A long-term evaluation of biopsy darts and DNA to estimate cougar density: An agency-citizen science collaboration

2016 ◽  
Vol 40 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Richard A. Beausoleil ◽  
Joseph D. Clark ◽  
Benjamin T. Maletzke
Keyword(s):  
Citizen Science ◽  
Term Evaluation ◽  
Science Collaboration

Respiratory rehabilitation with heat moisture exchanger after total laryngectomy: long-term evaluation

2019 ◽  
Vol 69 (2) ◽  
Author(s):  
Eugenia Allegra ◽  
Ignazio La Mantia ◽  
Maria R. Bianco ◽  
Nicolò Marino ◽  
Alessio Fallica ◽  
...  
Keyword(s):  
Total Laryngectomy ◽  
Moisture Exchanger ◽  
Term Evaluation ◽  
Respiratory Rehabilitation

scholarly journals Transference of Citizen Science Program Impacts: A Theory Grounded in Public Participation in Scientific Research

Diversity ◽  
2021 ◽  
Vol 13 (8) ◽  
pp. 339
Author(s):  
Louise I. Lynch-O’Brien ◽  
Wayne A. Babchuk ◽  
Jenny M. Dauer ◽  
Tiffany Heng-Moss ◽  
Doug Golick
Keyword(s):  
Citizen Science ◽  
Social Process ◽  
Informal Science Education ◽  
Constructivist Grounded Theory ◽  
Science Program ◽  
Program Leaders ◽  
The Public ◽  
The Social ◽  
Added Benefit

Citizen science is known for increasing the geographic, spatial, and temporal scale from which scientists can gather data. It is championed for its potential to provide experiential learning opportunities to the public. Documentation of educational outcomes and benefits for citizen scientists continues to grow. This study proposes an added benefit of these collaborations: the transference of program impacts to individuals outside of the program. The experiences of fifteen citizen scientists in entomology citizen science programs were analyzed using a constructivist grounded theory methodology. We propose the substantive-level theory of transference to describe the social process by which the educational and attitudinal impacts intended by program leaders for the program participants are filtered by citizen scientists and transferred to others. This process involves individual and external phases, each with associated actions. Transference occurred in participants who had maintained a long-term interest in nature, joined a citizen science program, shared science knowledge and experiences, acquired an expert role to others, and influenced change in others. Transference has implications for how citizen scientists are perceived by professional communities, understanding of the broader impacts and contributions of citizen science to wicked problems, program evaluation, and the design of these programs as informal science education opportunities.

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