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Contributory science—including citizen and community science—allows scientists to leverage participant-generated data while providing an opportunity for engaging with local community members. Data yielded by participant-generated biodiversity platforms allow professional scientists to answer ecological and evolutionary questions across both geographic and temporal scales, which is incredibly valuable for conservation efforts. The data reported to contributory biodiversity platforms, such as eBird and iNaturalist, can be driven by social and ecological variables, leading to biased data. Though empirical work has highlighted the biases in contributory data, little work has articulated how biases arise in contributory data and the societal consequences of these biases. We present a conceptual framework illustrating how social and ecological variables create bias in contributory science data. In this framework, we present four filters—participation, detectability, sampling and preference—that ultimately shape the type and location of contributory biodiversity data. We leverage this framework to examine data from the largest contributory science platforms—eBird and iNaturalist—in St. Louis, Missouri, the United States, and discuss the potential consequences of biased data. Lastly, we conclude by providing several recommendations for researchers and institutions to move towards a more inclusive field. With these recommendations, we provide opportunities to ameliorate biases in contributory data and an opportunity to practice equitable biodiversity conservation. Read the free Plain Language Summary for this article on the Journal blog.

Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action--communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift in focus from individual to community-level environmental literacy (CLEL). Despite its importance, CLEL has been left largely undefined and unmentioned in environmental education literature. To understand the field's current conceptualizations and measurement strategies around CLEL, the authors held a convening of 24 researchers to discuss the topic. Here, we report the findings of this convening and present a series of tensions that emerged in conceptualizing and measuring CLEL. We see this area of research as rich with opportunity for innovation and offer considerations for researchers engaging in this work.

Expansion of anthropogenic noise and night lighting across our planet.sup.1,2 is of increasing conservation concern.sup.3-6. Despite growing knowledge of physiological and behavioural responses to these stimuli from single-species and local-scale studies, whether these pollutants affect fitness is less clear, as is how and why species vary in their sensitivity to these anthropic stressors. Here we leverage a large citizen science dataset paired with high-resolution noise and light data from across the contiguous United States to assess how these stimuli affect reproductive success in 142 bird species. We find responses to both sensory pollutants linked to the functional traits and habitat affiliations of species. For example, overall nest success was negatively correlated with noise among birds in closed environments. Species-specific changes in reproductive timing and hatching success in response to noise exposure were explained by vocalization frequency, nesting location and diet. Additionally, increased light-gathering ability of species' eyes was associated with stronger advancements in reproductive timing in response to light exposure, potentially creating phenological mismatches.sup.7. Unexpectedly, better light-gathering ability was linked to reduced clutch failure and increased overall nest success in response to light exposure, raising important questions about how responses to sensory pollutants counteract or exacerbate responses to other aspects of global change, such as climate warming. These findings demonstrate that anthropogenic noise and light can substantially affect breeding bird phenology and fitness, and underscore the need to consider sensory pollutants alongside traditional dimensions of the environment that typically inform biodiversity conservation. Human-generated noise and night lighting affect breeding habits and fitness in birds, implying that sensory pollutants must be considered alongside other environmental factors in assessing biodiversity conservation., Author(s): Masayuki Senzaki [sup.1] [sup.2] , Jesse R. Barber [sup.3] , Jennifer N. Phillips [sup.1] [sup.4] , Neil H. Carter [sup.5] , Caren B. Cooper [sup.6] [sup.7] , Mark A. [...]

