INNOVATIONS

Using eBird to Integrate Into an Undergraduate Ecology Field Laboratory

Thilina Surasinghe1,2,* and Jason Courter1

1School of Agricultural, Forest and Environmental Sciences, 2Department of Biological Sciences, Clemson University, Clemson, SC 29634

*Corresponding Author: [email protected]

Abstract: Encouraging nonprofessionals to participate in ecological research through citizen science programs is a recent innovation and an effective strategy for gathering ecological information across broad geographical areas. In this paper, we demonstrate how reporting field-based observations through eBird, a citizen-based birding and data- recording program, can be used as a lab activity in an undergraduate ecology class. This exercise exposes students to worldwide data collecting networks in which non-scientific communities serve as major stakeholders. This lab activity also introduces basic field techniques in ornithology and allows students to answer inquiry-based research questions using a citizen science database.

Key words: citizen science, ecology teaching, eBird, participatory research

INTRODUCTION Applications of citizen science in ecological Citizen science provides an opportunity for research and conservation members of the general public who do not have Citizen science programs are being used formal scientific training to contribute to scientific extensively in global environmental monitoring (such research (Cooper et al., 2007; Bonney et al., 2009). as climate and water resources) and biodiversity Here, individual volunteers or networks of volunteers monitoring. Such continuous long-term monitoring is perform or manage research-related tasks such as essential to understand the causes and effects of observation, measurement, data compilation and biodiversity loss in order to promote conservation simple computation. The spatial scale of citizen efforts and curb species declines. Many citizen-based science can be local, regional, national or global biodiversity monitoring programs assess the survival (Devictor et al., 2010). Citizen science programs are and reproductive success of wildlife (Lepczyk, 2005; a venue for professional to interact with Ries & Mullen, 2007) with many of these programs non-scientific people who are interested in scientific focusing on wildlife phenology (e.g., migration of aspects of nature. Furthermore, such programs allow , budburst in trees, or flowering of plants). Such the public to contribute to scientific research investigations are important in assessing the effects programs and to be an important stakeholder in of global warming and global on scientific research studies (Schmeller, 2008). Such ecosystems and biodiversity in different geographic programs are an active and effective means of areas (Lawrence, 2009; Mayer, 2010). Citizen communication between professionals and laypeople, science networks allow scientists to achieve research where scientific information is disseminated through objectives more feasibly and cost-effectively than educating the public and making them aware of would otherwise be possible. For instance, employing scientific issues (Losey et al., 2007). well-trained professional scientists or skilled During the past few decades, citizen science technicians to perform every step of a research programs have evolved to have more emphasis on project could be economically unfeasible and scientifically sound practices and measurable goals recruiting an accomplished task force, practically for public education (Silvertown, 2009). Recent impossible (Ottinger, 2010). technologies, particularly the internet, have allowed In addition to long-term monitoring, citizen citizen science data to be collected and accessed more science is also being used as a means of public efficiently. Moreover, increasing prevalence and use education and outreach to promote the science-based of user-friendly electronic devices that can record awareness of natural resources and wildlife (Jordan et information, such as mobile phones, data loggers, al., 2009). Citizen science projects often generate personal digital assistants, and high resolution digital enthusiasm among the general public and encourage still and video cameras, have made data collection the younger generation to be engaged in scientific easy for the participants of citizen science programs research (Nerbonne & Nelson, 2008). Some (Sanford & Rose, 2007). programs may even provide extra benefits to the

