Category Archives: Courses

Conservation with Communities: Remy Kuck’s Experience in Indonesia

  By Christel-Remy Kuck • January 27, 2023 ,

This past summer, I had the incredible opportunity of being part of the Engaged Cornell Program. The program, run by Dr. Robin Radcliffe, follows his spring course “One Health: Conservation with Communities” and pairs undergraduate and veterinary students for international experiences to learn about wildlife conservation abroad. I was selected to be on Team Indonesia, and my undergraduate and I prepared for our two- month trip by taking a jumpstart Indonesian language and culture class in the College of Arts and Sciences.

Once in Indonesia, we spent most of our time in West Java and Borneo. Although I cannot write about specifics of some of our adventures, we were able to get hands-on training from several organizations about what conservation looks like in Indonesia- from the husbandry and veterinary side of looking after rescued birds, primates, tigers, and rhinos, to logistics of releases for different species, to mitigating relationships between the government and local Dayak tribes, and even to how social media influences the local perceptions of the wildlife.

Between learning from the vets about field techniques like blow darting and making ultrasound gel from scratch, we also learned much from the keepers and staff. The people were so incredibly in tune with their surroundings, from knowing every plant’s name and properties, to adeptly climbing fifty feet up in the air to get rhino browse. They knew how far away animals must be based on how a single branch bends, saw deer tracks paces away when I can barely make them out up close, and knew exactly the best path to get us through the jungle safely. Oftentimes I was in awe to watch them work with such ease and am filled with such humility learning from masters like these.

Additionally, during our down time, Daeden my undergrad partner and I were able to develop relationships with the keepers who don’t speak much English and created some of the best memories of the trip. It was nerve wracking at first, being challenged to communicate effectively with everyone and feeling as if all our Bahasa flew out the window the second we got to Indonesia. But, rather dramatically, I found myself falling into step with life in Kelian, found myself stretching the confines of my previous world with an insatiable need to explore every aspect of this unfamiliar land. Both out of necessity and a desire to connect more deeply with the people here, I could feel my Bahasa growing with each kitchen adventure with Ibu Tini or perimeter patrol with Pa Pelis. I found each day much easier than the last as I felt myself leaning into the dynamics of Kelian and diving deeper into what life had to offer here.

Here, amongst hilarious nights of Uno and karaoke, watching tv shows that I didn’t understand and putting flour on the faces of losers of games, I was able to connect to a part of myself that I hadn’t for a long time. My mother is an immigrant from the Philippines, but I have memories of being embarrassed about being Asian because there weren’t many when I was growing up and I was scared of being different. And now, in my early twenties, I feel amorphous at times being mixed race, not knowing exactly where I can fit in as I oftentimes feel like I don’t fit the mold of mainstream society while simultaneously being disconnected from my own heritage. And I often feel as if it’s too late to connect to that part of me that I have pushed away for such a significant portion of my upbringing. But, so many of the cultural things that I grew up with were similar, from eating with my hands to having similar cooking styles and language.

So yes, I learned a lot about veterinary medicine and conservation in action in the field, but in these hours of downtime with the staff, I learned something much more valuable. I enthusiastically stepped out of my comfort zone and learned how to cook makanan Indonesia (Indonesian food) with Ibu Tini, attempted riding a motor myself, and used a machete. I learned Bahasa Indonesia, so well that I could carry conversations, make jokes, and say bad words with my guide who doesn’t understand any English. I learned how to make friends and form deep bonds even when the communication and cultural barriers seem insurmountable. Because there, the person I am is not so different from many of the people there. We shared many of the same thoughts, worries and fears, hopes and desires. The person I am finally does not feel out of place or very different (even though surface appearances would say otherwise) but in fact feels perfectly at home. Because there, with everything reminding me of my upbringing, I found a place to strengthen my identity, connect to my culture and community, and appreciate my heritage.

Hi, my first name is Christel-Remy, but you can call me Remy (she/they). I’m from West Hempstead, NY and I graduated from Cornell undergrad in Spring 2020 with a major in Animal Science and a minor in Education. I hope to pursue a career in wildlife conservation medicine, but I also love academia! Within vet school, I’ve had the opportunity to be involved in many clubs, most notably ZAWS and VOICE. Before I started college, I was a martial arts instructor for nine years, and I also continue to coach Science Olympiad for high school and middle school students. Outside of the veterinary field, I love ballet and tap dancing, playing piano, drawing, and collecting coffee mugs.

