LAS Pro November-December 2021

November/December 2021

AALAS Builds Leadership and Management Expertise

Through AALAS programs like ILAM, lab animal professionals explore the latest leadership and management trends.

Leveling Up through CMAR and the AALAS Registry Time for a Renovation?

Space, Cost, and Time Considerations Tech Tips Focus on Animal Husbandry and Welfare Techniques

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November/December 2021 Vol. 9 Issue 6

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INSIDE THIS ISSUE...

14

Considerations for Vivarium Renovations

18

Take the Next Step: CMAR

20

A Shared Passion

21

The ILAM Impact

24

Level Up to R!

Space availability, combined with construction cost and time, are three factors often limiting the research facility managers looking at building improvements.

Preparing for and taking CMAR examinations is a big step, but it may hold equally big rewards.

The 2021 and 2022 ILAM presidents share insights on leadership, challenges, and opportunities.

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AALAS’ iconic ILAM program enhances careers and builds networks among LAS professionals.

Participation in the AALAS Registry demonstrates ongoing professional development as an AALAS certified technician/technologist.

24 November/December 2021

AALAS Builds Leadership and Management Expertise

Through AALAS programs like ILAM, lab animal professionals explore the latest leadership and management trends.

Leveling Up through CMAR and the AALAS Registry Time for a Renovation?

Space, Cost, and Time Considerations Tech Tips Focus on Animal Husbandry and Welfare Techniques

2 Laboratory Animal Science Professional November 2021

On the cover from left to right: 2022 ILAM Class President, Jessica D. Frye, LAT, is a Husbandry Manager at the University of Pennsylvania in Philadelphia, PA. 2021 ILAM Class President, Brittany G. Brown, BS, RLAT, is a Supervisor in LRL, Veterinary Resources at Eli Lilly in Indianapolis, IN. Photo courtesy of Chris Lyons, AALAS

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DEPARTMENTS 5 Publisher’s Note

32 DIY

6 People & Places

34 Tech Tips

A new motto

New hires, promotions, awards, memorials

8 PROfiles

Busy boxes

Insights on techniques and tactics

50 Across the Pond Dolly the sheep at 25

Meet Gonzalo Gancedo

10 Literature Review

Recent publications from experts in the field

26 Inside the IACUC

Setting the stage for 2022

30 Career & Training

Considerations for the adult learner

4 Laboratory Animal Science Professional November 2021

52 AALAS Foundation AREA goes virtual

54 AALAS Connection Learn more with AALAS

55 Crossword – Amphibians 56 Ad Index

PUBLISHER’S NOTE Staff Publisher Ann Turner Associate Publisher Chris Lyons

A New Motto: Resiliency

Managing Editor John Farrar Associate Editor Liz Rozanski Ad Sales John Farrar

As we wrap up 2021, I began to think of where we were a year ago. We had just concluded our first virtual-only National Meeting. Vaccine news was everywhere, and we wondered how and when we would be able to get the shot. Holiday plans were put on hold or adapted.

Since then, many of us, myself included, knows someone who contracted COVID-19 and perhaps died from this horrible virus.

We are all dealing with COVID-19 related stress. We are going on two years of navigating an uncertain world where a virus has upended our daily lives. Stress often comes from uncertainty, and burnout can result. AALAS has certainly experienced stress due to uncertainty, but we have seen glimpses of normal.

While in-person attendance came down to the wire, ILAM and the 2021 Leadership Summit were both held in August and marked the return to in-person meetings after almost two years of virtual connections. It was fantastic to be together, in person, and experience the camaraderie AALAS events deliver.

The 2021 National Meeting in Kansas City was not a “usual” gathering. Still, we did gather in person and virtually for business, education, and networking – what a joy it was to see the AALAS family again. We appreciate everyone who joined us in Kansas City or attended the meeting online.

Reflecting over the past several months and looking forward to the future, I’m adopting a motto for 2022: RESILIENCY. I ask you to join me in shaking off the past two years' burnout and re-engage with AALAS. Plan to attend Branch meetings, ILAM, Leadership Summit, Branch Management Summit, and the National Meeting, or plan a trip to Memphis and come see us at the office. Schedule that certification exam you have been putting off, apply for a GLAS grant, finish an ALL certificate program, or run for branch or national office.

May 2022 be the year when all of us bounce back stronger and wiser. Best wishes to you and yours for a happy and healthy holiday season.

Ann Turner

Design/Production Zara Garza

Editorial Advisory Board Leslie Birke Louisiana State Univ Andrew Burich Benaroya Research Institute Bob Dauchy Tulane Univ School of Medicine David DeOrnellis Champions Oncology Penny Devlin Pennsylvania State Univ College of Med Sonia Doss Duke Univ Medical Center Kelly Ethun Emory University Glenn Jackson Cornell University Richard Marble Alpha Genesis Inc Elizabeth Nunamaker Charles River Laboratories Sara Oglesby Abbvie Karuna Patil Seattle Children's Research Institute Amy Pierce Tulane Univ School of Medicine Stacy Pritt UT Southwestern Medical Center Robin Tucker Georgetown Univ

Mission Statement Laboratory Animal Science Professional (LAS Pro) is the official magazine for American Association for Laboratory Animal Science members. LAS Pro provides a wide range of useful resources and knowledge to the association’s 14,000 laboratory animal science professionals who are involved in advancing responsible laboratory animal care and use to benefit people and animals. All signed articles, including, committee reports, news, and commentary, reflect the individual views of the authors and are not official views of AALAS. Authorization to photocopy portions for personal or internal use is granted by the American Association for Laboratory Animal Science. Photocopying for purposes of resale or outside distribution is prohibited unless written approval is obtained from the AALAS Director of Communications.

Copyright 2021 by the American Association for Laboratory Animal Science.

Laboratory Animal Science Professional (USPS 010-730) is published bimonthly by the American Association for Laboratory Animal Science, 9190 Crestwyn Hills Drive, Memphis, TN 38125. Periodicals Postage paid at Memphis, TN 38101 and additional mailing offices.

POSTMASTER: Send address changes to AALAS, 9190 Crestwyn Hills Drive, Memphis, TN 38125-8538.

Publisher Executive Director American Association for Laboratory Animal Science American Association for Laboratory Animal Science 9190 Crestwyn Hills Drive Memphis, TN 38125-8538 Phone: 901-754-8620 Fax: 901-753-0046 E-mail: info@aalas.org Web: www.aalas.org

November 2021 Laboratory Animal Science Professional 5

PEOPLE & PLACES

New hires, promotions, meeting updates, and memorials.

!Michael Mondo Appointed Tecniplast USA Inc. President & CEO

Tecniplast USA Inc, is pleased to announce the appointment of Michael Mondo as the organization's next President and CEO on September 20, 2021.

Mondo holds both a BS in Mechanical Engineering and a Master's in Business Administration. He brings with him over 23 years of experience in the life science industry. Of those, 16 years were spent working directly in the lab animal science market. Prior to his current role as the Vice President of Sales at AeroSafe Global, where he serviced the cold chain needs in the pharmaceutical marketplace, he was the Regional Vice President at Getinge USA. This is where he led the sales and service teams in the lab animal, pharmaceutical, and healthcare spaces.

"I'm honored to become part of the Tecniplast family and have large shoes to fill with the retirement of Marco Carrara. I'm equally excited to return to the Lab Animal Science Market and build on what Marco and the rest of the North American team has built. I

look forward to engaging with our customers to continue to drive innovation together and remain a top leader in the industry," Mondo said.

"We are thrilled to have Mike Mondo on board now and together with him we look forward to further strengthening the North American organization, consolidating customer interactions and enhancing equipment & service sales within the Animal Research community," Edoardo Bernardini, Director at Tecniplast USA Inc., commented.

Tecniplast has more than 70 years of experience in the design, manufacture and distribution of specialized housing products and other related equipment for the laboratory animal industry. There are headquarters in Europe and North America (USA & Canada), as well as seven subsidiaries around the world. Tecniplast USA was founded in 1999 and is currently located in West Chester, Pennsylvania.

!The Value of Enrichment Linkedin Group

The provision of enrichment to the rodent housing environment is an important component of animal husbandry. It’s for this reason that Allentown has partnered with board certified laboratory animal veterinarian, Dr. Tim Mandrell, to host a LinkedIn Group dedicated to this important topic. Members are invited to submit questions, share experiences, and – through discussion – contribute to the creation of industry standards and best practices. The group is sponsored by Allentown and will be moderated by Dr. Mandrell. To check out or join the group, go to https://bit.ly/li-enrichment-group.

!GLAS Supported Research Leads to Department of Energy Grant

Tulane researchers Robert Dauchy, MS, (left) and David Blask, MD, PhD, (right) are collaborating with colleagues at Thomas Jefferson University on a newly funded Department of Energy grant that will examine how blue-enriched LED lighting compares with standard fluorescent lighting in measures of health. The 3-year, $1.6 million Department of Energy grant will test how different types of daytime lighting – standard fluorescent bulbs versus blue-enriched LED lights – impact health and sleep quality in humans.

Portions of this research benefited from AALAS GLAS support.

Results related to this research were published in Comparative Medicine in December 2015, October 2016, and October 2019.

"Actually, it was preliminary data generated by experiments performed here at Tulane that helped to lay the groundwork for this grant," said David Blask, MD, PhD, professor of structural and cellular biology and associate director of the TCCB. The studies – conducted by adjunct instructor Robert Dauchy, MS – showed that mice living under lighting that is richer in blue wavelengths compared to those raised under typical cool white fluorescent light had significant beneficial impacts on their physiology and overall health.

6 Laboratory Animal Science Professional November 2021

"We here at Tulane were the first in the world to perform these experiments," said Dauchy.

Read the full Tulane Cancer Center Newsletter announcement here: https://conta.cc/38htFyo

IN MEMORIAM Mike Garrison

By Bruce W. Kennedy from various sources

Mike Garrison, 70, of Dagsboro, Delaware died Thursday, April 8, 2021. He was born in Cheverly, Maryland, and attended school in nearby Riverdale and Washington, DC. He enlisted in the U.S. Army, serving in Germany before volunteering for service in Vietnam. Injured, he returned home and was honorably discharged from Walter Reed Hospital. Mike married Juanita Kathryn in 1970; together they had five children and 10 grandchildren. He received his AAS from Prince George's (Maryland) Community College and BS from the University of California, Davis in agricultural education. He was a long-time member of both the NCAB and the national AALAS, earning his LATG in 1989.

He worked for 27 years at Intervet in Millsboro, Delaware, as facility manager and then seven years at Liberty Research in Waverly, New York, as general manager. He spent his career

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devoted to laboratory animal research. Unfortunately, like for many of us, one of the diseases we study—cancer—is what took him away.

Mike was my colleague through NCAB (at the time Delaware was included in District 3). I met him through the laboratory animal technician certification program when regional examiners (REBs) visited facilities to administer paper-and-pencil examinations. I drove at least twice to Delaware to proctor and test his staff at Intervet and enjoy his and his wife’s hospitality. Many recall that he was very devoted to his staff, encouraging them to properly prepare.

Ann Dinkel of Delaware Valley Branch, where Mike was also a member, remembers him from when she taught at Del Tech. She noted that he was really involved, serving on the IACUC as both member and chair. The Intervet facility was an annual field trip for her students. She was grateful that he even hired a few as interns.

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November 2021 Laboratory Animal Science Professional 7

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PRO-files in LAS

minutes with...

Gonzalo Gancedo, MS

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Facility/Employer: Animal Resource Center (ARC) at UT Southwestern Medical Center Job Title: Animal Veterinary Technician II How did you get in this field? After earning my master’s degree in Veterinary Research, I

joined the animal facility staff at the Spanish National Center of Cardiovascular Research in Madrid (Spain), managed by Charles River Laboratories. I worked there as a Specialized Animal Technician. I took care of the colonies for several research groups, carried out animal procedures, and managed the in-house production colony of B6 and CD1 mice.

After that, I moved to the US and joined the ARC team, first as an Animal Tech and then as Vet Tech II.

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Who were your mentors? I was trained by several senior staff back in Spain. Once in the

ARC at UT Southwestern, I was trained as an Animal Tech by the ARC Training Team and, later as a Vet Tech, by the Senior Vet Techs and the veterinarians in the ARC.

What are your current interests in animal science? Since I have years’ worth of

Getting Personal What companion animals do you have?

I have two cats, Nilo and Mia.

Best binge-watching TV series?

I really enjoy The Simpsons or any Spanish show on Netflix (La casa de papel!).

What is the last book you read?

Origin by Dan Brown.

Where is your favorite vacation spot?

Spain or any location with a zoo and a theme park.

What is your favorite dessert?

Tiramisu

experience with mice and zebrafish, I am always interested to learn about the handling and care of other animal models. In addition, working as a Vet Tech, I am interested in trying to develop new treatment approaches to high prevalence clinical conditions within our facilities.

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Where do you see yourself in 5 years? I want to keep working in the ARC at UT

Southwestern. It is a great place to learn and keep growing professionally since there are different animal models from a wide different research fields. I would like to advance to a Senior Vet Tech position and gain more responsibility in clinical case management.

What is your favorite part of your job? I really like the fact that I can interact with

different research fields, each of them with their particular study models. In addition, the multicultural environment at UT Southwestern exposes me to an enriching environment on a personal level.

What advice do you have for others just beginning their animal science career? I

think my best advice would be to never forget you are working with animals. They are not reagents. They are not numbers. Never lose your empathy for the animal.

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What is the most rewarding aspect of your career? I feel happy when an especially

difficult to manage clinical case ends successfully and I can recover the animal. It is rewarding on several levels, but most impactful when I assist the research personnel with an animal that is valuable to them.

What impacts have the pandemic had on your work experience? Honestly, both UT

Southwestern and the Veterinary ARC direction made it easy for me keep working even with all the social distancing and occupancy restrictions. During this time, we were working in shifts to maintain social distancing. Because of that, I had the opportunity to work in areas of the facility that I was less familiar with, which contributed to increasing my experience and autonomy at work.

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F I N E S U R G I C A L I N S T R U M E N T S F O R R E S E A R C H™

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SPECIAL TOPIC ISSUE: THE ROLE ANIMAL RESEARCH PLAYS IN FIGHTING COVID-19 Severe Acute Respiratory Syndrome Coronavirus 2: Manifestations of Disease and Approaches to Treatment and Prevention in Humans The Role of Animal Research in Pandemic Responses Mouse Models of SARS-CoV-2 Infection Hamsters as a Model of Severe Acute Respiratory Syndrome Coronavirus-2 Infection Overview of Nonhuman Primate Models of SARS-CoV-2 Infection

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LITERATURE REVIEW

Recent publications from experts in the field

Comparative Medicine Special Topic Issue: COVID-19 and Animal-Based Research

By Jason Villano, DVM, MSc, MS, DACLAM

I

am excited to share that the October 2021 issue of Comparative Medicine is about COVID-19 and animal-based research. This issue highlights the important role our field plays in combating this disease.

Papers included in the October 2021 special issue of Comparative Medicine: COVID-19 and Animal-Based Research: 1. Overview of Coronaviruses in Veterinary Medicine 2. Severe Acute Respiratory Syndrome Coronavirus 2: Manifestations of Disease and Approaches to Treatment and Prevention in Humans 3. The Role of Animal Research in Pandemic Responses 4. SARS-CoV-2 Infection in Animals: Natural Transmission Events and Experimental Models of Infection 5. Mouse Models of SARS-CoV-2 Infection 6. Hamsters as a Model of Severe Acute Respiratory Syndrome Coronavirus-2 Infection 7. Overview of Nonhuman Primate Models of SARS-CoV-2 8. A Meta-analysis of Rhesus Macaques (Macaca mulatta), Cynomolgus Macaques (Macaca fascicularis), African Green Monkeys (Chlorocebus aethiops), and Ferrets (Mustela putorius furo) as Large Animal Models for COVID-19 9. Viral and Host Attributes Underlying the Bat-origins of Zoonotic Coronaviruses

We know that COVID-19 disease started in late 2019 and was officially declared by the World Health Organization as a pandemic on March 11, 2020.2 As of end of September 2021, there have been more than 230 million cases and 4.7 million deaths globally, and over 43 million cases and nearly 700,000 deaths in the United States.1 While we strive to get our lives back to normal, remembering those who we lost, we find animal-based research center to global, national, and local pandemic response efforts.

