Team BLAZE Bettering the lives of animals in zOo environments

1. Logan Anbinder, Amy Cordell, Gretchen Downey, Kelly Freudenberger, Shabaab Kamal, Nikko Khuc, Josh Lacey, Caitlin Moore, Emmarie Myers, Sam Roman, Andrea Schmidt Mentor: Dr. Kaci Thompson Team BLAZEBettering the lives of animals in zOo environments

2. We want to: • Conduct a cross-species examination • Use non-invasive physiological and observational data • Determine which enrichment is most effective for each species

3. Why? • Zoo enclosures are not natural and therefore may present unnatural stressors • Animals use stereotypic behaviors to relieve stress • Felids are especially susceptible to illness and reduced fecundity

4. Research Question How do various enrichment techniques, including sensory, manipulative, and feeding enrichments, affect the activity budget and fecal corticoid levels of various felid species in a zoo environment?

5. What’s been done? • Comparison of fecal corticoid levels in captive and wild cheetahs • Captive animals were significantly more stressed • Using fecal corticoids as measurement of stress • Mostly negative focus • Methods to reduce stress

6. What’s been done? (continued) • Effects of enrichment on lions & tigers • Lions were positively affected • Differences between species are important

7. Why not only focus on fecal corticoids? • Many confounding variables can alter fecal corticoid levels • Differentiate between distress and eustress • Circadian rhythms • Extraneous variables • Weather, Visitor Population, etc. • Used as secondary data to observation & can provide supporting evidence

8. Novelty of Our Research • Multiple species generalizations • Behavioral observation + fecal corticoid levels supporting data • Differentiating between various types of enrichment • Possible combination of enrichment types in second summer

9. Planned Methodology • Pilot testing • Establish baselines • Introduce enrichment • Measure effects • Repeat

10. Pilot Testing • Observations and fecal collection for 3 weeks • 2-hour intervals, randomized • Determine optimal time to conduct study • Presence of any stereotypic or non-active behaviors • Test all collected fecal samples at end of 3-week period to determine normal fecal levels and fluctuations

11. Timeline for Individual Trials

12. Activity Ethogram

13. Stereotypic behavior Active behavior

14. Experimental Manipulation • Days 1 and 2: Baseline observational data collection • Day 3: Enrichment application • Day 4 and 5: Behavioral observation continue • Return to baseline behaviors

15. Endocrine Methods • Fecal samples will be • Collected on all experimental days • Differentiated between animals using colored plastic pellets in food • Stored at –20° until analyzed • Assayed for corticosterone concentrations at the NZP Department of Reproductive Sciences

16. Analysis and Second Summer • Conduct statistical analyses of behavioral and hormonal data • Depending on results, may redesign study for second summer • Focus on different combinations of enrichment • Compare between species

17. Potential Limitations • Changes to exhibit/husbandry schedule beyond our control • Different personalities/temperaments among subjects • Observer bias • Visitor Activity

18. Timeline

19. Questions?