You Better Belize It

  By Maison Scheuer • November 9, 2022

There was once a time in my life when I could only dream about performing a physical exam on a sedated jaguar in the Belizean jungle, but that dream, along with many others, became a reality as a student enrolled in Dr. Noha Abou-Madi’s International Experience in Wildlife Health and Conservation course. Cornell University College of Veterinary Medicine (CUCVM) has been partnered with the Belize Zoo since 2011 to provide state-of-the-art veterinary care while simultaneously fulfilling the dreams of adventurous veterinary students looking to hone their clinical skills. After having to cancel this trip multiple times throughout the COVID-19 pandemic, Dr. Noha Abou-Madi could not be more excited to offer this course once again to those with career goals involving wildlife and zoological medicine. In this course, students travel to the Belize Zoo where they stay for a week to gain hands-on experience with various mammals, birds, and reptiles native to Belize.

International Experience in Wildlife Health and Conservation provides students with opportunities that go beyond the core curriculum, offering depth and breadth of knowledge in zoological and conservation medicine. Previous student Sophie Yasuda ‘25 stated, “one of my favorite parts of the trip was being able to participate in every aspect of the animals’ veterinary care and learn about each component from knowledgeable veterinarians. Being able to conduct physical exams, monitor anesthesia, observe dental procedures, collect samples, and run lab work on species as majestic and diverse as jaguars and harpy eagles was an incredible experience. In addition, it was a valuable learning experience to work in an unfamiliar hospital and extremely rewarding to feel our group turn into a cohesive and close-knit team.”

After working with an otter, kinkajou, and fer-de-lance, Erin Guntrum ‘25 recalls that her most memorable experience of the trip was auscultating the heart of one of the jaguars. She thought that the heart sounds were abnormal, but she was unable to figure out exactly what was abnormal about them – a murmur, an extra heart sound, an abnormal rhythm, etc. She worked closely with Veterinary Resident of Zoological Medicine Dr. Melissa Hanson to discover a split S2 sound – something that Dr. Hanson explained can be a normal finding in a larger animal where the aortic and pulmonic valves do not always close with perfect synchronicity. This was a memorable experience for Erin because despite not being able to identify the exact heart sound, she was able to recognize a difference between the heart sounds she heard in the jaguar and the ones she has been taught in CUCVM’s core curriculum. As a student developing her clinical skills, this felt like a win to Erin, and I agree!

The relationship between the Belize Zoo and CUCVM is one that not only fosters students’ education and clinical skills as they pertain to zoological medicine, but also as they pertain to conservation. The Belize Zoo is highly committed to the animals within their direct care, but they also care for those that live beyond their gates. Erin Guntrum ‘25 recalls a lecture that we received highlighting the integral role that zoos play in the realm of conservation in which we learned that the Belize zoo has been purchasing land to be utilized as wildlife corridors to once again connect wild populations that have been separated by human establishments. Members of the Belize zoo are very aware that the human population is expanding and so too is development, nonetheless they are trying their best to ensure that land exists for wildlife in the future.

The Belize Zoo’s conservation efforts were very motivating for some, including Sophie Yasuda ‘25 who stated, “my decision to apply to the course stemmed from my desire to contribute to the preservation of wild populations through a career as a wildlife veterinarian. During my time at the Belize Zoo, I was inspired not only by the quality of veterinary care provided by Cornell’s doctors, but also by the amazing care provided by the keepers at the zoo and the impact the zoo has on improving public perception of native wildlife. Overall, the experience strengthened my desire to use my veterinary degree to contribute to wildlife conservation.” Emma Fralin ‘25 was also very encouraged by the zoo’s conservation efforts and is certain that visitors receive the same inspiration. She states, “the care that the animal keeper’s exemplified for their animals was practically palpable. I am confident that this care and respect translates to every visitor of the Belize Zoo.”

International Experience in Wildlife Health and Conservation is a course unlike any other, offering an experience of a lifetime. From monitoring the anesthesia of a spider monkey to drawing blood from a white-tailed deer in the field, you really get to do it all. This trip is a must for those seeking a well-rounded veterinary education in zoological, wildlife, or conservation medicine. I think Erin Guntrum ‘25 truly encapsulates how we all felt after our experience at the Belize Zoo when she said, “I’ve always dreamed of being a zoo or wildlife veterinarian. And this trip was so special because it was really the first time that I got to live out that dream – and it really affirmed that this is what I want to do, and that this is something I can do.”

Maison Scheuer is the 2022-2023 WildLIFE Blog Editor and a proud member of Cornell ZAWS. Her passions lie at the intersection of veterinary medicine and wildlife conservation. She loves to travel and has spent time in Canada, Thailand, Alabama, Belize, and Honduras where she studied Columbian ground squirrels, elephant conservation, wildlife rehabilitation, and veterinary medicine. Though particularly interested in One Health and international medicine, she has also discovered a love for small animal medicine through her experience working as a veterinary technician at a full-service exotics and small animal private practice.

