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Citizen SciencePublic Participation in Environmental Research$

Janis L. Dickinson and Rick Bonney

Print publication date: 2012

Print ISBN-13: 9780801449116

Published to Cornell Scholarship Online: August 2016

DOI: 10.7591/cornell/9780801449116.001.0001

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(p.275) Index

(p.275) Index

Source:
Citizen Science
Publisher:
Cornell University Press
abundance, relative, 25, 44
accuracy, improving volunteer, 171
acid rain, 98, 139–144
activism, conservation, 42, 206, 209, 230–231
adaptive learning, 229
adolescents, 208–209, 212
African Americans, 191–193
after-school programs, 78–79, 203, 212
agriculture, effects on birds of, 158, 161
AKN (Avian Knowledge Network), 65
amateur naturalist, ix, 9, 16, 150–151, 159
analysis
confirmatory, 134
exploratory, 67, 126–127, 133–136
nonparametric, 136
social network, 224
archive, data, 62
atlas, breeding bird. See Breeding Bird Atlas
attitudes toward science, measuring, 92–93
Attitude toward Organized Science Scale, 92
automaticity, 172
avian influenza, 162
Avian Knowledge Network (AKN), 65
backyard birds, 32, 35, 43–48
reproduction and survival of, 43, 47
backyards, 43–44, 48–50, 76, 156
Baillie, Stephen, 159
banding, 44–46, 100, 153
See also ringing
behavioral change, measuring, 93–94, 175
Benchmarks for Science Literacy, 83
BFL (Birds in Forested Landscapes), 22, 139–149
biases
cognitive, 166, 170, 173–174
observational, 135
sampling, 131, 135, 137–138
Biological Data Profile, 63
bird feeders, 28–32, 44, 74, 79, 132–133, 136, 168, 200
bird monitoring projects, 8–9, 20, 126
birds
garden, 156–158
See also specific species
Birdscope, 29
BirdsEye smartphone application, 217
Birds in Forested Landscapes (BFL), 22, 139–149
BirdSleuth curriculum, 185–189
BirdSource, 75
BirdTrack, 163
Bluebird, Eastern, 104, 107
(p.276) Breeding Bird Atlas, 101, 106, 110, 118, 122–123, 157–158, 161–163
Breeding Bird Survey (BBS)
British, 160
French, 109
North American, 8, 97, 101, 117, 140, 151
CAISE (Center for Advancement of Informal Science Education), 5
Calabrese Barton, Angela, 199
calcium, use of by birds, 109, 142–148
Cardinal, Northern, 44, 127–132, 136
Catbird, Gray, 44, 46–47
Celebrate Urban Birds (CUBs), 70–71, 74–75, 78–81, 110, 191–200
Center for Advancement of Informal Science Education (CAISE), 5
Chawla, Louise, 207
Chickadee, Black-capped, 32
Carolina, 32, 44
childhood nature experiences, 202–209
Children’s Environmental Attitudes and Knowledge Scale (CHEAKS), 211
Christmas Bird Count, 4, 8, 20, 97, 123
Citizen Science Toolkit, 20, 22, 84
Civic ecology, 228–229
Classroom BirdScope, 180, 189
Classrooms involved in citizen science, 77, 179–190, 216
climate change and citizen science, 8, 20, 41, 55–56, 74–76, 101–104, 116, 137, 162
clutch size studied through citizen science, 103–107, 153
COASST (Coastal Observation and Seabird Survey Team), 109
co-created project model, 5, 6
cognitive biases, 166, 170, 173–174
collaborative project model, 5, 6
Collection Event Table, 60–61
Collective Action Theory, 214, 217, 222
Common Birds Census, 155
communities of practice online, 216, 219, 222
Community Collaborative Rain, Hail, and Snow Network, 20
Conservation Psychology, 93
Constant Effort Sites, 159–160
contagion and weak ties, 219
contributory project model, 5, 7
control group, 85, 209
Crick, H. Q. P., 159
cyberinfrastructure, developing, 59–60
data archive, 62
database, relational, 8, 31, 60–61
Database Management System (DBMS), 60
data handling and analysis, 112
data-intensive science, 67–68
data management, 59–64
data operability, 65–66
data quality, ensuring, 64–65
data visualization, 67–68
DBMS (Database Management System), 60
decision trees, 136
demography, 104
detectability, organisms/species, 26, 110, 118, 122, 131