Animal-based research helps us understand COVID-19 and the virus that causes it, SARSCoV-2. It helps unravel the mystery surrounding this novel virus and disease, including its pathophysiology and modes of transmission. It provides a platform for the (further) development of vaccines and therapeutics. These unprecedented times call for once-inconceivable fast-paced medical and scientific investigations and breakthroughs. We have learned a lot about COVID-19 since its emergence, but we are most definitely just scratching the surface. There are many unknowns and there is so much more to investigate, learn, and do. Scientists and laboratory animal research professionals have certainly stepped up, proving time and again that animal models are key and indispensable tools in advancing medicine.

Although the COVID-19 landscape is still evolving and as new information become available, this issue’s 9 papers (listed below) provide fundamental knowledge about the human-animal COVID-19 interface. We have a strong list of pre-eminent scholars who reviewed relevant and current literature to present invaluable information to the readers regarding topics ranging from coronaviral diseases in veterinary medicine and COVID-19 in humans (yes, we invited our physician colleagues) to the use of animal research in past pandemics and the different animal models of SARS-CoV-2 infection.

We hope that this issue emphasizes to our community of laboratory animal professionals that we should be proud of the work that we do, especially ensuring animal welfare for the animals under our care. We also hope that these articles provide scientists with further information and knowledge

needed for them to continue their important work.

Finally, we also hope that this issue reaches the general public and help educate them on how using animal models, despite their limitations, has paved the way and continues to constitute a fundamental approach for the understanding of COVID-19 and the development of treatments and vaccines to combat the disease.

I thank the authors for their willingness and efforts to contribute to this issue and our colleague-reviewers whose great feedback strengthened the scientific merit of the articles. I also thank the Comparative Medicine editorial and production staff, whose guidance helped steer this forward. We dedicate this issue to the sick and the dying and the lives that were lost because of COVID-19.

Jason Villano, DVM, MSc, MS, DACLAM, is an Assistant Professor at Johns Hopkins University in Baltimore, MD. REFERENCES 1. Johns Hopkins Coronavirus Resource Center. [Internet] 2021. COVID-19 Dashboard.

[Cited 30 Sept 2021] Available at: https:// coronavirus.jhu.edu/map.html.

2. U.S. Department of Defense. [Internet] 2021. Coronavirus: Timeline. [Cited 30 Sept 2021] Available at: https://www.defense.gov/ Explore/Spotlight/Coronavirus-DOD-Response/ Timeline/.

COVID-19 Memorial at the National Mall in Washington, D.C. Each white flag represents a life lost due to COVID-19.

November 2021 Laboratory Animal Science Professional 11

LITERATURE REVIEW

Recent publications from experts in the field

Behavioral Biology of Laboratory Animals, First Edition Reviewed by Colton Miller, PhD

I

n writing Behavioral Biology of Laboratory Animals (BBLA), authors Kristine Coleman and Steven J. Schapiro offer highly detailed insights into how behavior, as a learned response, impacts animals’ survival in the wild. BBLA is broken up into 3 separate parts.

In part 1, which envelops the first five chapters, the authors begin by giving an overview of the book’s goals, including a short synopsis behind each chapter, and the rationale for the selection of each species or species group. In the remaining chapters of part 1, the authors highlight, in exquisite detail, the importance of animal’s engagement through their behaviors, and the impact behavior has on overall animal care within the laboratory. The first chapters portray a clear understanding of the significance of animal behaviors, (both traditional as well as abnormal behaviors), by identifying proper use of animal behavior to assess welfare as well as management of animal behavior within the laboratory. Part 1 offers a thorough blending of detailed, yet generalized, concepts to be aware of when working with laboratory animals and the handling of behavioral management.

Part 2 of BBLA is centered around concepts of behavioral biology for species and species groups. The authors have been meticulous in collaborating with a host of established contributors to construct the bulk of BBLA, which comprises 25 of the 30 chapters. While it would be next to impossible for the authors to create a complete comprehensive list of all animals, they have

12 Laboratory Animal Science Professional November 2021

constructed chapters catered for specific animal needs.

While some chapters focus on individual animals that engage in detailed behavior (i.e., environmental complexity required when working with marmosets), others are more comprehensive for groups of animals (i.e., feeding behavior of amphibians). While chapters on specific animal’s behavioral biology vary in length, based on species specificity, they follow an analogously structured pattern. Additionally, each species-specific behavioral chapter contains sections regarding special situations, conclusions, and recommendations highlighting important information of the species covered.

In part 3, BBLA finishes with a section that highlights ethograms for some of the major species, further adding clarity to the behaviors that are observed. This addition is a fantastic resource as the authors note, “Over the years we have searched for this type of resource, without much luck.” This resource is extremely valuable to ensure that terminology and notes are clearly communicated, as well as the meanings behind the actions taken by the animal.

BBLA has been devised with great insight with respect to the organization and information to provide robust assessment for the behavioral biology that laboratory animals utilize. While the information of BBLA provides very comprehensive knowledge, the authors maintain a strong sense of conversational tone and include examples to address topics effectively. After reviewing Behavioral Biology of Laboratory Animals, I think this book is a must have for any laboratory animal manager’s bookshelf.

Colton Miller, PhD, was an Educational Resources Editor at AALAS in Memphis, TN. Coleman K, Schapiro SJ, editors. 2021. Behavioral biology of laboratory animals, first edition. Boca Raton (FL): CRC Press Taylor & Francis Group.

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FEATURE

Management - Leadership

Three Reasons for a Vivarium Renovation: Space, Cost, and Time

By Robert DeGenova, AIA, NCARB

T

he availability of space, combined with the cost and time of construction, are three factors that most often limit the ambitions of research facility managers. Those who operate laboratories—especially at universities—often cope with substandard or outof-date facilities because finding adequate space is challenging; replacing them would be too expensive; and construction would take too long, disrupting ongoing research programs.

This is particularly true for vivaria. The importance of in vivo research—both to a university’s reputation and to its finances—continues to grow. A study published in the Journal of Medical Ethics looked at labs that received funding from the National Institutes of Health over a 15-year period and found that the use of live animals had increased by 72 percent.1 The NIH sponsors $41.7 billion in research every year, and the studies that receive these funds must comply with regulations set forth in the Animal Welfare Act.2 A vivarium may be one of the most important programs in a research institution’s portfolio. Lab animals can be expensive to procure and care for—purchasing specialized and genetically bred mice for research, for example, can be a million-dollar investment. It has become critically important to safeguard these animals, both for their financial and research value. Furthermore, compliance and accreditation standards require that animal facilities provide high-quality care, safe operations, and periodic maintenance.

The ability to conduct large numbers of concurrent studies demands that vivaria operate efficiently and be able to offer advantages that state-of-the-art equipment, infrastructure, and planning configurations afford. By continuing to use vivarium facilities that no longer meet the requirements of contemporary research methods, vivarium managers may be unable to fully support their principal investigators, and their labs may fail to realize the research opportunities that an up-to-date vivarium can provide.

lenging, the renovation of an existing vivarium may offer a viable alternative and fulfill research needs and demands. By renovating an aging vivarium, research organizations can take advantage of their existing facility, transforming and renewing it with an efficient use of space, money, and time. This strategy may allow them to see the same benefits that a new, state-ofthe-art facility can offer.

When planning a vivarium renovation, it is important to consider how the new facility might realize its potential to support research, how it might allow for greater operational and programmatic efficiency, and how the improvements can enhance synergies within an existing research program. New construction may offer nearly unlimited possibilities, but if an organization is unable to build beyond its four walls and still wants its program to grow, it may be able to plan a facility that can increase its utilization and ability to support research.

Space

Many research institutions and universities that rely on older vivaria try to make the most of their limited space, but they risk losing out on research opportunities. While limitations in land, space, and cost can make the construction of a new vivarium chal-

Figure 1. An original floor plan layout showing the physics and existing vivarium areas.

14 Laboratory Animal Science Professional November 2021

imal studies well, the university hoped to grow its capacity in neurophysiology research, which required expanded facilities for small animals—in particular, adding significant numbers of rodents.

This university could not build a new vivarium without moving its operations outside the city, which would mean losing the synergies offered by keeping all animal operations under one roof and close to investigators’ research laboratories. Nor could it afford to halt its ongoing research studies.

The university concluded that the renovation and expansion of its existing vivarium was the best option. It was able to add square footage through the relocation of the adjacent physics department to a new facility (Figure 1). The building renovation would require increased MEP capacity, which was no small challenge in a multi-story, high-rise building. The planning incorporated MEP infrastructure that could be installed without disruption to its ongoing studies; that is, it developed a strategy for construction Figure 2. The phasing floor plan reflects the new vivarium space and existing vivarium phasing that utilized swing spaces (Figure 2). It updates. intentionally planned and designed spaces to be flexible and capable of more than one use. As anWhere to Begin imal holding space and procedure rooms were completed, the When working to renovate a vivarium, start with a philosophuniversity relocated the existing large-animal program within ical question: What does this building want to be? To find an these spaces while the remainder of the facility underwent answer, proceed through a series of strategic questions: Can improvement. Although the animals had differing housing the square footage support the goals of the research instituneeds, they could be temporarily housed during the renovation? How can a new design maximize current space, and how tion by designing a new small-animal facility to accommodate can it be flexible enough to accommodate future growth? Can interim conditions in conjunction with additional operational the new design incorporate multiple functions without the procedures. need for significant reconfiguration? In other words, will the The result was an expanded and renovated vivarium that renovated vivarium hold up well so that it doesn’t need another included a new small animal research program—benefiting renovation for decades? Though technology has changed rapthe university’s principal investigators. The utilization of this idly in recent years and will continue to do so, institutions will vivarium was substantially enhanced in its ability to meet rewant their vivarium to last for years to come without restrictsearch needs with high-density rack and room configurations. ing their ability to satisfy research needs.

Some rooms also allowed for conversion from animal housing A renovation plan must also carefully consider the capacto procedure or testing rooms. The new program could easily ity of the original structure’s critically important mechanical, adapt and flex to changes in research. Another benefit to electrical, and plumbing infrastructure (MEP)—which is investigators was the improvement of the large animal faciltypically located above the ceiling and unseen—to support ities—allowing more efficient spending on animal care and new or additional program spaces. A vivarium has unique helping the operational budget (Figure 3).

MEP requirements: animals must be kept within controlled temperature ranges, they require regular access to purified water, and their caretakers must frequently clear away waste Cost and sanitize cages. When renovating a vivarium, planners must Another institution—a large private research university—had ensure that the existing MEP infrastructure can support the used the same vivarium facility for decades. While the decineeds of the investigators who will work there. In most cases, sion to continue to operate and maintain this vivarium may renovation requires additional and improved infrastructure to have saved money for the university’s annual budgets, it was adequately satisfy the environmental needs and requirements putting the entire research enterprise at risk, as it was managof contemporary animal housing and research. ing serious deficiencies. An up-to-date vivarium can help an institution maintain its standing with the American AssociThe Decision to Renovate ation for Accreditation of Laboratory Animal Care (AAAAn urban research university faced a difficult problem: located LAC); any change in accreditation status must be reported in a highly built-up area, it had no option to expand beyond to NIH’s Office of Laboratory Animal Welfare,3 potentially its current footprint. While its vivarium served its large-anhaving an adverse effect on new funding opportunities.

November 2021 Laboratory Animal Science Professional 15

FEATURE

Management - Leadership and staff. A vivarium manager should account for diminished space and increased noise during the construction period.

The construction of a renovated vivarium is something like a shell game: the goal is to create modern facilities that serve every research project without disrupting any one of those projects while construction is going on. A clear renovation plan that incorporates adequate swing space can ensure continuous operation during construction and result in a facility that offers considerable benefit. When researchers publish the results of their studies, those who read the articles should never know that a renovation happened during the study period.

Conclusion

Figure 3. The final floor plan for the renovated vivarium space.

This facility’s modernization benefited human welfare as much as animal welfare. An out-of-date vivarium is less likely to optimize spatial and operational efficiency, leading to cramped quarters for animals, researchers, and staff. An updated vivarium can be designed to efficiently organize spaces and flows to accommodate a higher density of animals in the same square footage.

Modernizing also helps an institution’s budget over the longer term. It can enable the organization to optimize its spending, to improve the cost ratio of maintaining small and large animals to the number of studies supported. A renovated lab should offer more efficient use of space and improved workflow, enabling it to be more productive.

If an institution wants a modern facility, it may not need to take on the cost of a new construction project, which can run to tens of millions of dollars. Renovation offers several advantages, not least of which is that it may cost substantially less money overall.

Time

The renovation of an existing vivarium may offer the opportunity to gain the benefits of a modern facility much more quickly than new construction, which can take several years.

A typical renovation may take between 12 and 24 months, or longer, depending upon the program needs, complexity of MEP systems, swing spaces, and phasing required. Renovation, however, need not cause a major disruption in work.

With careful planning, particularly by setting up well-designed swing space, a vivarium can continue to operate, even while construction is in progress.

Noise and disruption can disturb lab animals if swing space is limited or poorly planned, and this can present a health danger to animals as well as an inconvenience to researchers 16 Laboratory Animal Science Professional November 2021

As the value of live-animal research continues to grow, the importance of maintaining a first-rate vivarium is increasingly clear. Renovation is one possible answer to the problems of space, cost, and time; offering an opportunity to elevate the stature of both the institution as a whole and the researchers who work there. It can provide better housing space for lab animals, ensuring that the institution complies with all requirements of accreditation. It can maximize efficiency, though designers must know a building’s capacity—and particularly its MEP infrastructure—if they wish to support current use and prepare for future growth. It can reduce overall cost of construction, giving researchers the benefits of a modern vivarium for less expense. Furthermore, an investment in modern infrastructure can pay dividends in greater efficiency and the capacity to support a greater number of studies. And with thoughtful planning, the renovation of a vivarium can save time and promote ongoing research programs, allowing current studies to progress.

Floor plan download link: https://nextcloud.flad.com/index.php/s/ QzqekEiHT9NrzP6 Robert DeGenova, AIA, NCARB, is a Senior Science Planner with Flad Architects in New York, NY. REFERENCES 1. Goodman J, Chandna A, Roe K. [Internet]. 2015. Trends in animal use at US research facilities. J of Med Eth 41: 567-569 [Cited 13 September 2021]. Available at: https://jme.bmj.com/ content/41/7/567.abstract 2. Office of Laboratory Animal Welfare. [Internet]. 2015. PHS policy on humane care and use of laboratory animals. [Cited 13 September 2021]. Available at: https://olaw.nih.gov/policies-laws/phs-policy.htm#Introduction 3. Office of Laboratory Animal Welfare. [Internet]. 2020.

Annual reports to OLAW. [Cited 13 September 2021]. Available at: https://olaw.nih.gov/news/annual-reports-olaw-due-december-1-2020.html

LAS Pro Thanks Our 2021 Champions!

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FEATURE

Management - Leadership

Aiming Higher

AALAS’ Certified Manager of Animal Resources (CMAR) program aims to raise competency and professionalism in the laboratory animal resources management field.

By Liz Rozanski, BA

M

aybe you’ve thought about it. Perhaps you have looked at eligibility requirements or the FAQ on the AALAS website. Preparing for and taking CMAR examinations is a big step, but it may hold equally big rewards.

In 1999, AALAS and the Laboratory Animal Management Association (LAMA) partnered with the Institute of Certified Professional Managers (ICPM) to establish a certification program designed specifically for the laboratory animal resources manager. The first Animal Resources Exam was given at the AALAS National Meeting in Baltimore, MD, in October of 2001. Since then, 779 candidates have earned a CMAR certification and currently 578 are considered active.

James Champion, BS, CMAR, RLATG, serves as the 2021 CMAR Committee Chair. Cheryl Plews, BA, CMAR, RLATG, is the committee Vice-Chair. Courtney P. Nesline, BS, CMAR, RLATG, is a CMAR committee member. All were eager to share thoughts on the CMAR program, how it has evolved, and opinions on its inherent value to the LAS community.

Making the Investment

Earning the CMAR designation involves passing a series of management skills exams and an animal resource exam. Exam questions test knowledge and analytical and reflective thinking.

Champion shared that the CMAR prep and exams prepare applicants for managing at various types of institutions.