Faculty Focus: A Conversation with Dr. Robin Radcliffe

  By Colleen Sorge • November 17, 2021 , , ,

Several weeks ago my Block III tutor group was abuzz with the news that our tutor, Dr. Robin Radcliffe, and his colleagues had been honored with the 2021 Ig Nobel Prize in recognition of their work evaluating the efficacy of transporting rhinoceroses by hanging them upside down from helicopters. The prize, awarded every year since 1991, aims to “honor achievements that first make people laugh, and then make them think.” To those of us in the tutor group interested in conservation and wildlife medicine, it was a welcome reminder that we are surrounded by faculty at Cornell who have done what can sometimes feel like the impossible: forged a career in the world of zoo and wildlife medicine. Charged with renewed inspiration, I reached out to Dr. Radcliffe in the hopes of learning more about his career trajectory and his current work.

Dr. Radcliffe obtained his veterinary degree from the University of Minnesota alongside his twin brother & fellow Cornell faculty member, Dr. Rolfe Radcliffe. Says Dr. Radcliffe, “We went from kindergarten through vet school together.” While a vet student Dr. Radcliffe pursued wildlife-centric externships and experiences, though he is quick to note, “I was a little bit disheartened by vet school because there weren’t as many opportunities as there are now in wildlife.” After obtaining his DVM, Dr. Radcliffe worked in a mixed animal practice and then spent a year working exclusively with camelids before returning to Fossil Rim Wildlife Center, where he had been an extern, to work as an associate veterinarian. He later took over as Director of Animal Health. While at Fossil Rim, Dr. Radcliffe completed the requirements for board certification in the American College of Zoological Medicine through the experiential track. Of his somewhat unconventional route to board certification he says, “I preferred the experiential pathway because I wasn’t interested in a zoological position. I knew I wanted to work with field conservation and free-ranging wildlife populations, and even now there’s only one approved wildlife health residency. There’s probably going to be more coming, but when I went to school there were no approved wildlife residencies so it was harder then.” He spent about a decade at Fossil Rim Wildlife Center working largely with rhinoceroses before moving to the International Rhino Foundation and eventually, to Cornell. At Cornell, Dr. Radcliffe teaches, conducts ongoing research into a wide variety of endangered species, and has developed training programs, most significantly, the Engaged Cornell Program.

The diversity of his work is part of what appeals to him, according to Dr. Radcliffe, though in recent years he has been taking on more projects close to home. “I’ve spent a good part of my career traveling all over the world which was great—I loved it—but I’m also very interested in making sure that we conserve and protect the wildlife right here at home. I think that’s important. If you’re going to do international work, I think it’s essential that you address or at least have some experience with conservation in your own part of the world because so much of it is communities and people.” While he has tremendously enjoyed the opportunities that his job has afforded, he notes, “Most people think that it’s so glamorous to be a wildlife veterinarian, and it can be, but there’s so much work that goes into a successful partnership and a field project that people don’t necessarily recognize up front. I do spend a lot of time on that, on communication with partners, grant writing, and helping to sustain the projects that I am invested in.” Another fundamental part of successful projects abroad, according to Dr. Radcliffe, is a commitment to maintaining relationships with research partners. “I think for me, the most important thing is curiosity, and not just scientific curiosity, but curiosity about the place you’re going and the environment, the people, the language, the culture. You should go into a place prepared to learn the language and appreciate the culture. For me, a long term partnership is one in which I come away with it feeling like I have friendships and long term relationships there. I can communicate with my colleagues any time, day or night. They will help me in a pinch and I’ll do anything for them. It’s also little things, like when we publish anything, we always include the local authors and, more often than not, the local authors are lead authors on the publication.”

For students looking to enter the increasingly competitive field, Dr. Radcliffe’s first suggestion is to capitalize on the opportunities we have here at Cornell Vet. “I think there’s a lot of expertise here at Cornell and there’s a lot of opportunities.” These include Engaged Cornell, Expanding Horizons, and a myriad of courses aimed at students interested in pursuing careers in zoo, wildlife, and exotics medicine. Dr. Radcliffe teaches a 3-part course called Conservation with Communities for One Health, which reflects the multi-disciplinary mindset crucial to effective conservation work. Both undergraduate and veterinary students are able to take this course, and a subset of them travel in teams to field sites in the Congo, Uganda, and Indonesia to participate in projects with institutions that Dr. Radcliffe has built relationships with over the years, including the Jane Goodall Institute and WWF-Indonesia. Coursework aside, Dr. Radcliffe encourages students to take advantage of networking opportunities and to pursue externships that excite them.

