Remote-camera traps and undergraduate research: Bringing the 4DEE framework to life

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Justin A. Compton and Melinda Fowler, Biology/Chemistry Department, Springfield College, Springfield, MA

Background/Question/Methods
Inquiry-based undergraduate research experience can encourage the scientific process, increase student motivation, engagement, and help instill a sense of scientific discovery within students. Research experiences that further provide students with real-world skills together with an inquiry-based approach would better prepare students for successful careers in the sciences. The 4DEE framework emphasizes these dynamic set of ideas and provides a general framework that can be used both as a benchmark and a guide. Here we explore how to combine research opportunities for students with limited resources while fulfilling several dimensions of the 4DEE framework. Remote camera-traps are commonly used to estimate the abundance, diversity, behavior, and habitat use of wildlife in an inexpensive and noninvasive manner. In addition, remote camera-traps provide a non-time intensive method for robust data collection, which can be a critical variable for students and faculty alike at predominately undergraduate teaching institutions. Large research studies that utilize metrics such as mark-recapture often require capturing, handling, and marking individuals, extensive sampling, and can be both time and resource intensive. Time and effort required to participate in this type of research might not be possible during the academic year for many faculty or undergraduate students. Thus, there is a need to balance simplicity with a methodology adequate enough to generate significant biological data and to provide students with a genuine learning and research experience.

Results/Conclusions
The undergraduate students that participated in this research actively sought out research opportunities outside of the standard classroom environment. The undergraduate research students were first educated on the common use and applications of remote-cameras in ecological studies and given a series of background literature to read before engaging in the research. Students used remote-cameras to address questions of animal diversity, behavior, and habitat use. Students were then instructed in using R and photo identification software as they developed hypotheses to test. The utilization of remote-camera traps in undergraduate research experiences allowed us to bridge the gap between application and theory and implement concepts from the 4DEE Framework, particularly Dimension 2. The undergraduate research experience guides students through, data collection, data analysis, interpretation, and synthesis among the dimensions of the 4DEE framework. Students gain computational and science writing skills while linking theory and application. Data formatting and processing, statistical analysis in R and multiple writing activities culminate in a final research paper. Students will present their research findings at a college wide research symposium.