“The study materials refresh your current knowledge on species, housing, and care of animals as well as builds on that knowledge with new concepts and introductions to other species. It prepares a manager for novel situations that are important for managers to navigate properly and fine-tunes management approaches to staffing,” Champion said.

Plews recognized the investment required to achieve the CMAR designation.

“Investing in earning the CMAR is investing in yourself and your career. There is a level of prestige that goes with earning your CMAR as it can open many doors,” she said.

“I am glad I invested the effort required to get my CMAR in 2013, it is one of my most rewarding career accomplishments,” Nesline said.

Testing in a Multi-faceted Industry

Plews shared that LAS industry managers are often tasked with being a “jack of all trades.” As a result, the CMAR materials reflect that broad scope.

18 Laboratory Animal Science Professional November 2021

“CMAR exams cover everything from basic animal care to complicated regulatory policies, human resource management, and biocontainment. As a CMAR committee member, content and exam question relevancy are discussed frequently.

The committee is made up of individuals with diverse LAS industry backgrounds. We push each other to ensure every aspect of the LAS industry is represented,” Plews said.

Plews shared she started her career at a CRO and is now in more of an academic setting. She takes pride that both LAS industry facets are represented in meaningful ways in the CMAR program.

Champion agreed. The committee has representatives from industry, academia, CROs, and other backgrounds. Committee members are from across the country and have varying years of experience. Those dynamics work well when generating test questions and ensure a good balance.

“We review every question on the exam and in a pre-test scenario. We also review each question and how well or poorly it tests, and we scrutinize it to ensure all basic level managers can understand and answer it. It is important to the committee that the questions assess the manager’s abilities to deal with new events, species, regulations, and housing requirements as well as personnel management,” Champion said.

“Additionally, we try to make sure the question is relevant to information we would expect and want a CMAR to be familiar with,” Nesline added.

Launching CMAR Program Improvements

The path to earning a CMAR designation has evolved since the program’s inception. A recent alternative path involved collaboration with a contractor in 2017 to create the custom Management Training Manual textbook. This textbook covers general business and management information. The manual is designed to be the reference for the Management 1 (M1) and Management 2 (M2) exams offered as part of the CMAR certification in conjunction with the current AR (Animal Resource) exam.

“The best improvement to the CMAR program I have both witnessed and helped deliver was the rollout of the new Management Training Manual with the M1 and M2 exams.

Having all the information and testing through AALAS is such a convenience. It saves time and money for the candidates

and streamlines the process for everyone involved,” Plews said.

In 2018 the first draft of the manual was published, and to date, 380 copies have been sold. Since then, approximately 30 candidates have completed the M1 and M2 exams.

Facing Challenges and Obstacles

While CMAR study resources and the test itself have changed over time, challenges and obstacles to earning the designation revolve around time and organization.

“When I took my CMAR, there were fewer study resources available than exist now. My biggest hurdle was to organize and prioritize my studying, specifically for the AR portion of the exam,” Champion said. He noted that the Management of Animal Care and Use Programs in Research and AALAS Management Training Manual was not yet published. Additionally, now there are three paths to obtain certification.

“Plus, potential candidates now have AALAS’ ACE platform to ask questions and seek guidance. ACE is a great resource,” he said. He added that when he was studying for the exam, having a support system would have been helpful to stay on track and motivated.

“The volume of resources required to study for the exam’s AR portion can seem daunting, but the material will only help improve your skills if you make the investment to dive in,” Nesline said.

CMAR and Beyond

Like many certifications, education is always ongoing, and several lessons Champion, Plews, and Nesline have learned in obtaining their CMARs have proved to be evergreen.

“A takeaway that stuck with me is that managers need to be flexible and resourceful. No one is expected to know everything but should know where to look/reference for the material,” Champion said.

“The biggest ongoing lesson for me is that you never stop learning. The CMAR is sort of the pinnacle of AALAS certifications, but you don’t have to stop there. I learn something

new almost every day at work. And I cannot even begin to tell you all I’ve learned from the CMAR committee,” Plews added.

Nesline reflected that her CMAR certification was something that was extremely important to achieve, and she received encouragement from a previous mentor and CMAR, CJ Arnett. Arnett chaired and served on the CMAR committee.

“I continue to use the same enthusiasm to encourage all levels of staff to continue learning and work to achieve advanced levels of certification,” Nesline said.

Making a Case for CMAR

“What do you have to lose?” Plews asked when questioned about how she would make a case for CMAR. Champion noted that if you are a manager or have career aspirations to manage, certification in CMAR is a great resource.

“Not only will this certification prepare you for a management career, but also, it can help established managers with new ideas and resources. Additionally, some institutions require CMAR certification for management positions, and others list it as a preference. Having this certification may open many more career opportunities for the aspiring manager,” he explained.

“Having these four little letters behind your name shows everyone in our industry that you are driven and committed to excellence. There is no downside,” Plews said.

“If you have any aspirations for higher level management positions, CMAR may either be required or be the item that sets you apart from other candidates.” Nesline said.

For more information on the CMAR program, visit the AALAS website: https://www.aalas.org/certification/management-certification Liz Rozanski, BA, is Communications Manager at AALAS in Memphis, TN. November 2021 Laboratory Animal Science Professional 19

FEATURE

Management - Leadership

ILAM Presidents Share Insights on Leadership Opportunities

By Liz Rozanski, BA

ILAM is a fully immersive, intensive management and leadership training program over a 2-year period. Typically held in May in Memphis, each level (I and II) has a size limit and fees cover tuition, instruction, and materials.

Accommodations are a separate charge. Training topics vary based on level and are driven by industry needs and participant requests. The 2022 program will be held May 15-May 20, 2022, and registration opened October 1, 2021.

Visit https://www.aalas. org/education/ilam for complete details.

L

AS Pro caught up with the 2021 and 2022 ILAM class presidents to explore their thoughts on AALAS’ premier leadership and management training program. Jessica Frye, LAT, will serve as the 2022 ILAM class president. Frye is a Manager of Husbandry and Facilities in the Clinical Research Building at the University of Pennsylvania. Brittany Brown, BS, RLAT, is the 2021 ILAM class president and is a Supervisor in Veterinary Resources at Eli Lilly and Company.

LAS Pro: What has been your favorite part of being involved with ILAM? Brown: My favorite part was being surrounded by professionals in our field who shared similar goals, aspirations, and challenges. The lifelong connections and knowledge shared during ILAM is simply invaluable. Every aspect of the program is a rewarding experience and a great opportunity to grow.

Frye: I met an amazing group of people who exposed me to a whole new level of resources and connections that will last a lifetime. Everyone made it easy for me to step out of my comfort zone by being welcoming and creating a safe space to share thoughts, ideas and ask questions.

LAS Pro: What types of challenges did you experience as a class president?

Brown: The biggest challenges I had were the twist and turns of the pandemic during 2020-2021. Keeping the momentum, motivation, communication, and excitement proved difficult to navigate with so many unknowns taking place in everyone’s life. However, we were able to adapt, persevere, and attend an amazing ILAM 2021.

Frye: My presidency is just starting, but I wonder what COVID will look like this fall

20 Laboratory Animal Science Professional November 2021

into spring. The past two years has taught us to be flexible, resourceful, and not be bound to a specific plan.

LAS Pro: What is the most surprising experience you had during ILAM? Brown: The challenge of a 2 plus year class president term transformed into a vital learning experience. My passion for leadership was challenged and ultimately renewed. With the help of many others, I strove to keep the commitment I made to myself and my ILAM class: to help make it an enjoyable, worthwhile experience, and hopefully inspire the next class to continue to grow and pay it forward.

Frye: My biggest surprise was being nominated and elected by my peers as class president.

During my first ILAM year, I made a conscious effort to be present, helpful, open, and uncomfortable. I said yes when I wanted to say no and took in all the information around me. I would like to believe that by doing those things, I demonstrated to my peers that I was someone who could lead our class.

LAS Pro: Share 3 reasons someone should invest in ILAM? Brown: 1. The priceless connections you make are life-long. 2, While you can have webinars or training on management – the immer-

sive knowledge gained during ILAM are real life, relevant experiences that are shared among peers. 3. In no other place could you be around professionals who understand and empathize with the wins, fails, and continued growth of being leaders in the lab animal science field.

Brown: ILAM's safe space proved pivotal in providing an atmosphere where everyone could be themselves, get out of their comfort zones, and meet someone new. It was a chance to learn innovative ideas to share or implement in their institutions and continue their growth as effective leaders.

Frye: 1. ILAM is a sorority/fraternity of people who know exactly what you are dealing with on the day-to-day basis.

2. This is a group where you can speak on issues or concerns without judgment or the need to vaguely discuss your role in research. 3. Spending an entire week together allows to you develop friendships that will present endless possibilities.

Frye: This was my first time working with a large group of like-minded people, all happily working together to grow because we all had the same mission. We wanted to leave as better leaders and help elevate each other and our organizations to the next level.

LAS Pro: Any final thoughts or comments you’d like to share?

Liz Rozanski, BA, is the Communications Manager at AALAS in Memphis, TN.

Winning with ILAM

The Institute for Laboratory Animal Management’s (ILAM) advocates are eager to share a winning experience.

When you ask an ILAM graduate about their experience in this AALAS program, be prepared. The enthusiasm, stories, and passion program participants express matches what you might hear from die-hard sports fans. And, ILAM has fans dating back to 1993 when the first class graduated. ILAM’s impact on AALAS shouldn’t be underestimated as program graduates populate leadership and committee roles throughout the association.

That legendary team spirit and can-do attitude is especially visible in the ILAM graduates who comprise the program’s governing committee. They are all in on ILAM and have experienced the program’s impact in their professional and personal lives.

Am I ILAM Material?

If you are looking for a way to enhance your career, ILAM should be considered as an option. Kevin Phelps, RLATG, BS is an Animal Care Facilities Manager and serves as the 2021 ILAM Committee Vice-Chair. He shared his thoughts on the program’s selling points.

“With all due respect to other AALAS events and programs, ILAM is hands down the best program you can do for your career. The networking opportunities you will create here will be the ones you will use for the rest of your life,” Phelps said.

Sarah Gilliam, BS, RLATG, CMAR, serves on the ILAM Committee. Gilliam works as an ARF Training Manager and noted that if a potential participant is interested in increasing their LAS network, ILAM is the way to go.

Gilliam said that the people she met during her ILAM experience have provided advice on everything from staffing issues, equipment, and training techniques. They even helped her find another job after a layoff.

“This is the one thing that I did in my career that has given me the most both professionally and personally. Not only did it expand my knowledge, but it introduced me to other perspectives in management that I just hadn’t thought of before. It also allowed me to develop a network that was almost nonexistent for me before ILAM,” Gilliam said.

Mark Sharpless, MBA, CMAR, RLATG, is the AALAS District 4 Trustee and is the BOT liaison to the ILAM Committee. Sharpless pinpointed a hallmark of ILAM: passion. If you are looking for a boost, ILAM is the program for you.

“Honestly, everyone I have met or interacted with at ILAM, participants, instructors, Committee members, AALAS staff, were all very engaged and passionate about LAS and the ILAM program. Everyone is committed to the success of everyone else and the people you meet will become lifelong friends and colleagues,” Sharpless said.

Gordon Yee serves as the 2021 ILAM Chair. He noted that if you expect to learn and have fun like other conferences, you are just scratching the surface. ILAM is more.

“I didn’t expect that ILAM would change my life, reinvigorate both me and my career, and change the way that I approach leadership, work, and life,” Yee said.

Capturing Light Bulb Moments

The excitement and energy committee volunteers and participants have for the program is bubbles up as they share memories.

Participants arrive at ILAM looking for LAS management training. They leave with information, resources, and inspiration.

A big takeaway for Gilliam was that you can’t do it all by yourself. Managers need to build and support their team of November 2021 Laboratory Animal Science Professional 21

people. ILAM gave her the skills to be a better manager, and in turn, develop a better team.

Sharpless agreed. He learned there are several ways to get things accomplished. As a manager, you have to empower people, support them, and give them the opportunities to make decisions.

“You have to take a step back and let them learn from their successes and their mistakes,” he added.

Yee’s light bulb moment came with a discussion on generational differences.

“At the time, many people were unable to say the word millennial without their eyes rolling back in their heads.

ILAM helped to teach us that every generation had their benefits, their unique ways of thinking, and how each can be tremendously powerful,” Yee said.

Phelps elaborated on the skill building lessons ILAM imparted and the successes and mistakes managers often make in their own self-directed development.

“The key to being a good manager is continued education. We have a tendency, as leaders, to focus on the continued education of our staff and technical skills training. It is imperative however, that we also focus on honing our craft every day,” he said.

Unexpected Perks

While ILAM provides peer-driven educational opportunities, some of the unexpected benefits stretch beyond what could be labeled as “value-added” experiences.

Sharpless said that the camaraderie and networking opportunities ILAM provides is outstanding.

“This is an excellent opportunity to talk to folks doing similar work and to discuss ways to approach and address common challenges,” he said. He explained how rewarding it is to hear and feel the passion people have for the animals, the work they perform, and the positive contributions that they help make to science and both human and animal health.

Part of talking to others in the LAS industry is learning from them. Gilliam noted she knew she would be learning a lot and be able to reach outside of her facility bubble, but tying that all together was the people.

“Not only did I gain a whole support network I didn’t feel I had before, I gained family. It’s been 8 years since I graduated ILAM and not only do I still talk to a lot of my fellow ILAMers, but there are some I can’t imagine my life without now. They are among my best friends,” Gilliam explained.

22 Laboratory Animal Science Professional November 2021

“I would have never thought in a million years that such strong bonds could be formed in such a short period of time,” Phelps said.

The Drive to Give Back

From the committee members to former ILAM participants who return each year to share their knowledge and expertise, the program thrives because of the drive to give back.

As an AALAS Trustee, Sharpless was assigned to the ILAM committee as a liaison, and the role was a welcome one.

“I was thrilled to be assigned to the ILAM Committee. The ILAM Program has a phenomenal reputation for motivating and mentoring facility supervisors, managers, veterinary staff, and research staff. The program provides students with a multitude of resources. There is so much positive energy and the associations and relationships I made during the program have been extremely valuable and rewarding,” Sharpless said.

Yee said he was both shocked and honored when asked to participate on the ILAM committee.

“I was already member of the faculty, something that would not have happened if not for my going through ILAM. The truth is that leaders don’t shy away from responsibility. If you see yourself as a leader or want others to see you that way, you need to embrace it. You don’t walk away from opportunities like this,” Yee explained.

While serving on a committee is a responsibility, it is also an opportunity and Phelps is a firm believer in you get what you give in life.

“Our lives and careers have been shaped by those who came before us, and the lives and careers of our future are dependent upon our efforts to ensure they are provided with the same, if not better, opportunities,” he said.

Gilliam noted a giving facet as well. She wanted to be able to give back to a program that had given her so much.

She added that when she was packing to leave at the end of her first year, she realized how sad she was to be leaving and was already excited to return for the second year.

“If I can help provide a quarter of the experience I had as a student, then it is worth the work, the time, and the responsibility. ILAM was a life changing experience for me,” she said.

Liz Rozanski, BA, is Communications Manager at AALAS in Memphis, TN.

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FEATURE

Management - Leadership

Keep Your R: Maintaining Your Participation in the Certification Registry (RALAT, RLAT, RLATG)

By Amy Kilpatrick, BA, RLATG, CVT, CPIA

Y

ou may have noticed an extra letter on your credentials when you first obtained your technician/technologist certification. Do you still have your “R”? This “R” represents your participation in the Registry, demonstrating your ongoing professional development as an AALAS certified technician/technologist. Whenever you obtain a certification, you are automatically enrolled in the Registry for 2 years. After this period, you must obtain and submit the required number of Continuing Education Units (CEUs) to AALAS to maintain your participation in the Registry (ALAT: 10 CEUs, LAT: 14 CEUs, and LATG: 24 CEUs).

Registry Participation

Did you know that the Registry is available for viewing by any AALAS member? As of May 31, 2021, out of the 59,486 certified individuals, only 4,208 members were on the Registry.

Participating in the Registry demonstrates to the lab animal community, and current and future employers, that you are part of the 7% of technicians and technologists committed to continuing your education and professional development.