Between training the next generation of wildlife veterinarians and working to save endangered species, Dr. Radcliffe has a full plate to say the least. Amid the challenges his work presents he remains optimistic, citing a recent experience in Alaska working with gyrfalcon. “Their attitude in Alaska is let’s save the gyrfalcon and the Arctic ecosystem before everything’s gone. My message for future wildlife students is this: let’s be proactive and use our resources the best we can because it’s very expensive to recover endangered species, it’s very expensive to do so in a zoo in a captive setting. The Alaskan attitude, which I love, is let’s take care of our species before they become endangered!” In the case of already endangered species like Javan and Sumatran rhinos, there are tremendous obstacles to overcome. Still, Dr. Radcliffe feels his most impactful work may be done in mentoring colleagues and training students. “That’s the kind of impact that I feel is the most important that I can make in the long term.”

Colleen Sorge, Class of 2024, is originally from Long Island, NY. She graduated with a B.S. in Animal Science and a minor in English from Cornell University. She often finds herself missing her humanities courses in vet school and is thrilled she can combine her passions for writing and for veterinary medicine as the WildLIFE Blog Editor.

An UnBELIZEable Experience

  By Laci Taylor • July 31, 2019

Laci examines an anesthetized jaguar prior to a procedure

This summer I had the opportunity to participate in a one-week experience at the Belize Zoo and Tropical Education Center through a course at Cornell called International Experience in Wildlife Health and Conservation. The course is a partnership between Cornell and the Belize Zoo in Central America. As an aspiring wildlife veterinarian, I found the course to be highly rewarding as it was unlike any other offered in the core veterinary curriculum. 

Laci feeds a tapir at the Belize Zoo

The Belize Zoo was started in 1983 by Sharon Matola to educate the people of Belize and tourists alike. One of the most interesting aspects of the Belize Zoo is that the entirety of its animals arrive as orphans or rescues and all of its animals are native species, many of which are at risk for extinction. Through educational programming, the zoo aims to dispel some of the negative stereotypes and myths engrained in Belizean culture that cause the public to intentionally harm or kill animals. One such myth is that the sighting of certain species of owls means that death is coming for someone close. The educational component of the zoo ultimately contributes to the preservation of many local endangered species populations.

While at the zoo, I worked with a wide variety of species ranging from spider monkeys to jaguars. Alongside some of Cornell’s veterinary faculty and the Belizean zookeepers, I was able to attend lectures, practice physical exam and clinical skills, take and analyze lab samples, as well as observe and assist in anesthesia and dentistry procedures. In just one week, I learned to insert my first catheter, participated in a dental extraction, gave preventative vaccines to a jaguar, ran diagnostic testing and bloodwork on a howler monkey, and performed an ultrasound on a puma amongst many other wonderful clinical experiences! One of my most memorable experiences was assisting in the dental procedure on one of the zoo’s jaguars. Before I wanted to be a veterinarian, I wanted to be a dentist, so this was an especially impactful opportunity. As a rising second year, I hadn’t yet learned about dentistry in the curriculum so assisting was a great hands-on introduction. During the procedure I learned about simple versus surgical extraction. The extraction on the jaguar was a surgical extraction which meant that the removal of the tooth required creation and elevation of a flap, and removal of bone. I watched the dentistry resident use many different dental surgery tools to remove the periodontal ligament from the tooth and I was able to loosen the last bit of periodontal ligament, ultimately “delivering”, or removing, the tooth! 

Xunantunich, a cultural site in Belize

When we weren’t working in the Belize Zoo Veterinary Clinic, the team immersed itself in the history, culture and traditions of Belize. One such experience was a trip to Xunantunich, an ancient Maya archaeological site in Western Belize consisting of four major architectural groups. Additionally, we traveled to San Ignacio, Belize to a marketplace where farmers, traders and vendors from all walks of Belizean life gather. 

My desire to make a global impact as a wildlife veterinarian drew me to this opportunity and participating only reaffirmed this desire. The course at the Belize Zoo allowed both students and faculty to broaden their veterinary experiences by providing veterinary care to zoo animals all  while learning about Belize’s conservation efforts. It is a course I highly recommend!

ABOUT THE AUTHOR:

Laci Taylor, class of 2022, is a DVM student at Cornell University College of Veterinary Medicine. She is interested in wildlife and aquatic medicine and hopes to make a global impact as a wildlife veterinarian. Laci hopes to promote biodiversity through rehabilitation and conservation – fields that serve as pathways for understanding many pertinent issues today from the transmission of zoonotic diseases which affect public health, to restoring endangered species.

