hi/business/6411017.stm. Retrieved on 2009-01-17.

3. Universal McCann Comparative Study on Social Media Trends. April

2008

31585 Enhancing Equine CurriculaThrough Course Redesign:A Case Study

J. Nadeau* and D. McCaffrey, University of Connecticut,Storrs, CT, USA

INTRODUCTIONDeveloping and teaching a new course, or redesigning anexisting course, can be a challenging exercise for experi-enced and non-experienced faculty alike. In order tomeet these challenges, it is suggested that faculty utilizesupport staff specializing in areas of pedagogy, curriculum,and course design. Instructional design as a practice offersa proven process for the systematic design and develop-ment of new courses as well as the redesign of existingcourses. In this case study, we will examine this processas it was implemented in Horse Science at the Universityof Connecticut.

MATERIALS AND METHODSThe instructor of Horse Science undertook a course rede-sign process with the assistance of the Instructional De-sign and Development unit in the university0s Institutefor Teaching and Learning. The design team, consistingof the faculty member and an instructional designer, fol-lowed the steps of the ADDIE model of instructional de-sign as well as the principles found in L. Dee Fink0sCreating Significant Learning Experiences.1 First, a needsassessment was completed. Next the development teamformulated course goals and objectives that led to the de-sign and development of an assessment and evaluationplan aimed at determining student progress towardsmeeting course outcomes and to measure the effective-ness of the overall course design. Following the comple-tion of this plan, the team created activities to ensurestudent0s ability to meet the stated course outcomes.Teaching activities included the use of traditional lec-tures, the use of student remote response pads (clickers),interactive laboratory exercises, online discussions, andthe creation of a progressive portfolio project. The port-folio project, graded using rubrics, was also a centralcomponent of the assessment plan. Other assessments in-cluded self-assessments and exams designed around mul-tiple learning styles. Additionally, formative andsummative surveys were administered in order to gatherstudent0s feedback on how effective the course compo-nents and design were in helping them meet the courseoutcomes.

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RESULTSThere was a 78% response rate to the official universityteaching evaluations. For the optional formative evalua-tion, there was a 21% response rate. For the optional sum-mative evaluation, the response rate was 31%. A Likert scaleof 1 (strongly disagree) to 5 (strongly agree) was used toevaluate how course components including lectures, labsand portfolio pieces helped them to achieve learning out-comes. In all three surveys, students responded with a 4or 5 to all course components addressed by the instruc-tional design process. Specifically, evaluations showedthat the course objectives were clear, grading was fair, theinstructor had good preparation and was organized, activ-ities helped students meet stated outcomes, exams were ap-propriate; and the students felt that the professor showedaccessibility, interest and concern for students.

DISCUSSIONAn instructor will benefit from course redesign and can ap-ply these methods to any course that they teach in the fu-ture. By following this process, a faculty member willincrease the possibility that students will meet stated out-comes and show satisfaction with the overall course designand delivery.

Keywords: Teaching; Initial evaluation; Summativeevaluation; Course redesign; Teaching methods;Portfolio; Instructional design

REFERENCES

1. Fink LD. Creating Significant Learning Experiences. San Francisco:

Josey Bass, 2003.

31867 The Importance of Businessin the Equine Curriculum

S. Conners1 and C. Brady,*2 1Purdue UniversityCalumet, Hammond, IN, USA, 2Purdue University, WestLafayette, IN, USA

INTRODUCTIONEquine businesses are a multibillion dollar industry. Thereis a need for business people trained specifically for theequine industry. The economic impact of this industry sup-ports the development of various equine academic pro-grams and their business components. This was theimpetus to consider starting a program in an Indiana ac-credited school of management.

MATERIALS AND METHODSA needs assessment showed that the equine industry isa thirty nine billion dollar direct contributor to the United

States economy. The horse industry sustains over a millionfull-time equivalent jobs.1 The industry is in a state ofchange with many opportunities for success in the futurethat will require savvy business managers. The UnitedStates Equestrian Federation has undertaken a major effortin recent years to attract international venues for equinesport to the United States. For the first time ever, theWorld Equestrian Games will come to the United Statesand be held in Kentucky in 2010. This will create jobsand internship opportunities for students in equine pro-grams. If Chicago is successful in its bid for the 2016Olympics, one of the most prestigious equestrian competi-tions in the world will be held in the Chicago area and cre-ate another source of additional revenue and jobs in thisindustry.

Nationally there is a strong pipeline of 4-H youth in-volved in the horse and pony programs that wish to pur-sue a college degree and career in the horse industry.Employers in this industry are increasingly looking forpeople with equine academic credentials. There are a vari-ety of equine related academic programs in the UnitedStates. There are programs that address animal science is-sues such as the care and maintenance of horses includingnutrition, breeding aspects, feed production and selec-tion, and other similar subjects. There are large animalveterinary programs that address equine medical issues.There are equine studies programs that focus on ridingand produce practitioners that train horses and instructriders. There are even programs with equine managementor equine business in their title, but they are usuallyfocused on horse management not equine businesses.Equine academic programs addressing the managementissues of this multi-billion dollar industry are in shortsupply.

RESULTSThere are only a few programs in the nation, residing in ac-credited schools of business focused on management of theequine industry. One of the programs was recognized inBusiness Week for meeting the needs of the racing industryin Kentucky. Horses today serve the racing, recreation, andshow industries and involve high dollar investments andmanagement of substantial business assets. Graduates ofthese business programs will work as equine insurance ad-justers, bloodstock agents, race track administrators, farmmanagers, equine product salespersons, and administratorsfor breed and racing organizations. Equine managementprograms will have additional placement opportunitiesfor internships and career positions by meeting the needsof the equine industry in the nation and even across theworld.

Many of the existing programs are two year associate de-gree programs and do not reside in business schools. Theyserve a useful purpose of training the equine practitioners