The role of citizen science in management of invasive avian species: What people think, know, and do.

In North America, nest site competition from invasive cavity-nesting birds can limit the opportunities for successful nesting by native birds. Managing invasive species is costly and complex, requiring input from biologists, decision makers, and the public. An informed and engaged public can play an important role in mitigating the negative effects of invasive avian species. However, little is known regarding the publics' knowledge, attitudes, and behaviors toward non-native bird species. We examined the association between participating in a citizen science project and enjoyment, knowledge, and management of two non-native avian species in North America: European starlings (Sturnus vulgaris) and house sparrows (Passer domesticus). We administered a pre and post survey to 947 people who monitor nest boxes in the United States and Canada, 30% of whom were also reporting their observations to NestWatch, a citizen science project focused on nesting birds. We found that NestWatch participants were more likely to have negative views of non-native species, score higher on bird identification tasks, and manage for invasive species than non-participants. The most important predictor for undertaking management activities was respondents' perceptions of whether they believed non-native birds to be a problem at the continental scale, underscoring the important role of individual factors such as perception. Our study also highlights the important role citizen science may play in shaping attitudes and behaviors and increasing knowledge. We propose a conceptual model describing the mechanisms by which citizen science can be leveraged for management of invasive species.

Exploring challenges and lessons learned in cross-cultural environmental education research.

The field of environmental education (EE) has been criticized for scarcity of research findings that can be used to compare the approaches and outcomes of various interventions and contexts. This is particularly problematic for EE programs that are implemented across multi-cultural settings because very little academic attention has been devoted to cross-cultural EE research methods. Intending to address this gap, we set out to develop and pilot a pre/post survey in Costa Rica that could help us investigate the impacts of a bird-focused curriculum on Latin American children's knowledge, attitudes, behavioral intentions, and behaviors toward birds and the natural world. This article describes the challenges encountered and subsequent adaptations made throughout our ongoing, iterative survey development process, in order to appropriately address language, sociocultural context, audience, and research-to-practice tensions. We present key lessons learned, including the importance of having strong local partners, the need to create a realistic research timetable that accounts for unique challenges involved in undertaking cross-cultural EE research, and the limitations of quantitative methods in this sort of research.

Can citizen science enhance public understanding of science?

Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage - Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants' hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research.