Rachel Somma (2020): Flights and Frigate Birds in Belize

  By Wildlife Blog Editor • December 20, 2017

I’m really afraid of planes. Like, really, really afraid of planes. There’s just something about bouncing around in a metal cylinder 40,000 feet in the air that gets to me. This summer, I went to Minneapolis for about a month (but that’s a story for another time), and the plane ride was so scary for me that I swore I would never voluntarily ride on a plane again. Then, I got an email about a week-long summer course in Belize, and I promptly decided that I would get over it.

Belize is a small country in Central America, about the size of Massachusetts. Its official language is English, since it was liberated from British rule relatively recently in history. Cornell partners with the Belize Zoo for a class called “International Experiences in Wildlife Health and Conservation.” The course runs twice a year, once in January and once in July/August, and gives a small group of veterinary students the chance to travel to Belize with a team of Cornell veterinarians to assist with different procedures that need to be done on the animals at the Belize Zoo. The Belize Zoo is unique because all of the animals there are native to the country, and they were all “rescued” in some way: some of the animals were kept as pets by people who meant well but obviously weren’t equipped to raise a wild animal in their home, and some of the animals were injured or orphaned in the wild. The zoo serves to not only provide a safe place for these animals, but also to educate both tourists and Belizeans alike about the animals that live in Belize. The zoo’s founder, Sharon Matola, told us a story about an old man who once visited the zoo and teared up as he was leaving. When she asked him what was wrong, he replied that he had lived a long and full life, but this was the first time he had had the opportunity to see the animals of his country. This story, in addition to making me cry (don’t tell anyone), highlighted just how important the Belize Zoo’s mission is.

Rachel listens to a baby spider monkey’s heart.

Throughout the course of the week that I was at the zoo, I learned so much, both from the Cornell veterinarians who came with us and the zookeepers who took care of these animals every day. We got to tour the zoo twice: once during the day, and once at nighttime. This way, we got to see the nocturnal animals as well as the animals that were active during the day. The zookeepers who led the tours were so knowledgeable about all the animals, and it was clear that these people loved their jobs and the animals they took care of. We also got the chance to pet an American crocodile, hang out with peccaries in their enclosure, and get jaguar kisses from Junior Buddy, the zoo’s jaguar mascot (we sat in a cage and he licked us from where he stood on top of the cage…that counts as a kiss to me)!

I watched and sometimes assisted in multiple procedures, including an enucleation surgery on a jaguar with glaucoma, tuberculosis testing on spider monkeys, and multiple dental examinations and tooth extractions on jaguars, jaguarundis, a silver fox, and a kinkajou. My favorite case, however, was Maggie the frigate bird. Maggie was clearly in pain, had lost a significant amount of weight due to inappetence, and was just generally depressed; the zookeepers were upset that Maggie was suffering, and asked us to help her. Upon taking radiographs, we saw that she had severe osteomyelitis (infection of the bone) in several digits on both of her feet. Euthanasia was briefly considered, but the zookeepers and Cornell vets decided to try to amputate the infected digits first. The day after the amputation, Maggie was bright, alert, and clacking her beak like nobody’s business. Some people say that animals don’t have emotions, and I respectfully disagree, because that bird was obviously HAPPY that the source of her pain had been eliminated. Veterinary school is stressful, and it can be easy to forget why you’re here, but witnessing this sad, painful bird transform into a joyful animal reminded me that veterinarians make a tremendous difference in the lives of the animals they treat and the people who love these animals.

“This is Xunantunich, the Maya site that we visited. We climbed all the way to the top!”

I’d like to think I gained not only veterinary knowledge, but also “life knowledge” while in Belize. Physiology class turned out to be very relevant when I became extremely dehydrated; I will never travel without bringing some electrolyte tablets with me ever again (live and learn!). We took a field trip to the city of San Ignacio, where we visited various little shops and restaurants and talked to locals. It was interesting to see how people run businesses and support their families in a society that doesn’t have a Wal-Mart down the street. We also visited (and climbed to the top of!) a Mayan archeological site, where we learned about Belize’s history and culture. It was surreal to stand on the top of a structure that was built almost 1,500 years ago.

I never thought I’d say this, but the plane ride was totally worth it. I am so thankful for the Cornell veterinarians, who taught us a remarkable amount in just a short time, my fellow vet students, who made me laugh every single day, and the Belize Zoo and Tropical Education Center, who accepted us with open arms. Both the veterinary and cultural experiences I had in Belize were absolutely incredible, and I would recommend this class to any Cornell veterinary student, regardless of their career interest.