16 Volume 38(2) December 2012 Surasinghe and Courter community, such as the provision of specific general public about nesting biology. Website: materials specifically for use by primary or secondary http://watch.birds.cornell.edu/nest/home/index school students. As such, citizen science is one form Monarch Watch: An educational outreach of informal science education. To encompass all program run by the University of Kansas that these multilateral aspects of citizen science, this field monitors the abundance, habitat use and migration of is now frequently referred to as “participatory the Monarch butterfly. The Monarch Watch website scientific research” (Raymond et al., 2010). provides detailed information on the biology and Limitations of citizen science programs conservation of Monarch butterflies. This project Data collection in a citizen science program is involves capturing Monarch butterflies during the performed by laypeople who may not have strong migratory season, tagging them, and attempting to scientific backgrounds, training in field survey recover the tags or to recapture tagged butterflies. methods, or strong species identification skills. The tagging program provides a great deal of Therefore, there could be multiple errors in citizen information regarding Monarchs, their migration, and science based datasets including species geographical range (Wells, 2010). misidentifications as well as bias with regard to the Website: http://monarchwatch.org/ independence of sampling events in time and space Journey North: An internet-based citizen science (Wagle, 2000). Moreover, complicated sampling database that tracks annual biological events, methods and high-tech equipment that require special particularly how seasonality and climate change training cannot be used in citizen science programs. affect wildlife migration and ecosystem dynamics. Similarly, citizen science programs are often only Through field observations, participants record the effective in monitoring charismatic species that are migration patterns of wildlife in response to easily identified by laypeople and are not suitable to seasonality. Species of interest include Monarch study taxonomically and ecologically cryptic species butterflies, robins, hummingbirds, whooping cranes, that require specialized skill for identification gray whales, and bald eagles, along with other birds, (Bonney et al., 2009). At times, sampling effort is animals, and plants. Using the nationwide data inconsistent in citizen science programs and may generated by participants, migration maps can be vary within or between years (Ottinger, 2010). generated. Website: www.learner.org/jnorth Furthermore, high inter-observer variability may THE ACTIVITY exist among participants depending on their experience and science-based training. Therefore, it Background information should be noted that data generated by citizen science One of the largest and fastest growing global programs need to be handled and interpreted biodiversity data resources available is eBird. eBird carefully. is a real-time, online, freely-accessible, citizen science program coordinated by the Cornell Lab of Examples of citizen science projects Ornithology and the National Audubon Society Following are examples of citizen science (http://ebird.org/content/ebird). Launched in 2002, programs that have been used extensively in wildlife eBird has evolved a long way to enhance public and environmental research that students can explore participation, improve data validity, and widen data before conducting this lab activity. We recommend access to the research community. eBird is a rich that lab instructors provide a brief introduction about database for abundance and distribution data on other citizen science programs before the field a variety of spatial and temporal scales. One strength activity. of eBird is that it utilizes data collected by both Christmas Bird Count: A citizen science program professional and recreational bird watchers to implemented by the Audubon Society. This program generate enormous amounts of data. aims to capture a snapshot of bird populations over eBird compiles bird sightings and abundance many decades and to provide insight on the dynamics data from an international network of users and of bird populations across during the makes them available to the global community of early winter. Volunteers gather information on birds educators, ecologists, land managers, landscape over a three-week period at the turn of the year biologists, ornithologists, and conservation biologists. (December-January), and submit their observations to These data are currently being used in scientific a review panel. Afterward, cumulative data are made analyses of global bird distribution and abundance available to the public and researchers for review and (http://ebird.org/content/ebird/about/ebird- scientific study. Website: www.audubon.org/bird/cbc publications). Utilizing a user-friendly and intuitive NestWatch: A nest-monitoring project developed website, eBird makes it easy for bird watchers to by the Cornell Lab of Ornithology in collaboration submit their observations and visualize all submitted with the Smithsonian Migratory Bird Center. eBird data via maps, graphs, charts and tables. eBird NestWatch serves as a nest-monitoring scheme to also provides users opportunities to network with record reproductive success for all North American other birders in their areas, search for the best places breeding birds and provides useful information to the to see birds, and generate and catalogue bird lists.

Citizen Science Bioscene 17 The eBird database collects the following about the surrounding habitat and general survey information: year/month/day/time of birding, the area. In addition, students noted the start time and location of birding, data collection mechanism (i.e. the number of people involved in birding. Surveys of point counts, transects, and area searches), and a each location took approximately 1 hour. The checklist of all the birds seen or heard during the instructors (or regional bird experts) led the walk and birding event. Automated data quality filters each student was instructed to document the number developed by regional bird experts review all and type of species encountered and, if possible, submissions before they are entered into the database. record the sex, age, and health/body condition of Local experts review unusual records that are flagged each bird. Records were collected from visual by the filters. This review process enhances the encounters as well as recognizable vocalizations. validity and reliability of the information generated. Students also noted whether they identified every Given the increasing popularity of citizen bird they encountered in the area or just some of the science programs, our intention was to introduce the birds (when entering data, it is essential to know concept of citizen science to undergraduate students whether you have a complete checklist or not). The in a field-based ecology lab. Our lab demonstrates attached survey form (Figure 1) was used to record how students can contribute to citizen science efforts information. Students reported information using the by collecting meaningful ecological data and traveling count method (recommended by eBird) provides students an opportunity to develop and because it allows participants to observe a good answer inquiry-based research questions. proportion of the birds in a given area (for more Student field observations information on survey types, refer to supplemental We conducted this activity in a single 3-hour materials or consult the eBird website: session of an undergraduate ecology lab during the http://ebird.org/content/ebird/news/are-you-really- Fall of 2010 and 2011. We repeated this activity in making-casual-observations). Students returned to eight classes, with class size ranging from 10-12 the classroom for the final hour of the lab period, students. We took each class to two previously registered as eBird users, and submitted their scouted locations where high levels of bird activity checklists according to the instructions provided on were expected. Suitable birding areas can be the eBird website. identified using the eBird website or by consulting Student learning objectives local bird clubs. We provided students with colored The primary objective of this lab was to pictorial identification guides for regional birds likely introduce the concept of citizen science to students encountered. In addition, we used the following field and help them understand the importance and guides for bird identification: Birds of Eastern and limitations of such efforts. Citizen science databases Central North America (Peterson and Peterson, 2002) possess immense scientific value by providing long- and National Geographic Field Guide to the Birds of term data on distribution of species and occurrence of Eastern North America (Dunn and Alderfer, 2008). ecological phenomena across different broad spatial We also provided each student with a pair of scales. Students were able to understand this, binoculars. firsthand, as they developed their own inquiry-based At each location, a student (or groups of research questions at various locations using the students) geo-referenced the birding site with latitude eBird database. and longitude using a GPS reader and made notes This lab activity also exposed students to the