According to current Vice-Chair, Allison Williams, the AALAS Certification & Registry Board has a goal of increasing the 7% participation rate.

“I would love for that number to be 100%! These technicians work so hard to attain their certification. It is a great accomplishment and demonstrates their commitment to education and continued personal development. The CEUs are easy to earn, and I think if more knew just how easy it is, we would be much closer to that 100% goal,” Williams said.

24 Laboratory Animal Science Professional November 2021

You will always maintain your certification; however, if you do not fulfill all requirements for renewing your Registry status, the “R” portion of the certification will be forfeited.

(Example: If you lost your status as an RLAT, your certification would then revert to a LAT.)

Maintaining the R

Past AALAS Certification & Registry Board chair, Morgan Holmes, shared people often let their R lapse because they are unaware of how easy it is to maintain.

“Technicians can maintain their R doing the things they always do. Going to a branch meeting, watching webinars, attending in-house training sessions, and even doing courses on the AALAS Learning Library will all earn CEUs,” Holmes said.

No one wants to lose a letter after their name, especially after the hard work and efforts, to attain it. The good news is if

you lost your “R,” you can get it back just as easily.

Many people do not realize how simple it is to obtain the CEUs needed to remain in the Registry. Did you know that any training or workshop you participate in at your institution qualifies for CEUs? The ability to utilize in-house training or education for your CEUs makes staying on the Registry easy.

Other examples of acceptable activities include attendance at or instruction of relevant webinars or courses, scientific, professional, or Branch meetings/conferences, publications, reports, presentations and item writing, and professional society participation.

“My favorite way to earn CEUs is through the AALAS Learning Library. I can do courses in my own time and at my own pace, with no pressure. It also helps keep me fresh on items which I may not encounter daily from past certifications,” Holmes added.

Williams noted that managers and veterinarians could support technicians in maintaining Registry status.

“In addition to encouraging and supporting participation in various educational opportunities, we could also remind our team to track their activity and even offer incentives to encourage active and continued participation,” Williams said.

Online CEU Submission

Submitting CEUs to AALAS is just as simple! Just go to AALAS.org, click the Certification tab at the top and find the Registry link along the left-hand side of the page. Here you will find a link to submit CEUs online. Alternatively, there is also a form you can print out to complete and email, fax, or mail. Logging CEUs online makes tracking your activities quick and stress-free as you can submit your CEUs online at any time and do not have to wait for your renewal time to log all of them at once. You can claim even as little as 15 minutes of instruction to build your CEUs by 0.25 at a time. Please note that you need to log into your AALAS account and be a current member to access the online CEU submission form.

As long as you are an AALAS member, participation in the Registry is free.

You can find more info about the Registry, FAQs, and a more extensive list of acceptable CEUs on the Registry page at AALAS.org. If you have lost your “R” and want it back, please submit the necessary CEUs and email AALAS directly (kathy.douglass@aalas.org) to let them know you would like your “R” reinstated. You earned it. So why not maintain it!

Amy Kilpatrick, BA, RLATG, CVT, CPIA, is the Chair of the AALAS Certification Registry & Board at AALAS.

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November 2021 Laboratory Animal Science Professional 25

Inside the IACUC

Inside the IACUC Column Grows in 2022 A Note from Stacy...

The “Inside the IACUC” column took shape in the Fall of 2019 through the vision of AALAS staff, myself, and the LAS Pro Editorial Advisory Board.

Ultimately, it was Liz Rozanski who thought of the column’s name while I diligently worked on content I thought would be of value to not just the IACUC community, but for all of AALAS’ members.

I believe this column has been a great success.

Multiple individuals, including laboratory animal veterinarians, IACUC staff, facility managers, and animal care technicians have all contributed to the 11 articles that have been published since the January/February 2020 issue. Through the grapevine, I have heard that the ideas and recommendations found in the column’s articles have been helpful to multiple institutions. It is wonderful to know that LAS Pro can positively impact laboratory animal research in this manner.

When I started the column, I had a general idea of what the best topics would be and who could contribute, but during the past 2 years, I have noticed that articles have followed one of three basic formats: • Personal stories from authors describing how they created or improved IACUC related pro-

A Note from Claire…

Thank you so much to AALAS and LAS Pro for their tireless support of the animal research and regulatory oversight communities. After 20 years of serving on IACUCs myself, I am very excited to contribute to the management of the “Inside the IACUC” column with Dr. Pritt. Together, and with input from all of you, we intend to solicit relevant topics of interest that will be of benefit to the professionals that oversee

26 Laboratory Animal Science Professional November 2021

cesses at their institution to improve efficiency, effectiveness, or both; • General guidance about the oversight of animals in research, provided by leaders in the IACUC field; and • Question and Answer, especially when it came to sharing experiences between IACUCs who were in the midst of dealing with the unique impacts of COVID-19.

As I look forward to 2022 and reflect on the somewhat turbulent years of 2020 and 2021, I am excited to announce that we will be adding scenarios to the repertoire of articles for Inside the IACUC and welcoming Dr. F. Claire Hankenson as a column co-editor.

Therefore, the first “Inside the IACUC” column for 2022 will welcome Claire to the LAS Pro team.

Please read her incoming thoughts below. And, as always, if you ever have any ideas for an article or would like advice for writing something for publication in LAS Pro, please contact us at laspro@ aalas.org. See you in 2022!

Stacy Pritt, DVM, MS, MBA, CPIA, CHRC, DACAW Assistant Vice President UT Southwestern Medical Center Dallas, TX

animal care and wellbeing. Our goals are to provide guidance, tackle the challenging and unexpected, partner with the regulatory colleagues in USDA, OLAW, and AAALAC for insights and tips, and deliver excellent content for AALAS and IACUC members alike!

F. Claire Hankenson, DVM, MS, DACLAM Associate Vice Provost for Research Executive Director, University Laboratory Animal Resources Attending Veterinarian University of Pennsylvania, Philadelphia, PA

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Buprenorphine Formula C29H41NO4

INDICATIONS Ethiqa XR is indicated for the control of post-procedural pain in mice and rats.

MOUSE DOSAGE AND ADMINISTRATION Wear protective clothing when administering Ethiqa XR (see Human Safety Warnings).

Shake the vial briefly before each use to ensure uniform suspension. If stored refrigerated, bring to room temperature before use.

Use aseptic techniques to withdraw the dose into a disposable 0.5 or 1 mL syringe. A 20 to 23 gauge needle should be used for injections due to the viscosity of the drug suspension.

The dosage of Ethiqa XR is a single subcutaneous injection of 0.05 mL per 20 gram mouse (3.25 mg/kg body weight).

Therapeutic drug concentrations are maintained for 72 hours after the initial dose. If needed, a single repeat dose may be administered 72 hours after the initial dose.

Secure the mouse in a scruff-of-the-neck hold. Insert the needle into the dorsal subcutaneous space created by the scruff hold.

Inject the entire dose into the dorsal subcutaneous space. An oily sheen may be observed in the dorsal fur of the mouse after injection due to leakage of the oil-based drug suspension from the injection site. The oily sheen may last for 4 to 5 days postinjection. Leakage from the injection site can be minimized by slowly injecting Ethiqa XR into the subcutaneous space. The mouse can be returned to its cage immediately after receiving Ethiqa XR. Do not return any unused drug suspension from the syringe back into the vial.

Once the vial is broached, Ethiqa XR can be stored at 15° to 25°C (59° – 77°F) or refrigerated for 28 days. DO NOT FREEZE. RAT DOSAGE AND ADMINISTRATION Wear protective clothing when administering Ethiqa XR (see Human Safety Warnings).

Shake the vial briefly before each use to ensure uniform suspension. If stored refrigerated, bring to room temperature before use.

Use aseptic techniques to withdraw the dose into a disposable 0.5 or 1 mL syringe. A 20 to 23 gauge needle should be used for injections due to the viscosity of the drug suspension.

The dosage of Ethiqa XR is a single subcutaneous injection of 0.1 mL per 200 gram rat (0.65 mg/kg body weight). Therapeutic drug concentrations are maintained for 72 hours after the initial dose. If needed, a single repeat dose may be administered 72 hours after the initial dose.

Secure the rat in a passive restraint tube or by holding with a heavy glove with one person to secure the rat and a second person to administer the drug. Insert the needle in the dorsal subcutaneous space. Inject the entire dose into the dorsal subcutaneous space. An oily sheen may be observed in the dorsal fur after injection due to leakage of the oil-based drug suspension from the injection site. The oily sheen may last for 4 to 5 days post-injection. Leakage from the injection site can be minimized by slowly injecting Ethiqa XR into the subcutaneous space. The rat can be returned to its cage immediately after receiving Ethiqa XR. See CONTRAINDICATIONS and Rat PRECAUTIONS for additional information on bedding.

Do not return any unused drug suspension from the syringe back into the vial.

Once the vial is broached, Ethiqa XR can be stored at 15° to 25°C (59° – 77°F) or refrigerated for 28 days. DO NOT FREEZE. CONTRAINDICATIONS Only administer Ethiqa XR by subcutaneous injection. Ethiqa XR is not intended for intravenous, intra-arterial, intrathecal, intramuscular, or intra-peritoneal injection.

Do not use on mice or rats with pre-existing respiratory deficiencies.

Do not keep rats on wood chip-type bedding after administration of Ethiqa XR. HUMAN SAFETY WARNINGS Not for use in humans. Keep out of the reach of children.

Human User Safety while handling Ethiqa XR: Two trained staff for administration: Ethiqa XR should only be handled and administered by a veterinarian, veterinary technician, or laboratory staff trained in the handling of potent opioids. To prevent human adverse reactions or abuse, at least 2 trained administrators should be present during injection of Ethiqa XR. Protective covering: To prevent direct contact of Ethiqa XR with human skin or mucous membranes when handling the suspension, protective clothing is recommended.

Mucous membrane or eye contact during administration: Direct contact of Ethiqa XR with the eyes, oral or other mucous membranes of humans could result in absorption of buprenorphine and the potential for adverse reactions. If accidental eye, oral or other mucous membrane contact is made during administration, flush the area with water and contact a physician.

Skin contact during administration: If human skin is accidentally exposed to Ethiqa XR, wash the exposed area with soap and water and contact a physician. Accidental exposure could result in absorption of buprenorphine and the potential for adverse reactions.

Drug Abuse, Addiction, and Diversion of Opioids: Controlled Substance: Ethiqa XR contains buprenorphine, a mu opioid partial agonist and Schedule III controlled substance with an abuse potential similar to other Schedule III opioids. Ethiqa XR can be abused and is subject to misuse, abuse, addiction,

and criminal diversion. Ethiqa XR should be handled appropriately to minimize the risk of diversion, including restriction of access, the use of accounting procedures, and proper disposal methods, as appropriate to the laboratory setting and as required by law.

Abuse: Abuse of Ethiqa XR poses a hazard of overdose and death. This risk is increased with concurrent abuse of alcohol and other substances including other opioids and benzodiazepines. Buprenorphine has been diverted for non-medical use into illicit channels of distribution. All people handling opioids require careful monitoring for signs of abuse. Drug abuse is the intentional non-therapeutic use of a prescription drug for its rewarding psychological or physiological effects. Abuse of opioids can occur in the absence of true addiction.

Storage and Discard: Ethiqa XR is a Class III opioid. Store in a locked, substantially constructed cabinet according to DEA and local controlled substance guidelines. Discard broached vials after 28 days. Any unused or expired vials must be destroyed by a DEA registered reverse distributor; for further information, call 1-833-384-4729.

Physician information: Ethiqa XR injectable suspension is a mu-opioid partial agonist (1.3 mg buprenorphine/mL). In the case of an emergency, provide the physician with the package insert. Naloxone may not be effective in reversing respiratory depression produced by buprenorphine. The onset of naloxone effect may be delayed by 30 minutes or more. Doxapram hydrochloride has also been used as a respiratory stimulant.

PRECAUTIONS Mice The safety of Ethiqa XR has not been evaluated in pregnant, lactating, neonatal, or immune-compromised mice. As with other opioids, buprenorphine may cause sedation, decreased blood pressure, decreased heart rate, decreased gastrointestinal mobility, and respiratory depression. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression. The use of paper or soft bedding for up to 3 days following administration of Ethiqa XR should be considered.

Normal mice may exhibit an obtunded response to stimuli up to 4 hours after receiving Ethiqa XR. Buprenorphine is excreted in the feces (see Clinical Pharmacology section below). Coprophagy may lead to ingestion of buprenorphine or its metabolites by mice treated with Ethiqa XR and untreated cage mates.

Rats The safety of Ethiqa XR has not been evaluated in pregnant, lactating, neonatal, or immune-compromised rats. As with other opioids, buprenorphine may cause sedation, decreased blood pressure, decreased heart rate, decreased gastrointestinal mobility, and respiratory depression. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression.

Rats may exhibit signs of nausea including pica up to 3 days post-treatment. Rats should be maintained on paper or soft bedding to avoid ingestion of wood chip-type bedding after administration of Ethiqa XR. Pica involving wood chip-type bedding can be lethal in rats.

Buprenorphine is excreted in the feces (see Clinical Pharmacology section below). Coprophagy may lead to ingestion of buprenorphine or its metabolites by rats treated with Ethiqa XR and untreated cage mates.

ADVERSE REACTIONS Mice No adverse reactions were observed in 20 to 25 gram young adult male and female mice after a single subcutaneous injection of Ethiqa XR at a dose 5 times the indicated dose. Laboratory parameters evaluated in the study included hematology and clinical chemistry; histopathology was also performed. In a second study, adult male and female mice received Ethiqa XR subcutaneously at 5 times the indicated dose for three doses at four day intervals. A surgical procedure was performed on the study mice prior to receiving each of the three doses of Ethiqa XR. Mortality was seen in two male mice after the third surgical procedure and dose of Ethiqa XR (total dose of 49 mg buprenorphine/ kg body weight in 8 days).

Weight loss has been observed in mice treated post-procedurally with Ethiqa XR. Rats Adverse reactions were evaluated in 180 to 200 gram young adult male and female rats after a single injection of Ethiqa XR. A surgical procedure was performed on the rats prior to administration of a single dose at the intended dose of 0.65 mg/kg or a single dose of 2, 6 or 10-fold excess dose. Adverse reactions also were evaluated in male and female rats administered 2, 6 and 10 times the intended dose for three doses at four day intervals. A surgical procedure was performed on the rats prior to administration of the first of three doses. Laboratory parameters evaluated in the study included hematology, clinical chemistry, urinalysis, histopathology, and bodyweight.

Signs of nausea were observed at all dose levels within 24 hours of the dose. Signs included self-licking, self-gnawing and efforts to eat wood-chip bedding.

Mortality was seen in 1 of 36 rats exposed to wood chip bedding. Necropsy revealed the stomach and esophagus were compacted with bedding, the bladder was abnormally distended and the urine contained blood.

Mortality was seen in 3 of 222 rats treated with Ethiqa XR due to technical complications with serial bleeding of the jugular vein.

For technical assistance, or to report an adverse drug reaction, please call Fidelis Pharmaceuticals LLC at 1-833-384-4729.

For additional information about adverse drug experience reporting for animal drugs, contact FDA at 1-888-FDA-VETS or http:// www.fda.gov/AnimalVeterinary/SafetyHealth.

CLINICAL PHARMACOLOGY3 Buprenorphine can act as an agonist and antagonist at different classes of opioid receptors. Agonism at the mu opioid receptor and, in some cases, antagonism at the kappa or delta opioid receptors are possible underlying mechanisms for the ceiling effect and bell-shaped dose-response curve of buprenorphine. Studies with knockout mice have shown that the antinociceptive effect of buprenorphine, which is mediated primarily by the mu opioid receptor, is attenuated by the ability of the drug to activate the opioid receptor like (ORL-1) receptor. The drug can be described as a ‘full’ and a ‘partial’ agonist at the same receptor depending on the specific assay. There appears to be no ceiling effect for analgesia, but there is a ceiling effect for respiratory depression.

