Surasinghe, T. and Courter J. Use of citizen science in teaching ecology. Southeastern Ecology and Evolution Conference. Auburn University, AL. USA.

2. Volunteers measure and observe scientific processes and compile data

3. Applicable across local, regional, national and global scales

4. An effective means of public awareness

6. Students reported feeling that they were making a difference and enjoyed contributing to something larger than themselves

8. This was conducted in 3-hour sessions of an undergraduate ecology lab, repeated in four classes

9. We took each class to two previously scouted locations with high levels of bird activity

10. Students were provided with binoculars and colored pictorial identification guides for regional birds

11. Students surveyed each location for 1 hr and recorded observations on datasheets (Fig 1)

12. Records were collected from visual encounters and recognizable vocalizations

13. We did travel counts since they allowed observations over large areas and are suitable for amateur birders

15. To understand the causes and effects of climate change

16. To assess the survival and reproductive success of wildlife

17. To study wildlife phenology: bird migration, budburst, flowering

19. How are the distributions/abundances of common/rare birds changing in your home state/college town?

20. What are the limitations and advantages associated with citizen science programs?

21. Describe other citizen science programs and how do you compare them with eBird?

23. Interact with the natural world and identify elements of nature

24. Learn the concept of citizen science

25. Understand the importance and limitations of citizen science

26. Enter observations into a citizen science database

27. Design an inquiry-based research question