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Remembering 30 years of veterinary student research program at Cummings School 1990-2019

M. Sawkat Anwer, PhD, DMVH Distinguished Professor Associate Dean for Research and Graduate Studies Cummings School of Veterinary Medicine at Tufts University


From Humble Beginnings Come Great Things It all started on a Saturday morning via a chance encounter with Dean Franklin Loew in the mailroom of the Jean Mayer Administration Building in North Grafton, Massachusetts. In the pre-Internet age, it was not unheard of to run into school leadership on the weekends in the mailroom, sorting mail with hope to intercepting an important letter before the Monday morning routine delivery. I was almost done sorting the pile of snail mail when Dean Loew walked in and joined me; as often was the case, he was in a good mood. As we worked alongside each other, the dean shared that he just returned from an NIH Study Section meeting where he evaluated training grants for medical students. He asked me to learn more about it and to consider applying for veterinary students the following year. This request was perfect timing; I had just been promoted to associate professor and was feeling good. In fact, I was elated that the dean trusted me with such an undertaking. One could say at this point that the rest is history. Armed with a Tufts School of Medicine application for training medical students and a strong drive to succeed, I called the NIH program director (there was no website to look up the program) to learn more and how our veterinary school might be included. Encouraged by the program director at NIH, I created a proposal, gathered the dean’s feedback, and submitted six copies to NIH by U.S. mail in January 1988. The first program committee consisted of Drs. Louis Shuster (acting chair of Pharmacology), Eric Overstrom (assistant professor, Department of Anatomy and Cell Biology) and Andrew Rowan (assistant dean, New Programs). Later that month, I was notified by mail that the grant was assigned to National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), most likely because my R01 was supported by NIDDK. The letter also informed me that the study section would review the grant in June 1988. The waiting game began. It took about nine months until a funding decision was communicated. Back in the late 1980s, we could not go online to find out how our grants were scored by the study section. Instead, we waited for a letter informing us of our score. We could call the program director after the study section meeting and, if you happened to know them, you might learn the unofficial score earlier. But they would emphasize that you should wait for the official letter. Unfortunately, I did not know the program director, so I kept checking the mail delivery regularly, including on Saturdays. Finally, I got the score along with the summary statement (pink sheet because of the color of the paper) in September 1988. The next step was the secondary review by NIDDK Advisory Council. Once I received the score, the next thing I needed to know is whether the score would be in the fundable range. For this, I had to call the program director. If the score was well within the funding range, they would let you know, but you had to wait for the Advisory Council meeting for final approval. However, if the score was not in the fundable range, a resubmission based on the critique in the summary statement would be necessary to continue the process. I was informed that my application would be sent for secondary review by the Advisory Council, which was a piece of encouraging news, at least until I got the letter after their meeting.

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The NIH letter, dated October 14, 1988, delivered good and bad news. The Advisory Council approved our training grant application; however, the bad news that NIDDK was unable to make a funding decision at that time. I did not have much experience with NIH approval and funding decisions, so I assumed the worst and started preparing for a resubmission. Dean Loew, who knew better, told me to wait until a final decision was made not to fund. I once again waited for news. One beautiful morning in January 1990, the phone rang while I was sitting in my basement office in Grafton. When I answered the phone, the voice on the other end identified herself as the program director for NIDDK training programs. I was nervous but excited about potential good news; the program directors usually did not call you to deliver bad news. I was right! She told me that NIDDK planned to make an award effective June 1, 1990, for the next five years, supporting 15 trainees per year. Our requested start date was June 1, 1989. I was overwhelmed, but I tried to remain calm and thanked her for the good news. The first call I made to share the exceptional news was to Dean Loew. He told me the grant was perfect timing since he was trying to figure out how to support veterinary student research given the deficits the school was facing at the time. At that moment, it never occurred to me that I would be able to keep renewing this program every five years for the next 30 years! We achieved success due to enormous support from School administrators, faculty, staff, and students. I was also pleasantly surprised to receive a letter of congratulation from Senator John Kerry dated August 1, 1990. Once we had the award notice, it was time to organize the program and execute the proposed plan. The award provided a stipend for 15 trainees each year and some funds for trainee related expenses. The overall objective of the research training program was to stimulate veterinary student interest in pursuing a research career in biomedical sciences. To achieve this overall objective, the following areas were emphasized during the training period: • • • • •

How to evaluate a scientific article How to design an experiment How to organize and critically analyze data How to translate data into hypotheses How to transmit research information in writing and speech

Each prospective trainee was required to submit a proposal under the supervision of a faculty mentor to satisfy the first two areas. Trainees, after completing the proposed project, submitted a written report including data analysis and conclusions and made oral presentations at the Annual Veterinary Student Research Day. These activities addressed other areas of the overall objectives. With the help of Dr. Al Gustafson, then dean of academic affairs, we solicited research proposals from first- and second-year students, who had the summer months available to complete research project work. We were surprised to receive 29 student applications for 15 funded slots. We soon realized our need to find a mechanism to narrow down, select, and Page 2 of 23


ultimately fund the 15 proposals for which we had funding. Once again, relying on Dean Loew’s advice, we formed a faculty committee to review and rank the proposals. The proposals were sent by campus mail in vanilla envelopes to faculty for review. The very first review meeting was held in Boston, where most of the research faculty mentors were located. It took us a few hours to sort through the comments by reviewers. The meeting also included discussion on the eligibility of the mentors since we proposed only extramurally funded faculty as mentors in the NIH application. After much discussion, we decided that all faculty, irrespective of NIH funding, would be eligible to become a mentor. We reviewed the proposals and selected 17 with two slots supported by the dean’s office. Dr. Gustafson sent the award letter, and the students were on their way to conduct research. During the training period, students attended departmental journal clubs and a seminar series especially designed for trainees. The final phase of the training program involved submission of a written report and presentation at the Annual Veterinary Student Research Day held in October. The first Research Day in 1990 was held in Boston where the first- and second-year students attended classes at that time. The research day ended with a keynote speaker from Greater Boston. To encourage students to pursue research-related activities beyond their initial training period, the speakers were asked to emphasize how they got into research, their most rewarding moments, and their current research activities. The first speaker was Dr. Myron Essex, chairman of the Department of Cancer Biology at Harvard School of Public Health. Each student received a certificate, and three students were awarded prize money based on their written report and oral presentation evaluated by faculty members. Since 1993, the research day has been held in the Grafton campus. Photo: Recipients of the 2018 student research awards are shown with Interim Dean Joyce Knoll. The students are Sarah Adrianowycz V’20, Deanna Ineson V’20 and Tatyana Kalani V’21. The program implementation evolved quite a bit since the early days. We now have a series of get-togethers to prepare the students for the program. The program kicks off with an evening meeting involving past trainees and interested students. Past trainees share their experience, what they did, what they liked, and what needed improvement. This is followed by what we call the “project identification” meeting and the grant writing seminar for students to identify a project under the mentorship of a faculty and then prepare a short proposal according to the provided guidelines. The reviews and ranking of the proposals are done electronically with the help of approximately 25 faculty members each year. Each proposal is reviewed by three faculty members before award decisions are made by the Faculty Research Advisory Committee. Recently, Dr. Phyllis Mann initiated a program called “Research Path” specifically designed for Page 3 of 23


