The livestock industry to this day remains the backbone of the U.S. agriculture industry, supplying a major protein source, supporting rural economies, and preserving multi generational family farms across the country. However, beginner livestock producers are facing growing challenges like the rising cost of feed and land, the need for more advanced technology, and little to no access to experienced mentors and knowledge. At the same time, the livestock industry is experiencing a shift since older generations are retiring which is creating a need for new producers that are capable of efficient productivity. To better aid in this transition and build a better future for agriculture, the Future Rancher Leadership Program has been established as an outreach program focused on preparing beginner ranchers for long term success. This program is dedicated to hands-on learning, mentorship, leadership development, and training that closes the gap between education and real world livestock production.

The program will increase community-based agricultural development, and connect beginner ranchers with experienced producers who can provide support in herd health, grazing and nutrition, reproduction, marketing, and financials. With the use of structured workshops, demonstrations, and mentorship, participants will learn skills that are needed to improve livestock management. Fundamentally, the program's goal is to facilitate the next generation of livestock producers by supplying them with the tools, knowledge, and support system to flourish in an everchanging industry.

The Future Rancher Leadership Program is a mentorship program designed to assist beginner ranchers with knowledge and training through paired participants with experienced producers who are able to offer their expertise in different aspects of livestock management. Through a combination of monthly demonstrations, digital learning, and one-on-one mentorship, participants will gain knowledge in practical skills. The participants could be high school or college students, first generation ranchers, veterans pursuing ranching careers, or new farmers looking for livestock experience. By incorporating a wide range of agricultural population, the program will broaden access to education and experiences that ensure livestock production lasts for future generations.

The leadership structure of the Future Ranchers Leadership Program is built to maintain a system of guidance, coordination, and program success. At the top, a Program Director oversees planning, scheduling, all partnerships, and making sure the program aligns with industry standards and maintains an educational objective. Experienced livestock producers serve as the program mentors, and provide hands-on training, advice, and career help for participants. An advisory board that includes university professors, extension agents, industry professionals, and nearby livestock association members, help provide oversight and evaluate the program's outcomes so that the information and mentorship remains relevant to developing the agriculture industry. With all these working parts, the leadership team is able to build a supportive and structured setting that focuses on skill development, mentor relationships, and the long term success of the new coming livestock producers.

The outreach activities of the Future Rancher Leadership Program focus on creating consistent and practical learning opportunities for beginner livestock producers. Monthly educational workshops will cover the essential areas of livestock production, including animal nutrition and feed management, herd health and biosecurity, reproduction and genetics, livestock handling and facility design, and the management of rangelands and pastures. Participants will also be introduced to marketing strategies and approaches to price risk management so they are better equipped to handle the financial pressures of the livestock industry. These workshops will be supported by on site demonstrations and guided practice with mentors, which allows participants to apply what they learn in real production settings. Through these activities, the program provides a supportive learning environment where new producers can grow their confidence and develop practical skills.

The program is structured to create clear educational and professional outcomes for its participants. Educational growth is expected in the areas of animal husbandry, livestock health management, and overall operational planning. Participants will also build stronger financial literacy and decision making skills that help them evaluate production choices and manage the economic challenges that come with livestock operations. On a professional level, individuals will finish the program with a broader understanding of agricultural career paths, stronger relationships within the livestock community, and an increased level of preparedness to enter or advance within the industry. The overall expected outcome is a more confident and capable group of future producers who can support the stability and progress of the livestock sector.

The Future Rancher Leadership Program was created to help prepare and teach ranchers starting out, for an outcome of long term success. As a program that focuses on teaching, encouraging, building, leading, and training it pushes new ranchers to be able to use their knowledge to produce a successful business. The Future Rancher Leadership Program makes the foundation of America stronger by educating those who are feeding us. In an industry that is constantly changing, it takes people who know all aspects of the business to keep it afloat. Aspects such as money/ag economics, vet med, horticulture, ecology, animal nutrition, genetics, and animal science all have foundations of education, leadership, and communications.

