Environmental Monitoring

Novice

• Makes a few spot measurements if directed to do so.
• Relies on equipment provided by other people.
• Trusts the values produced by the equipment.
• Does not calibrate equipment.
• Transfers data well after the measurements have been taken.
• Makes no efforts to integrate the data with other sources.
• Does not participate in the analysis of the data.

Advanced Beginner

• Conducts some searching for existing data before making any measurements.
• Helps arrange to have the proper equipment available.
• Tests the equipment before it is deployed.
• Transfers the data soon after it is collected.
• Analyzes the data superficially, usually long after all data are collected.
• Uses an experimental design provided by other people.
• Does not put the data into an historical or temporal context.

Competent

• Promptly backs up the data and begins the analyses.
• Uses a variety of data analysis techniques to assess and portray the temporal and spatial attributes of the data.
• Interprets the data in the context of other studies.
• Selects, calibrates and tests all of the equipment.
• Properly stores equipment between uses.

Proficient

• Prepares the data analysis workflow well ahead of time.
• Quickly notes unexpected data values so these can be handled appropriately.
• Creates qualitative categories for the measurements and applies these to the data.

Expert

Please Note: The skills and behaviors for this set are under development.

Field Activities

Novice

• Has only vague ideas of what should be accomplished while in the field.
• Does little preparation that is appropriate to the field tasks.
• Takes too much "stuff," most of which is unneeded or inappropriate.
• Trusts other people to provide guidance in the field tasks.
• Is not prepared to cope with difficulties or emergencies.
• Wastes time with tasks that are unnecessary or inappropriate.
• Leaves field data (notes, specimens, photos, etc.) at risk.
• Has little sense of a workflow that is appropriate for handling field data (notes, specimens, photos, etc.).

Advanced Beginner

• Is able to generally assess the requirements of the field site as part of the planning process.
• Obtains maps and other location-specific information prior to leaving for the field site.
• Inadequately practices using methodologies and technology prior to arriving at the field site.
• Does not monitor time utilization well and may fail to complete key tasks.
• Makes some provision for protecting field data but does this inconsistently.
• Fails to obtain some key information while in the field.
• Is able to accomplish some basic tasks with self-motivation, but still relies on other people to provide the overall guidance.
• Has created some basic emergency strategies and is somewhat prepared to implement these.

Competent

• Creates and maintains checklists of supplies and equipment.
• Packs supplies and equipment in appropriate containers.
• Knows which critical equipment can be replaced in the field or carries appropriate redundancy.
• Is able to use all the methodologies and technology required and practices this before arriving at the field site.
• Generally completes the expected field studies within the time and resources allocated.
• Provides routine care so that field data (notes, specimens, photos, etc.) degradation or loss is minimized.
• Knows what tasks are to be accomplished and has the motivation and discipline to carry these out.
• Has prepared for a wide range of emergencies and maintains the needed information and resources.

Proficient

• Generally depends on many locally available items rather than transporting these.
• Is able to adapt many local supplies and equipment to alternative uses.
• Uses standard methodologies and technology with great efficiency and is able to adapt and innovate while in the field.
• Actively finds new opportunities for study while completing the anticipated tasks.
• Creates an efficient and effective workflow that minimizes the possibility of field data (notes, specimens, photos, etc.) degradation or loss.
• Plans ahead so that emergency situations are generally avoided.

Expert

• Devotes considerable time to planning the field work so that everything is in place and ready when it is needed.
• Trains everyone so that they actively contribute to the overall goals of the field tasks.
• Is able to create a support network that functions efficiently.  This may require training other people to provide key activities.
• Knows what resources are critical to efficient work and makes sure that these are always available.
• "Outsources" many of the logistics tasks so that time at the field site is focused on the primary objectives.

Please Note: The skills and behaviors for this topic are under development.

Community Analysis

Community Analysis is a basic skill for ecological studies and is very useful tool for many field studies.

Vegetation map for the City of San Carlos, California (credit: http://www.cityofsancarlos.org)

Novice

• Shows little awareness of the need to classify places or things.
• Uses only simple, haphazard processes to group places or things.
• Performs simple community analyses if provided with step-by-step instructions.

Advanced Beginner

• Recognizes the general requirements for community analysis data.
• Organizes data, inputs the data into community analysis software, and runs the analysis.
• Produces competent, basic interpretations from the community analysis software.