D.V.M. students who indicate an interest in a research career during the admission process. This program allows students to engage in various aspects of research, such as proposal writing, record keeping, data analysis, building a bibliography, throughout the year. And, instead of a keynote speaker, we now ask the winner of the Junior Research Faculty Award to deliver a short capstone presentation about their path to a research career. Our first renewal in 1994 was nerve-racking as we were not sure whether we had made enough progress for the grant to be renewed. We had to provide a list of all trainees and their current positions and publications. We put together the best competitive renewal we could with the support of some key faculty from Tufts’ veterinary and medical schools. The 1994 program committee included Drs. Robert Bridges and Alcivar Warren from the Department of Comparative Medicine (now Department of Biomedical Scienes) and Anthony Schwartz, associate dean for academic affairs. We shipped out six copies via FedEx before the deadline. Obviously, we had to get all the institutional signatures on paper before we could send the grant. The process was as follows: I would sign first as the program director and then send the title page to Boston for signature by the institutional representative. Tufts representative would send the page back by mail; we would make the copies and send six copies along with the original signed grant. FedEx was the standard way to send grants in the mid-1990s. If you were late and could not meet the FedEx deadline of 4 p.m. the day before the deadline, somebody would have to drive to Washington, D.C., and hand-deliver the grant on the due date. I heard that all grants were received at a warehouse managed by NIH, and I often wondered how all those thousands of grants got sorted to the right institutes and study sections. But, it all worked out and amazingly none of the submitted grants got lost. We have been extremely fortunate, thanks to Cummings School faculty—who have consistently provided excellent research training—to have the training grant renewed five times since 1995. Our hard work has delivered 30 years of continuous student research funding. Looking back over three decades, it is almost easy to glorify the process; however, there was a time when I thought we were going to lose the training grant. In 2005, I received a call from NIDDK training program director letting me know that they would not be able to fund the training program going forward. The reason being the program is in veterinary medicine—and, as expected, encompassed all medical disciplines—but the mission of NIDDK was to support research training in digestive and kidney diseases. The program director informed me that NIDDK would support the program until the current grant expired in 2010. So, after 20 years of support from NIDDK, we had to seek support from another NIH institute. Luck for us, the Comparative Medicine institute under the Office of Research Infrastructure Programs (ORIP) started supporting research training program for veterinary students. So, I contacted the ORIP, and Dr. Franciska Grieder, director of the training program at that time, helped me prepare the application for the new institute. Again, with the support of our faculty, I submitted a training program proposal that received a fundable score for another five years and then a renewal of an additional five years. Apart from administrative and faculty support, two staff members played key roles in the success of the program. The first was Janice Lennon, who helped organize the first few research Page 4 of 23


days in Boston and then in Grafton. Janice served in various capacities for the school and was the associate director of continuing education in 1990. She often told us about the early days of the veterinary school—when it had so few staff that she would alter her voice on the phone to give callers the perception of a larger organization. Trena Haroutunian is the second person I consider to be the lifeblood of this program. She helps with planning all meetings, submits all NIH-required forms for trainee appointment and termination, creates the abstract booklet, submits final reports to the library, manages student travel to conferences, keeps track of supply funds, and organizes the research day. If there is one person who is essential to run the program, it is Trena. The success of the training program over the decades is evident by the number of students applying for research training. We consistently received many more applications than the 15 slots awarded by NIH. So, we started looking for other sources of support. Over the last three decades, we received support from Geraldine R. Dodge Foundation Frontiers in Veterinary Medicine Fellowship, Morris Animal Foundation, pharmaceutical companies, the U.S. Department of Defense (DOD), World Organisation for Animal Health (OIE), the U.S. Department of Agriculture, foundations, and private donors totaling more than $4.5 million. Some of these sources required students to apply directly with supporting letters from the mentor and the program director. Cummings School students competed exceptionally well for research awards at the national level. For example, our students received 50 out of approximately 203 fellowships awarded from 1996 to 2004 by the Geraldine R. Dodge Foundation. One of the largest supporters of veterinary student research training program nationwide has been Merial pharmaceutical company (first as Merck-Merial, then MerialSanofi, and now as Boehringer Ingelheim); this program has supported 23 of our students since 2007. Perhaps our biggest program boost came from the DOD. When one of our alumni impressed a U.S. Army colonel with her veterinary research expertise, he pushed for a program to support veterinary student research and other advanced training as a part of the recruitment effort for U.S. Army Veterinary Corps. Joe McManus from Cummings School played a significant role in finding a way to include a request of $500,000 a year in the DOD budget to support veterinary student research training and the amount was earmarked for Tufts University School of Veterinary Medicine. I visited Washington, D.C., annually and solicited support from our U.S. Congressman Richard Neal to maintain continued funding. The funding continued until 2010, when Congress discontinued all funding earmarks. Between 2007 and 2010, we leveraged DOD funding to helping 85 students participate in summer research programs. In addition, students received partial tuition support to complete the dual degrees of D.V.M./M.P.H., D.V.M./M.S. in lab animal medicine, and D.V.M./M.S. in comparative biomedical sciences. While we are celebrating 30 years of student summer research programs at Cummings School this year, we also had the honor and privilege of hosting the 2019 National Veterinary Scholars Symposium (NVSS). NVSS started as a small symposium supported by Merck-Merial in 1990 under the leadership of Dr. Roberto Alva. The first symposium was held in Athens at the Page 5 of 23


University of Georgia College of Veterinary Medicine, attracting 50 attendees. Since then, NVSS has become the premier event for U.S. and some non-U.S. veterinary students to share their research experience with each other and gain insight into research careers. Our students have been participating in NVSS on a regular basis. The 2019 NVSS hosted by Cummings School was attended by 695 veterinary students and faculty from across the US. and Canada, with some attending from as far away as France, Germany, and the Netherlands. The symposium theme “Engaging Veterinarians to Advance Animal and Human Health” was representative of Cummings School’s mission and was embraced by the attendees. As I reflect back, I am overcome with a sense of pride for being a part of Cummings School veterinary student research program and its accomplishments. The following is a selected list of accomplishments by students in the program: • Six hundred Cummings School students have completed the summer research programs; 52 of them are underrepresented minority students in veterinary medicine. • Seven students won the annual Charlton Tufts University poster competition among veterinary, medical, and dental students • At least 71 students submitted a thesis in partial fulfillment for a D.V.M. with thesis degree. • Students published more than 100 peer-reviewed publications and presented 145 posters at national and international scientific meetings since 2000 (see below). • Participants conducted research in more than 15 countries around the world. • Ten past participants are currently on the Cummings School faculty. • Yuki Nakayama, V14 (right photo below), and Nida Intarapanich, V16 (left photo below), received the 2013 and 2014 Merial (now Boehringer-Ingelheim) National Veterinary Scholars Award, respectively.

