Citizen Science in Australian Higher Education: Emerging Learning and Research Communities

Authors

  • Associate Professor Rosanne Quinnell School of Life and Environmental Sciences; Sydney Environment Institute; Charles Perkins Centre, Citizen Science Node, The University of Sydney, Sydney, Australia https://orcid.org/0000-0002-7927-1932
  • Associate Professor Alice Motion SCOPE Group, School of Chemistry; Charles Perkins Centre, Citizen Science Node, The University of Sydney, Sydney, Australia https://orcid.org/0000-0002-5859-7888
  • Associate Professor Sam Illingworth Department of Learning and Teaching Enhancement, Edinburgh Napier University, Edinburgh, UK, ANDCentre for Social Impact, University of New South Wales (UNSW) Sydney, Australia; https://orcid.org/0000-0003-2551-0675
  • Dr Cobi Calyx Centre for Social Impact, University of New South Wales (UNSW) Sydney, Australia and Climate and Sustainability Policy Research Group, Flinders University, Adelaide, Australia  https://orcid.org/0000-0002-9411-7431
  • Dr Heather Bray School of Biological Sciences, University of Western Australia, Perth, Australia https://orcid.org/0000-0002-9435-8876
  • Associate Professor Ann Borda Melbourne Medical School, The University of Melbourne, Melbourne, Australia https://orcid.org/0000-0003-3884-2978

DOI:

https://doi.org/10.30722/IJISME.31.01.001

Abstract

Citizen science, though well established in Australia has not yet found wide use in tertiary science education. We offer case studies to illustrate that Citizen Science approaches are slowly being adopted and we highlight the spectrum of experiences in higher education from undergraduate to alumni. Courses that integrate citizen science methods tend to focus on the involvement of students in scientific research. More recently, however, citizen science theories and practice have been explicitly taught, empowering students to bring a critical lens to citizen science approaches in addition to contributing to scientific research. Integrative citizen science approaches can draw together research and teaching in higher education. When combined, these authentic learning experiences provide opportunities for students to practice contemporary science as part of new and emerging research frameworks. This article draws together citizen science initiatives from Australian universities. We discuss the benefits of immersive citizen science projects for learning, the potential of citizen science to connect campuses with community, and the importance of critical approaches to citizen science in a pedagogical setting. We consider ways to shape citizen science in higher education settings to broaden inclusion in science both on and beyond campuses.

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Published

26-06-2023

Issue

Vol. 31 No. 1 (2023)

Section

Curriculum development and innovation