Pharmacokinetic studies with bolus injections of buprenorphine in mice and rats provide similar models. After bolus intravenous administration, plasma levels decline tri-exponentially. The drug is n-deakylated in the liver to norbuprenorphine (NBN), an active metabolite. Studies have shown that glucuronide metabolites of buprenorphine and NBN are also metabolically active, and can approximate or exceed the concentration of the parent drug. Un-metabolized drug excreted in the urine and feces one week after injection was 1.9 and 22.4% of the dose, respectively, and 92% of the dose was accounted for in one week.3 Mice Pharmacokinetic parameters of Ethiqa XR were studied in 6-8 week old male and female Balb/c mice following a single subcutaneous injection of 3.25 mg/kg bodyweight. Clinically significant blood levels were observed up to 72 hours after subcutaneous injection.

Rats Pharmacokinetic parameters of Ethiqa XR were studied in 8 week old male and female Fischer rats following a single subcutaneous injection of 0.65 mg/kg bodyweight. Clinically significant blood levels were observed up to 72 hours after subcutaneous injection.

HOW SUPPLIED Ethiqa XR is supplied in a multi-use glass vial containing 3.0 mL of injectable drug suspension.

Ethiqa XR

3 mL vial

NDC 86084-100-30

U.S. Patent No. 8,461,173 STORAGE INFORMATION Store between 15° and 25°C (59° – 77°F) or refrigerated. DO NOT FREEZE. If stored refrigerated, bring to room temperature before use. Once broached, the multi-dose vial should be discarded after 28 days.

REFERENCES 1. Mishra et al., Drug Delivery and Transl. Res, 2:238-253; 2012.

2. Bethune et al., The role of drug-lipid interactions on the disposition of liposome-formulated opioid analgesics in vitro and in vivo. Anesth Analg. 93(4):928-33; 2001.

3. Guarnieri et al., Lab Animal, 41(11): 337-343; 2012.

Manufactured for: Fidelis Pharmaceuticals LLC CCIT Incubator 675 US Highway One, Suite B113 North Brunswick, NJ 08902 833-384-4729 www.EthiqaXR.com Fidelis Pharmaceuticals® and EthiqaXR® are registered trademarks of Fidelis Pharmaceuticals LLC, a Delaware Corporation.

February 2020

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WARNING: ABUSE POTENTIAL, LIFE-THREATENING RESPIRATORY DEPRESSION, and ACCIDENTAL EXPOSURE Abuse Potential This formulation contains buprenorphine, a high-concentration (1.3 mg/mL) opioid agonist and Schedule III controlled substance with an abuse potential similar to other Schedule III opioids. The high concentration may be a particular target for human abuse.

Buprenorphine has opioid properties that in humans may lead to dependence of the morphine type. Abuse of buprenorphine may lead to low or moderate physical dependence or high psychological dependence. The risk of abuse by humans should be considered when storing, administering, and disposing of Ethiqa XR. Persons at increased risk for opioid abuse include those with a personal or family history of substance abuse (including drug or alcohol abuse or addiction) or mental illness (suicidal depression). Because of human safety risks, this drug should be used only with veterinary supervision.

Do not dispense Ethiqa XR. Life-Threatening Respiratory Depression The concentration of buprenorphine in Ethiqa XR is 1.3 mg/mL. Respiratory depression, including fatal cases, may occur with abuse of Ethiqa XR. Ethiqa XR has additive CNS depressant effects when used with alcohol, other opioids, or illicit drugs that cause central nervous system depression. Because of the potential for adverse reactions associated with accidental injection, Ethiqa XR should only be administered by a veterinarian or laboratory staff trained in the handling of potent opioids.

Important Safety Information for Rats and Mice For Rats and Mice: Only administer Ethiqa XR by subcutaneous injection. Ethiqa XR is not intended for intravenous, intra-arterial, intrathecal, intramuscular, or intra-peritoneal injection. Do not use on mice or rats with pre-existing respiratory deficiencies.

Do not keep rats on wood chip-type bedding after administration of Ethiqa XR. Use caution with concomitant administration of Ethiqa XR with drugs that cause respiratory depression.

For Humans: Ethiqa XR should only be administered by a veterinarian or laboratory staff trained in the handling of potent opioids. Protective clothing is recommended to avoid direct contact with human skin or mucus membranes which could result in absorption of buprenorphine and adverse reactions.

Not for use in humans.

For more information, consult the Prescribing Information including the boxed warning located on the next page. ethiqaxr.com 833-EthiqaXR (833-384-4729) © 2021 Fidelis Pharmaceuticals, LLC February 2021 FID-ETH-024

All Rights Reserved

Management/Career & Training

Developing Quality Workforce Training: Considerations for the Adult Learner

By Kelly LaRue Brackett, PhD

E

ven with requirements of academic degrees and upkeep of professional certifications and licensures, many companies still experience employee skill and knowledge gaps. Often, the easiest solution is to find externally offered pre-packaged trainings from higher education, professional, or contract organizations. However, external training often comes with a high price tag, may address too much or too little of the desired skill or knowledge, and may not be offered on appropriate timelines. Thus, many companies are beginning to realize the benefits of in-house training for precise skill building.3 These types of customized trainings offered by the employer also increase satisfaction4 and retention1 of both new and tenured employees.2 However, realizing these benefits hinges on the quality of the training. This requirement of “quality” seems enigmatic and is the reason why many employers still rely on external sources for credential building.

Over the next several issues of LAS Pro, I will provide guidance for the development of quality internal training, whatever the topic and whoever the audience may be. The first step is having an appropriate mindset for educating adults.

A Framework for Adult Education

There are two general frameworks for teaching and learning: pedagogy and andragogy. Education in America (K-16) has long been dominated by pedagogical theory, or the teaching of children (Greek roots: paid – child and agogus – leader of ). Within this framework, the teacher has an elevated, authoritarian role.5 It assumes that the students (children) are empty vessels and must be filled with the wisdom of the teacher (their elder). However, not all students are children. Adult students are a wealth of life experience, and are better served by the framework of andragogy, or the teaching of adults (Greek root: andr – man, not boy). In this approach, student and teacher are equals in a mutually beneficial learning experience (Knowles et al. 2012). The instructor’s primary role is to guide and facilitate. This framework is founded on the following five assumptions of adult learning5: 1. Adults approach learning through realistic situations.

2. Previous experience is a primary resource for adults.

3. Adults are motivated to learn when they encounter barriers.

4. Adults want to play a part in guiding the direction of their education.

5. Personalization of the learning process is key for adults.

Drawing from the five assumptions, trainers of adult learners should avoid acting as the sage on the stage, and instead should guide students through realistic situations, listen to their stories, help them build connections and show them how to navigate challenges. This is extremely important for internal training where the content is directly related to work tasks. Often, to an employee, coursework can feel disconnected from their actual work, but by keeping this framework in mind, a trainer can more closely resemble the process of becoming an independent worker and prepare them for what lies ahead. Most importantly, learning is not one size fits all. Each individual’s accumulation of life experi30 Laboratory Animal Science Professional November 2021

ences will result in different perspectives, motivations and learning abilities; there are as many varieties of learners as there are people on this earth. It is the trainer’s job to connect with as many of them as possible.

As an example of how this framework can impact internal training, The Jackson Laboratory’s Advanced Genetics course underwent a major format revision in the spring of 2021 to more closely align with assumption #4. This course focuses on concepts like gene expression, epigenetics, and genotyping, a reflection of the knowledge and skills that Animal Care employees may encounter during their career with the lab. Traditionally, this course was a lecture-base, twice per week, 15-week course that many employees struggled with (80% average pass rate over the last 5 years). The course is now broken apart into 14 separate hierarchized modules, each about 3 weeks in length. Employees are required to complete only 5 modules to meet their course equivalency and can choose their own path through the variety of options. This allows employees to satisfy their own curiosities and avoid topics that are not directly related to their specific jobs. At the writing of this article, we have run 3 modules, with a pass rate of 95%.

Instilling Study Skills for Success

For many of our adult learners, it has been a long time since they have been in school. The mantra “if you don’t use it, you lose it” is pertinent to learning skills. Even if trainees are straight out of high school or college, those institutions may have not adequately prepared employees for the appropriate ways to acquire long-lasting skills and knowledge; many students can squeeze by with passing grades through rote memorization. Discussing and demonstrating a variety of listening, note taking, problem solving, writing and test taking skills is well worth your time if it helps your trainees to retain information and be successful on an assessment.

In addition, in high school or college, learning is often the student’s only, or at the very least primary, job. In the case of workforce training, our learners are pursuing additional education while on the job. Adult learners often find it difficult to carve

out dedicated study time amongst their other responsibilities and general stressors of adult life. Guidance on time management and improving the efficiency of their studying is also important to their success. “Teaching to the test” is often a cringe-worthy expression in the education world, but for adult learners, extraneous information can distract them from the real goals of the training. As a trainer, if you know what’s on the test, most of your preparation efforts should be toward those skills, practices and knowledge out of respect for their time and effort.

their doctor and other organizational resources (disability services or human resources) to get the learning support they need.

Recognizing Learning Disabilities

Kelly LaRue Brackett, PhD, is a Scientific Advisor and educator at The Jackson Laboratory in Bar Harbor, ME. She can be reached at kelly. brackett@jax.org.

Young adult learners have been raised in a school environment and culture that recognizes a wide array of learning disabilities.

In modern education systems, students with a learning disability can be successful in elevated classes with an IEP (individualized education plan). Like a physical disability, a learning disability is diagnosed by a medical doctor, and in agreement with a learning institution, can lead to accommodations like verbal exams, separation from peers, or alternative instructional methods and materials.

In my experience, most young adults who have had IEPs in their past are forthcoming with those details, but some assume their accommodations do not apply to workplace training and must be made aware of their relevance.

For employees that were in school before IEPs were a cultural norm, learning disabilities may have gone undiagnosed and not be apparent in their everyday work. In my experience, these employees tend to believe they have grown out of or learned to deal with their disability. However, learning disabilities do not always go away and struggles with learning may only become apparent when they step into a classroom environment or are challenged with advanced materials and cognitive skills beyond rote memorization.

As trainers, we cannot diagnose our trainees, but we can guide our adult learners if we can recognize the signs of a potential learning disability. We can encourage them to have a conversation with

Conclusion

Developing quality internal training first begins with a deep understanding of the adult learner. Each of the topics discussed deserve thoughtful consideration in the context of your program, as they will all impact an employee’s ability to be successful in even the most well-designed training program.

REFERENCES 1. Brum S. [Internet]. 2007. What impact does training have on employee commitment and employee turnover? Seminar Research Paper Series. Paper 45. [Cited 2 August 2021]. Available at: http://digitalcommons.uri.edu/lrc_paper_series/45 2. Cloutier O, Felusiak L, Hill C, Pemberton-Jones EJ. 2015.

The importance of developing strategies for employee retention.

Journal of Leadership, Accountability & Ethics. Vol. 12(2): 119129.

3. Google Career Certificates [Internet]. 2021. [Cited 2 August 2021]. Available at: grow.google.com/certificates 4. Harper E, Castrucci BC, Bharthapudi K, Sellers K. 2015. Job satisfaction: a critical, understudied facet of workforce development in public health. J Pub Health Manag Prac 21(Suppl 6): S46–S55.

5. Knowles M, Holton E, Swanson R, Robinson P. 2012. A Theory of Adult Learning: Andragogy. In: The adult learner: the definitive classic in adult education and human resource development, 7th ed. New York (NY): Taylor and Francis Group.

November 2021 Laboratory Animal Science Professional 31

ENRICHMENT ITEM

TOYS, TREATS, AND TIPS

DIY: Busy Boxes

By Kelsey Lambert, BS, LATG

T

his simple DIY destructible enrichment is great for NHP and swine. Box sizes used can be determined by enclosure space and species size. Larger boxes work great for large mammals in pen settings, while kid size cereal boxes or small gift boxes work well for rack housing. Various combinations of spices and foraging items can be interchanged to help keep the presentation novel. Fresh produce or smears, such as honey or maple syrup, can be added if given shortly after construction, but use dry items, such as cereal, oats, dehydrated produce, etc. when making extra to keep on hand. All dietary items should be approved by your veterinarian for the intended species and individual before use.

Figure 1. Possible busy box ingredients.

Ingredients (Figure 1): • Boxes • Spices (if desired or appropriate for species/study) • Foraging items (cinnamon and freshly popped popcorn pictured here) Directions: 1. Gather boxes, hay, and foraging materials.

2. Place hay in boxes, add in desired foraging treats and spices (Figure 2).

3. Close boxes and seal in containers or large storage bags; label with contents and expiration date. a. Place in refrigerator or freezer if using perishable items

Figure 2. A larger busy box with foraging treats.

32 Laboratory Animal Science Professional November 2021

At Ancare, we don’t shy away from custom, from special, or from different.

The only thing we insist on is quality.

Contact Ancare for all of your stainless steel needs.

November 2021 Laboratory Animal Science Professional 33

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Grinding on a Last Nerve: Attempting to Curb Food Grinding in Mice

By Traci Garcia LVT, RLAT; Claire Brown, LVT, RLAT; Devin Margolies, LVT, ALAT; and Gregory Simonek, DVM, DACLAM

F

ood grinding, or chewing food without ingestion, is a topic of interest in the laboratory animal community. Anecdotally, nearly all rodent facilities routinely observe grinding behavior within some fraction of their mouse populations. Grinding produces excess waste, known as orts. In addition to increased effort needed to deal with this excess waste and provide suitable microenvironment for animals, ort production in the captive setting is thought to be an abnormal behavior. Grinding behavior in rodents may be stereotypic or compulsive, stemming from lack of stimulation or may have a genetic component.1 In our facility, we have had few isolated cases of grinding in investigator colonies (less than ten cages at any given time of our average daily census of 7373 cages). However, in 2018 we noted grinding in nearly 50% of our ICR(CD-1) sentinel cages specifically which was approximately 76 cages in total. The sentinels housed on 100% dirty bedding, receive bedding from all the cages on a rack (up to 120 total) at a biweekly frequency when the cages on the rack are changed with a stay of ~6 mo with quarterly fecal and blood collection. These cages, like all others in our mouse program, receive standard enrichment which includes 1 cotton nestlet and 1 puck of crinkle paper.

The significant rate of grinding in these sentinel cages presented three main challenges: First, pressure on resources from increased rodent chow usage and the increased labor to accommodate more frequent cage changes (Figure 1). Secondly, welfare concerns from potential urine and fecal contamination for food that ends up on the cage floor.2 Thirdly, potential adverse consequences to our sentinel health monitoring program because an increased cage changing frequency may result in less opportunity for pathogen transmission since we utilize a dirty bedding transfer monitoring program. The incidence of grinding and challenges it

A

presented prompted further investigation as to what, if anything, could be down to curb the behavior and reduce effort and resources needed to manage these cages.

Previous experiments have shown that when enrichment is provided, specifically enrichment that encourages gnawing and food manipulation, ort production decreased. Therefore, we hypothesized that alternative or additional enrichment to what was provided as standard would reduce grinding. We compared four different enrichment strategies to examine whether or not a decrease in grinding among “known grinders” could be achieved and if such strategies prevented the development of grinding behavior in cages that did not previously exhibit grinding.

Materials and Methods

Sixteen cages of ICR(CD-1) identified as 8 known grinders and 8 non-grinders, were split into four enrichment groups. Known grinders were identified by low hopper levels with increased ort, some with unscheduled cage change. We used this pre-study grinder cage identification to establish evaluating hoppers levels as an indication of grinding behavior and a hopper level scoring

B

Figure 1 A-B. The amount of orts produced by a cage of grinders that contribute to food waste and increased labor by requiring early change outs (A) top view (B) side view.

34 Laboratory Animal Science Professional November 2021

A

B Figure 2. Enrichment used (A) cotton square (B) 4 oz compressed crinkle paper (C) wood block (D) sunflower seeds.

system. All animals were housed in Optimice® caging (Animal Care Systems, Centennial, CO) and cage changes occurred once every 2 wk. All enrichment was replaced at each cage change, scheduled or unscheduled • Group 1 received our facility’s standard enrichment which includes a cotton square nestlet (Ancare, Bellmore, NY) and 4 oz puck of crinkle paper (Bed-r’Nest, The Andersons, Inc, Maumee, OH). (See Figure 2).

• Groups 2 received standard enrichment plus a wood gnawing block (Bio-Serv, Flemington, NJ).

• Group 3 received standard enrichment plus 2 tablespoons of sunflower seeds (Bio-Serv, Flemington, NJ).