The program has been successful in providing research experience and promoting research careers of our graduates. Annual surveys of the trainees immediately after completion of the three-month training over the last 10 years revealed that 97% (range 91-100%) found the research experience stimulating, 68% (range 59-75%) were interested in obtaining more research experience during their stay in veterinary school, 88% (range 82-95%) planned to get involved in biomedical research after completing their D.V.M. program, and 26% (range 11-

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45%) were interested in pursuing a Ph.D./M.S. degree. All the trainees indicated that they learned a lot and had a great experience. The long-term impact of the program was evaluated by surveying past trainees every five years. The most recent survey of the past trainees (2009-2018) was conducted in 2018. With a response rate of 64% (136 out of 236), this survey revealed that while 50% are currently in private practice, at least 22% are engaged in activities (intern/resident, graduate student, academic position, and post-doctoral scholar) that are expected to have research component (see figure on current positions). In fact, 31% responded that they are presently involved in some form of biomedical research activity. Eleven percent (11%) of the trainees surveyed are engaged in research activity at 50% or higher effort level and 8% percent are in academic positions. It is noteworthy that 10% of the past trainees are engaged in non-governmental organizations (NGO). Thirty-eight percent (38%) of the trainees received further research training after completing the short-term training and the type of training included residency research projects, M.S. degree, post-doctoral training, Ph.D., and fellowships (see figure on type of research, data represent % of those received further training). While 20% are currently looking for a researchrelated position, it is encouraging that 46% are planning to get involved in biomedical research in the foreseeable future. This desire to get involved in biomedical research in the future (but not now) may be due to the fact that most trainees enter private practice first before deciding on a research career. Thus, by the time they receive the D.V.M. degree, complete internship/residency, and have a taste of private practice, it is usually more than 10 years before some of them get back to research (based on personal contact with trainees who participated in this short-term program in the 1990s). An example of this is the excerpt below from a personal communication from a 2000 trainee: â€œâ€ŚI am writing to let you know that I am currently funded by an NIH K08-Mentored Clinical Scientist award‌ I came into the PhD program at Cornell after my residency on a T32 training grant in Comparative Medicine and received the K08 on the first submission at the end of my Page 7 of 23


first PhD year. NIH training programs have been instrumental in my research training right from the start. …” While, the goal of this program is to encourage veterinarians to engage in biomedical research, 90% of the past trainees (see figure on the right) found this short-term research training helpful to their current professional activities. Some trainees commented about the impact of this short-term training programs as a part of the survey. Some of these comments are compiled below. Learning is the core mission of an educational institution. This program is an example of that core mission in that students learn how to conduct research from faculty, but most importantly faculty learn from students from their unbiased inquiries to seek knowledge. This is eloquently articulated by our Dean Deborah Kochevar (2007-2018): One of the first lessons of teaching is how much you learn from your students. The veterinary summer research program is a brilliant example of this lesson. Each year I had the privilege of listening to presentations, I learned new things about multiple species, cells to whole organisms, infectious disease to behavior modification and from Grafton, MA to around the world. The veterinary summer research program is a point of pride for Tufts not only for our smart, accomplished students, but for our smart and dedicated faculty who mentor these scholars. Congratulations to students, faculty and especially to Associate Dean for Research Sawkat Anwer whose efforts started and have sustained this great program for 30 years. At this thirtieth year of this program I am reminded of an African proverb, “It takes a village to raise a child.” We could not accomplish our goal of providing research training to our veterinary students without the support of “the village,” which in our case represents the whole Cummings School community of faculty, staff, students, alumni, and administrators. I am personally grateful to the inspiration provided by Dean Franklin Loew (1982-1994) and encouragements and supports from Dean Philip Kosch (1996-2005), Dean Deborah Kochevar (2007-2018), and Interim Dean Joyce Knoll (2018-2019). It was the unconditional support and active engagement of our faculty that provides the nourishment for the program. Our dedicated staff make sure that the program continues without a hitch. Finally, it is our students and alumni who sustain the program with their accomplishments. It is with great pleasure I acknowledge Dean Alastair Cribb for his advice and suggestions and Ana Alvarado, senior director of development and alumni relations, Lorraine Daignault, director of marketing, and Genevieve Rajewski, senior marketing communications specialist, for editorial help. Page 8 of 23


Solicited Comments from past trainees “The NIH student research award was instrumental in providing me with an early career opportunity to conduct international research related to my interest in epidemiology. As a vet student in the dual DVM/MPH program, I was focused on studying ecological drivers of zoonotic disease, and the professional connections I made as a student while doing summer research projects, I still maintain today in my current work. Having independent research funding as a student opens up many more opportunities. With the NIH award, I was able to develop and conduct my research project without being a financial liability to the PI with whom I was working. I also think the experience of writing a funding proposal is invaluable for anyone planning a research career, and the NIH student award was one of my first opportunities to do so. This program is a tremendous resource for Tufts vet students, and should continue!” Jonathan Epstein, DVM, MPH Vice President for Science and Outreach at EcoHealth Alliance. Board of Advisor, Cummings School "I participated in the Veterinary Student Summer Research Program two consecutive years (the summers of 2010 and 2011), and I am grateful for this experience. Firstly, conducting these projects allowed me to see how clinical research takes place, and helped me think more critically about the process, from start to finish. Secondly, my two projects were very different in that one was conducted in a controlled hospital setting, and the other conducted primarily in an international field. The exploration of science in these two diverse environments provided tremendous exposure for learning the benefits and challenges in both settings, and, in addition to the more concrete learning process taking place in the project executions, these projects gave me appreciation for various cultures as well. Following the conduction of my projects, I considered pursuing a career in research, though I instead opted for a path in clinical medicine. However, as a small animal practitioner, I still feel drawn to project participation, and mentored two students this past summer in their own international veterinary student summer research projects. Helping facilitate this kind of work for future veterinarians is important in career and personal development, and I am certain I am only serving in this capacity now due to the experience and confidence I gained through my own projects as a student.” Katie Holmes, DVM President of Tufts University Veterinary Alumni Association “My participation in two summers in the summer student research program is a large part of why I am here today. It showed me that being a veterinary clinician- scientist and that veterinary public health in the context of small animal medicine was possible. I learned how to design, perform and write up research for publication. The program is invaluable and my position in academia would not have been in my sights or possible without that experience early in my career.” Annie S. Wayne, DVM, MPH, DACVECC Clinical Assistant Professor Cummings School of Veterinary Medicine

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“The program got me into a basic science lab, and I realized how much I enjoyed doing molecular biology research and wanted a career in it.” Vicky Yang, DVM, PhD, DACVIM Research Assistant Professor Cummings School of Veterinary Medicine “Participating in the summer research program introduced me to clinical research. Prior to this experience, my understanding of research was that of a chemist performing benchtop experiments or computer simulations. I learned how to develop a research aim (crudely), generate a hypothesis, develop methods for investigation, and analyze my data. My interest in clinical research has continued and the NIH summer program had a part in the development and growth of this professional interest.” Jonathan M Babyak, DVM Clinical Assistant Professor Cummings School of Veterinary Medicine “Although it was over 20 years ago that I participated in the NIH summer research grant program, I recall it was a valuable part of my veterinary education. Being forced to think scientifically, perform desktop research in genetics, and participate in journal club were a welcome challenge to my preclinical veterinary education. Reading reference papers and presenting my research helped to prepare me to mentor veterinary students now as they conduct their research. I’m grateful for the opportunity.” Greg Wolfus, DVM Clinical Assistant Professor Cummings School of Veterinary Medicine “My initial involvement with the Summer Research Veterinary program was as a student! I had research projects with Dr. Karl Ebert my first and second years, winning one of the top three prizes after my second summer of research, and the Student Research Prize at graduation. This research led to a job at graduation as the project veterinarian for Dr. Ebert's Transgenic Goat Project which eventually led to board certification in the American College of Theriogenology and a faculty position at Cummings Veterinary School. In addition, I had many Summer Veterinary Research students involved in my ongoing reproductive research resulting in abstracts and papers. So, one can definitely say that the Summer Veterinary Research Program played an important role in initiating and supporting my career at Tufts!” Sandy Ayres, DVM, DACT Assistant Professor Cummings School of Veterinary Medicine “I received an NIH short-term training award for research during the summer of 1991. Much to my amazement and surprise, I was able to pursue one of my dreams by studying wild chimpanzees and baboons at Gombe National Park, Tanzania, in collaboration with Dr. Jane Goodall and Dr. Anthony Collins. My summer project was to collect fecal samples from groups of chimpanzees and baboons that varied with respect to their degree of contact and interaction with humans, and to compare the prevalence of gastrointestinal parasites among the different groups. My work was also under the Page 10 of 23


