ASU
Human and Social Dimensions of Science and Technology
HSD 598 - Citizen Science
Instructor:
Darlene Cavalier
Darlene.Cavalier@asu.edu
267-253-1310
This course will explore the people, projects, platforms and perspectives of so-called “citizen
science” with a focus on this field’s role in science and society. Citizen scientists are, more often than not,
defined as laypeople who volunteer to help professional researchers advance areas of scientific research.
Increasingly, the field is expanding to include open science, participatory science, DIY, civic science, social
justice, gamers and other merging areas. New forms of outreach are turning more “regular” people into
amateur scientists.
Citizen science has become serious science. The ubiquity of cell phones manufactured with sensors,
cameras, and GPS makes it possible to help federal agencies measure and record earthquake tremors, track
asteroids or monitor noise and light pollution. Access to big data, affordable lab equipment, 3D printers
and other factors are redefining what it means to be a scientist. Whether they are motivated by environment
or social justice concerns, a desire to be a life-long learner or advance research, or just to have fun, citizen
scientists are changing the way science gets done.
The goal of this course is to introduce students from an interdisciplinary background to a representative set of
common themes shaping this field, including:
Participation, engagement
Outreach, communications
Incentives, motivations
Appropriate technologies
Certifications, qualifications
Data quality
Privacy, ownership of data
Policy implications
In addition to a general overview of citizen science, we will evaluate a representative set of citizen science
projects, forecast potential policy implications, and write a series of blog posts and one op-ed piece.
Background in science is not required, and introductory texts to citizen science, participatory research, the
landscape of tools used to power citizen science and more, will be part of the assigned readings. Students
will be challenged with a number of individual writing assignments and hands-on experimentation with
select projects. The class will feature guest speakers from different academic, DIY and public policy
perspectives.
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After completing this course, students should be able to:
Recognize common themes inherent in most citizen science projects
Understand key arguments emphasized in citizen science literature
Examine and critique a citizen science project through an analytical lens shaped by the “common
themes” described above
Gain practical experience to prepare a paper or talk about the general landscape of citizen
science and the projects, people, platforms and perspectives fueling its popularity
Understand how citizen science might translate to your own field research , relating what you
learn about citizen science as a practice in the course to your disciplinary training as researchers
Students are also expected to submit assignments on time. Assignments submitted late without
permission will be marked down 1/3 grade per day; late permission will be granted only under exceptional
circumstances.
Many of the assignments will be blogging assignments. Lily Bui, senior contributor at SciStarter,
will provide blogging tips via an online video tutorial. Some posts will be selected for publication on
SciStarter and the Public Library of Science’s CitizenSci blog. No blog post will be published without the
author’s expressed consent.
Grading criteria:
Participation
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Assignment 5
Assignment 6
10%
15%
15%
15%
15%
15%
15%
There will be some opportunities for extra credit, including blogging and additional research
opportunities.
This course requires Internet connectivity.
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Required reading:
The following three reports can be found here: http://scistarter.com/blog/citizen-science-course-reading/
1) “The use of technology in citizen science.” Carnegie Institute: SSRN-id2167538(2)(1)
2) “Guide to citizen science” and “Understanding Environmental Monitoring”
GuideToCitizenScience_Version2_InteractiveWeb(1)
3) Related: BBC news report announcing the release of a formal review of citizen science projects.
http://www.bbc.co.uk/news/science-environment-20445296
Bonney, R., C. B. Cooper, J. Dickinson, S. Kelling, T. Phillips, K. Rosenberg, and J. Shirk. 2009. Citizen
Science: A developing tool for expanding science knowledge and scientific literacy. BioScience 59:977-984.
http://www.carencooper.com/uploads/1/5/6/3/15638632/bonney_etal.pdf
Cavalier, Darlene. Harnessing Citizen Scientists, Science Progress , 2007
http://scienceprogress.org/2008/07/harnessing-citizen-scientists/
Grand, Ann et al. 2012. “Open Science A New ‘Trust Technology’?” Science Communication 34(5): 679–689.
http://scx.sagepub.com.ezproxy1.lib.asu.edu/content/34/5/679 (Accessed April 7, 2013).
Irwin, Alan. 1995. Citizen science: a study of people, expertise and sustainable development. London ; New York:
Routledge.