detection probability, 109
disease, 10, 19, 30, 33–34, 41, 44–46, 52, 97, 113, 102–103, 111, 116, 162
dispersal, 102
distance-sampling methods, 155
Dunn, Erica, 19, 27
eBird Reference Dataset, 66
Ecological Markup Language (EML), 64
ecology
behavioral, 100
civic, 228–229
landscape, 114–124
urban, 49, 102, 194
educational outcomes, measuring, 86–95
Edward Grey Institute (EGI), 153–154
emerging diseases, 102
EML (Ecological Markup Language), 64
engagement, measuring, 91
entities (regarding data), 60–61
environmental change, assessing impacts of, 101
environmental data, matching citizen science with, 122–124, 141, 148, 160
environmental groups, 230
Environmental Identity Scale, 93
environmental stewardship, 6, 84, 90, 93, 179
errors in data, 31–32, 39, 46, 60, 176–177
estimating trends, 132, 202, 215
Evening Grosbeak, 32–33
exploratory species distribution modeling, 126
Facebook, 73, 80, 199, 215, 220–222
families, engaging, 75, 192, 196–199
farmland birds, 160–161
(p.277) feeders. See bird feeders
FeederWatch. See Project FeederWatch
Firefly Watch, 20
forest birds, 140, 143, 146
forest fragmentation, 118, 139, 142, 147
Forsythia, 54–55
Framework for Evaluating Impacts of Informal Science Education Projects, 83, 88
Free riders, 217–219
Fulmar, 152
gardening, 71, 79, 196–199, 228
gardens, birds in, 38, 156–157
Geographic Information System (GIS), 112, 121
GIS (Geographic Information System), 112, 121
goals
for conservation action, 145
documenting, 88
setting for citizen science projects, 83, 89
Great Backyard Bird Count, 8, 69, 73–81, 237
Grebe, Great Crested, 151
groups
control, 85, 209
environmental, 230
minority, 192
youth, 40, 77–79, 197, 212
habitat-abundance relationships, 128
habitat association, 101, 118, 127–130, 134
habitat fragmentation, 115–119, 139, 142
habitat loss, 115–121
habits of mind, 10, 168, 171, 175
Heron, Grey, 151–152
HFDS (House Finch Disease Survey), 34, 103, 111
history of citizen science, 4–6
homophily in social networks, 220–222
House Finch, 19, 34, 103, 111, 132–133
House Finch Disease Survey (HFDS), 34, 103, 111
hypotheses
developing/generating, 2, 25, 37, 98–100, 108, 127–129, 133–134
identity
group, 216–217
personal, 216–217, 223–224
important predictors, identifying, 128–130
informal science education, 9, 17, 39, 86
Informal Science Education Program, National Science Foundation, xv, 83, 88, 225
inquiry-based learning, 68, 168, 176, 180–189, 199, 223, 234–235
instruments, evaluation, 86–88, 92, 94–95
Integrated Population Monitoring (IPM), 159–160
invasive plants, 167–170
invasive species, 108, 116, 119–120, 167–169, 175, 177
invertebrates, 140, 144, 146–148
investigations, landscape-scale, 118
IPM (Integrated Population Monitoring), 159–160
journals
as evaluation measures, 204
personal, 51
Journey North, 183, 185–187
Kellogg Foundation, 86
knowledge
local, 227–229, 232
prior, 99, 133–134, 159
public, 215
knowledge gains, measuring, 91, 170, 176
landscape gradient model, 124
Latino communities, 193, 196
lay knowledge. See local knowledge
leaders, opinion, 219, 223–224
learning
adaptive, 229
social, 85, 166, 215, 222–224, 229
learning gains, 167–169, 177
life histories, geographic and temporal trends, 103–104
Lilac Network, 52
Listservs, conflicts discussed on, 222
local knowledge, 227–229, 232
location table (data), 61–62
logic model, developing, 86, 95
Long Point Bird Observatory (LPBO), 27
Lost Ladybug Project, 108
(p.278) marketing citizen science, 23, 42, 80–81
mediator impacts on outcomes, 210
memory
and cognitive bias, 174
and significant life experience, 207
mercury as a factor in bird declines, 139–142, 145–147
metadata, 63–64
migration, 102
milkweed, 35–36, 39, 41
Miller-Rushing, Abe, 51–52
Mockingbird, Northern, 44
model validation, 136–137
moderators (interaction validators), 210–211