auspices of the relatively young International Veterinary Medicine Program, headed by Al Sollod, David Sherman, Chip Stem, and Sheila Moffat. I was the second Tufts student (after Dr. Suzan Murray, Smithsonian Institute) to work at Gombe, and was followed by Dr. Chris Whittier (Cummings School…and my husband!). This brief experience led me to apply for and receive a Fulbright Fellowship to continue the research for a year following my graduation in 1993. Through these experiences, my original career goal (wildlife veterinarian with a focus on great apes) was reinforced, and I added a new interest in research. I had not previously considered pursuing a PhD but went on to complete both a residency program in wildlife population health (and ACZM board certification) and a PhD in Comparative Biomedical Sciences with a focus in population medicine. After working long-term for the Mountain Gorilla Veterinary Project (aka Gorilla Doctors, www.gorilladoctors.org) and other wildlife population health projects, I returned to the Cummings School in 2009 to teach, conduct research, mentor students, and direct the International Veterinary Medicine Program. I’m certain that the opportunity provided by the NIH Short-term Training Award changed my life, and I’m immensely grateful both for the funding and the dedicated mentorship that I received. I strive to provide the same support and individual mentorship to students, to help them achieve their dreams, and remain appreciative that the funding is still available.” Felicia B. Nutter, DVM, PhD, Diplomate ACZM Assistant Professor Cummings School of Veterinary Medicine “The reason I chose to come to Tufts for veterinary school was because of the international and conservation medicine signature opportunities, which are terrific but generally unfunded. I was, however, very fortunate to benefit from the veterinary student summer research program that allowed me to go to Tanzania and conduct field research at the site made famous by Jane Goodall. That summer project turned into 2 summers, a senior rotation and my Tufts DVM thesis research project and a few years later inspired the related work I pursued for my PhD in population medicine. All of that lead to fulfilling my childhood dream of being a field veterinarian and scientist working to save wild gorillas. There were many scientific bumps and bruises in that first year, but it was the year that I think of myself becoming a scientist. Now as faculty member one of my greatest and most satisfying joys is helping current Cummings students participate in that same program knowing it may transform them just it like it transformed me.” Christopher A Whittier, DVM, PhD Research Assistant Professor Cummings School of Veterinary Medicine

Unsolicited comments from past trainees with year of training in parenthesis “Gave one a good thought process, improved my skills on planning, organizing, evaluating articles, researches submitted (vaccine info), critiquing vaccine information/drug information/research. Gave me the necessary skills to start my own private practice. It was a great +valuable experience and I would not be where I am today. I still have interest in research and possibly when things are more established would like to be involved in research.” (1994) “With the NIH Summer program, you opened my eyes to other possibilities. I will always be appreciative of your taking the time to do that, not just on my behalf but for all veterinary students in your program. … I worked in a mixed practice … for a year before coming to the Jackson Laboratory in Bar Harbor as a Page 11 of 23


postdoctoral research associate. ….and I am currently working on a PhD in Biochemistry and Molecular Biology at the University of Maine… While I do miss some aspects of practicing medicine, I feel that this was the right career move for me…” (1998) “The NIH grant was one of the best things that happened to me- it also helped me get a USFWS grant to continue the elephant research I did and provided me with great lab training which helps me/sets me apart from other vets interested in wildlife research. Please let me know if I can be of more assistance in this effort.” (1992 and 1993) “The summer research program at Tufts was one of the best experiences during veterinary school. It gave me basic knowledge and experience to apply toward a career in research. I have just been accepted to the MIT post-doctoral training program, an NIH-funded program in laboratory animal medicine. ……” (2000) “…. When I was a student in the Tufts University School of Veterinary Medicine, the grant that I received from this program allowed me to conduct needed research in the area of choline-deficiency and liver injury. Even more importantly for me, the grant that I received …. allowed me to experience the joy of scientific discovery. …Currently, I work at the Food and Drug Administration Center for Veterinary Medicine where I work in the National Antimicrobial Resistance Monitoring Program….I owe a great debt of gratitude to you, the Tufts University, and the NIH Short-term Training Program for introducing me to the remarkable world of scientific research.” (1995) “…I have only wonderful things to say about my NIH training grant and research experience. As an oncology resident presently at the University of Wisconsin, that original grant writing and then publication writing experience helped me immeasurably. I always say to my students now how great Tufts was and this program is an excellent example….” (1998) “When I finish the clinical instructor position and take the board exam in anatomic pathology, I then plan to enter a PhD program. My research experience as a vet student at Tufts was incredible and has really motivated me to continue in research.” (1997 and 1999). I am extremely grateful for the NIH Short-Term training program. My entire research career as a vet student at Tufts was an extremely valuable experience that has made me a better clinician + member of the veterinary profession. I would love to get more involved in research again down the road. The skills I learned from the NIH Short-term training include literature review, writing grant proposals, research results, publications, oral presentation, etc. These were extremely important professional building blocks. (1997) The research experience that the NIH short-term training grant enabled was eye opening. The research itself was exciting and rewarding. The process of networking and learning from research scientists in diverse fields resulted in my decision to pursue a career in research. I hope the grant will continue to be renewed so that future veterinary students will benefit from this impactful program. (1997 & 1999) It was a life-changing experience! I spent 2 months in Morocco studying the knowledge of nomadic herders regarding sheep diseases. (1990) I spent the summer in Mongolia doing my field research for my PhD (Tick transmitted diseases). (1993 & 1994) I plan to pursue a combined clinical residency/research (possible PhD) program. (2006) Page 12 of 23