Franzoni, Chiara and Sauermann, Henry, Crowd Science: The Organization of Scientific Research in Open
Collaborative Projects (April 8, 2013). Available at SSRN: http://ssrn.com/abstract=2167538 or
http://dx.doi.org/10.2139/ssrn.2167538
Henderson, Sandra. (August 2012). Citizen science comes of age. Frontiers in Ecology and the Environment
http://www.esajournals.org/doi/full/10.1890/1540-9295-10.6.283
Newman, G., Wiggins, A., Crall, A., Graham, E., Newman, S., & Crowston, K. (August 2012). Citizen
Science Futures: Emerging Technologies and Shifting Paradigms. Frontiers in Ecology and the Environment.
10(6):298-307 http://www.esajournals.org/doi/full/10.1890/110294
Ottinger, Gwen. 2010. “Buckets of Resistance: Standards and the Effectiveness of Citizen Science.” Science,
Technology & Human Values 35(2): 244–270. http://sth.sagepub.com.ezproxy1.lib.asu.edu/content/35/2/244
Shirk, J., Ballard, H., Wilderman, C., Phillips, T., Wiggins, A., Jordan, R., McCallie, E., Minarchek, M.,
Lewenstein, B., Krasny, M., & Bonney, R. (2012). Public Participation in Scientific Research: A Framework
for Deliberate Design. Ecology & Society, 17(2):29.
Silvertown, Jonathan. 2009. “A new dawn for citizen science.” Trends in Ecology & Evolution 24(9): 467–471.
http://www.sciencedirect.com/science/article/pii/S016953470900175X
Scientific American blog, Citizen Science, Citizen Policy http://blogs.scientificamerican.com/scicuriousbrain/2013/01/07/citizen-science-citizen-policy/?print=true
From TA to pTA report http://ecastnetwork.wordpress.com/2013/01/29/ecast-from-ta-to-pta-report-availableonline/
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Course Schedule: Please note that we may change weekly due dates from Wednesday, as listed below,
to Thursday, pending consensus of a recent Doodle poll sent to all students.
Week 1 (Commence Thursday, May 23)
Overview of citizen science
Due by Thursday, May 23:
Read:
“Guide to citizen science” and “Understanding Environmental Monitoring”
GuideToCitizenScience_Version2_InteractiveWeb(1)
Henderson, Sandra. (August 2012). Citizen science comes of age. Frontiers in Ecology and the Environment
http://www.esajournals.org/doi/full/10.1890/1540-9295-10.6.283
Subscribe to the RSS feeds:
Public Library of Science Citizen Science Blog: http://blogs.plos.org/citizensci/
SciStarter/blog http://scistarter.com/blog/
Follow (Twitter): @scistarter @scicheer @ CitSciCentral8 @coopsciscoop
Click through the citizen project descriptions listed on SciStarter (http://www.scistarter.com)
Assigned activity 1: Blog: articulate how citizen science might translate to field research for you, relating
what you are learning about citizen science as a practice in this course to your disciplinary training as a
researcher. No fewer than two pages.
On Thursday, May 23:
Participate in one hour Interactive Google Hangout with Darlene Cavalier . Login instructions and time to
follow.
Week 2 (Commence Thursday, May 30)
Review of citizen science projects
Due by Thursday, May 30:
Read:
Wiggins, A., Bonney, R., Graham, E., Henderson, S., Kelling, S., Littauer, R., LeBuhn, G., Lotts, K.,
Michener, W., Newman, G., Russell, E., Stevenson, R. & Weltzin, J. (2013). Data Management Guide for
Public Participation in Scientific Research. DataONE: Albuquerque, NM.
http://www.birds.cornell.edu/citscitoolkit/features/new-data-management-guide
Newman, G., Wiggins, A., Crall, A., Graham, E., Newman, S., & Crowston, K. (August 2012). Citizen
Science Futures: Emerging Technologies and Shifting Paradigms. Frontiers in Ecology and the Environment.
10(6):298-307
“The use of technology in citizen science.” Carnegie Institute: : http://scistarter.com/blog/citizen-sciencecourse-reading/
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Click through at least 10 citizen projects listed on SciStarter (http://www.scistarter.com) . Take note of the
following items: goals, tasks, login process, use of technology, visualization of data, potential policy
implications, societal value, scientific value, appeal of project in terms of engagement.
Assignment 2: Participate in Project Ventus (http://ventus.project.asu.edu/#) and at least one
additional citizen science project featured in the SciStarter Project Finder and blog about your experiences.
Address at least four of the items outlined above. (No more than 6 paragraphs.)
On Thursday, May 30
Participate in one hour interactive Google hangout guest lecture via Google hangout with Kevin Robert
Gurney, MS, MPP, Ph.D. Associate Professor, Ecology, Evolution and Environmental Science, School of
Life Sciences, ASU Creator of citizen science project, Ventus. Login instructions and time to follow.
