A Management Program and Study of the Population Characteristics and Dynamics of Feral Cats on the Texas A&M University Campus: Year 1 Project Summary (August 1998 to 1999)

Investigators:

Summary:

During the past year we completed the first year of a two year pilot program to begin to stabilize the feral cat population at Texas A&M University and better understand their ecology. A total of 126 cats were trapped and managed by the project. Twenty-one of these cats were adopted out and placed into homes. Seventeen cats were euthanized due to testing positive for either feline leukemia or feline immunodeficiency virus. The rest were returned to the site of capture and have been managed through feeding stations set up around campus. Our study was organized around four interrelated components.

We have been able to take advantage of a fairly common phenomenon to learn invaluable information about feral cats. This first year of information can be used to help others make sound decisions about feral cat management. Furthermore, the research team can build on what we have learned and utilize alternative research approaches that will extend our knowledge about feral cat management and population ecology and needed public education programs.

Background:

At Texas A&M University (TAMU), there have been known colonies of feral or unowned cats residing on campus property for several years. While the exact numbers are not known, the population was originally estimated at 300 to 500 cats. It is believed that many of the feral cats at Texas A&M were originally pets of students and neighbors of the university. Other cats were the unwilling victims of negligent owner abandonment, or dumping due to behavioral problems resulting from a lack of care and attention. Still other cats have resulted from generations of interbreeding among the existing feral cats. The birth rates, death rates, and life expectancies of the feral cat population can only be estimated but cats in warm climates could be expected to have 2 to 3 litters per year.

No one had evaluated these feral cats to better delineate the origins, population dynamics, impacts on other wildlife on and near campus and/or their general health status. We did not know the extent of interactions between campus feral cats and staff, students and faculty. Nor had any organized program for managing these cats been implemented. This reflects the general lack of knowledge about urban cat ecology in the United States. Actual densities of cats in urban environments are unknown but estimated to be higher than rural environments. Furthermore, the impact of cats on local wildlife is not well understood.

Throughout this study, our working definition of a feral cat was as follows: any cat too unsocialized to be handled and placed into a typical home. Kittens under approximately 12 weeks were given 3 weeks to become tame enough to adopt.

Preliminary Results and Impact: Management Program

Since most feral cats are not socialized, they cannot be placed in homes; they are too wild for close contact with humans. Our management program was based on that of the Stanford University program and information provided by Alley Cat Allies. Through the Aggie Feral Cat Alliance of Texas (AFCAT, a group of volunteers consisting of faculty, staff and students) a feral cat management program was implemented on the TAMU campus in August 1998.

AFCAT developed protocols for trapping cats and handling them in a surgical setting, and handouts and visual aids were created to aid students in the surgical laboratories. Our new feline medicine service at the Veterinary Teaching Hospital is strongly committed to regularly supporting the AFCAT laboratories as a valuable part of the students’ educational experiences. Students from the Community Practice rotation are also encouraged to help in the surgery laboratory by drawing blood, performing the virus testing and physical examinations, microchipping, and giving vaccinations. Students on the General Surgery rotation perform spay and castration surgeries. Through these activities, all of the students gain additional hands-on clinical experience, and learn about feral cats and their management.

Mr. Bill Shepard, Texas A&M’s Physical Plant - Pest Control supervisor, reports that his office received significantly fewer cat-related calls this year. In fact, he feels that overall cat sightings on campus are down. This may be due to readily available food supplies at AFCAT feeders, reduced roaming due to spay/neuter surgery, or population stabilization. Mr. Shepard indicated that he was pleased with the program results, and that he receives positive feedback from Texas A&M staff, faculty, and students.

Preliminary Results and Impact: Population Characteristics and Group Dynamics Study

We had the opportunity to do one of the most comprehensive studies on the lifestyle, feeding habits and social interactions of any group of feral cats and the only study on campus cats. In this part of the study we: (1) determined feral cat colony characteristics of age and sex distribution, distribution on campus, den sites, and food habits; (2) used radiotelemetry to establish the home ranges of up to 25 cats from several different colonies; and (3) measured the degree of spatial overlap and association between individuals in several colonies.

