Collections Education: The Extended Specimen and Data Acumen

Biodiversity scientists must be fluent across disciplines; they must possess the quantitative, computational, and data skills necessary for working with large, complex data sets, and they must have foundational skills and content knowledge from ecology, evolution, taxonomy, and systematics. To effectively train the emerging workforce, we must teach science as we conduct science and embrace emerging concepts of data acumen alongside the knowledge, tools, and techniques foundational to organismal biology. We present an open education resource that updates the traditional plant collection exercise to incorporate best practices in twenty-first century collecting and to contextualize the activities that build data acumen. Students exposed to this resource gained skills and content knowledge in plant taxonomy and systematics, as well as a nuanced understanding of collections-based data resources. We discuss the importance of the extended specimen in fostering scientific discovery and reinforcing foundational concepts in biodiversity science, taxonomy, and systematics

Natural History Collections: Teaching About Biodiversity Across Time, Space, and Digital Platforms

Natural history collections offer unique physical and virtual opportunities for formal and informal progressive learning. Collections are unique data in that they each represent a biological record at a single place and time that cannot be obtained by any other method. Collections-based experiences lead to an increased understanding of and substantive interaction with the living world. Global biological diversity and changes in that diversity are directly tracked through specimens in collections, regardless of whether changes are ancient or recent. We discuss how collections, specimens, and the data associated with them, can be critical components linking nature and scientific inquiry. Specimens are the basic tools for educating students and interested citizens through direct or virtual contact with the diversity of collections. Such interactions include instruction in a formal classroom setting, volunteering to gather and curate collections, and informal presentations at coffee shops. We emphasize how the recent surge in specimen-based digitization initiatives has resulted in unprecedented access to a wealth of biodiversity information and how this availability vastly expands the reach of natural history collections. The emergence of online databases enables scientists and the public to utilize the specimens and associated data contained in natural history collections to address global, regional, and local issues related to biodiversity in a way that was unachievable a decade ago

Small herbaria contribute unique biogeographic records to county, locality, and temporal scales

With digitization and data sharing initiatives underway over the last 15 years, an important need has been prioritizing specimens to digitize. Because duplicate specimens are shared among herbaria in exchange and gift programs, we investigated the extent to which unique biogeographic data are held in small herbaria vs. these data being redundant with those held by larger institutions. We evaluated the unique specimen contributions that small herbaria make to biogeographic understanding at county, locality, and temporal scales

Digital Extended Specimens: Enabling an Extensible Network of Biodiversity Data Records as Integrated Digital Objects on the Internet

The early twenty-first century has witnessed massive expansions in availability and accessibility of digital data in virtually all domains of the biodiversity sciences. Led by an array of asynchronous digitization activities spanning ecological, environmental, climatological, and biological collections data, these initiatives have resulted in a plethora of mostly disconnected and siloed data, leaving to researchers the tedious and time-consuming manual task of finding and connecting them in usable ways, integrating them into coherent data sets, and making them interoperable. The focus to date has been on elevating analog and physical records to digital replicas in local databases prior to elevating them to ever-growing aggregations of essentially disconnected discipline-specific information. In the present article, we propose a new interconnected network of digital objects on the Internet—the Digital Extended Specimen (DES) network—that transcends existing aggregator technology, augments the DES with third-party data through machine algorithms, and provides a platform for more efficient research and robust interdisciplinary discovery

Pedicularis aurantiaca and Pedicularis densiflora (Orobanchaceae): Taxonomy, Phenology and Floral Morphological Variation

Volume: 54Start Page: 306End Page: 32

Data-centric species distribution modeling

This is a repository for the manuscript: Hansen, S. E., M. J. Monfils, R. A. Hackett, R. T. Goebel, and A. K. Monfils. 2024. Data-centric species distribution modeling: Impacts of modeler decisions in a case study of invasive European frog-bit. Applications in Plant Sciences 12: e11573. https://doi.org/10.1002/aps3.1157

CollectionsEducation.org: Connecting Students to Citizen Science and Curated Collections

College-level plant diversity courses often involve a collection project, which is designed to help students learn to correctly identify, document, and preserve specimens for scientific study. While these projects are invaluable teaching tools, the specimens and associated data are often not incorporated into herbaria or online biodiversity data aggregators due to lack of quality, herbarium backlog, or both. Furthermore, students are not exposed to the emerging online citizen science initiatives and herbarium databases of our information-rich digital age. Here we present a new project and associated website (http://collectionseducation.org) designed to enhance traditional collection projects that can easily be incorporated into any plant diversity course. The project integrates traditional taxonomic practices, ongoing citizen science initiatives, and digital-age curatorial skills, with the final goal of producing archival-quality, research-ready plant observations and collections that will become part of our national biodiversity archive. Due to the importance of collections in hand and online, this project emphasizes the skills and best practices required to facilitate downstream applications of student collections and documentation of plant biodiversity. Over the past two years, we have implemented this project in 11 courses taught at four American universities. This poster will present preliminary data analysis from pre- and post-course student responses, which provides an assessment of the project’s value not only to the biodiversity collections community, but to the students’ learning.https://encompass.eku.edu/swps_facultygallery/1009/thumbnail.jp

CollectionsEducation.org: Connecting Students to Citizen Science and Curated Collections

College-level plant diversity courses often involve a collection project, which is designed to help students learn to correctly identify, document, and preserve specimens for scientific study. While these projects are invaluable teaching tools, the specimens and associated data are often not incorporated into herbaria or online biodiversity data aggregators due to lack of quality, herbarium backlog, or both. Furthermore, students are not exposed to the emerging online citizen science initiatives and herbarium databases of our information-rich digital age. Here we present a new project and associated website (http://collectionseducation.org) designed to enhance traditional collection projects that can easily be incorporated into any plant diversity course. The project integrates traditional taxonomic practices, ongoing citizen science initiatives, and digital-age curatorial skills, with the final goal of producing archival-quality, research-ready plant observations and collections that will become part of our national biodiversity archive. Due to the importance of collections in hand and online, this project emphasizes the skills and best practices required to facilitate downstream applications of student collections and documentation of plant biodiversity. Over the past two years, we have implemented this project in 11 courses taught at four American universities. This poster will present preliminary data analysis from pre- and post-course student responses, which provides an assessment of the project’s value not only to the biodiversity collections community, but to the students’ learning