ABOUT THE AUTHOR:

Rachel Somma is a second-year veterinary student at the Cornell University College of Veterinary Medicine. She is also concurrently pursuing a Master of Public Health degree through the University of Minnesota School of Public Health. Rachel hopes to join the CDC’s Epidemiology Intelligence Service immediately after graduation, and then continue to combat the spread of zoonotic diseases and promote health among humans, animals, and the environment by working as a public health veterinarian for a national or international health organization.

AQUAVET: A Quest in Understanding Aquatics in a Very Efficient Timeframe

  By Wildlife Blog Editor • November 15, 2017

AQUAVET students in Woods Hole, MA – June 2017.

First, let’s clear the air. Err, water. Yes, you can do surgery on a fish.  No, fish surgery doesn’t happen underwater.

I’m Jason Sifkarovski, a second year vet student interested in zoo and conservation medicine.  Naturally, these encompass aquatic medicine, but it can be tough to find such opportunities within a traditional curriculum.  This past summer, I joined fellow Cornellians, veterinary students, and veterinarians from around the world in AQUAVET®, a month-long course in aquatic animal medicine.

AQUAVET® was first taught in Woods Hole, MA over 40 years ago as a joint venture between Cornell and the University of Pennsylvania.  Today, the course’s faculty boasts an impressive list of dozens of alumni and other professionals who all migrate to its current home at Roger Williams University in Bristol, RI.  I expected my fair share of fish facts, but I was blown away by the breadth of the curriculum.  Invertebrates, birds, fish, reptiles, and marine mammals were all covered; we dove into natural history, anatomy, and physiology before flowing into species-specific disease, diagnostics, and treatment.

Our first lab had us collecting invertebrates in the intertidal zone for viewing under dissecting microscopes. A super up-close sea star is a sight to see!  Oysters, clams, and crabs kicked off the first of our dissections, followed by fish.  Starting the course off with invertebrates and shellfish made me quickly realize aquatic medicine extends far beyond aquariums and conservation. Invertebrates in veterinary medicine may sound fishy, but become much more relevant when considering the billions of dollars wrapped up in shrimp farming alone. Aquaculture’s share in global food production is rapidly rising, and veterinarians will become increasingly important to ensure food safety and sustainability, just as they are for more traditional food production.

For each species group we studied, lectures were followed by diverse selections of specimens for necropsy and histopathology.  Lectures and labs were led by veterinarians in government, aquariums, research and industry, and even private practice.  Each tied their experiences into the topics they discussed, contextualizing the relevance of each species and the current state of medicine.  For example, we realized there were more species of fish in our lab than there are legal antibiotics for fish in the United States.  That’s a sobering thought for a medical professional, but it did hammer home the idea that much work needs to be done in this relatively young field.  By the end of the course, we had necropsied sharks, skates, turtles, crocodiles, ducks, gulls, and more.  That’s a lot to take in for even the most fervent zoologist, but every day felt fresh and reinvigorating.

Beluga whale at Mystic Aquarium awaiting further instruction (or fish).

Despite all the time spent in the classroom, field trips got us outside of our bowls as well.  We explored different types of aquaculture production systems with tours of fish hatcheries, and traveled to the Woods Hole Oceanographic Institute to learn about aquatics research, and to conduct necropsies of dolphins and seals – a messy endeavor, but certainly the one I had anticipated the most.  My favorite trips, however, were the aquarium visits.  We performed penguin physical exams at the Long Island Aquarium, a private institution home to one of the world’s biggest reef tanks.  We toured the New England Aquarium, home of the aptly-named Giant Ocean Tank and several floors of exhibits.  Veterinarians at Mystic aquarium brought us along for beluga whale feedings (they’re trained to take a gastric tube for stomach content sampling!) and their reality TV-themed sea lion show, which puts a twist on education and helps visitors connect with, and retain, important messages about conservation.  Given how zoos and aquariums have come under fire for captive marine mammal programs, I was particularly interested in how these institutions conveyed their conservation and educational messages to the public.  These institutions serve to not only provide a safe and healthy environment for their own animals, but also conduct research and lead massive, publicized conservation efforts to provide for those in the wild.  By keeping the public engaged through fun, yet educational, demonstrations like sea lion shows, they slowly but surely help the public feel involved in conservation themselves.

Performing a splenectomy on trout.

The highlight of the course was our surgery lab.  We practiced suturing and dosing anesthesia in the days leading up to the main event: splenectomies and ovariectomies on trout. Since fish use their gills for gas exchange, powdered anesthesia is typically administered to water which may then be washed over the gills and recirculated using pumps; this means the entire fish can be held out of water for the duration of surgery.  We worked in teams to calculate doses, administer anesthesia and analgesia, excise organs, and suture the incision closed.  I quickly learned that fish scales provide a whole new challenge for blood draws, injections, and suturing.