• Group 4 received standard enrichment plus a wood gnawing block and 2 tablespoons of sunflower seeds.

Weekly, for 7 wk, the food level in the hopper was scored as an indirect measure of how much grinding had occurred. The scoring system used was based on preliminary observations of cages with consistent grinding behavior and categorized mice into groups based on the amount of food remaining in the hopper beyond what was anticipated to be normal consumption for the mice in each cage and the resulting condition of their cages. Food levels were scored as within normal limits if ≥75% of the cage hopper was still full (score 1), as moderate grinding if ≥50% of the cage hopper was full (score 2), as severe grinding if the food hopper was ≤25% full (score 3), and severe grinding necessitating cage change if hoppers were ≤10% full (score 4) and orts production was so significant that cages needed to be changed outside of the normal changing schedule. (See figure 3) Two trained scorers independently scored each cage at each timepoint and an average of their scores were presented. A t-test was used to compare the grinders to the non-grinders in each respective enrichment group with a P<0.05 being significant.

Conclusion

None of the enrichment strategies tested significantly or consistently reduced the grinding behaviors over the seven-week period of observation among known grinders (Figures 4 and 5). Interestingly, most enrichment methods resulted in a downward trend in grinding behavior in the shorter term (for the first ~4 wk the new enrichment was introduced), but the effect on grinding was not sustained in the longer term (>4 wk following introduction).

Figure 3 A-B. Score 1- within normal limits if ≥75% of the cage hopper was still full. Score 2- moderate grinding if ≥50% of the cage hopper was full. Score 3- severe grinding if the food hopper was ≤25% full.

Score 4- severe grinding necessitating cage change if hoppers were ≤10% full (score 4) and orts production was so significant that cages needed to be changed outside of the normal changing schedule. (A) Hopper level and amount of ort build up in cage. (B) Hopper’s food levels with corresponding Score 1-4 based on food remaining.

The standard enrichment group with seeds (Group 2) appeared to prevent non-grinders from developing any grinding behaviors whereas for all other non-grinders there was some variation week to week in grinding behavior regardless of enrichment provided with some non-grinders seemingly developing grinding behavior towards the end of the observation period. We believe that this data in the non-grinder group as well as overlap in the scores of grinders/non-grinders in some of the enrichment groups (such as Group 4 in weeks 4 and 5 and Group 1 in weeks 3 and 7) indicate that regardless of enrichment there is some normal variation among individual animals and individual cages over time in the amount they grind. This variation may be the result of variables not considered in this study such as the amount the racks that were handled, macro/micro-environmental conditions (temperature, light intensity, humidity, vibration), and the age of the animal.

Since there was no evidence that a specific enrichment strategy could help reduce grinding, we have not incorporated any changes into our enrichment program or individual case management of grinders at this time. We are planning additional studies to investigate the effect of these enrichment strategies with larger groups of animals and additional strains. Although we found no confirmation in the literature that ICR(CD-1) mice have a propensity for grinding, our observation that the problem is most consistent and severe in this strain, along with the potential genetic component for this behavior described by in Prittchett-Coming et al.³ and the lack of a reproducible enrichment intervention lead us to try switching our sentinel strain to see if that would result in less observed grinding, which has thus far. Novel and pragmatic strategies should continue to be explored and evaluated to help manage cases of grinding when strain swapping is not practical such as with most experimental mice.

November 2021 Laboratory Animal Science Professional 35

Figure 4. Each set of enrichment (A-standard, B-standard and block, C-standard and seeds, D- standard and block and seeds) used to dissuade grinding was assigned 2 non-grinder and 2 grinder cages. The mean score for each set of non-grinder and grinder cages is shown in the graphs above.

Traci Garcia, LVT, RLAT, is a Veterinary Technician at Seattle Children’s Research Institute in Seattle, WA. Claire Brown, LVT, RLAT, is a Veterinary Technician at Seattle Children’s Research Institute in Seattle, WA.

Devin Margolies, LVT, ALAT, is a Facility Supervisor at Seattle Children’s Research Institute in Seattle, WA.

Gregory Simonek, DVM, DACLAM, was the Clinical Veterinarian at Seattle Children’s Research Institute in Seattle, WA and is now an Assistant Professor at University of Texas Health Science Center in Houston, TX.

Figure 5. The mean score of grinding for known grinders in each enrichment group. The grinding score initially decreased in some enrichment groups but was not sustained. After 7 wk of observations, none of the enrichment groups appear to be effective in curbing grinding behavior with known grinders.

REFERENCES 1. Koteja PS, Carter PA, Swallow JG, Garland T. 2003. Food wasting by house mice: variation among individuals, families, and genetic lines. Physiol Behav 80:375–83 2. Institute for Laboratory Animal Research. 2011. Guide for the care and use of laboratory animals, 8th ed. Washington (DC): National Academies Press.

3. Pritchett-Corning K, Keefe R, Garner J, Gaskill B. 2013.

Can seeds help mice with the daily grind? Lab Anim 47(4):312315

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TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Optimal Colloidal Water Gel Type and Novel Placement for Frequent Travelers

By Jacqueline Locklear, DVM; and Tanya E. Whiteside, BS

M

ice and rats are the most widely used animal models in biomedical research.1 Collaborations using rodents are happening all over the world. To get these animals to their destination safely, whether domestic or international, various guidelines and regulations regarding the shipping environment (e.g., temperature, ventilation, container size, food, and water) are in place to make sure their health and welfare are not compromised.4

Figure 1. Soiled transport crate with hanging water gel pouch versus water gel cup. Note that the gel pouch is considerably cleaner than the gel cup.

Figure 2. Photo taken by collaborator after arrival of animal shipment showing soiled water gel cup found buried under the bedding.

During transportation, animals must have a water source available to prevent dehydration. Some shipping facilities use potatoes whereas, others use colloidal water gels that provide a uniform water source.2 These sterilizable water gel pouches and cups are designed so that the liquid is thick enough not to run out or evaporate easily after the container is opened. Some manufactures’ water gel packs have a water content of 99% by volume and up to 5 adult mice can stay hydrated for up to 7 d using the 8 oz gel pack.3,5 Most animal vendors and research facilities use coarse hardwood chips, aspen shavings, or paper bedding to line their shipping crates. The problem occurs when colloidal water gel containers are placed on the floor of bedded shipping crates and the bedding sticks to the gel.5 Most often, the water gel cups, or pouches are found buried under the bedding as a result of transit and/ or foraging (Figures 1-2). This is especially true with international shipments that can take up to 72 h for mice to be delivered and even longer if there are issues with airline or country customs delays. This issue came to light when mice were exported internationally; their delivery date was delayed due to airline complications, and the USDA health certificate was approaching expiration. After 4 d in transit, the mice were recovered and shipped back to our facility. Upon arrival, all mice were in good condition; however, some of the gel cups were buried in bedding and feces and the gel content had evaporated.

To circumvent this issue, we decided to evaluate the optimal type of container and proper placement of colloidal water gels in shipping crates to provide a cleaner water source and meet the animal’s hydra-

38 Laboratory Animal Science Professional November 2021

tion needs until reaching their destination, whether domestic or international.

Materials and Methods

This research was supported by the Intramural Research Program of the NIH, National Institute of Environmental Health Sciences.

The National Institute of Environmental Health Sciences (NIEHS) Animal Program is fully accredited by the Association for Assessment and Accreditation of Laboratory Animal Care International and this study was approved by the NIEHS Animal Care and Use Committee. Prior to shipping animals, the molded, plastic, shipping crates were supplied with colloidal water gel cups and pouches. To evaluate the novel placement of the water gel pouches, they were adhered to the crates in 1 of the following 2 ways: Method 1 - If a plastic divider was used, a longitudinal slit (short enough for a tight fit) was placed at the top of the water gel pouch above the sealed seam and draped over the notched divider per divider section (Figure 3). An “X” was cut into the outside surface of the pouch leaving a 1-2 in uncut area from each corner of the pouch to prevent the gel from falling out. This technique allowed rodents easy access to their intact water gel source.

Method 2 - If dividers were not used, the tip of a 10 µL plastic pipette tip (primary), commonly found in research laboratories, was cut off to fit snugly into an air vent hole of the interior of the crate pushing it through the outer filter material (Figure 5 A). The pouch was prepared by cutting a small hole (small enough so the pouch would not slip

Figure 3. Animals ready for transit in a clean crate utilizing the novel crate divider method to hang the gel pouch. The blue “X” illustrates the cut into the outside surface of the pouch allowing animal access to the moisture source while preventing the gel from falling out of the pouch. The red arrow indicates the blue line where the cut was made in the top of the pouch to allow for hanging it over the crate divider.

positioned to the inside of the crate wall over the modified air vent hole. The modified, primary pipette tip was gently slid through the pouch hole and care was taken not to slip the pouch over the base of the pipette tip. The pouch was secured by making sure the pipette tip fit snugly into the air vent hole. The modified, primary pipette tip was adhered to the outside of the crate by using a small flame (e.g., lighter or Bunsen burner) (Figure 4) to melt the plastic of a secondary pipette tip to the shaft of the modified, primary tip (Note: no animals should be present during the melting procedure). This procedure adhered the tip to the outside of the crate without compromising the crate filter material (Figures 5 A-C). Once the gel pouch was secured to the inside of the crate, an “X” was cut in the pouch to allow the rodents access to the gel as stated in Method 1 (Figure 6).

Upon the animals’ arrival at the destination facility, the shipping coordinator, animal technician or staff veterinarian, were asked to evaluate the condition of the gel cups versus the gel pouches and provided comments on the container type and pouch placement.

Results and Conclusion

Figure 4. MATERIALS: A- Bunsen burner or lighter; B- Water gel pouches marked with “X” for cutting pouch access points; and C- Pipet tips (colored black for illustration purposes)

over the base of the pipette tip) above the colloidal water gel’s sealed seam. The modified, primary pipette tip was carefully removed from the air vent hole and the hole in the pouch was

Based on feedback from our domestic and international collaborating facilities (Figure 7), we were able to determine the optimal container type and placement of colloidal water gel packets when used in animal shipping crates. After comparing the water gel pouch to the water gel cups, the pouches were found to be the most ideal packaging container. They are preferred over the cups since mice tend to overturn or bury the cups in soiled bedding leading to more rapid moisture evaporation which diminishes the longevity of the animals’ water November 2021 Laboratory Animal Science Professional 39

A

B

C

Figure 5 A-C. Primary pipet tip snugly inserted into a transport crate’s interior air vent hole (A). Melting the plastic of the secondary pipette tip to the shaft of the modified, primary pipet tip adhering the tip to the outside of the crate (B). Outside view of the shipping crate showing the completed attachment procedure. Note that the crate filter material was not compromised using this method (C).

Figure 6. Rodent crate transportation utilizing the novel hanging water gel pouch placement.

not damage the reusable shipping crates. Additionally, the animals have increased usable floor space. This placement method also allows for easy, uncomplicated access to the animals’ water source. It is less messy and can quickly and easily be removed to assist with uncrating animals or the water gel pouch can be reused and placed in the animals’ home cage to help with the recovery process from transportation. Most importantly, the hanging gel pouches stay in place and last longer with minimum evaporation and contamination from bedding, feces, and enrichment. In a recent international shipment, mice (up to 4 adult mice per crate section) were contained in their crates for eleven days due to flight and customs clearance delays. Upon opening the crates after ten days in transit, the mice were bright, alert, responsive and hydrated on gross observation/manipulation. The gel pouches were still intact and had water gel available. Therefore, the hanging gel pouches provide a cleaner water source and meet the animals’ hydration need until they reach their destination, either domestic or international.

Jacqueline Locklear, DVM, is a Veterinary Medical Officer of the Comparative Medicine Branch/Quality Assurance Laboratory at the National Institute of Environmental Health Sciences (NIEHS) in Research Triangle Park, NC.

Tanya E. Whiteside, BS, is a Biologist of the Comparative Medicine Branch/Quality Assurance Laboratory at the National Institute of Environmental Health Sciences (NIEHS) in Research Triangle Park, NC.

Figure 7. World travels

source. Our novel approach for hanging colloidal water gel pouches in transport crates solved these issues and added substantial benefits. The gel pouches can be hung in the shipping crates without using glue or other hazardous products and do

40 Laboratory Animal Science Professional November 2021

REFERENCES 1. Ellenbroek B, Youn J. 2016. Rodent models in neuroscience research: Is it a rat race? Dis Model Mech. 9(10): 1079–1087.

2. Maher JA, Schub, T. Laboratory rodent transportation supplies. Lab Anim. 2004. 33(8): 29-32.

3. Systems Engineering Lab Group Inc. [Internet]. 2021. Napa nectar. [Cited 6 Aug 2021]. Available at: https://simplebooklet. com/catalog20203?bid=4125581259#page=11 4. Syversen E, Pineda FJ, Watson J. 2008.Temperature variations recorded during interinstitutional air shipments of laboratory mice. JAALAS 47(1): 31-36.

5. Tordoff MG, et al. 2005. Mice acquire flavor preferences during shipping. Physiol Behav 86(4): 480-486.

Submit Your 2022 Tech Week Celebrations to LAS Pro Be sure to send LAS Pro information on your Tech Week festivities. Please limit your recaps to 1-2 photos and 50-100 word descriptions. Photos must be 300 DPI jpeg or tifs. Tech Week celebrations will be featured in the May/June 2022 LAS Pro magazine. The deadline to submit is March 21. Submissions may be edited for length and clarity. Photo selection will be determined by the graphic design team.

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Adapting Positive Reinforcement Training to Novel Laboratory Species

By Amanda Tresler, RVT; Courtney Rasbach, RVT, LAT; Taylor Stevens, RVT, LAT, CLABP; and Wendy Williams, DVM, MS, DACLAM

P

ositive reinforcement training (PRT) is a component of a comprehensive species-appropriate enrichment program to train specific species behaviors and reduce the stress on animals. Our facility has historically used PRT with nonhuman primates, so we adapted the PRT model and complex enrichment when we started a new project with the goat.

Clicker Training Recipe Steps of Clicker Training: 1. Desensitization to clicker and trainer: a. If the animal approaches the trainer the trainer will click the clicker and then immediately give the animal a reward item (usually their favorite food item, but this can also be physical contact depending on the species).

2. Development of the clicker bridge: a. Once there is an understanding that the click means something positive then a language can be developed between the animal and trainer. This step can be referred to as the bridge.

Adapting for the Goats

The goat, Capra hircus, is becoming more prevalent as an animal model in biomedical research. While there are vast applications for the goat model, there are limited resources regarding housing and accommodating for indoor biomedical facilities versus outdoor agricultural settings. For our institution, we adapted our existing behavior and enrichment program to the goat by modifying commonly used enrichment devices and our knowledge of PRT. Housing and husbandry practices were in accordance with the Guide for the Care and Use of Laboratory Animals and the Guide for the Care and

Use of Agricultural Animals in Research and Teaching. All animals involved in this project were under OUHSC IACUC approval and endorsed by the OUHSC Behavioral Management and Enrichment Team.

Materials and Methods

Prior to training or handling goats for procedures they should be allowed an acclimation period. Our goats were given a 72-h acclimation period in accordance with our institutional policies.

Afterward, the goats were gradually exposed to behavior and veterinary staffs. Goats that are not accustomed to human interaction tend to avoid peo-

3. Once a bridge is developed then animals will be rewarded for desired behaviors: a. If an animal is having a difficult time grasping a task, then shaping can be used. i. Shaping is a training tool that breaks a behavior down into smaller tasks to achieve an overall desired behavior.

4. Jackpots can be given as stronger positive reinforcement: a. If a task is more difficult or goes against the animal’s natural instinct(s) then a large reward or jackpot can be given as reinforcement. A jackpot reward is something that is much bigger than the normal reward or comes as a pleasant surprise to the animal.

Remember that training is not always a forward progression and that you may need to re-establish previously developed steps with some individuals.

Figure 1. Dominant individuals should still receive tactile and visual contact with other animals with slatted cage bars or supervised comingling. Timothy hay and pieces of produce in manipulative devices such as hay bags were provided.

42 Laboratory Animal Science Professional November 2021

Figure 2. Hanging toys were also placed around the enclosure to promote play and psychological stimulation.

