field setting.8
The psychological, geographical, and social fac-
tors can usually be easily addressed in the classroom using presentations, documentaries, and videos, or through back- ground research. For some projects, pre-trip visits to the field site may also be required.
In-class preparation For the pine savanna project, prior to working in the field, students attended a series of three lectures and a training session. The first lecture included the purpose of the project, key environmental details, and possible hazards. The second lecture was aimed at teaching students necessary field tech- niques such as the proper use of diameter tapes, rangefinders, compasses, GPSs, and cameras. The third lecture was based on Belizean savanna and fire ecology. As an added precau- tion, a trained professional was brought in to conduct a six- hour training session on first aid and CPR. The lecture series and first aid certification ensured that students were ade- quately prepared for the trip and project. Finally, one of the keys to successfully carrying out these
types of projects is assigning each participant a specific task. It is unrealistic to wait until you are on site to assign tasks and expect things to flow smoothly.
In the field When in the field, ensure that each student is fully aware of what he or she needs to do and has the necessary resources to successfully carry out her or his assigned tasks. We con- ducted the Pinus caribaea survey in the following manner:
1. At the start of the initial pine monitoring project, all the students participated in setting up two permanent 200m2 sample plots before conducting a rapid count of all the P. caribaea trees in the plot area. Using this information, students created tags numbered from P001 to P040.
2. Two students were assigned to tag the trees using alumi- num wires tied in a specific way to ensure the continued uninterrupted growth of each tree.
3. Following tagging, one student measured the diameter at the breast height (DBH) of each tree.
4. A student using a rangefinder measured the height of each P. caribaea tree.
5. The scarring height, if any, on each of the trees was mea- sured by another student.
6. Two students were charged with observing the physical health of the trees, which includes foliage health, the presence/absence of insects, and the number of cones on the trees.
7. The number of P. caribaea seedlings and their heights were also recorded by two students.
8. One student was responsible for the in-field recording and compilation of the data.
Although students were assigned individual tasks, all
actions occurred simultaneously in an orderly fashion. Stu- dents were not dispersed at different locations in the field; rather, everyone moved as a group. This was done to ensure that data collection was being conducted properly and that the instructor was in close proximity to all students at any given time.
Analysis and use of data Depending on the type of project being conducted and the type of data that is being collected, various statistical tests can be done. One could run t-tests to determine the statistical significance of the data sets and compare them to previous or future data sets. Keep in mind that a citizen science project might not be a one-time event, but rather a continuous proj- ect that you return to on a semesterly or yearly basis. The
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