When I arrived at RWU, I anticipated a course focused mostly on captive animal medicine and husbandry with some emphasis on conservation. Four weeks later, however, we had also covered aquaculture, public health, toxicology, private fish practice and trade, and countless other topics.  Of course, each of these topics ties in to conservation, and I never anticipated how many extra tools I would come away with.  In all its breadth, aquatic medicine suddenly felt so much more expansive, yet being taught by so many connected people made it feel accessible and intimate. I befriended terrific students who made me genuinely excited to start each day, and I can’t wait to see how many of these new friends will be teaching the course down the road.  AQUAVET® provided even more than I wanted, both personally and professionally, and it can surely do the same for anyone else willing to get their feet wet.

The sea lion star of the show at Mystic Aquarium in Connecticut.

ABOUT THE AUTHOR:

Jason is a second-year veterinary student at the Cornell University College of Veterinary Medicine. He previously graduated with a Master’s Degree in Microbiology & Immunology from the University of Rochester School of Medicine and Dentistry.  Jason is pursuing a career in clinical zoo and conservation medicine while also maintaining interest in government and policy.

Training opportunity – Smithsonian wildlife courses

  By Wildlife Blog Editor • October 17, 2017

Graduate/Professional Training: Smithsonian-Mason School of Conservation

Front Royal, Virginia, USA

The Smithsonian-Mason School of Conservation, a partnership between George Mason University and the Smithsonian Conservation Biology Institute (SCBI), offers a range of intensive, residential short courses hosted in our sustainably-built Academic Center on the grounds of SCBI in Front Royal, Virginia, USA. All courses offer continuing education credits (CEUs) and some can be taken for graduate credit as well. Visit our website (http://SMConservation.gmu.edu) for more details about course content, course costs, and credits earned.

Applications can be completed using our online application system, found on the course webpage. Email us at SCBItraining@si.edu if any questions remain.

 

MCCS 0525: Non-Invasive Techniques and Applications in Wildlife Endocrinology

July 23 – August 3, 2018

The purpose of this course, taught by the experts at the National Zoo’s Endocrinology Laboratory, is to provide theoretical information and practical experience in using endocrine monitoring techniques for assessing reproductive status and welfare in wildlife species, both in captive and wild scenarios. Lectures will cover aspects of basic biology, theory of immunoassay methodology, reproductive endocrinology and stress physiology, and examples of data obtained from in-situ and ex situ studies of wildlife species. Extensive lab work will include demonstrations and hands-on experience in sample (urine and feces) processing and analysis using enzyme immunoassay technology. Computer lab sessions will include basic and advanced data analysis techniques. Participants will also work on independent group projects where they will apply what they have learned and complete a full lab analysis and data interpretation themselves. A comprehensive endocrine training manual will be provided to course participants. Those already enrolled in a graduate program (at any university) can gain 3 graduate credits for this course (additional costs apply for those not residing in VA).

 

MCCS 0523: Practical Zoo Nutrition Management

 

May 7 – May 11, 2018

Roughly 20 out of the more than 200 Association of Zoos and Aquariums (AZA) accredited zoos in the United States employing full time nutritionists, there exists a critical shortage of nutrition expertise at the vast majority of facilities within AZA. Similar institutions outside the US face the same challenges. Many of these institutions care for hundreds and in some cases thousands of different species, all with specific dietary needs that may even vary across seasons and reproductive conditions. Making nutritional decisions for a wide range of species from around the world, and overseeing the daily management of food purchase, storage and preparation is a complex and demanding task which must often be performed with little targeted training. However, the long-term sustainability of an animal collection, and the successful reproduction of breeding animals relies heavily on proper nutrition.

Because of the complexities and extensive experiential learning involved in the profession, this course is not designed “to create a zoo nutritionist in 5 days.” Rather, it will assist interested individuals in gaining knowledge and hands-on experience within one of the oldest zoo nutrition programs in the US. It is designed such that participants will develop an appreciation for a wide variety of topics within the field of zoo and wildlife nutrition, as well as some of the nuances of managing a commissary (food procurement and preparation) operation to support a zoo. This course will be taught by the Head of the Department of Nutrition Science at the Smithsonian’s National Zoological Park (NZP), Mike Maslanka. He will be joined by members of his staff at NZP as well as other professional zoo nutritionists from AZA facilities and appropriate wildlife professionals. These instructors represent some of the most experienced zoo nutritionists, commissary managers, and researchers in the field of zoo and wildlife nutrition.