The population has been found to have approximately a 1:1 male to female ratio. Cats were found to utilize several types of den sites, including buildings and open fields. Cats have been seen to feed from dumpsters, hunt some wildlife including insects and bird, but most feeding has been observed at the AFCAT feeding stations. Home ranges were established for males and females, with the male ranges being larger than the females, although this difference was not found to be significant. In general, the cats in this population have not been observed to interact much with each other, except at a few sites where two or three cats will feed together. This finding is in contrast to other studies where cats in a colony are found to interact with each other to a great extent. It is hypothesized that genetic relatedness may play a part in social interactions. Since it is believed that many of the cats on the A&M campus are the result of stray pets or owner abandonment, this population may not have a very high degree of relatedness, thus possibly explaining the difference in social behavior as compared to other populations.

Preliminary Results and Impact: Educational Outreach Program

What has presented itself as a problem to the University has become an unique educational tool for Texas A&M veterinary and wildlife sciences students. Knowledge of and experience with feral cats will increase student awareness of animal population problems, and hopefully have a far-reaching effect on them as future veterinary practitioners, wildlife managers and community leaders.

A variety of other contacts with students, staff, faculty and the public were made, providing information and statistics on the responsibilities and ramifications of pet ownership, as well as a briefing on the local pet overpopulation problem. These efforts have generated numerous inquiries, ranging from concerned citizens to representatives of major universities such as UT Galveston and Eastfield College (Dallas County Community College District), wanting to start up or improve similar programs in their communities.

To evaluate response to participation in the feral cat surgery labs, as well as assess knowledge and attitudes concerning feral cats and their management, members of the 1999 veterinary class of the Texas A&M College of Veterinary Medicine were given a self-administered questionnaire. Many of the students participating had no previous knowledge of TTVAR programs, and of these students, the majority found the experience very beneficial. With regard to management, the majority believed that TTVAR programs were the best method for managing feral cats. Most felt that feral cats posed some public health risk, and that feral and owned cats did, to a certain extent, have a significant impact on wildlife populations. However, the majority of respondents did not think that TTVAR programs encouraged irresponsible pet ownership by providing care for feral and free-roaming cats. The results of this study suggest that programs like AFCAT could be integrated into veterinary curriculums to educate students on issues involving feral cats and the need and methods for management of these populations.

At Texas A&M, we are in the unique position of having a highly respected and widely recognized College of Veterinary Medicine and Department of Wildlife and Fisheries Sciences in the College of Agriculture and Life Sciences. During the first contract year, this interdisciplinary study attracted international, national and statewide attention.

Preliminary Results and Impact: Faculty Research Initiatives

The AFCAT program has supported other related research and education projects by providing access to blood samples or gonads and, for cats euthanized for health problems, body tissues.

Financial Support:

Financial support has been provided by a grant from The Summerlee Foundation. Donations of food and supplies have been provided by Ralston Purina Company, Idexx Laboratories, Inc., AVID and the Heska Corporation.

Future Directions:

We have considered extending the program to provide feral cat caretakers access to the surgical sterilization services at the current AFCAT cost. This program would be done on the same day as the campus cats to augment numbers of surgeries for the students, to sustain the AFCAT program, and to provide a community service. We have had initial conversations with the local animal shelter about the logistics of such a program but its success will depend on funding sources for the community cats. Also, AFCAT has been approached by the Austin Humane Society to possibly support a feral cat TTVAR program in conjunction with a community wide multi-million dollar grant for which they are applying.

Texas A&M prides itself on leadership, and the groundbreaking AFCAT program has demonstrated its far-reaching effects and benefits. No other program provides such valuable teaching, research, and public education opportunities that encompass students, faculty, and staff throughout the university.

This page was last updated on: October 23, 2003

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