Background/Question/Methods . The Pollinator Hotshots and associated Field Practicum courses integrate citizen science tools as a way to introduce students to field ecology and related sciences. How can different citizen science tools be used in the context of a class where students learn basic tenants of scientific research including formulating research questions, methods, and analytics. The Pollinator Hotshots and associated Rocky Mountain Science and Sustainability Network (RMSSN) projects are undergraduate field experiences designed to introduce mostly diverse students to field research and the ecological sciences. We use a combination of cohort teams that design and implement a small project in Yellowstone and Grand Tetons National Parks. the core study objective is to introduce students to ecological science, especially students who have no experience with field work or who have not explore ecological careers because of a perceived lack of belonging to the field culture often associated with ecological research. We use the 4DEE framework to explore how citizen science can be used as a tool to engage traditionally underrepresented groups in STEM to field ecology. Students are selected rom a national application process that focuses on leadership and sustainability. Selected students spend two weeks in Yellowstone and Grand Tetons National Parks and within those two weeks, students design, implement and analyze ecological questions. Students are in peer teams and each team has a tool kit that consists of citizen science datasets, cellphone app and some basic field equipment. Given the philosophy of do no harm and leave no trace, students must design a project they can execute quickly in the field setting. Typical projects developed (with the guidance of faculty members) include questions on the distribution or habitat use by different species of bats; pollinator emergence times, camerawomen trap data and others. One team is also assigned to cultural questions, often using park signage or exhibitory as the tools of research inquiry.
Results/Conclusions . Students exhibit great self efficacy in scientific research design and implementation of their projects. While most projects are based on observation data, students combine these datasets with other sources to address their questions. Students report learning on how to combine spatial and observational data, analyze a research question, design data sheets and feel confident in analyzing data. More importantly all students felt a great sense of belonging to a team of diverse peers who identified as competent in science by the end of the experience.