The Stock Horse of Texas, better known as SHTX, is the oldest versatile stock horse association in the country, and this year at the SHTX World Show the East Texas A&M University Stock Horse Team endured both challenges and opportunities for growth as they continue to transition through a rebuilding phase. Since several seniors graduated last season, the team looks very different from the past few years, and Coach Nathan Wells is working hard to establish and grow a new set of horse and rider teams that are capable of competing at an always increasing competition level. This year the team did not bring home any remarkable placings at the SHTX World Show, however, their experience is a significant baseline for the team’s long-term growth, and a substantial amount of encouragement to succeed in future Stock Horse of Texas competitions.

The World Show team included Maeli Cha, Megan Harding, and Maddie Prince, who are all relatively new to the advanced level of competition found at SHTX events. While none of the horse and rider teams placed exceptionally in their classes, they did come home with their own kind of accomplishments. Coach Wells goes on to say that, “there were some personal high points where current team members made good runs and had small wins that weren’t reflected by the scores or placings.” For a team deep in the midst of rebuilding, those personal moments of progress will often hold more meaning than any placing or score.

One of the greatest challenges the team faced this year was the significant increase in level of competition over the last few years. Stock horse shows have gotten increasingly popular over the past few years and with that popularity comes a heightened level of standard for each horse and rider team competing. For a team to be genuinely competitive at SHTX shows they need to be able to perform at a high level in all the classes, which is difficult and takes years of practice to accomplish. Wells explains that, “the level of competition has increased so much in the last few years,” and “due to that, the level of horse needed has been elevated as well.” For a team that is in height of rebuilding, this means they will have to focus not only on advancing each rider’s skill, but also on improving their horses skill to compete at the top level of across the SHTX classes like pleasure, trail, reining, and cow work.

Although the team had many struggles it was not without its progress. As it turns out, the team showed improvements since the last season which includes minimizing their off-pattern mistakes which can cost the riders heavily on their placings. “Improvements made included no off patterns for a couple of the riders,” Wells said, pointing out that even small accomplishments can substantially improve their future success at shows. Team member Megan Harding states that, “showing has not only taught me to trust my horse but also trust myself.”

Through rebuilding a great team comes some moments of reflection, and the past season granted the team an abundance of learning opportunities. Coach Wells talks about the team’s main focus going forward to eliminate avoidable rider errors, notably those that result in going off pattern. As the team moves forward, their goal is to master patterns, perfect timing and positioning, and to build consistency with each horse and rider team.

Coach Wells has a clear set of goals for the upcoming season to “recruit new team members and become more competitive as a team.” Recruiting is specifically important as two riders will step away from competing due to retiring their horses. While the team is going through this phase of rebuilding Wells remains optimistic and states that, “I have six people who are all new to showing in stock horse events, but driven to succeed and improve,” and he has been actively “recruiting students with experience and a competitive drive.” He is hopeful that “at least a couple of them will be coming in the fall semester of 2026.”

Regardless of the challenges of this season, Coach Wells is confident that the team is on the right track. When asked if he expects the team to grow in skill, membership, or recognition, he answers enthusiastically: “Yes! Several new members are preparing to show this next semester.” With new faces and four legged friends stepping into the arena next season and promising experienced recruits on the horizon, the team is positioned for remarkable growth.

The team's next opportunity to demonstrate their progress will be at the SHTX show in Bryan in early March, a show that many horse and rider teams are already busy preparing for. That being said, for students interested in becoming part of the ETAMU Stock Horse Team, Coach Wells makes the requirements straightforward: riders need prior riding experience, the more show experience the better, and access to a horse capable of competing in all four stock horse events. While true beginners with little to no horse experience may struggle to become competitive in the short period of time before graduation, Wells mentions that a committed rider with basic skills and a finished horse can become competitive in the novice division at SHTX.

The tryout process is designed to evaluate the skills needed for the four events and riders must complete a trail pattern, a reining pattern, and work the flag, followed by answering a few questions about their goals and experience. However, those who make the team should be prepared for dedication: practices are held at 6 a.m., Monday through Thursday. To learn more, interested students should reach out to Coach Wells directly at nathan.wells@etamu.edu.