Engagement in citizen science can result in participant outcomes including increased science and environmental literacy and civic action. One factor which may increase the likelihood of these outcomes is facilitation by groups such as employers, schools, or other organizations. We examined how a partnership between SciStarter and Girl Scouts of the USA facilitated participation in citizen science to shape participants' learning and civic engagement. Between July 2017 and February 2020, participants from over 200 Girl Scout troops completed the Think Like a Citizen Scientist Journey, consisting of science learning activities, participation in an environmental citizen science project on SciStarter, and a Take Action Project (TAP). Troop leaders provided open-ended descriptions of TAPs which we analyzed qualitatively. Responses provided evidence of learning outcomes spanning informal science learning goals, Girl Scout Leadership Experience outcomes, and Girl Scout STEM outcomes. Participants' TAPs overwhelmingly related to science and environmental topics (81%) and the majority sought to educate and inspire others (66%), reaching audiences of peers, adults, the general public, and civic leaders. This program demonstrates the potential for facilitator organizations to leverage existing citizen science projects to promote learning outcomes, civic science education, and community action with participants as young as 4–5 years old. [ABSTRACT FROM AUTHOR]

Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in scientific research (PPSR), and present overlooked styles and outcomes of PPSR. Education efforts should seize the opportunity to emphasize the key and distinct roles students can play in both the science and the values elements that inform decision-making processes.

Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in scientific research (PPSR), and present overlooked styles and outcomes of PPSR. Education efforts should seize the opportunity to emphasize the key and distinct roles students can play in both the science and the values elements that inform decision-making processes.

Statistics suggest a steady increase in the number of international students attending universities in the U.S. However, limited information is available to guide professionals in the delivery of effective mental health services to this diverse group. University counseling centers have repeatedly reported little to no success with international students accessing their services. This paper describes a successful effort to deliver support group counseling services to international students in a large public university. Important dimensions of group structure, elements crucial to successful group counseling for international students are addressed, and recommendations for future efforts are also included.

Large-scale, scientist-led, participatory science (citizen science) projects often engage participants who are primarily white, wealthy, and well-educated. Calls to diversify contributory projects are increasingly common, but little research has evaluated the efficacy of suggested strategies for diversification. We engaged participants in Crowd the Tap through facilitator organizations like historically Black colleges and universities (HBCUs), predominantly white institutions, high school science classrooms, and corporate volunteer programs. Crowd the Tap is a contributory project focused on identifying and addressing lead (Pb) contamination in household drinking water in the United States. We investigated how participant diversity with respects to race, ethnicity, and homeownership (a proxy for income) differed between participation facilitated through a partner organization and unfacilitated participation in which participants came to the project independently. We were also interested in which facilitators were most effective at increasing participant diversity. White and wealthy participants were overrepresented in unfacilitated participation. Facilitation helped increase engagement of people of color, especially Black and lower-income households. High schools were particularly effective at engaging Hispanic or Latinx participants, and HBCUs were important for engaging Black households. Ultimately, our results suggest that engagement through facilitator organizations may be an effective means of engaging diverse participants in large-scale projects. Our results have important implications for the field of participatory science as we seek to identify evidence-based strategies for diversifying project participants. [ABSTRACT FROM AUTHOR]

Data are vital for and creating knowledge-based solutions to development challenges facing Africa. As a result of gaps in government-funded data collection, and in the interest of promoting community engagement, there is a global movement towards consideration of nontraditional sources of data, including citizen science (CS) data. These data are particularly valuable when collected at a high resolution over large spatial extents and long time periods. CS projects and infrastructure are abundant and well documented in the Global North, while needs for participatory projects to fill environmental monitoring gaps may be greater in the Global South. The paper explores the contributions of citizen science projects originating in Africa for two Sustainable Development Goals (SDGs), namely SDG 6, and SDG 11 which are particularly important to the millions of lowincome residents of cities across Africa. Using a mixed methods approach that involves online surveys, interviews, expert conference panels, and a desk review, we analyze a total of 53 CS projects focusing on water, sanitation, and urban planning. The paper addresses CS in Africa and CS for SDGs, and documents evidence for participatory and CS data collection in Africa. It also describes the survey methods, including approaches to training of volunteers, sources of funding, data collection methods, and objectives of the tools and projects. Finally, it provides reflections on the challenges of integrating CS into official statistics in Africa, and some lessons learnt from CS projects in Africa. This paper recommends the establishment of an open-source database, creation of a network of CS projects for communication and collaboration, the uptake of citizen-generated data, and continuous funding for such projects in Africa. [ABSTRACT FROM AUTHOR]