Competent

• Handles qualitative and quantitative community analysis data with confidence.
• Recognizes the value in doing community analyses.
• Displays classification data on maps.
• Clearly understands the underlying procedures (e.g., similarity matrix, dendrogram display).

Proficient

• Uses a variety of community analysis tools and moves data effortlessly between tool sets.
• Fully integrates the community analysis process from the recognition of a problem through the display of the analysis products and interpretation of the problem.
• Promotes the use of the entire suite of community analysis tools.

Expert

• Understands the benefits and limitations of the models underlying community analysis tools.
• Critically evaluates community analysis results in the context of the problem, data limitations and analytical methodology constraints.
• Creates visualizations that are innovative and highly explanatory.
• Develops new tools to complement the arsenal of community analysis software.

Please Note: The skills and behaviors for this topic are under development.

Statistics

Quantitative studies are an important part of all aspects of field botany. Research involving numbers involves statistical analyses. Usually these are quantitative explorations of the data. Sometimes they involve qualitative assessments. Equally important are the visual displays of information, for both quantitative and qualitative data. This set of skills and behaviors addresses all of these topics.

Novice

• Handles only simple concepts like "average."
• Calculates simple statistics only when requested.
• Creates simple visualizations, such as bar charts, by following instructions.
• Knows about regressions but is uncertain about their creation.
• Is generally unaware of qualitative studies.

Advanced Beginner

• Understands the concept of statistical inference.
• Creates spreadsheet datasets in the format appropriate for data visualizations.
• Generates regressions and data visualizations in a spreadsheet using default settings.
• Uses basic concepts of experimental design to guide data collection and analysis.

Competent

• Creates appropriate experimental designs for each problem.
• Institutes efficient data collection protocols.
• Handles complex data efficiently using a variety of software.
• Uses a variety of statistical software in solving problems and displaying results.
• Selects an appropriate statistical test for a variety of situations.
• Draws from a wide range of statistical tests and understands the basic assumptions on which each is based.
• Builds visualizations that are supportive of problems and which meet high-quality standards.
• Guides other people in the proper use of statistics for common problems.

Proficient

• Understands a wide range of applicable statistical tests.
• Performs tests to determine minimum sampling sizes.
• Extracts information using exploratory tools.

Expert

• Develops new forms of data visualization.
• Creates data handling software that meets specialty needs.
• Understands the mathematics behind the statistical tests.
• Builds experimental designs that are highly efficient and appropriate to problems.

Please note: This set of skills and behaviors is under development.

Teams in the Field

Field research is generally a team exercise. It may be just two people or a half-dozen. It is important for each participant to work as a member of the team by being appropriately trained and knowing her role in the team.

Team Leader
 
The team leader is expected to do the following:

• Demonstrate all of the basic planning, risk assessment, first-aid skills demanded of all individual team members.
• Show leadership skills so that the overall team functions safely and accomplishes its goals.
• Articulate individual responsibilities and monitors performance regarding these responsibilities.
• Confirm that all team members are fully prepared (e.g., equipment, supplies, conceptual awareness).
• File a travel plan and makes sure that it is followed.
• Maintain the necessary safety standards.
• Serve as the final arbiter for critical field decisions.

Individual Skills

• During a field expedition, each member of the group should be able to do the following:
• Account for all the members. Failing this, develop a strategy to quickly find any missing member.
• Show the direction to the base station. (What is a base station? Why is it important?)
• Tell how long it will take to return to the base station.
• Respond to the dangers posed by extreme weather.
• Estimate the time until sunset/dusk and how this might affect the current situation.
• Start a fire.
• Describe the procedure if separated from the group (e.g., lost off the trail).
• Improvise a rain shelter.
• Prepare to spend the night outdoors when this was not part of the scheduled activities.

Group Skills

During a field expedition, there should be group leadership and individual skills that allow the group to do the following:

• Communicate with the base station.
• Verbalize an appropriate response to an emergency involving an individual (e.g., broken leg, shock, bad cut).
• Organize to shift gear in case one or more members can not carry their share.
• Provide assistance to another party traveling in the same area (e.g., directions, dangers, water, food).
• Find someone who is lost in an organized manner that does not unnecessarily endanger other people.
• Respond to a problem associated with the loss or failure of equipment.
• Develop a strategy for crossing a stream that has suddenly risen.
• Create a group consensus when there is a problem (e.g., which trail to take, should someone be sent for help).

Group Emergency Considerations

• Each person needs to have a photo on file for emergency responders. 
• Each person needs to have a "who to contact in emergency" file. 
• Each field site or trail needs to have an emergency plan.