For those contemplating trying out for the stock horse team, Coach Wells offers three pieces of advice: “Be coachable, be committed, and be competitive.” He believes this mindset is what will drive riders through their challenges and successes. Harding would advise that anyone interested should “go for it!” because showing “has opened many doors” for her.

Regardless of the obstacles the team faced this year, Wells sees riders making improvement in the small details and paving the way for stronger shows in the upcoming season. With the framework for dedication, a growing team, and clear goals, the ETAMU Stock Horse Team is looking up - not just for the next show, but for the future of the program. Although this season did not come without its struggles, the rebuilding phase is laying the groundwork for a strong, more competitive team in the coming years.

Fundamentals of Animal Handling

This handson livestock handling unit is designed for students in grades 7 through 12 who are exploring agriculture, animal science, or veterinary pathways. Whether they're new to working with animals or building on prior experience, this lesson series introduces the fundamentals of safely and confidently handling donkeys, horses, and sheep. 

The primary goals are to help students:

• Demonstrate proper approach, haltering, and leading techniques
• Identify and interpret animal stress indicators and behavioral cues
• Apply safety and biosecurity practices to reduce disease transmission
• Reflect on their own confidence and communication when working with animals

Because animal handling is a physical and interactive skill, hands-on learning is essential. Watching demonstrations, practicing techniques, and engaging directly with animals allows students to build muscle memory, sharpen observation skills, and develop emotional awareness. These experiences help students connect classroom knowledge to real-world agricultural applications and prepare them for future careers in animal care.

By combining live demonstrations, group reflection, safety discussions, and active role play, students will gain a deeper understanding of how to work safely and ethically with livestock. They’ll learn that successful handling isn’t just about technique—it’s about patience, calm behavior, and clear communication with animals. This approach empowers students to prevent accidents, promote animal welfare, and become confident, compassionate handlers.

Fundamentals of Handling Donkeys

I. Concrete experience

A. Live demonstration of handling donkeys.

1.Teach safety and proper approach and haltering techniques using various ropes and approaches to tying.

2. Provide information on how to identify stress signs in the animal.

3. Discuss the importance of hand washing both for humans and animals to prevent spread of disease.

II. Reflective experience

A. Open discussion about experience of being near and handling donkeys.

1. Open discussions on what students notice about interactions. Discuss if students felt confident or anxious in their interactions.
2. Discuss what worked, what challenges were noticed, and what actions could be taken in future handling of donkeys.

III. Abstract Conceptualization

A. Safety discussion about the animals’ behavior and importance of knowing flight zones.

1. Students will take a diagram of a donkey and draw flight zones around the animal to better understand what is a safe distance to prevent accidents.

2. Discuss any observations about interactions and how to avoid blind spots in the donkey’s field of vision.

IV. Active Experimentation

1. Role play with large stuffed donkey or cardboard animal to further conceptualize how to approach, handle and stay safe around donkeys.
2. Play a game with flashcards with different scenarios to problem solve.
3. Students will have a live interaction with donkeys, if available, or take a field trip to the barn to have hands-on experience with approaching, haltering and leading donkeys.

Fundamentals of Handling Equines

I. Concrete experience

A. Introduce students to the basics of safe and confident horse handling with a live demonstration

1. Live Demonstration: Show students how to safely approach, halter, and lead a horse while emphasizing calm and clear body language. Also include different types of halters, like nylon and rope, and the proper techniques to tie each.

2. Recognizing Stress and Behavior Cues: Teach how to identify signs of discomfort, anger, and stress like pinned ears, pawing, tail swishing, licking or chewing, head tossing, and kicking while maintaining safety.

3. Biosecurity and Hygiene: Discuss the importance of hand washing and practices to limit the spread of equine diseases, wearing appropriate footwear, and maintain a clean environment between contacting each horse, species and barn.

II. Reflective experience

A. Encourage students to reflect on their personal experience with the horse and what they observed and the specific body language they remembered.

1. Discussion: Begin an open discussion about how students felt about handling the horse and their reactions and feelings to being around horses and handling them.
2. Techniques and Challenges: Broaden discussion into what techniques they thought worked the best when approaching and haltering the horse and any challenges they experienced like horse movements, confidence, or anxiousness.
3. Connection: Wrap discussion up with reflection on how their own human actions affected and connected to the horses behavior like movement, confidence, the tone of their voice, and if their body language was clear.