I am busy applying for NIH and USDA funding for my research projects. (1990 & 1991) I did use my training extensively immediately after veterinary school, at a biomedical research company. While I don’t directly use the training much, it helped make my overall education more well-rounded and helped me make career decisions. It was VERY worthwhile! (1991 & 1992) Currently have been awarded a K01 (serca) from NCRR. (2000) Probably would not have pursued a PhD or research career without this program!! (1992) I am currently an Assistant Professor at John Hopkins School of Medicine with greater than 80% basic science research effort. The NIH summer fellowship was very valuable in launching my career! (1998 & 1999) I work for a pharmaceutical company where I spend a good deal of my time working with the research side. The training I received in veterinary school has been extremely helpful in my career path. (1998) The grant set the stage for me to be more competitive in the workplace, with skills most entry level positions professionals do not have. (1993) It was good to see your name in my mailbox, and know you are still heavily involved in promoting student research. Your passion enhanced my time at Tufts, and I hope future students continue to be inspired by you. (2001) In order to practice leading edge medicine and surgery, one must read and keep current on the newest research. Having participated in some research myself has given me tremendous insight into the changes and pitfalls of research studies. I feel much more equipped to critically evaluate such studies. (1992) I still use the results of my study in practice and the preparation for the study helps me with evaluating studies! (1996) ………. I cannot say enough good things about the NIH Short-term Training. As I have a commitment to the Army, I cannot get involved in research at this time, but I do plan to pursue an MPH or DePH in the future and pursue research in zoonotic disease/public health. My short term training influenced this career path a lot! (2003) I just recently became board-certified in veterinary pathology, a discipline that can utilize to varying degrees and background in research experience, depending on the job application. Happy to have participated on this NIH funded project. All the best! (2001) This Summer Research Program was a very important part of my education in veterinary school. It has helped me to grow personally and professionally. It taught me the importance of research in veterinary medicine. Participation in the program has given me the ability to evaluate research articles and new products. This program is essential for veterinary students in their education. It allows them the opportunity to learn, understand, appreciate, and get involved in biomedical research. The two research opportunities I had during veterinary school played a crucial role in my private practice and made me a better veterinarian. (1995 & 1996) Page 13 of 23


Once more I am happy to provide you with the update you requested. The survey you sent is attached to this letter along with my CV. After graduation and passing the veterinary board exams, I spent a year in mixed animal practice in rural Vermont. I began working at the Jackson Laboratory as a Postdoctoral Research Associate in July of 2001 and I am currently in the third year of a five-year, NIH funded K08 research project, "Novel Gene Control of Lymphoid Tissue Development." My work was recently published in NPG's Genes and Immunity, and a copy of that article is included as well. I am in an exciting new phase of my research that I hope to see to completion in the coming year. I am also working to complete my thesis as the final requirement for a Ph.D. in Biochemistry and Molecular Biology at the University of Maine, with the goal of graduating in May 2008. As always I wish you continued success with your program at Tufts. As a veterinary student, I did not foresee a future for myself outside of clinical medicine. My experience with the summer program, and with Drs. Bonner, Kaufman and Karas, allowed me to see that my training could be used in other ways that would still ultimately benefit the patients we care for. The guidance that you personally gave me, and your enthusiasm for the project, are probably the reason that I'm here today. (1994) The opportunity to pursue research during veterinary school was extremely important in my application for a residency and PhD training programs. (1994) Although I have not pursued a career in research, I thoroughly enjoyed my summer working with Dr. Sarkar. It did stimulate my interest in research, and I may pursue biomedical research once I am satisfied with my career as a small animal practitioner. (1990) The NIH-short term training grant was an incredible experience for me. It yielded 3 publications and helped me to discover my interest in pathology, which eventually lead me to the residency program that I am in. I consider myself very blessed to have been involved in such a great program with great mentors! (2000). ‌Through my research at Tufts I discovered my love of refinement research. In addition to my cancer and infectious disease research at MIT, I was able to continue to conduct some welfare/refinement research. I finished my post-doc at MIT in 2011, happily, I passed my ACLAM boards, and through a generous ACLAM Foundation Grant was able to perform research in Dr. Flecknell's laboratory in Newcastle Upon Tyne, England. There, I learned how to conduct pain and analgesia research - mainly evaluating the impact of analgesia or post-operative pain both on behavior and nociception, as well as on tumor growth and metastasis. Once back in the USA, I was hired as a Clinical Assistant Professor with the Unit for Laboratory Animal Medicine at the University of Michigan Medical School. I feel like I have found my dream job - I have a wonderful mix of clinical, research, and teaching responsibilities. ‌. (2004) Though my survey response might appear to indicate that my research experience had little impact on my later career, I want to write to say emphatically that this is not so. Though I am not now engaged in biomedical research, I do teach basic biology at a local community college, and my summer research experience has made me a better teacher, with firsthand experience of life inside a lab. Students with an interest in biology or in biomedical sciences benefit in turn from my experience, and I point to them as evidence of how this invaluable program ramifies far beyond the individual student. I hope this program has a long, secure future, and that many many more students will have the opportunity I did. Thank you for the chance and thank you for continuing to champion this program on behalf of our students. (2004) Page 14 of 23


I completed the survey, but I didn’t feel that my responses were adequate to describe my involvement with research and plans for the future, so I wanted to share a bit more in case it is helpful for you. I am currently completing a specialty internship in equine surgery, and after this year I will be spending a year teaching in the vet school and beginning work on a master’s degree (with thesis), followed by an equine surgery residency. I’m currently involved in multiple research projects and starting to plan for a bigger master’s project. The summer research program absolutely piqued my interest in clinical research, gave me a foundation to continue building off of, and influenced my current research interests. One of my mentors here is encouraging me to pursue a PhD after residency, which is something I never thought I’d even consider prior to the research I did as a vet student. (2015) I just filled out the survey. Please let me know if there's any other way I can help. The summer research training was an important part of my realization that a PhD was my next step. Also, I'm back in the Worcester area, and am happy to talk to vet students about research if there's interest in that. (2009) If it's helpful, that though I'm in GP right now and not engaged in research at present because of lack of opportunity, I found the summer research experience an invaluable addition to my clinical training and I hope to try to start a clinical trial program at my practice if I can. I may also end up sitting on an IACUC at the college. thanks for the opportunities (2010) Thanks for getting back to me about the poster acknowledgement! Attached is a photo of me presenting the research Wildlife Disease Association conference this week. It wouldn't have been possible without the NIH grant and I really appreciate all of the support from you both with this project! (2017)