Figure 3. Gustatory enrichment was provided to the goats through a variety of produce and training treats like fresh cut carrots and gala apples.

ple. They will stay at opposite ends of the enclosure and may try to bolt when they are approached. To prevent this fearful behavior, staff would go into the enclosure 2 to 3 d a week and sit with the animals to allow them to become acquainted to the staff.

Thoughtful consideration of innate behaviors, age, sex, breed, temperament, and social requirements should be prioritized when developing an enrichment and training program.

Goats exhibit natural browsing or grazing behavior, agility – they like to climb and jump, and are very inquisitive. Goats can also be considered destructive and may try to chew or gnaw on devices; therefore, sturdy, or indestructible items should be selected for environmental enrichment. Environmental enrichment (EE) can be provided to goats in a variety of forms such as social, occupational, manipulative, and/or sensory based elements.

Goats are highly social animals and have a strong hierarchy established within their group and therefore should be social or group housed when applicable.1 Social enrichment can be provided through the group housing of compatible animals as contact with conspecifics or contraspecifics (such as humans), or through non-contact group housing in which visual and auditory senses are still stimulated2. The goats at our facility were social housed for a majority of the time with exception of post-surgical periods and veterinary care. Additionally, if bullying or aggression is observed the dominant individuals should be separated from subordinates. Dominant individuals should still receive tactile and visual contact with other animals. This can be accomplished with slatted cage bars or supervised comingling (Figure 1).

Occupational or manipulative enrichment should provide mechanical or psychological stimulation that mimics natural behaviors.2 Goats at our facility were provided with manipulative devices to promote browsing and grazing behaviors but were prevented from climbing due to post-surgical activity restrictions. We added timothy hay and pieces of produce into manipulative devices such as hay bags (Figure 1), honeycombs and stainless spiral feeders to encouraged task orientated feeding. Hanging toys such as Porky Play devices were also hung around the enclosure to promote play and psychological stimulation (Figure 2).

Sensory enrichment provides the animal with stimuli that are pleasing to the visual, auditory, or olfactory senses.2 Goats in our facility were provided with radio time, hanging stainless steel chimes, and mirrors. Gustatory enrichment was also provided to our goats through a variety of produce and training treats (Figure 3). Our goats enjoyed fresh cut carrots and gala apples the most.

Results

Once the animals have become accustomed to staff and their surroundings through a robust enrichment program, they are more inclined to participate in training (Figure 4) Preference treat testing is substantial tool that can be used to encourage voluntary participation and compliance of animals. All animals at our facility were offered a variety of treats on 4 to 5 different occasions before the handlers selected the reward. After learning each animal’s preferred treat, it was then only used as a reward during training. The goats in our care enjoyed Purina Knicker Maker Horse treats, unsalted peanuts in a shell, November 2021 Laboratory Animal Science Professional 43

Figure 4. Once the animals have become accustomed to staff and their surroundings through a robust enrichment program, they are more inclined to participate in training.

Figure 5. Some behaviors reinforced with the clicker training were display of calm behavior when being haltered, walking on lead, and legs and hooves manipulation.

and raisins as rewards. After a reward item was established for each animal, we then developed a bridge using a clicker device. Clicker training is an animal training method based on behavioral psychology (positive reinforcement) that relies on marking a desirable behavior and rewarding it. Desirable behavior is usually marked by using a clicker which tells the animal exactly when they're doing the right thing. Our goats quickly picked up the clicker bridge after to 3 to 4 interactive sessions.

Training took place in a large open enclosure where the goats were housed. Small PRT sessions were given 3 d per week starting at short sessions of 5 to 10 min per animal.

Since we had a small group of animals to work with, they were left with their group. With a social hierarchy present 1 handler would begin training the dominant animal and then a secondary handler would begin training with a subordinate animal. We gradually increased the length of the training sessions over 4 to 5 wk up to a duration of 15 to 20 min. Goats are very intelligent and food motivated; they respond well to PRT training and are quick to learn, however, some individuals seemed to learn more quickly than others. For our group the dominant animal was more inquisitive and curious. She became increasingly more docile and easier to handle than the subordinate animals. Some behaviors that we reinforced with the clicker training were display of calm behavior when being haltered and walked on lead as well having their legs and hooves manipulated (Figure 5).

Conclusion The utilization of PRT with the enrichment program proved to be a positive experience for the goats and staff alike. Trust that was developed and instilled through training and daily

44 Laboratory Animal Science Professional November 2021

Figure 6. PRT allowed for easier handling and routine procedures to be performed by veterinary staff.

positive interaction with husbandry staff proved beneficial with the goats’ overall perception of people. The goats were less fearful toward staff in general (even towards staff that they were not well acquainted with). This allowed for easier handling and routine procedures to be performed by veterinary staff such as physical exams, leg and hoof manipulation, passive range-ofmotion, walking on a lead, and administration of medication (Figure 6). In summary, our comprehensive approach to goat enrichment and positive reinforcement training resulted in good welfare of the animals as evidence by low stress handling, healthy postoperative outcomes, and positive study data.

Amanda Tresler, RVT, is a Veterinary Technician at the University of Oklahoma Health Sciences Center in Oklahoma City, OK. Courtney Rasbach, RVT, LAT, is a Registered Veterinary Technician at the University of Oklahoma Health Sciences Center in Oklahoma City, OK.

Taylor Stevens, RVT, LAT, CLABP is a Lab Animal Behaviorist at the University of Oklahoma Health Sciences Center in Oklahoma City, OK. Wendy R. Williams, DVM, MS, DACLAM, is the Interim Director and Attending Veterinarian of the Division of Comparative Medicine at the University of Oklahoma Health Sciences Center in Oklahoma City, OK. REFERENCES 1. Fulton LK, Clarke MS, Farris Jr. HE. 1994. The goat as a model for biomedical research and teaching, ILAR Journal 36(2): 21–29, https://doi.org/10.1093/ilar.36.2.21 2. Young RJ. 2003. Environmental Enrichment for Captive Animals. Ames (IA): Blackwell Publishing.

TECNIPLAST NEWS

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he pandemic caused many companies to face labor shortages. The question now is, how can the labor shortage be addressed in the next coming months and years. Work-life balance, working conditions, and flexibility are considerations that have come to the forefront of the workforce as we move into a post-pandemic world. Questions such as how we might do more with less, or what might an idealized process entails are starting points as we plan for new ways of operating.

Cage wash automation has been proposed as a solution-focused historically on the high census, high cage throughput operations and applied to unloading offloading tunnel washers. What if your facility does not have a tunnel washer? Nowadays, we must take a more holistic approach in evaluating individual tasks throughout all processes compatible with any washroom configuration. A better understanding of how employees must allocate their time within the facility has brought the conversation of automation back to the forefront of possible solutions.

What about a small or medium size vivarium that requires 2-6 thousand cages processed through cage wash per week? What steps in the process present opportunities for improvement? Cage breakdown, emptying, and rack loading often is identified as an area of improvement. The operation is repetitive and labor-intensive.

Automation solutions for full and partial cage change operations are available from Tecniplast, which take up as little as 260sq ft. The Ares system for cage bases and Apollo for full-cage-assemblies, or combining both for the maximum process flexibility, requires operators to load and unload racks from the working cell, leaving them free to perform other functions while the system operates. When the Ares or Apollo has completed its cycle, fully loaded presentation racks are moved into the rack washer by the operator.

You might be thinking of the speed now. Automation does not work as fast as our staff. This statement is true. However, we must consider the number of hours, employees, and brute force used to meet cage preparation needs including, constant exposure to allergens and dust on top of MSDs given by repetitive motions. There is a saying in racing that drivers sometimes must slow down to speed up. In effect, strategically slowing down helps to gain efficiency and stability. In turn, it improves process repeatability and provides drivers more speed. The same is true when implementing an automation system. Though automation is not faster than a manual operator, it can still provide efficiency and stability to an operation when many need it most.

In a recent tour of an automated facility, they reiterated this message. Everything in their operation was designed and implemented with a primary focus on system stability. Stability made up for where the system lacked in speed. If needed, they could increase their input up to three times its current operation and could do so while operating with the same single operator required to keep the operation going. The single operator concept required a series of automated steps and demonstrated the increases in availability with a combination of smaller steps.

TECH TIPS

Insights in husbandry, enrichment, and new techniques and tactics

Replacing Soiled Bedding Sentinel Rodents with Environmental Health Monitoring: Evidence and Tips

By Megan R. LaFollette, MS, PhD; Theresa Cunningham-Faughnan, MS; Patricia L. Foley, DVM, DACLAM; Kerith R. Luchins, DVM, DACLAM; Christopher A. Manuel, DVM, PhD, DACLAM; Elizabeth Nunamaker, DVM, PhD, DACLAM, DACAW; Christina Pettan-Brewer, DVM, MS; and Caroline B. Winn, DVM, MS, DACLAM

W

hen conducting animal research, it is important to ensure that the animals are free of adventitious pathogens. Colonies that exclude certain infectious agents are referred to as specific pathogen-free (SPF). SPF colonies support high quality, robust research and decrease unintentional data variability. For rodents, this type of health surveillance method is traditionally accomplished using “sentinel” animals. These animals act as the “canary in the coal mine” for colony animals.

These traditional rodent health monitoring programs involve transferring soiled bedding from colony cages to sentinel cages. In theory, any unwanted agent present in the colony animals will be transmitted to sentinel animals through the soiled bedding. Periodically (every 3-6 mo) biological samples taken directly from the sentinel rodents are tested for pathogens of interest. Biological samples can include blood, feces, fur/fur dander, or oral swabs. While it can vary, the sentinel animals are ultimately euthanized after 3-6 mo of soiled bedding exposure. At that time, additional biological samples can be collected such as lymph nodes, GI contents, and various organs for histopathology.

Using traditional soiled bedding sentinel rodents has several disadvantages and limitations. In terms of pathogen detection, some pathogens (e.g., fur mites and pathogens transmitted by the respiratory route) do not transfer well to sentinel mice or take longer to establish within sentinel mice.2,13 The degree of this transmission and detection can also be impacted by sentinel variability (e.g., age or strain), intermittent shedding of infectious pathogens, and the amount of soiled bedding added to cage. Furthermore, sentinel protocols are reliant on staff to transfer soiled bedding. Additionally, depending on rodent colony size, a single institution may need to euthanize hundreds or even thousands of mice every year just for sentinel testing.

This can negatively impact staff which could result in compassion fatigue.12 Finally, considering there is new technology available, decreasing or eliminating soiled bedding sentinels follows the 3Rs principles by replacing animal use.

A viable, evidence-based replacement for soiled bedding sentinels is with environmental health monitoring strategies.

This technology takes advantage of molecular-based diagnostics to indirectly test colony animals by sampling for the 46 Laboratory Animal Science Professional November 2021

same pathogens from their environment.1 In general, environmental monitoring can include a variety of sampling methods that perform colony health surveillance without the use of live “sentinel” animals. It has several advantages over soiled bedding sentinels (Figure 1). It can replace sentinel rodents, potentially detect pathogens that might be missed by testing sentinel animals (ie., better sensitivity for several pathogens5,6), potentially reduce labor and cost,8 and even reduce employee emotional fatigue.12 Furthermore, it is a refinement as it eliminates stresses for sentinel rodents including shipment, handling, and sample collection. Thus far, over 20 peer-reviewed research papers from the past 8 y shows that environmental monitoring is more effective for health surveillance (see www. na3rsc.org/health-monitoring for a full list of references). It has been shown to detect multiple viruses, bacteria, and parasites (Table 1).

There are different ways to perform environmental monitoring depending on caging type. For individually ventilated cages (IVCs) that can be sampled at the rack level, institutions can either use plenum swabs or media collars. For specific details on how to implement this type of system, see Pettan-Brewer et al. 2020, Mailhiot et al. 2019, or Mahabir et al. 2019.9,10,12 For IVC systems that filter air at the cage level or cages not on ventilated racks, there a few potential options. Generally, either filter paper is placed in the cage lid or flocked/sticky swabs are placed directly in the bedding of an empty cage. Personnel then regularly transfer soiled bedding from colony cages and either shake the entire cage or stir the bedding to collect their sample for molecular diagnostics.

For more specific details on how to implement this system, see articles by Dubelko et al., 2018, Hanson et al. 2021, and O’Connell et al 2021.3,4,11 Thus far, both techniques have out-

Figure 1. Advantages of environmental monitoring include replacing sentinel mice, getting more accurate results, reducing labor & cost*, and reducing emotional fatigue. *Reduce in labor and cost will vary for each institution depending on caging type and current testing protocols.

Viral

Bacterial

Parasitic

• Mouse hepatitis virus (MHV) • Murine norovirus (MNV) • Minute virus of mice (MVM) • Mouse parvovirus (MPV) • Theiler murine encephalomyelitis virus (TMEV) • Lactate dehydrogenase virus (LDV) • Lymphocytic choriomeningitis virus (LCMV) • Astrovirus

• Helicobacter spp.

• Corynebacterium bovis • Rodentibacter spp.

• Pinworms Fur mites • Entamoeba muris • Spironucleus spp.

Table 1. Agents cited to be detected via environmental health monitoring.

performed detection of agents by more traditional sentinel-reliant methods.

Some individuals and institutions have concerns about switching from traditional soiled bedding sentinels to environmental monitoring. One concern is related to cost. However, multiple institutions have found cost savings when switching to environmental monitoring after factoring in the cost of housing & caring for sentinel rodents.7 Another concern is time. But again, after the initial time investment for training, there can be time savings.8 Others are concerned that other institutions won’t accept the import of their rodents, but institutions that have converted have not found this to be a problem. A fourth concern is that novel pathogens will not be detected using only environmental monitoring methods, and institutions may want to develop some supplemental methods for periodic monitoring.

The North American 3Rs Collaborative (NA3RsC) is a nonprofit whose mission is to advance science, innovation, and research animal welfare. In 2020, we identified replacing soiled

bedding sentinels as an impactful, evidence-based strategy to implement the 3Rs. We formed an initiative with laboratory animal medicine veterinarians with experience in environmental monitoring using a variety of caging types. Since then, we have put on several expert panel talks, created an editable slide deck for introducing colleagues to the topic, conducted a benchmarking survey, and compiled a resource webpage full of helpful information for switching. We recommend visiting our webpage for the most up to date information on replacing your soiled bedding sentinels with environmental monitoring (www.na3rsc.org/health-monitoring). If you have questions about switching, please email us at contactus@na3rsc.org.

Megan R. LaFollette, MS, PhD, is Program Manager at the North American 3Rs Collaborative in Denver, CO.

Theresa Cunningham-Faughnan MS, RLATG, is Assistant Professor, School of Health Professions and Nursing at Long Island University in Brookville, NY.

Patricia L. Foley, DVM, DACLAM, is a Professor, Dept Microbiology and Immunology at Georgetown University in Washington, DC. Kerith R. Luchins, DVM, DACLAM, is Director of Rodent Clinical Services at the University of Chicago in Chicago, IL. Christopher A. Manuel, DVM, PhD, DACLAM, is the Senior Associate Directory of the Office of Laboratory Animal Resources at University of Colorado Anschutz Medical Campus in Aurora, CO.

Elizabeth Nunamaker, DVM, PhD, DACLAM, DACAW, is Director of Animal Welfare, Global Animal Welfare & Training at Charles River Laboratories in Gainesville, FL. Christina Pettan-Brewer, DVM, MSc, is Teaching Professor and Co-Director of Comparative Medicine, School of Medicine at the University of Washington in Seattle, WA.

November 2021 Laboratory Animal Science Professional 47

Caroline Winn, DVM, MS, DACLAM, is a Principal Scientist/ Clinical Veterinarian at Comparative Medicine, Worldwide Research, Development and Medical, Pfizer Inc., in Cambridge, MA. REFERENCES 1. Compton SR, Homberger FR, Paturzo FX, Clark JM. 2004.

Efficacy of 3 microbiological monitoring methods in a ventilated cage rack. Comp Med 54:382–392.

2. de Bruin WCC, van de Ven EME, Hooijmans CR. 2016.

Efficacy of soiled bedding transfer for transmission of mouse and rat infections to sentinels: A systematic review. PloS one 11(8):e0158410.

3. Dubelko AR, Zuwannin M, McIntee SC, Livingston RS, Foley PL. 2018. PCR testing of filter material from IVC lids for microbial monitoring of mouse colonies. J Am Assoc Lab Anim Sci 57(5):477–482.