III. Abstract Conceptualization

A. Help students connect their experience to other concepts of equine behavior and safety like fight or flight responses in horses, reactions to body language, and herd language.

1. Safety: Start discussion about safety and horse behavior, herd instincts, how their fight or flight response works, and blind spots.
2. Diagram: Provide a diagram of a horse and require students to learn flight zones, blind spots, and safe and unsafe approach areas.
3. Accidents: Discuss how this knowledge can prevent accidents and improve communication between horse and student.

IV. Active Experimentation

1. Reinforce safety skills and handling techniques through hands-on practice.

1. Role Play Practice: Use a large stuffed horse or cardboard cutout to practice safe approach haltering, leading, and stopping techniques.
2. Scenario Game: Use flashcards with handling challenges, like horse wont lead, horse pins ears when approached, horse pulls back while tied, for students to discuss safe and effective solutions.
3. Live Barn Experience: Provide supervised hands-on practice with real horses which will allow students to apply learned techniques in handling and approaching.

Fundamentals of Handling Sheep

1. Concrete Experience

1. Physical demonstration of someone handling sheep, with explanations on their exact process.

1. Teach safe catching and retraining techniques. Including using a shoot or small pen setup to guide sheep calmly without causing stress.
2. Provide information on reading body language, such as ear position, vocalization, and movement, to identify signs of fear or agitation.
3. Discuss hygiene practices like washing hands and disinfecting boots or equipment to reduce the risk of spreading diseases such as foot rot or ringworm.

1. Reflective Experience

1. Group discussion about students’ experiences being around and handling sheep.Group discussion about students’ experiences being around and handling sheep.

1. Encourage students to share how comfortable or nervous they felt when approaching or holding the animals.
2. Talk about what techniques helped calm the sheep or made handling easier.
3. Reflect on what challenges came up (for example, animals crowding or resisting) and brainstorm what could be improved next time.

1. Abstract Conceptualization

1. Safety discussion on sheep behavior and stress management.

1. Students will learn to recognize and interpret stress indicators such as rapid breathing, tense muscles, or vocalization, and connect these to animal welfare and handler safety.
2. Discuss how factors like loud noises, sudden movements, or unfamiliar environments can increase stress levels in sheep and make handling more difficult.
3. Review strategies for minimizing stress, such as moving calmly, maintaining consistent routines, and working the animals in small groups, to create safer, smoother handling experiences.

1. Active Experimentation

1. Practice handling and approach techniques.

1. Set up a small obstacle course or handling maze where students guide “sheep” (other students) through panels or gates, practicing calm movement and proper positioning.
2. Have students work in teams to design a low-stress handling system layout on paper (including pens, gates, and alleys) and explain how it supports good animal welfare.
3. Conduct a timed “sheep care challenge” where students demonstrate skills such as catching, checking hooves, or performing basic health checks while focusing on animal safety and comfort.
4. Use short observation sessions, and have students record behaviors before and after handling to note how stress levels change and discuss what influenced the sheep’s reactions.

Conclusion

Through the study and practice of animal handling fundamentals, students gained a deeper understanding of safe, effective, and ethical interaction with livestock. By observing and engaging in live demonstrations with donkeys, equines, and sheep, participants developed confidence and awareness of proper handling methods that prioritize both human and animal welfare. The combination of experimental learning- through observation, reflection, conceptualization, and active experimentation- allowed students to connect classroom knowledge with real-world agricultural applications.

Overall, this experience emphasized that effective animal handling requires patience, observation, and communication through body language and calm behavior. Students learned how to identify signs of stress, interpret animal reactions, and adjust their actions accordingly. By applying these principles, they improved their ability to prevent accidents, maintain biosecurity, and ensure a positive working environment for both animals and handlers.

Learning Outcomes

1. Demonstrate proper approach, haltering, and leading techniques for livestock
2. Identify and interpret animal stress indicators and behavioral cues
3. Apply safety and biosecurity practices to reduce diseases
4. Reflect on personal confidence and communication when working with animals