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PEER REVIEWED STUDENT PUBLICATIONS FROM SUMMER RESEARCH PROGRAM (2000-2018) 1. Webster CRL, Blanch CJ, Phillips J, Anwer MS., 2000, “Cell swelling-induced translocation of rat liver Ntcp is mediated via the PI3K signaling pathway,” J. Biol. Chem. 275: 29754-29760. 2. Webster, CRL., Blanch, CJ, Anwer, MS., 2002, “Role of protein phosphatase 2B in cyclic AMP induced dephosphorylation and translocation of Ntcp,” Am. J. Physiol. 283: G44-G50. 3. Zhang Q, Bratton GR, Agarwal RK, Calise D, Kumar MSA., 2003, “Lead-induced cell signaling cascades in GT1-7 cells,” Brain Res. Bulletin 61:207-217. 4. Haber M, Cao Z, Panjwani N, Bedenice D, Li WW, Provost PP., 2003, “Effects of growth factors (EGF, PDGF-BB and TGF-β1) on cultured equine epithelial cells and keratocytes: implications for would healing,” Vet. Ophthalmology 6:211-217. 5. Farabaugh, A.E., Freeman, L.M., Rush, J.E., and George, K.L., ”Lymphyocyte Subpopulations and Hematologic Variables in Dogs with Congestive Heart Failure,” J. Vet. Intern. Med. 8:505-509, 2004 6. Bridges, R.S., Thankey, K.P., and Scanlaan, V.F. Duration of Daily Test Pup Exposure in Adult, Nulliparous Rats Alters Maternal Behavior Induction Rates: Implications for Animal Use Numbers. Contemporary Topics in Laboratory Animal Research 43:28-31, 2004. 7. Laura A. Singer, M. S. A. Kumar, William Gavin and Sandra L. Ayres, 2004, “Predicting the onset of parturition in the goat by determining progesterone levels by enzyme immunoassay,” Small Rum. Res. 52:203-209. 8. Snyder, L.A., Bertone, E.R., Jakowski, R.M., Dooner, M.S., Jennings-Ritchie, J., and Moore, A.S., 2004, “p53 Expression and Environmental Tobacco Smoke Exposure in Feline Oral Squamous Cell Carcinoma,”, Vet Pathol 41:209-214 9. Reville, C., Al-Beik, J., Meehan, D.,Xu, Z., Goldsmith, M., Rand, W., and AlcivarWarren, A., “White Spot Syndrome Virus (WSSV) in Frozen Shrimp Sold at Massachusetts Supermarkets,” Journal of Shellfish Research 24:285-290, 2005. 10. Courchesne, S., Meola, D., Alcivar-Warren, A., 2005, “Bald Eagle (Haliaeetus leucocephalus) Feathers as an Alternative to Blood Microsatellite DNA Analysis: Toward a Non-Invasive Technique for Conservation Genetics,” Wildlife Rehabilitation Bulletin 23:31-39. 11. Freeman LM, Rush JE, Farabaugh AE, Must A., “Assessment of health-related quality of life in dogs with cardiac disease,” J Am Vet Med Assoc 226: 1864-1868, 2005 12. Duran-Struuck, R.I, A.H. Hernandez and C. Jost., 2005, “Dirofilaria immitis Prevalence in a Canine Population in the Samana Peninsula (Dominican Republic).” Journal of Veterinary Parasitology. 133:323-7. 13. Sharkey, L.C., Kirchain, S., McCune, S.A., Simpson, G.I., Atchambault, E.Z., Boatright, N.K., Hicks, H., Fray, J., 2005, “Progesterone Increases Blood Pressure in Spontaneous Gestational Hypertension in Rats,” Am. J. Hypertension 18:36-43. 14. Courchesne, S., Meola, D., Alcivar-Warren, A., “Bald Eagle (Haliaeetus leucocephalus) Feathers as an Alternative to Blood Microsatellite DNA Analysis: Toward a Non-Invasive Technique for Conservation Genetics,” Wildlife Rehabilitation Bulletin 23:31-39, 2005. 15. Smith CE, Freeman LM, Meydani M, Rush JE. Myocardial fatty acids in dogs with dilated cardiomyopathy. Am J Vet Res 2005; 66:1483-1486

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16. Bedenice D, Rozanski E, Bach J, Lofgren J, Hoffman AM. Canine awake head-out plethysmography (HOP): characterization of external resistive loading and spontaneous laryngeal paralysis. Respir Physiol Neurobiol 28:61-73, 2006. 17. Jennifer L. S. Lofgren, Melissa R. Mazan, Edward P. Ingenito, Kara Lascola, Molly Seavey, Ashley Walsh, and Andrew M. Hoffman. Restrained whole body plethysmography for measure of strain-specific and allergen-induced airway responsiveness in conscious mice. J Appl Physiol 101:1495-1505, 2006. 18. Puglia GD, Freeman LM, Rush JE, King RGP, Crawford SL., “Use of a flow-mediated vasodilation technique to assess endothelial function in dogs,” Am J Vet Res 67: 15331540, 2006. PMCID 16948597 19. Torin DS, Freeman LM, Rush JE. Dietary patterns of cats with cardiac disease. J Am Vet Med Assoc; 230: 862-867, 2007. 20. Elizabeth Rozanski, Jonathan Bach, Daniela Bedenice, Lisa Freeman, Dan Chan, Jennifer Lofgren, Trisha Oura, Andrew Hoffman. Airway dysfunction is associated with higher body condition score in healthy Retriever dogs. American Journal of Veterinary Research 68(6):670-675, 2007. 21. Lacola KM, Hoffman AM, Mazan MR, Bedenice D. (2007) Respiratory mechanics in sedated and unsedated llamas. Am. J. Vet. Res. 68:676-84 22. Smith CE, Freeman LM, Rush JE, Cunningham SM, Biourge V. Omega-3 fatty acids in Boxer dogs with arrhythmogenic right ventricular cardiomyopathy. J Vet Intern Med 2007 21: 265-273 23. Smith CE, Freeman LM, Meurs KM, Rush JE, Lamb A. Plasma fatty acid concentrations in Boxers and Doberman pinschers. Am J Vet Res 2008; 69: 195-198. PMCID18241015 24. Slupe JL, Freeman LM, Rush JE. The relationship between body weight, body condition, and survival in dogs with heart failure. J Vet Intern Med 2008; 22: 561-565 25. Nelson M. Jones SH. Edwards C. Ellis JC., “Characterization of Escherichia coli populations from gulls, landfill trash, and wastewater using ribotyping, “ Diseases of Aquatic Organisms. 81(1):53-63, 2008. 26. Slupe JL. Freeman LM. Rush JE. Association of body weight and body condition with survival in dogs with heart failure. Journal of Veterinary Internal Medicine. 22(3):561-5, 2008. 27. Cunningham SC, Rush JE, Freeman LM, Smith CE, Brown DJ. Echocardiographic ratio indices in overtly healthy Boxer dogs screened for heart disease. J Vet Intern Med 22: 924-930, 2008. PMCID 18537876 28. Schonhoff, C. M, Thankey, K., Webster, C.R.L., Wakabayashi, Y., Wolkoff, A.W., Anwer, M.S.: Rab4 facilitates cAMP-stimulated bile acid uptake and NTCP translocation. Hepatology 48:1665-1670, 2008. PubMed Central PMCID: PMC2593787. 29. Vincent, C. J., Hawley, A. T., Rozanski, E. A., Lascola, K. M., Bedenice, D. Cardiopulmonary effects of dobutamine and norepinephrine infusion in healthy anesthetized alpacas. Am J Vet Res. 70:1236-1242, 2009. 30. Schonhoff, C.M., Yamazaki, A., Hohenester, S., Webster, CRL, Bouscarel, B. Anwer, M.S. PKCε dependent and independent effects of taurolithocholate on PI3K/PKB and taurocholate uptake in HuH-NTCP cell line. Am J Physiol Gastrointest Liver Physiol. 297: G1259-1267, 2009. PubMed Central PMCID: PMC2850086. 31. Bergeron, A.M. and J.C. Ellis. 2009. Body size and hematological values for Herring Gulls (Larus argentatus) breeding in the Northeastern United States. Wildlife Rehabilitation Bulletin 27(1):34-41. 32. Ponzetti, K., King, M., Gates, A., Anwer, M.S., Webster, C.R.L.: Cyclic AMP-guanine exchange factor activation inhibits JNK-dependent lipopolysaccharide-induced apoptosis in rat hepatocytes. Hepatic Medicine: Evidence and Research 2: 1-11, 2010. PubMed Central PMCID: PMC3131672. Page 17 of 23