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Event: Establishing Normal: Insight into Chimpanzee Medicine in the Republic of Congo

  By Wildlife Blog Editor • September 10, 2017

Tuesday’s presentation will provide information about the largest chimpanzee sanctuary in Africa, the Tchimpounga Chimpanzee Rehabilitation Center, which is owned and operated by the Jane Goodall Institute. Melissa Hanson will focus on the work she conducted this summer, developing a body condition score scheme as a means to monitor chimpanzees for malnutrition and disease. She will also be presenting a clinical case on a chimpanzee with heart disease. The talk is intended to highlight the unique aspects of chimpanzee medicine, but also simultaneously demonstrate the veterinarian’s ability to apply principles from domestic species to more exotic ones.

This lecture is part of the Conservation with Communities for One Health weekly lecture series, featuring the summer experiences of veterinary students and undergraduates who traveled to Indonesia, Republic of Congo and Uganda to participate in the Engaged Cornell Program this summer. Lectures will be held every Tuesday at 4PM in Lecture Hall 2.

Sarah Balik: The Belize Zoo

  By Wildlife Blog Editor • April 10, 2017

Sarah listens to a jaguar’s heart at the Belize Zoo.

Hello! My name is Sarah and I’m currently a second year vet student. This winter break I spent a week in Belize. While Belize is a wonderful destination for visiting the beach, I wasn’t there for vacation: I was there for a Cornell class called “Field Techniques in International Wildlife Medicine.”  Needless to say, as an aspiring wildlife veterinarian, this course was without a doubt the most fun, challenging and rewarding course that I’ve taken at Cornell so far!

The course is a collaboration between Cornell College of Veterinary Medicine and the Belize Zoo. The Belize Zoo was founded by Sharon Matola in 1982, and is so much more than a zoo. In my mind, the zoo is more like a sanctuary, rescuing and showcasing the native fauna and flora of Belize to educate locals and tourists alike. In fact, every species at the zoo is native to Belize. The exhibits for the animals are spacious and lush with native plants. It looks like these animals are living in protected plots of land in their native savannah, because they essentially are. Additionally, the zoo’s wild animals are all rescued. Some of the animals are orphans; others were kept as pets for some time before being surrendered to the zoo. The zoo is also a home for “problem jaguars” – jaguars who, for whatever reason, developed a taste for domestic animals. Unfortunately, once a jaguar develops a taste for easy targets like sheep on a farm, much to the farmer’s dismay, the jaguar does not go back to hunting its regular prey species like peccaries. So, as retaliation, some Belizean farmers may attempt to kill jaguars who are eating their source of income. In order to solve this problem, the zoo helps rescue these jaguars and gives them sanctuary. 

A tapir says hello!

The Belize Zoo’s purpose is as much about education as it is about the welfare of these animals. Many of the people of Belize didn’t know about the amazing wildlife in their own backyards until the zoo began educating them. It is also helping to dispel some myths engrained in the Belizean culture that will ultimately help preserve endangered species populations, such as the fallacy that tapirs can skin a human alive with their snouts. I found this myth especially ironic because the tapirs at the zoo are so friendly! I got to hand feed a tapir a carrot and clearly left the encounter unscathed. This proves the value of education in promoting any conservation mission.

The course at the zoo is a win-win: our amazing faculty lead the effort to address any medical problems or routine examinations the animals may need, the keepers and staff at the zoo learn new animal management and medical techniques from the professors, the health of the animals is improved, and the veterinary students get the unparalleled learning experience of assisting with everything from routine vaccinations of the zoo’s collection of animals to complex surgeries. In one week, I got to test a howler monkey for tuberculosis, diagnose external parasites on a kinkajou via skin scraping, and assist with a root canal on a jaguar, among many other incredible opportunities. This trip certainly reaffirmed my passion for clinical zoological medicine and desire to work to conserve the endangered species of animals in Belize and around the world.

The history of the Belize Zoo, as well as the conservation efforts that have been undertaken to preserve the biodiversity of Belize, are probably of great interest to any budding conservationist. If you’re looking to learn more, I highly recommend that you read “The Last Flight of the Scarlet Macaw” by Bruce Barcott, a book about Sharon Matola’s efforts to save the scarlet macaw populations in Belize. I would like to thank all of the Cornell faculty who led the trip and taught me so much over the course of merely a week, the lovely staff at the Belize Zoo and Tropical Education Center who hosted us so generously, and my fellow classmates who made the trip full of some of my favorite vet school memories.

ABOUT THE AUTHOR: Sarah Balik is a second-year DVM student at Cornell Univeristy College of Veterinary Medicine.  She is also dual-enrolled in the Master of Public Health program through the University of Minnesota.  Sarah is an aspiring wildlife veterinarian who hopes to help save endangered species by working at the interface of conservation and human public health.