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Meaghan L. Guckian, Ezra M. Markowitz, Clay S. Tucker, Elsita Kiekebusch, Toni Klemm, Lindsey Middleton, Adrienne Wootten, and Michelle D. Staudinger


Online science communities can serve as powerful platforms for advancing scientific knowledge, capacity, and outreach by increasing collaboration and information sharing among geographically distant peers, practitioners, and the public. Here, we examine the value and role of the Early Career Climate Forum (ECCF), a climate-focused online science community that is based in the United States and is dedicated to training and providing support to the next generation of climate scientists. In a survey of community users and contributors, we find that the ECCF played a unique role in providing users access to career resources as well as climate-related research and insights. Respondents also indicated that the ECCF provides them with a strong sense of community and a sense of hope for the future of climate science research. These findings highlight the importance of online science communities in shaping and supporting the next generation of scientists and practitioners working at the science–management interface on climate change issues.

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Clay S. Tucker, Jill C. Trepanier, Pamela B. Blanchard, Ed Bush, James W. Jordan, Mark J. Shafer, and John Andrew Nyman


Environmental education is key in solving environmental problems and for producing a future workforce capable of solving issues of climate change. Over the last two decades, the Coastal Roots Program at Louisiana State University (LSU) has reached more than 26,676 K-12 students in Louisiana to teach them environmental science and has brought them to restoration sites to plant 194,336 school-grown trees and grasses. The co-directors of Coastal Roots are continually searching for opportunities to enrich the experience of teachers and students in connecting school subjects, Coastal Roots, and stewardship. In school year 2018–2019, students in five local schools entered a pilot program to learn how tree-ring science informs environmental science broadly. During their scheduled restoration planting trips, students were asked to collect the following tree data: tree cores, tree height, tree diameter, tree species, and global positioning system location points. Datawere given to scientists atLSUfor preliminary analysis, and graphical representation of the data were shown to the students for their interpretation. Results from this program indicate that bringing students into the field and teaching them a newscientific skill improved their understanding of environmental science and their role in coastal restoration, and tree-ring data showed significant correlations to various climate parameters in Louisiana. Additionally, we find that bringing this knowledge to teachers allows the knowledge to spread for multiple generations of students. Here we present tree-ring data from this project, lessons learned during the pilot program, advantages to student-based citizen science, and recommendations for similar programs.

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