Monarch Larva Monitoring Project, 35–42
motivations to participate in citizen science, 70–71, 76, 94, 196, 217
mycoplasmal conjunctivitis, 103
My Yard Counts, 109
National Audubon Society, 4, 20, 71–75, 206
National Ecological Observatory Network (NEON), 56
National Research Council Committee on K–8 Science Learning, 181
National Science Board indicators, 91–92, 95
National Science Education Standards, 83, 180
National Science Foundation (NSF), 83, 88, 225
Nature Conservancy, The (TNC), 145
nature-deficit disorder, x, 202
nature exposure, 202, 208–209, 213
nature of science, understanding, 90, 170, 176
Nature Relatedness Scale, 92
Neighborhood Nestwatch (Smithsonian project), 43–50
NEON (National Ecological Observatory Network), 56
Nest Record Scheme, British, 163
NestWatch (Cornell Lab of Ornithology project), 21, 70, 74, 83, 89–94, 102, 239
New Ecological Paradigm, 92
New Environmental Paradigm, 92, 95
Nicholson, Max, 151
observational bias, 131
observer variability, 109
O’Connor, Raymond J., 158
Ornithological Sites Register, 157
Owl, Short-Eared, 152
Oxford, University of, 153
Pelling, Mark, 228
phenology, 50–52, 55–57, 91, 101–105
phenophase, 52–54
plant phenology, 50–52, 55–57, 91, 105, 238
post-normal science, 95
PredatorWatch, 109
predictive models, exploratory, 135
predictors, biologically relevant, 134
Primack, Richard, 51–52
Processes underlying patterns of distribution and abundance, 101
pro-environmental behaviors, 167, 204–206, 225
program evaluation, 84–85
program model. See logic model
Project BudBurst, 50–57
project design overview, 22–26
Project FeederWatch, 27–35, 120–122, 126–127, 135–136, 156, 215
Project GLOBE, 183, 186
Project Tanager, 141
Prysby, Michelle, 36
publicity, creating, 73–78
randomized control trial, 84–85
range shifts, 20, 25
rare events, 108
recruiting participants via the arts, 196–199
recruitment, participant-centered, 70–71
reproductive success, 44–48, 153, 158
ringing, 152–159, 162–163
See also banding
risk assessment, 228–233
Robin, American, 44
sampling biases, 131, 135, 137–138
sampling effort, 119, 122
sampling event, 66, 132
Science and Engineering Indicators, 92
science literacy, 83, 88, 90, 167, 176, 238
SDMs (species distribution models), 126
shorebirds, 156, 239
significant life experiences (SLE) research, 206–209
skill development, measuring, 91–92
SLE (Significant life experiences), 206–209
(p.279) Smithsonian Institution, 43
Social learning, 85, 166, 215, 222–224, 229
social media, 214, 220–221
social network sites, 80–81, 215
See also Facebook; Twitter
social network research, 219
social scientists, 12, 22
Sparrow
House, 222
Song, 44
Sparrowhawks (accipiter nisus), 156
species abundance analysis, 132
species distribution maps, 128
species distribution modeling, 126–127, 136
species distribution models (SDMs), 126
Squirrel
Fox, 102
Gray, 102, 162
statistical models, 126–127, 134
strong ties, 220
student investigations, 180–181, 185–186, 189
“super citizen scientists,” 140, 144
support vector machines, 136
Swallow (Hirundo rustica), 151
teacher professional development, 187
Tennessee Valley Authority (TVA), 230
Thrush, Wood, 142–148
traditional knowledge. See local knowledge
trends in behavioral traits, 106
trends in life history and behavior, 103
Trzcinski, M. K., 118
TVA (Tennessee Valley Authority), 230
Twitter, 73, 199, 215
underserved audiences, 35, 79, 166, 192–200
University of Minnesota, 35, 42, 185
Urban ecology, 49, 102, 194
user table, 60–62
validity
external, 207–209
internal, 205, 207–208
volunteer ambassadors, 81
vulnerability, human, 226–227, 232
WeBS (Wetland Birds Survey), 156
Weinstein, Elon, 226–228
Wetland Birds Survey (WeBS), 156
winter bird populations, 28, 32
woodland birds, British, 161–162
Wren
Carolina, 44
House, 44
youth participants, 37, 193, 206, 212 (p.280)