33. Lawrence, Y.A., Kemper, T.L., Bauman, M.L., Blatt, GL. Parvalbumin-, calbindin-, and calretinin-immunoreactive hippocampal interneuron density in autism. Acta Neurol Scand. 121: 99-108, 2010. 34. Smiley, T., Spelman, L., Lukasik-Braum, M., Mukherjee, J., Kaufman, G., Akiyoshi, D. E., Cranfield, M. Noninvasive saliva collection techniques for free-ranging mountain gorillas and captive eastern gorillas. J Zoo Wildl Med. 41(2):201-9, 2010. 35. Heslop, S., and F. Tseng. Baseline serum chemistry, hematology, and serology assessment in black bears (Ursus americanus) and grizzly bears (Ursus arctos horribilis) at a rehabilitation center in British Columbia. Fall 2010. National Wildlife Rehabilitators Association: St. Cloud, MN. Wildlife Rehabilitation Bulletin, 28(2):30-39, 2010. 36. Ng, L., Jost, C., Robyn, M. Dhakal, I.P., Bett, B., Dhakal, P., Khadka, R.: Impact of livestock hygiene education programs on mastitis in smallholder water buffalo (Babalus Bubalis) in Chitwan, Nepal. Prev. Vet. Med. 96(3);179-185, 2010. PubMed Central PMCID: PMCID: 3001402. 37. Johnston, A., Ponzetti, K., Anwer, M.S., Webster, C.R.L.: cAMP-guanine exchange factor protection from bile acid induced hepatocyte apoptosis involves glycogen synthase kinase regulation of C-Jun-NH terminal kinase. Am. J. Physiol. 301: G385G400, 2011. PubMed Central PMCID: PMCID: 3280825 38. Swimmer, R.A., Rozanski, E.A. Evaluation of the 6-minute walk test in pet dogs. Journal of Veterinary Internal Medicine. 25(2):405-6, 2011. 39. Clore, E.R.S., Freeman, L.M., Bedenice, D., Buffington, C.A., Tony. Anderson, D.E. Retrospective evaluation of parenteral nutrition in alpacas: 22 cases (2002-2008). Journal of Veterinary Internal Medicine. 25(3):598-604, 2011. 40. Wayne A, McCarthy R, Lindenmayer J.: Therapeutic antibiotic use patterns in dogs: observations from a veterinary teaching hospital. J Small Anim Pract. 2011 Jun;52(6):310-8. doi: 10.1111/j.1748-5827.2011.01072.x. PubMed PMID: 21627659; PubMed Central PMCID: PMC3106276. 41. Alroy, K., Ellis, J.C.:. "Pilot Study of Antimicrobial-Resistant Escherichia coli in Herring Gulls (Larus argentatus) and Wastewater in the Northeastern United States." Journal of Zoo and Wildlife Medicine 42(1):160-163, 2011. 42. Lenihan D, McCobb E, Freeman LM, Diurba A. Measuring the effects of Reading Assistance Dogs on reading ability and attitudes towards reading: A pilot study. 2011. Available at: http://www.tufts.edu/vet/pr/resources/benefits_of_reading_assistance_dogs.pdf 43. Shea A, Shaw S: Evaluation of an educational campaign to increase hand hygiene at a small animal veterinary teaching hospital. J Am Vet Med Assoc. 240(1):61-4, 2012. 44. Byrnes, JJ, Johnson, NL, Schenk, ME, and Byrnes, EM. Cannabinoid exposure in adolescent female rats induces transgenerational effects on morphine conditioned place preference in male offspring. Journal of Psychopharmacology 26; 1348-1354, 2012. PMCID: PMC3112319 45. Haman, KH, Norton, TM, Thomas, AC, Dove, ADM, and Tseng, F. Baseline health parameters and species comparisons among free-ranging Atlantic sharpnose (Rhizoprionodon terraenovae), Bonnethead (Sphyrna tiburo) and spiny dogfish (Squalus acanthias) sharks in Gerogia, Florida and Washington, USA. Journal of Wildlife Diseases, 48(2), 295–306, 2012. 46. Coverdill, AJ, McCarthy, M, Bridges, RS, Nephew, BC. Effects of chronic central AVP on maternal behavior in chronically stressed rat dams. Brain Science 2(4), 589-604, 2012. PMCID:PMC3862255 47. Carbone, ET, Krista LE, Sandy, D, Carbone, L. Duration of action of sustained-release buprenorphine in 2 strains of mice. J Am Assoc Lab Anim Sci 51(6):815-819, 2012. Page 18 of 23


48. Hekman, J. P., Karas, A. Z., & Dreschel, N. A.: Salivary cortisol concentrations and behavior in a population of healthy dogs hospitalized for elective procedures. Applied Animal Behaviour Science, 141(3), 149-157, 2012. 49. Robyn, M, Priyono, WB, Kim, LM, and Brum, E. Diagnostic Sensitivity and Specificity of a Participatory Disease Surveillance Method for Highly Pathogenic Avian Influenza in Household Chicken Flocks in Indonesia. Avian Diseases. 56:377–380, 2012. 50. Holmes K, Bedenice D, Papich MG. Florfenicol pharmacokinetics in healthy adult alpacas after subcutaneous and intramuscular injection. J Vet Pharmacol Ther. 2012 Aug;35(4):382-8. doi: 10.1111/j.1365-2885.2011.01323.x. Epub 2011 Jul 8. PubMed Central PMCID: PMC3217174. 51. Porter AE, Rozanski EA, Sharp CR, Dixon KL, Price LL, Shaw SP. Evaluation of the shock index in dogs presenting as emergencies. J Vet Emerg Crit Care (San Antonio). 2013 Sep;23(5):538-44. doi: 10.1111/vec.12076. Epub 2013 Jul 15. PubMed Central PMCID: PMC3796026. 52. Peraino, JS, Schenk, M, Li, G, Zhang, H, Farkash, EA, Sachs, DH, Huang, CA, DuranStruuck, R, Wang, Z. Development of a diphtheria toxin-based recombinant porcine IL-2 fusion toxin for depleting porcine CD25+ cells. J. Immunol. Methods. 398-399:33-43, 2013 PMC3840057 53. Peraino JS, Schenk M, Zhang H, Li G, Hermanrud CE, Neville DM Jr, Sachs DH, Huang CA, Duran-Struuck R, Wang Z. A truncated diphtheria toxin based recombinant porcine CTLA-4 fusion toxin. J Immunol Methods. 391(1-2):103-11, 2013. PMC3688055 54. Fagen, Ariel, Acharya, Narayan and Kaufman, Gretchen. Positive Reinforcement Training for a Trunk Wash in Nepal's Working Elephants: Demonstrating Alternatives to Traditional Elephant Training Techniques. J Appl Anim Welf Sci. 2014; 17(2): 83–97. DOI: 10.1080/10888705.2014.856258; PMCID: PMC4772407 55. Sharp, S.M., Knoll, J.S., Moore, M.J., Moore, K.M., Harry, C.T., Hoppe, J.M., Niemeyer, M.E., Robinson, I., Rose, K.S., Sharp, W.B., Rotstein, D.: Hematological, biochemical, and morphological parameters as prognostic indicators for stranded common dolphins (Delphinus delphis) from Cape Cod, Massachusetts, U.S.A. Maine Mammal Science (epub ahead of print, DOI:10.1111/mms.12093) 56. Rock, M. L., Karas, A. Z., Rodriguez, K. G. B., Gallo, M. S., Pritchett-Corning, K., Karas, R. H., Gaskill, B. N.: The Time-to-Integrate-to-Nest Test as an Indicator of Wellbeing in Laboratory Mice. Journal of the American Association for Laboratory Animal Science, 53(1), 24-28, 2014 57. Mazor-Thomas, J. E., Mann, P. E., Karas, A. Z., & Tseng, F. Pain-suppressed behaviors in the red-tailed hawk (Buteo jamaicensis). Applied Animal Behaviour Science. 152, 83– 91, 2014 58. Babb, JA, Carini, LM, Spears, SL, Nephew, BC.: Multigenerational effects of social stress on social behavior, corticosterone, oxytocin, and prolactin in rats. Hormones and Behavior. 65(4):386-393, 2014, DOI: 10.1016/j.bbr.2011.03.031 59. Connolly, K., Heinze, C.R.: Feeding Practices of Dog Breeders in the US and Canada. J Am Vet Med Assoc 245: 669-676, 2014. 60. Holmes, K, Dargam, P, Lambden, K, Quirico, J, Hernández, J, Lindenmayer, J, Lindell, K, Mukherjee, J. Preliminary Studies for the Identification of Brucella melitensis in the Dominican Republic goat population. Tropical Animal Health and Production (in revision) 61. Price, A.K., Bridges, R.S., 2014. The effects of bromocriptine treatment during early pregnancy on postpartum maternal behaviors in rats. Dev. Psychobiol. 56: 1431-1437, 2014. PMC4772405 62. Krone, L.M., Brown, C.M., Lindenmayer, J.M.: Survey of electronic veterinary medical record adoption and use by independent small animal veterinary medical practices in Massachusetts. J AM Vet Med Assoc 245:324-332, 2014. PMC4782149 Page 19 of 23


