ZooScan with ZooProcess and Plankton Identifier (PkID) software is an integrated analysis system for acquisition and classification of digital zooplankton images from preserved zooplankton samples. Zooplankton samples are digitized by the ZooScan and processed by ZooProcess and PkID in order to detect, enumerate, measure and classify the digitized objects. Here we present a semi-automatic approach that entails automated classification of images followed by manual validation, which allows rapid and accurate classification of zooplankton and abiotic objects. We demonstrate this approach with a biweekly zooplankton time series from the Bay of Villefranche-sur-mer, France. The classification approach proposed here provides a practical compromise between a fully automatic method with varying degrees of bias and a manual but accurate classification of zooplankton. We also evaluate the appropriate number of images to include in digital learning sets and compare the accuracy of six classification algorithms. We evaluate the accuracy of the ZooScan for automated measurements of body size and present relationships between machine measures of size and C and N content of selected zooplankton taxa. We demonstrate that the ZooScan system can produce useful measures of zooplankton abundance, biomass and size spectra, for a variety of ecological studies. Recent advances in image processing and pattern recognition of plankton have made it possible to automatically or semi-automatically identify and quantify the composition of plankton assemblages at a relatively coarse taxonomic level (Benfield et al., 2007). The importance of this approach was recognized by the Scientific Committee on Oceanic Research (SCOR), who created an international working group to evaluate the state of Automatic Visual Plankton Identification (http://www.scor-wg130.net). The hope is that the advent of digital imaging technology, combined with better algorithms for machine learning and increased computer capacity, will facilitate much

Citizen science is an important and useful approach to research that broadens public science engagement and expands the scale at which science can be conducted. Monitoring for marine non-native species has been repeatedly identified as a venue for citizen scientists to make substantial contributions. In this study, we evaluated the accuracy of identifications made by volunteers of marine invertebrates on the project Invader ID, hosted on the online citizen science portal Zooniverse. We tested the efficiency and accuracy of invertebrate identifications made through consensus, where more than one volunteer must agree on a final identification before it is added to the database. Using the Matthew’s Correlation Coefficient, we found that four volunteers in consensus balanced efficiency and accuracy when compared to gold standard scientist identifications. Common, large taxa were identified most accurately; Branching Bryozoa identifications made by four volunteers were 85% accurate, Solitary Tunicates 91% accurate, and Colonial Tunicates 64%. In community-based comparisons, the identity of the taxonomist (volunteer or scientist) had a small impact on overall community composition, while site and salinity gradients had a strong impact on composition. We suggest that citizen science monitoring programs focused on highly recognizable taxonomic groups, or on a few species within those groups that can provide crucial information for managers aiming to quickly identify new invasions. Moreover, long-term assessments of composition could be successfully monitored by volunteers from photographs, helping to bolster understanding of ongoing impacts of invasive species or climate change.

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Research internships provide students with invaluable experience conducting independent research, contributing to larger research programs, and embedding in a professional scientific setting. These experiences increase student persistence in ecology and other science, technology, engineering, and mathematics (STEM) fields and promote the inclusion of students who lack opportunities at their home institutions and/or are from groups that are underrepresented in STEM.While many ecology internship programs were canceled during the 2020 COVID-19 pandemic, others successfully adapted to offer virtual internships for the first time. Though different from what many researchers and students envision when they think of internships, virtual ecology internship programs can create more accessible opportunities and be just as valuable as in-person opportunities when research programs and advisors develop virtual internships with intention and planning. Here, we highlight six ways to structure a virtual intern project, spanning a spectrum from purely computer-based opportunities (e.g., digital data gathering, data analysis, or synthesis) to fully hands-on research (e.g., sample processing or home-based experiments). We illustrate examples of these virtual projects through a case study of the Smithsonian Environmental Research Center's 2020 Virtual Internship Program. Next, we provide 10 recommendations for effectively developing a virtual internship program. Finally, we end with ways that virtual internships can avoid the limitations of in-person internships, as well as possible solutions to perceived pitfalls of virtual internships. While virtual internships became a necessity in 2020 due to COVID-19, the development and continuation of virtual internships in future can be a valuable tool to add to the suite of existing internship opportunities, possibly further promoting diversity, equity, and inclusion in ecology and STEM.

The Citizen Science Association (CSA) is a member-driven organization that connects people with interest in community/citizen science (c*science) from a wide range of backgrounds, disciplines, and experiences. In response to the COVID-19 pandemic, the bi-annual CSA conference pivoted away from an in-person format to a virtual format. CitSciVirtual: Local, Global, Connected occurred throughout May 2021 and brought together more than 700 attendees from 36 countries. The conference prioritized interactive experiences for attendees, including 16 collaborative poster sessions featuring 240 virtual posters, 55 workshops to learn and practice new skills, and 7 social events. This paper summarizes the impacts of the rapid transition to a virtual format on the conference goals, planning and decision-making processes, practices, outcomes, and attendee experiences. Both the strengths and weaknesses of this first virtual conference are featured to outline opportunities for growth for the CSA, c*science at large, and science conferences in general.