Session: Education: Community-Based Learning (2020 ESA Annual Meeting (August 3

PS 35-

Conceptual modeling at the interface of science and design: The Baltimore Biodiversity Toolkit poster series
Emma Podietz, University of Maryland; Clare Maffei, US Fish and Wildlife Service, Chesapeake Bay Field Office; Lea Johnson, Longwood Gardens, University of Maryland

PS 35-

A trait-based comparison of invasive species reporting using general verses invasive species specific citizen science programs
Elizabeth Barnes, Purdue University; Tess Hoffman, Purdue University; Clifford Sadof, Purdue University

PS 35-

Flagstaff Kestrel Project: Integrating community into conservation
Maya Rappaport, Northern Arizona University

PS 35-

A CURE for non-majors: Using community-based science to promote science literacy and positive attitudes toward science
Elena Ortiz, Phoenix College; Robin Cotter, Phoenix College; Anna Marti-Subirana, Phoenix College

PS 35-

Community training in bird monitoring is an effective tool in increasing public engagement in conservation
Quincy Augustine, Gaea Conservation Network; Jody Daniel, Gaea Conservation Network; Saditha Benjamin, Gaea Conservation Network; Ezra Campbell, Gaea Conservation Network; Durdana Islam, Gaea Conservation Network

PS 35-

Increasing diversity and inclusion at Harvard Forest, Harvard University’s rural ecological institute: The first two years
Ann M. Lewis, Harvard University; Aaron Ellison, Harvard University; David R. Foster, Harvard University; Brian R. Hall, Harvard Forest, Harvard University; Clarisse Hart, Harvard University; Margaret Hastings, Harvard University; Danelle Laflower, Harvard University; Lucy G. Lee, Harvard University; Meghan Graham MacLean, Harvard University; Tessa Mandra, Harvard University; Neil Pederson, Harvard University; Tim Rademacher, Harvard University; Hannah L. Robbins, The University of Maine; Jonathan R. Thompson, Harvard University; Marissa Weiss, Harvard University

PS 35-

The impacts of environmental identities on ocean acidification learning and environmental stewardship in a free-choice learning setting
Shu-Min Yang, Oregon State University

PS 35-

Leveraging student agri/cultural expertise to teach ecology on the central coast of California
Rachel O'Malley, San Jose State University

PS 35-

Ecoscience education in the food-energy-water-nexus: Enhancing capacity for transdisciplinary education and education research across communities
Cory Forbes, University of Nebraska-Lincoln; Jenny Dauer, University of Nebraska - Lincoln; Hannah Scherer, Virginia Tech; Nicole Sintov, The Ohio State University; Hui-Hui Wang, Purdue University

PS 35-

From the endzone to STEMzone and back
RajReni B. Kaul, University of Georgia; Robert Richards, University of Georgia; Caitlin C. Conn, University of Georgia

PS 35-

Western Monarch Mystery Challenge: A community science project advance knowledge of western monarch in early spring
Christopher Jason, Washington State University; Lilianne de la Esperialla, Washington State University; Elizabeth Crone, Tufts University; Stephanie McKnight, Xerces Society for Invertebrate Conservation; Emma Pelton, Xerces Society for Invertebrate Conservation; A. Marm Kilpatrick, University of California, Santa Cruz; Cheryl Schultz, Washington State University

PS 35-

Integrating place-based learning with ecological stewardship on a college campus: A “living laboratory” approach
Jennifer Yang, Wellesley College; Louisa Crane, Wellesley College; Amy Banzaert, Wellesley College; James Battat, Wellesley College; Jocelyne Dolce, Wellesley College; Monica Higgins, Wellesley College; Dan Brabander, Wellesley College; Ayana McCoy, Wellesley College; Suzanne Langridge, Wellesley College; Kristina N. Jones, Wellesley College

PS 35-

Excavation methodologies for Late Quaternary palaeo-herptile sampling in the Columbia Basin, southeastern Washington State, USA
Audra Richter, University of Reading; Brian J. Pickles, University of Reading; Bax R Barton, University of Washington

PS 35 - Education: Community-Based Learning