Please Note: The skills and behaviors for this topic are under development.

Pre-Travel Assessment

A field researcher doesn't just go to a place to do a study. A considerable amount of pre-travel work is done in order to assess the situation that is likely to be encountered. This, in turn, helps the researcher develop the plans and obtain the needed supplies and equipment.

Novice

• Goes to a place with little (or no) knowledge related to the location.
• Depends entirely on other people to make all arrangements.
• Has no specific plans for collecting data and makes no provisions for gathering information.
• Does not anticipate any events that are associated with the location.
• Has no information on places that are nearby or which would otherwise provide a comparison.
• Did not make any contacts with people at the location.
• Is not aware of any permit requirements.
• Makes no preparations for being contacted.
• Has neglected to anticipate for the weather, currency or other such things are requires the assistance of other people.
• Is completely unable to cope with emergencies.

Advanced Beginner

• Collects basic information about the location before departure.
• Knows some of the history of the place.
• Establishes at least one contact in the location.
• Makes some of the arrangements for the travel.
• Has a formal research plan.
• Obtains some permits before embarking and knows how to get any others on arrival.
• Knows that something must be done to thank people who provide assistance.
• Is basically self-sufficient on arrival and knows how to obtain needed additional resources.
• Handles most aspects of an emergency but makes some reliance on other people.

Competent

• Has developed a good knowledge of the destination due to the use of a few resources.
• Builds a network of host-area people who have specific knowledge and skills relevant to the trip ahead of any travel.
• Creates templates for information gathering.
• Organizes activities around check-lists so that key tasks are not forgotten.
• Has the supplies and equipment that are appropriate to the place and research conditions, including backup and contingency materials and supplies.
• Can handle most emergencies unaided.

Proficient

• Has an intimate knowledge of the destination through the use of a variety of resources.
• Develops alternative plans that can accommodate unexpected problems.
• Plans creative ways to assist the people who will be helping the work.
• Is able to assist other people in emergency situations.

Expert

• Sets activities in motion that will pre-position resources before the travel begins.
• Coordinates activities (email, Skype) with people well in advance of the travel.
• Cultivates local resources that provide links into the destination community.
• Develops a deep understanding of the places, processes, people and events that allow comparisons to the field conditions.
• Handles language concerns in creative ways, including developing basic competence in the host language.
• Has a number of alternative research scenarios that can be used in case there are barriers to the original research plan.
• Finds ways to assist the host people even before the work takes place.
• Conducts all activities in ways that honor and respect the local culture.
• Provides leadership in emergency situations.

Please Note: The skills and behaviors for this topic are under development.

Clothing & Field Gear

What you take into the field, including what you wear, can impact many aspects of your field experience. 

Novice

• Brings mostly what is asked by someone else.
• Shows no significant concern for how items are transported.
• Does little maintenance (e.g., cleaning, repairing).
• Stores things haphazardly and allows items to get lost.
• Brings unneeded or inappropriate items, often to great excess.
• Shows little regard for other people's gear.
• Provides no special concern for mission-critical items.
• Creates disorder that impacts other people.
• Fails to be prepared when it is time to move.
• Requires the assistance of other people to function in new areas.
• Lacks knowledge of the environmental conditions that will be experienced.

Advanced Beginner

• Brings many of the correct components.
• Carries all items in ways that are convenient and safe.
• Shows sufficient organization that items are unlikely to get lost.
• Maintains most things so that they are ready when needed.
• Provides special attention to mission-critical items.
• Respects other people's gear.
• Functions independently in new areas.
• Knows the general environmental conditions that will be experienced.

Competent

• Brings the correct components, both in kind and amount.
• Minimizes the number of items through maintenance and multiple use.
• Acquires new items that increase reliability and efficiency.
• Helps other people improve their carrying and use of gear.
• Provides pro-active maintenance of gear.
• Uses gear that is reliable, safe and efficient.
• Offers backup support for other people.
• Monitors the environmental conditions ahead of time.

Proficient

• Repairs a wide variety of gear.
• Knows where to obtain critical items in any environment.
• Organizes groups of people so they can meet new challenges.
• Maintains a current knowledge of the appropriate technologies.
• Improvises seamlessly.

Expert

• Envisions correct solutions to the challenges of new places.
• Creates new gear.
• Defines new conditions and challenges for travel and gear.

Please Note: The skills and behaviors for this topic are under development.