4. Hanson, WH, Kelli Taylor and Douglas K Taylor. 2021.

PCR testing of media placed in soiled bedding as a method for mouse colony health surveillance. J Am Assoc Lab Anim Sci 60(3):306-310.

5. Jensen ES, Allen KP, Henderson, KS, Szabo A, Thulin JD. 2013. PCR testing of a ventilated caging system to detect murine fur mites. J Am Assoc Lab Anim Sci, 52(1):28-33.

6. Körner C, Miller M, Brielmeier M. 2019. Detection of Murine Astrovirus and Myocoptes musculinus in individually ventilated caging systems: Investigations to expose suitable detection methods for routine hygienic monitoring. PloS one 14(8):e0221118.

7. Luchins KR, Mailhiot D, Theriault BR, Langan GP. 2020.

Detection of lactate dehydrogenase elevating virus in a mouse vivarium using an exhaust air dust health monitoring program. J Am Assoc Lab Anim Sci 59(3):328-333.

8. Luchins KR, Bowers CJ, Mailhiot D, Theriault BR, Langan GP. 2020. Cost comparison of rodent soiled bedding sentinel and exhaust air dust health-monitoring programs. J Am Assoc Lab Anim Sci. 59(5):508-511.

9. Mahabir E, Durand S, Henderson KS, Hardy P. 2019. Comparison of two prevalent individually ventilated caging systems for detection of murine infectious agents via exhaust air particles. Lab Anim, 53(1):84-88.

10. Mailhiot D, Ostdiek AM, Luchins KR, Bowers CJ, Theriault BR, Langan GP. 2020. Comparing mouse health monitoring between soiled-bedding sentinel and exhaust air dust surveillance programs. J Am Assoc Lab Anim Sci 59(1):58-66.

11. O'Connell KA, Tigyi GJ, Livingston RS, Johnson DL, Hamilton DJ. 2021. Evaluation of in-cage filter paper as a replacement for sentinel mice in the detection of murine pathogens. J Am Assoc Lab Anim Sci 60:160-167.

12. Pettan-Brewer C, Trost RJ, Maggio-Price L, Seamons A,Dowling SC. 2020.Adoption of exhaust air dust testing in SPF rodent facilities. J Am Assoc Lab Anim Sci 59:156-162.

13. Thigpen JE, Lebetkin EH, Dawes ML, Amyx HL, Caviness GF, Sawyer BA, Blackmore DE. 1989. The use of dirty bedding for detection of murine pathogens in sentinel mice. Lab Anim Sci 39(4):324–327.

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November 2021 Laboratory Animal Science Professional 49

Celebrating 25 Years of Dolly the Sheep: An Interview with Professor Grahame Bulfield

By Nicky Windows and Alanah Mudie

T

wenty-five years ago, the world was introduced to revolutionary cloning research, leading to a novel approach to transgenics that most people will remember in the form of Dolly the Sheep. Ahead of his official TV interview with Horizon due to be aired in early 2022 in the UK, we spoke to Professor Grahame Bulfield, former director of the Roslin Institute (home of the research program).

Who is Professor Grahame Bulfield?

Bulfield’s career journey began in 1959 when he started studying BSc Agriculture with Honors at the University of Leeds. Being brought up in the country and working on farms, agriculture was a natural and obvious route. Bulfield particularly enjoyed the genetics course, and it was thanks to the encouragement from one of his lecturers that he pursued this area.

He enrolled for a Diploma in Animal Genetics at the Institute of Animal Genetics (now known as the Roslin Institute) at the University of Edinburgh. Bulfield also spent time at the University of Uppsala in Sweden as a Yorkshire Agricultural Society Travelling Fellow. After achieving his PhD, Bulfield worked at the University of California’s Department of Genetics in 1968. He returned to the UK in 1971. At the University of Leicester, Bulfield was appointed Lecturer and Medical Convenor of Medical Genetics. It was here he would play a part in another significant scientific discovery.

A PhD student was working on a mutation (known as mdx) in the X-chromosome of a mouse that was particularly unusual. With prior knowledge of the symptoms, Bulfield believed the mutation could be muscular dystrophy. A colleague working on muscular dystrophy in chickens helped to confirm suspicions. Finding this naturally occurring mutant showing non-lethal muscular dystrophy meant this disease could be studied effectively. These findings have been a model for human muscular dystrophy ever since.

In 1981, Bulfield returned to Edinburgh as Head of the Genetics Group at the Poultry Research Centre. Following an integration, Bulfield found himself back at the Roslin Institute in 1986 until becoming head of the entire station two years later.

Transgenics at the Roslin Institute

In 1988, the level of efficiency in transgenics at the institute remained extremely low - around 1% and something needed to be done. Leading this specific area of research was Sir Ian Wilmut.

Bulfield reflected on Wilmut and his team’s ideas for improving efficacy levels, the kickstart to the whole cloning project. The idea was to attempt genetic modification of cells in culture and then transfer these cells into an embryo to make a whole animal.

Bulfield stressed the importance of understanding that Dolly the Sheep was not the beginning or the end of this research program. A year earlier, embryo cell transfer was achieved with the other subjects, 50 Laboratory Animal Science Professional November 2021

Megan & Morag. A year later, an extension to this research took place, one of which used a mammary gland cell.

Until this point, it was assumed that once a cell had become a mammary gland, it wouldn’t go back to an embryo. But with Dolly the Sheep, Ian Wilmut and his colleagues proved this theory wrong, meaning nearly all the biology textbooks needed to be rewritten.

The third stage of the project included adding foreign genes into the cells in culture. These were selected and placed into embryos again, producing 3 more animals, Polly, Holly, and Molly, which all had a human gene within them and were cloned. The important thing about the human gene was that it worked, i.e., produced a human protein.

With this, the whole journey the institute set out to achieve was successful. Subsequently, genetic cloning in farm animals became almost 100% efficient.

Facing Challenges

The successful research did not come without its share of difficulties.

At that time, the UK was struggling financially, and funding for such projects was extremely limited. On the day Dolly’s success was announced to the world, the funding was withdrawn.

“We had the biggest scientific breakthrough of the decade and no money to fund it,” Bulfield explained.

The government informed Bulfield and his Roslin Institute colleagues to find funds by themselves. This was achieved by forming Roslin Biomed, which raised £6 million from venture capital company, 3i. The research was able to continue for a year or so following the initial victories.

Roslin Biomed was eventually acquired by US corporation, Geron, for £30 million in early 2000. Roslin owned some shares. When they were sold, most of the money was put into the Roslin Foundation, which would be used exclusively for research at the institute.

Twenty-five years later, the foundation is still running, with funding available for the current director’s use.

Ethical Concerns

There were some ethical concerns around what this breakthrough meant for the limitations of science. Coming almost out of nowhere, many people didn’t think this cloning process was possible. It opened the door to possibilities surrounding human cloning. It was vital for

Grahame Bulfield with Dolly (front) whose original name was Tuppence, but an animal tech who was a country and western fan called her Dolly (who is also famous for her mammaries!) and Megan & Morag (back).

the team at Roslin to be open with the public, journalists, and parliament about what the research was to be used for. The law surrounding cloning was later discussed with parliament to ensure that human cloning was made illegal.

“Science can be used for good or evil, and it’s not necessarily the science, but what it’s used for and changing the law meant it couldn’t be for human cloning,” Bulfield said.

While some journalists attempted to whip up fear, the public generally supported this project, and the breakthrough was recognized for its positive significance.

“You can’t say, ‘let’s not do this work, it looks a bit dangerous, or it could be used for dangerous things,’ the important thing is to communicate it and explain it so that the regulators, governments, parliaments, and so on can bring out the correct regulations to control it,” Bulfield said, explaining how he believed being open and honest about the work taking place was crucial.

Looking Forward

We asked Bulfield if he believed, had this research not already taken place, could it still happen in today’s research environment? The short answer to that was yes.

“Scientists are working on a broad front, and anyone who makes a breakthrough is often only a short while ahead of the next person,” Bulfield said.

In fact, at the time, other labs were working on a similar approach.

He believes Wilmut and his colleagues were particularly clever and just achieved their breakthrough ahead of others.

The breakthroughs with Megan, Morag, Dolly, Polly, Holly, and Molly continue to play a vital role in research for genetically engineered animals. We continue to learn about their development and functions, and genetically engineered animals contribute to a wide range of vaccines and treatments.

But Bulfield’s legacy does not stop there! His daughter, Nicky Windows, has been inspired by the field of work she was brought up around and continues to dedicate her life to today.

“I’m lucky to call Professor Grahame Bulfield my dad, and so while I was growing up, I have seen how animal work has advanced science. It has also confirmed how animal welfare standards have always been foremost in the minds of the people who work in the labs.

As a young child I was able to see these animals firsthand and always had an interest in science. The early introduction to the industry from my dad kick started my career and led me to where I am now with Datesand,” Windows said.

Nicky Windows is a Global Commercial Manager with Datesand in the United Kingdom.

Alanah Mudie is a Social Media Executive with Datesand in the United Kingdom.

November 2021 Laboratory Animal Science Professional 51

AALAS Foundation Holds Its First Virtual Animal Research Education and Awareness (AREA) Program

By Terri Swanson, MA, PMP, LATG

S

ince 1995, AALAS volunteers have conducted the Animal Research Education and Awareness Program in conjunction with the AALAS National Meeting, inviting students from the host city to the convention. In 2020 the program was canceled due to the pandemic, but for 2021 we came back strong with a completely virtual program. This allowed us to invite students from across the US, and the response was wonderful.

This enlightening and entertaining program has introduced thousands of high school science students and teachers to laboratory animal science and the vast array of career opportunities in biomedical research. Fueled by the continued support of Pfizer, the AREA program is a prime example of how AALAS and the AALAS Foundation are striving to educate the next generation of leaders about the essential role of animals in research, education, and product safety testing.

AREA Goes Virtual

Teachers were asked to sign up in advance to participate in this year’s AREA program. Each student was sent a packet of materials containing a few educational giveaway items and case studies referenced during the program. Over the course of 2 Zoom sessions, 544 students from North Carolina, New Jersey, Georgia, New York, Massachusetts, and Maryland participated!

AALAS Foundation Chair Lindsay Holmes was the program’s emcee. Lindsay started by polling the students, asking, “What are your thoughts about animal use in research? Do you believe animals should never be involved in research? Do you believe animals play an important role in research? Or, are you unsure about it?” Students responded with a mix of answers, as expected.

Students viewed video tours of Pfizer’s Kendall Square vivarium and Tulane National Primate Center. This was followed by some awesome videos about LAS careers from an animal care technician (and a chinchilla), a veterinarian, a research

52 Laboratory Animal Science Professional November 2021

scientist, and an animal facility manager. Many thanks go out to those who volunteered to make these videos.

The next part of the virtual AREA program was a presentation by Terri Swanson on Pfizer’s Long Road to Drug Discovery program. Next was a demonstration of the Drug Discovery game where students tried to develop a successful drug to treat Alzheimer’s disease. Students learned about the complex and expensive process of inventing a new medicine and how animals play a big role in this process.

After some great Q&A about drug development and animals, Dr. Chandra Williams presented “Animals in Research – the Pros & Cons.” This presentation was followed by a case study where students could play the role of the IACUC. Students were presented with a research protocol from “Dr. Smith” who proposed investigating caffeine's effects on memory in chickens. Students were asked if they would approve this research proposal. The students generated a great discussion around this question (Why chickens? How will the caffeine be dosed? Are chickens the appropriate species for this research?

Is this research important?).

We received a lot of positive feedback on the program and hope to continue it in the future. We encourage AALAS members to consider doing a virtual AREA program! Many thanks go out to Vicki Campbell and Amy Pierce for helping to organize this event.

Terri Swanson, MA, PMP, LATG, is Associate Director of Clinical Imaging in Early Clinical Development at Pfizer in Cambridge, MA.

WHAT IS THIS? Glad you asked!

These are mandatory forms we have been requested to include in the magazine in compliance with the United States Postal Service. Thanks!

November 2021 Laboratory Animal Science Professional 53

AALAS CONNECTION

Get Up to Speed on Regulations and Guidelines The new edition of the Laboratory Animal Regulatory Workbook is available to order in the AALAS Store.

By Ashlee Vaughn, PhD

I

nterested in training on regulations at your facility? The Laboratory Animal Regulatory Workbook is designed to assist those who are learning about laboratory animal science gain knowledge about the regulations and guidelines on the humane care and use of laboratory animals.

Are you preparing to take the ALAT, LAT, or LATG exams? Are you studying for your CMAR exam?

This workbook can help technicians prepare for the AALAS technician certification examinations and managers prepare for the Animal Resources examination. Veterinarians have been known to use the regulatory workbook to prepare for their board certification exam.

Each of the workbook’s 9 sections summarizes a relevant mandate or

guideline. In addition, after each section, use the review questions to check your knowledge of the material.

It includes new sections for both the updated Guide for the Care and Use of Agricultural Animals in Research and Teaching, 4th Edition, and the Biosafety in Microbiological and Biomedical Laboratories, 6th Edition.

The 8th Edition of the Laboratory Animal Regulatory Workbook is available in the AALAS Store. The workbook is available as a stand-alone product or as part of the ALAT, LAT, and LATG Study Bundles and Total Packs.

Laboratory Animal Regulatory Workbook

8th Edition New Sections!

• •

Guide for the Care and Use of Agricultural Animals in Research and Teaching, 3rd edition NIH Guidelines for Research Involving Recombinant or Synthetic Nucleic Acid Molecules

Ashlee Vaughn, PhD, is an Educational Resources Editor at AALAS in Memphis, TN. American Association for Laboratory Animal Science

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AALAS Crossword

By Kari Buchanan, RLATG

Amphibians

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3 5

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7 8

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11 12 13 14

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16 17

18 19

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ACROSS

DOWN

1 What is the scientific name of a cane toad?

3 Axolotls and newts are used in what kind of research studies?

5 Ambystoma mexicanum is the scientific name for what animal?

10 What part on the amphibians body is located behind the eye and receives sound vibrations and serves as the external ear?

13 In amphibians, what single chamber holds the intestinal tract, urinary tract, and reproductive tract?

14 Aquatic, semi-aquatic and terrestrial are the three types of _________ in which amphibians live.

17 What species of amphibians lacks a tongue?

19 The appropriate housing density for newly hatched tadpoles is _____ per liter of water.

20 Xenopus tropicalis is the scientific name for what animal?

21 The process of transforming from an aquatic animal with gills into a terrestrial animal with lungs is called: 23 What does the term ectothermic mean?

24 Rana catesbeiana is the scientific name for what animal?

2 Xenopus laevis is the scientific name for what animal?

4 What is the term used for salamanders that reach sexual maturity without undergoing metamorphosis?

6 Regarding their diet, larval amphibians are: 7 What is the life stage called where amphibians are gill breathing larva?

8 When housing amphibians, what environmental variable must remain consistent?

9 What is the scientific name for a Leopard frog?

11 Regarding their diet, adult amphibians are: 12 In general, what is thought to be good environmental enrichment for amphibians?

15 A bacterial septicemia that occurs frequently in frogs and that can cause erosion of the toes, feet, and jaws is called: 16 Ambystoma tigrinum is the scientific name for what animal?

18 What word is associated with the following definition: "body temperature is regulated by the external environment"?

22 In addition to their lungs, most adult amphibians also absorb oxygen through their _______.

November 2021 Laboratory Animal Science Professional 55

AALAS Crossword Answers Amphibians

1

5

8

T E M P 14 E N V R 18 A E T C U T R O E T H E R M I 23 C

6

A X O L O M N I V O R 15 16 I R O N M E N T E S I D G L E E R 20 G W E S A L A 21 M E T A M A N O L D B L O O D E 24 B U L L F R

T L

9

R C A A N R A N P I I V P O I R E T E R N S S 11

O R P H

E D

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B U F O M A F 3 L I M B R I C A 10 T Y M P A N C 12 H L I A D W I E N D 19 G F P R C L A W E D F R O A G C E 22 O S I S K I N

R I N U S 4

E G E N E R A T I O N E O 7 T T I C M E M B R A N E N D Y P 13 C L O A C A L 17 X E N O P U S S I F T Y G

O G

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