Week 3 (Commence Thursday, June 6)
Exploring citizen science with an emphasis on communities, participation and outcomes.
By Thursday, June 6:
Read:
Bonney, R., C. B. Cooper, J. Dickinson, S. Kelling, T. Phillips, K. Rosenberg, and J. Shirk. 2009. Citizen Science: A
developing tool for expanding science knowledge and scientific literacy. BioScience 59:977-984.
http://www.carencooper.com/uploads/1/5/6/3/15638632/bonney_etal.pdf
Grand, Ann et al. 2012. “Open Science A New ‘Trust Technology’?” Science Communication 34(5): 679–689.
http://scx.sagepub.com.ezproxy1.lib.asu.edu/content/34/5/679 (Accessed April 7, 2013).
Irwin, Alan. 1995. Citizen science: a study of people, expertise and sustainable development. London ; New York:
Routledge.
Assignment 3: Essay, 3 pages. Select three projects representing 1) a social or environment justice approach,
2) a traditional, formal research approach to citizen science, and 3) a project aimed at increasing science
literacy not necessarily aimed at advancing a particular field of research. Interview the project organizers and
compare and contrast their approaches to project design and goals. Please let me know if you would like to
be introduced, via email, to any of the project organizers. I’m happy to help if I can.
On Thursday, June 6:
Participate in one hour interactive Google hangout guest lecture via Google hangout with Dr. Caren Cooper,
Research Associate in the Bird Population Studies and Citizen Science programs at the Cornell Laboratory of
Ornithology http://www.carencooper.com/ Login instructions and time to follow.
Week 4 (Thursday, June 13)
Policy implications of citizen science
By Thursday, June 13:
Read
Scientific American blog, Citizen Science, Citizen Policy http://blogs.scientificamerican.com/scicuriousbrain/2013/01/07/citizen-science-citizen-policy/?print=true
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Harnessing Citizen Scientists, Science Progress http://scienceprogress.org/2008/07/harnessing-citizenscientists/
From TA to pTA report http://ecastnetwork.wordpress.com/2013/01/29/ecast-from-ta-to-pta-report-availableonline/ Read the executive summary at a minimum.
Ottinger, Gwen. 2010. “Buckets of Resistance: Standards and the Effectiveness of Citizen Science.” Science,
Technology & Human Values 35(2): 244–270. http://sth.sagepub.com.ezproxy1.lib.asu.edu/content/35/2/244
Assignment 5: Informal essay, 2 pages: Citizen science has influenced a variety of traditional scientific
fields. Social and political scientists are exploring its impact on society and, more specifically, its potential
impact on policy. What inspires and concerns you, personally, about citizen science and its proven and
potential impacts on science, society, and policy?
One Thursday, June 13:
Participate in interactive Google hangout with Gretchen Gano, Social Science librarian, UMass Amherst
https://www.amherst.edu/people/facstaff/ggano
Week 5 (Commence Thursday, June 20)
Broader definitions of citizen science communities (open science, Public Lab, DIY, commons, etc)
By Thursday, June 20:
Read
Franzoni, Chiara and Sauermann, Henry, Crowd Science: The Organization of Scientific Research in Open
Collaborative Projects (April 8, 2013). Available at SSRN: http://ssrn.com/abstract=2167538 or
http://dx.doi.org/10.2139/ssrn.2167538
The New York Times.com “Science for Bio Hackers” http://www.nytimes.com/2012/01/17/science/for-biohackers-lab-work-often-begins-at-home.html?_r=0
Click through Public Laboratory website http://publiclab.org/ and related blog post re crowdfunding crowd
science projects: http://www.pbs.org/idealab/2013/04/how-public-lab-turned-kickstarter-crowdfunders-intoa-community089.html
Assignment 4: Essay, 2 pages. This week’s readings take on slightly different approaches in terms of
defining and servicing communities. In many ways, they highlight the challenge of trying to define “citizen
science.” Define what citizen science means to you. Include specific examples of projects, people,
publications, etc to support your definition.
On Thursday, June 13: Participate in one hour interactive Google hangout with Don Blair, graduate
student, Physics Department, UMass Amherst http://www.physics.umass.edu/people/donald-blair Login
instructions and time to follow.
Week 6 (Commence Thursday, June 27)
By Thursday, June 27:
Assignment 6: Blog : Informed by the discussions, guest lectures, and assigned readings, revisit your first
blog (assignment 1) and consider how citizen science might translate to field research for you. Two pages.
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