DOI: 10.5061/dryad.qz612jmhz
title: Cultivating scientific literacy and a sense of place through course-based urban ecology research

description: Undergraduate research experiences have been shown to increase engagement,
 improve learning outcomes, and enhance career development for students in
 ecology. However, these opportunities may not be accessible to all
 students, and incorporating inquiry-based research directly into
 undergraduate curricula may help overcome barriers to participation and
 improve representation and inclusion in the discipline. The shift to
 online instruction during the COVID-19 pandemic has imposed even greater
 challenges for providing students with authentic research experiences, but
 the pandemic may also provide a unique opportunity for creative projects
 conducted remotely. In this paper, I describe a course-based undergraduate
 research experience (CURE) designed for an upper-level ecology course at
 California State University, Dominguez Hills during remote learning. The
 primary focus of student-led research activities was to explore the
 potential impacts of the depopulation of campus during the pandemic on
 urban coyotes (Canis latrans), of which there were increased sightings
 reported during this time. Students conducted two research studies,
 including an evaluation of urban wildlife activity, behavior, and
 diversity using camera traps installed throughout campus and an analysis
 of coyote diet using data from scat dissections. Students used the data
 they generated and information from literature reviews, class discussions,
 and meetings with experts to develop a coyote monitoring and management
 plan for our campus and create posters to educate the public. Using campus
 as a living laboratory, I aimed to engage students in meaningful research
 while cultivating a sense of place, despite being online. Students’
 research outcomes and responses to pre- and post-course surveys highlight
 the benefits of projects that are anchored in place-based education and
 emphasize the importance of ecological research for solving real-word
 problems. CUREs focused on local urban ecosystems may be a powerful way
 for instructors to activate ecological knowledge and capitalize on the
 cultural strengths of students at urban universities.
description: <strong>Camera trap data:</strong> In January 2021,
 camera traps (Bushnell Trophy Cam Trail Cameras; Bushnell Corporation,
 Overland Park, Kansas) were installed at nine locations throughout the
 CSUDH campus, including several cameras in the Heritage Creek Nature
 Preserve. These devices are motion-sensor cameras capable of capturing
 digital images in light and dark conditions when triggered by movement in
 the field of view, with images stored on removable SD memory cards.
 Cameras were set to the highest degree of detection sensitivity with a
 delay of 60 seconds between images once triggered. I downloaded data from
 each camera every 1-2 weeks and retained all images that contained
 wildlife observations. Images were uploaded to DropBox, and students
 reviewed and analyzed all images over the course of several weeks
 throughout the semester. For each image, students identified the species
 present using online resources (including iNaturalist) and recorded the
 date, location, and time. These data were compiled into a single
 spreadsheet for analysis. Students created graphs of the frequency of
 wildlife sightings (by species and for coyotes based on time of day) using
 statistical software (RStudio Cloud). In addition to quantitative data,
 students also interpreted individual images in regard to what ecological
 information we could gain (e.g., number of unique individuals, age,
 breeding, behavior, activity, and intra- and interspecific
 interactions). <strong>Coyote scat
 data:</strong> To understand the different food sources utilized by
 coyotes on campus, students analyzed scat samples (n = 25) collected in
 and around Heritage Creek in January 2021. Prior to class, I collected
 fresh scat samples over a one-month period and stored samples in a
 freezer. Samples were dried in a drying oven (48 hours at 70° C) and
 cleaned and dissected by hand. I separated samples into different food
 sources including anthropogenic sources (i.e., trash), bones, fur,
 insects, mollusks, and plant seeds based on visual identification. For
 each sample, I weighed each category of food item and created a
 spreadsheet of all raw data for student analyses. In class, students were
 provided an overview of methods used to collect data and shown images of
 the different items dissected from samples. Students then used the raw
 data provided to calculate the percent mass and percent frequency for each
 food item category. Using RStudio, students created tables of summary
 statistics and graphs depicting frequency and percent mass data.
 Student survey data: I administered a survey to students at the
 beginning and end of the semester to evaluate how the course had
 influenced learning outcomes and experiences. For questions aimed at
 understanding students’ perceived level of experience for a given skill or
 activity, the initial survey asked students to “give an estimate of your
 current level of experience for…” an activity, and the final survey asked
 “based on this course, give an estimate of your level of gained
 experience…” for that same activity, with the options of “NA”, “none”,
 “some”, and “extensive” given. For other questions, students were asked
 the degree to which they agreed (i.e., “strongly agree”, “agree”,
 “somewhat agree”, “somewhat disagree”, “disagree”, or “strongly disagree”)
 with a particular statement. Of the 25 students enrolled in the class, 22
 students completed both the pre- and post-class surveys, and their
 responses were used for analysis. To analyze survey responses, I converted
 ordinal categorical responses to a numerical data and used individual
 paired t-tests to evaluate changes among pre- and post-class responses for
 each question. I also administered a separate survey I developed of
 open-response questions at the end of the semester to gauge how the course
 had influenced students’ thoughts on the field of ecology and urban
 ecology specifically, the role of science in community service, how
 ecology can guide efforts to coexist with urban wildlife, and how they
 viewed themselves as scientists.