Tammie Thurston, Director, Equine Training & Equine Business Technology, Martin Community College

In an interview with Invest:, Tammie Thurston, director of Equine Training and Equine Business Technology at Martin Community College, discussed equine career preparation, hands-on training, industry partnerships, and opportunities to expand therapeutic programming. “These experiences help students discover jobs they may never have considered,” Thurston said.

How are industry changes affecting equine education?

One of the biggest changes affecting the equine industry is the jump in fuel prices. Transportation is a major part of the industry, whether people are traveling to shows, breeding horses, or arranging deliveries. Higher fuel costs affect hay, shavings, grain, and nearly every other part of the business. Weekend horse shows are becoming smaller, while the national shows appear to be staying strong.

The industry is cyclical and can be a roller coaster, so we prepare students by teaching them to diversify. We teach them the value of not putting your eggs in one basket. Students should be able to branch into multiple areas. Our two-year program introduces them to as many equine careers as possible rather than trying to make them experts in only one. We also discuss how agribusiness can bring stability. For example, someone might add an Airbnb to a horse property so that another source of income can support the business during a downturn. Diversification also matters if someone is injured and cannot ride for several months.

How does the program expose students to career options?

Students do not always know what they are looking for when they arrive, and I see it as our job to help them figure that out. Although this is a two-year program, our equine courses include almost as many classes and credits as the equine portion of a four-year program. We have discussed shortening it, but I believe that would do students a disservice because we want to introduce them to as many careers and activities as possible. Beyond the standard curriculum, we bring in guest instructors from many parts of the industry.

A Girl Scout camp leader has spoken about that work and mounted archery. Students have also been introduced to vaulting, which can add another dimension to a lesson program. We added equine emergency rescue certification as another credential where students train with a large horse mannequin, learning how to rescue a horse or another large animal from situations such as a trailer accident or a swimming pool. These experiences help students discover jobs they may never have considered.

What helps students learn safely and build practical skills?

Some students arrive knowing exactly what they want to do, but we help them see that more options exist. One student was convinced that she wanted to work in therapeutic riding. After completing a summer internship at a therapeutic program about 40 minutes away, she returned grateful for the experience because she realized it was not the work she wanted. Even when students believe they know their path, practical experience may reveal something different, and this is a safe space to figure that out. The program is also a safe place to make mistakes.

If a student handles a bandage incorrectly or accidentally turns a horse loose, we close the gates, catch the horse, explain what went wrong, and practice the right method. They can make those mistakes here before entering a job where the consequences may be greater.

Students are looking for a strong, hands-on education and want to work with horses and knowledgeable people. Our instructors remain active in the equine industry rather than relying only on book knowledge. I still train and work with young horses; one of our instructors barrel races, and our barn manager takes students to an eventing course and completes the jumps with them. That makes us more accessible and credible. 

How does the local equine community support learning?

The Senator Bob Martin Eastern Agricultural Center, a large show facility, is a little more than a mile away. Students have horse shows and events in their backyard almost every weekend, ranging from the Mini Horse World Show to reining, quarter horse, and jumping competitions. They can attend, decide what interests them, work for trainers and event organizers, and build connections. The program also provides a reliable source of help for events that require people to spread shavings, set up pens, check in horses, and handle many other tasks.

Additionally, we serve the community and state by hosting the NC State FFA and 4-H judging competition on our campus. MCC students ride in the competition, which has drawn roughly 200 to 400 competitors from around the state, from young Cloverbud participants through high-school students. We recently held “A Day in the Life of an Equine Student” for high-school students from eastern and central North Carolina. They spent a day experiencing the program firsthand, participating in several equine activities and educational experiences.

What opportunities do you see in therapeutic equine programs?

Nothing is set in stone, but we want to establish a therapeutic program and are in the very early stages of speaking with experienced people in the field. The North Carolina options for equine therapeutic education have recently become more limited, including the closure of St. Andrews and another community college program, so we see a significant need. Interest in this area of the equine industry is also growing. It includes traditional riding therapy as well as equine psychotherapy. I completed Eagala: Equine-Assisted Psychotherapy certification last year.

There is no riding involved; participants may simply observe horses while working with a licensed mental health professional and an equine specialist. I experienced a therapeutic session myself, and as an equine professional, I did not expect it to affect me so deeply, but it was remarkable. Therapy can help anyone from cancer survivors to veterans. Equine-assisted therapy is becoming much more mainstream and utilized. We want to bring that opportunity to students while continuing to improve the existing program.

How can therapeutic programs also benefit horses?

It can give horses a second chance once they are no longer useful as show horses or performance horses. Most therapeutic programs rely on donations of these retired horses. It’s the best opportunity to help horses that might otherwise be unwanted after completing their earlier work. Therapeutic riding horses require special qualities and intensive training, so it’s not always a good fit for every horse. However, certain organizations like EAGALA (equine psychotherapy) do not involve riding and give horses who are not good candidates additional opportunities where no performance is expected of them other than being their authentic selves. 

What distinguishes the community college experience?

Community colleges still face some stigma, but I believe our students receive an education equal to or better than what they could receive elsewhere. I would put our program against any four-year institution. I attended the University of Findlay, which is known as a premier equine school, and loved that experience, but I sometimes think I would have preferred Martin Community College due to our one-on-one attention and hands-on learning.

That commitment extends beyond the equine program; instructors and administrators throughout the college go to great lengths to help students. For instance, if a student is struggling in an English class, an instructor from the main campus may call me so we can discuss how to help. The value is not only financial, although attending our equine program may cost roughly $5,000 a year compared with about $50,000 at an equine school. It is also the hands-on and practical experience students receive at Martin every single day. For every hour students spend in a seat, they may spend another hour or two hands-on doing what they learned.