63. Sharp, S.M., Knoll, J.S., Moore, M.J., Moore, K.M. Harry, C.T., Jane, M., Hoppe J.M., Niemeyer, M.E., Robinson, I., Rose, K.S., Sharp, W.B., Rotstein, D.: Hematological, biochemical, and morphological parameters as prognostic indicators for stranded common dolphins (Delphinus delphis) from Cape Cod, Massachusetts, U.S.A. MARINE MAMMAL SCIENCE, 30(3): 864–887 (July 2014) 64. Roman Szabo, Diane E. Peters, Peter Kosa, Eric Camerer, Thomas H. Bugge. Regulation of

Feto-Maternal Barrier by Matriptase- and PAR-2-Mediated Signaling Is Required for Placental Morphogenesis and Mouse Embryonic Survival. PLoS Genet 10(7): e1004470. doi:10.1371/journal.pgen.1004470 65. Carvalho K, Rush JE, Wetmore L. Arrhythmia During Anesthesia – ECG of the month. J Am Vet Med Assoc. 2014:244;902-904.

66. Tonomura N, Elvers I, Thomas R, Megquier K, Turner-Maier J, Howald C, Sarver AL, Swofford R, Frantz AM, Ito D, Mauceli E, Arendt M, Noh HJ, Koltookian M, Biagi T, Fryc S, Williams C, Avery AC, Kim JH, Barber L, Burgess K, Lander ES, Karlsson EK, Azuma C, Modiano JF, Breen M, Lindblad-Toh K.Genome-wide association study identifies shared risk loci common to two malignancies in golden retrievers. PLoS Genet. 2015 Feb 2;11(2):e1004922. 67. Alexander N. Wein, Diane E. Peters, Zaheer Valivullah, Benjamin J. Hoover, Aparna Tatineni, Qian Ma, Rasem Fattah, Thomas H. Bugge, Stephen H. Leppla & Shihui Liu. An anthrax toxin variant with an improved activity in tumor targeting. Sci. Rep. 5, 16267; doi: 10.1038/srep16267 (2015) 68. McKinney, C., Mueller, M.K., Frank, N. Effects of Therapeutic Riding on Measures of Stress in Horses. J Equine Vet Sci 2015; 35: 922-928. 69. Petrosky KY, Knoll JS, Innis C. 2015. Tissue enzyme activities in Kemp’s Ridley Turtles (Lepidochelys kempii). J Zoo Wildl Med. 46(3):637-640. 70. Bodi, CM, Vassoler, FM, Byrnes, EM: Adolescent Experience Affects Postnatal Ultrasonic Vocalizations and Gene Expression in Future Offspring. Dev. Psychol. 9999, 1-10, 2016 71. Kristy Jacobus, Juliana Marigo, Silvia Bainy Gastal, Sueli Akemi Taniwaki,., Valeria Ruoppolo, , Jose´ Luiz Cata˜o-Dias, and Florina Tseng: IDENTIFICATION OF RESPIRATORY AND GASTROINTESTINAL PARASITES OF THREE SPECIES OF PINNIPEDS (ARCTOCEPHALUS AUSTRALIS, ARCTOCEPHALUS GAZELLA, AND OTARIA FLAVESCENS) IN SOUTHERN BRAZIL. Journal of Zoo and Wildlife Medicine 47(1): 132–140, 2016 72. Lenihan D, McCobb E, Diurba A, Linder D, Freeman L. Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren. J Res Child Educ. 2016; 30(2):252-259. PubMed PMID: 27199500; PubMed Central PMCID: PMC4868357. 73. Intarapanich NP, McCobb EC, Reisman RW, Rozanski EA, Intarapanich PP. Characterization and Comparison of Injuries Caused by Accidental and Non-accidental Blunt Force Trauma in Dogs and Cats. J Forensic Sci 2016;61:993-999. 74. Murgatroyd,C.A.; Hicks-Nelson,A.; Fink,A.; Beamer,G.; Gurel,K.; Elnady,F.; Pittet,F.; Nephew,B.C. Effects of Chronic Social Stress and Maternal Intranasal Oxytocin and Vasopressin on Offspring Interferon-gamma and Behavior. Front Endocrinol (Lausanne). 2016; 7: 155. (doi: 10.3389/fendo.2016.00155) 75. Szabo,R.; Lantsman,T.; Peters,D.E.; Bugge,T.H. Delineation of proteolytic and nonproteolytic functions of the membrane-anchored serine protease prostasin. Development 143, 2818-2828, 2016. (DOI 10.1242/dev.137968) 76. Souza-Dyer C, Jennings S. Pathology in practice: intra-abdominal lympangioma in a dog. J Am Vet Med Assoc. 2016; 249(11):1263-6 Page 20 of 23


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An Oral History: 30 Years of Veterinary Student Research at Cummings School at Tufts University  

In his own words, Dr. Sawkat Anwer, Distinguished Professor and Associate Dean of Research and Graduate Studies at Cummings School of Veteri...

An Oral History: 30 Years of Veterinary Student Research at Cummings School at Tufts University  

In his own words, Dr. Sawkat Anwer, Distinguished Professor and Associate Dean of Research and Graduate Studies at Cummings School of Veteri...

Profile for tuftsvet