Fig. 1. Sample eBird survey form for students.

18 Volume 38(2) December 2012 Surasinghe and Courter of recreational birding. An important goal of collected by citizen volunteers. Limit your biology education is to allow students to interact with answer to 200 words. nature and assist them in understanding key elements 7. Write a brief reflection of your experience doing of ecosystems; and in this lab students identified both citizen science. What is your opinion about being birds and their associated habitats. Students a “citizen ” in an ecology lab? performed traveling counts, a commonly used avian Student opinions about the lab survey technique. We also used this opportunity to Citizen science turned out to be a completely describe other survey techniques used to count new concept to most students. The majority of wildlife such as transect surveys, aerial counts, and students were unaware of citizen science. The few point counts. who had heard about citizen science programs had Assessment questions never participated in them. For all the students, this Students were given the following assignment to was the first time that they realized how large-scale reflect on their experience with citizen science: ecological information collected by citizen volunteers 1. Print the dataset and email it to yourself using could be used to address global environmental issues. eBird. Overall, students found this activity informative, 2. What are the advantages of citizen science enjoyable, relevant to their lives, and they strongly programs to the public and the scientific recommended that this lab be continued in the future. communities? Limit your answer to two This exercise made students feel that they were advantages to the general public and three actually making a difference and contributing to advantages to the scientific community. List something larger than themselves; this seemed to three potential limitations, drawbacks, or provide students with additional incentive (beyond challenges of citizen science programs and simply earning a grade) to successfully complete this briefly discuss them. lab activity. 3. What kinds of biological studies could be The following comments summarize student developed using the eBird database? What kind feedback from the lab: of ornithological or ecological questions could “No one in our lab section had ever had any be answered by analyzing information from the experience in birding, but with the species guide and eBird database? Limit your answer to three binoculars, we were able to correctly identify about different ecological questions/biological studies. eight different species of birds. This gave us greater Provide examples in your answer. Hint: climate insight into the diversity of the bird populations in change. Clemson. Citizen science, in my opinion, is a great 4. Think about one key ecological or environmental opportunity that I would be unaware of without this question that can be investigated using the eBird lab.” database. Then, through statistical and graphical “In my opinion, this is a good lab for introducing analysis of eBird data, answer your question. students to citizen science programs. It is important Some sample questions are: “How are the for a class to relate to real life, and this lab definitely distributions/abundances of common/rare birds relates to realistic research. Before this lab, I had changing in your home state/college town?” never heard about citizen science programs, and I “Has intensification of the land-use activities in was surprised at how often they are used.” your home state affected the abundance of “It really made me feel that I was actually birds?” Use appropriate graphical and statistical making a difference and that there was more of a analyses. Your answer should contain at least reason for me to be performing this lab rather than one graph/plot and the text should be limited to just for my educational gain. I really felt like I was 200 words. benefitting a program and that there was more of a 5. Briefly describe two additional citizen science purpose for my actions and work. I almost feel as if programs that are not listed in this handout. citizen science should be taught more to the public Include program objectives, type of data and advertised more than what it already is.” collected, and inferences made with data The student feedback we received indicated that collected. our lab effectively introduced students to citizen 6. It was emphasized that scrutinizing citizen science and conveyed the importance of student science databases for accuracy of species participation in citizen science programs. It also identification is of high importance. Assume that demonstrated to students how they could contribute you are in charge managing the eBird database. to an understanding of global ecological processes Discuss how you could test the validity of certain and use citizen science databases to develop and doubtful records such as isolated records of rare address research questions that were relevant to their birds or species being recorded outside their lives. Based on our experience presented here, we natural ranges. Discuss how the scientific strongly recommend using this lab in undergraduate community can improve the accuracy of data ecology or general biology classes.

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