Invasive plant checklist of Hawaii, United States

Data Records

The data in this checklist resource has been published as a Darwin Core Archive (DwC-A), which is a standardized format for sharing biodiversity data as a set of one or more data tables. The core data table contains 21 records.

1 extension data tables also exist. An extension record supplies extra information about a core record. The number of records in each extension data table is illustrated below.

This IPT archives the data and thus serves as the data repository. The data and resource metadata are available for download in the downloads section. The versions table lists other versions of the resource that have been made publicly available and allows tracking changes made to the resource over time.

Versions

The table below shows only published versions of the resource that are publicly accessible.

How to cite

Researchers should cite this work as follows:

Leon Y (2021): Invasive plant checklist of Hawaii, United States. v1.1. Training Organization. Dataset/Checklist. https://training-ipt-a.gbif.org/resource?r=invasiveplantshi&v=1.1

Rights

Researchers should respect the following rights statement:

The publisher and rights holder of this work is Training Organization. This work is licensed under a Creative Commons Attribution (CC-BY 4.0) License.

GBIF Registration

This resource has not been registered with GBIF

Keywords

checklist; Hawaii; invasive plants

Contacts

Geographic Coverage

State of Hawaii (United States)

Taxonomic Coverage

Vascular plants

Temporal Coverage

Project Data

The Hawaii Invasive Species Council (HISC) received a federal grant to collaborate with high schools as part of Hawaii’s statewide curriculum on Invasive Species to increase local knowledge about invasive species, increase data collection and produce annotated checklists for under reported areas. A full-time Project Manager is employed to oversee the project. All funds and allocations are managed by the HISC Fiscal Associate. The Manager of each island’s Invasive Species Committee (ISC) received a sub-award to set up local education programs and collect data. The programs trained high school students to become Student Mentors and to facilitate image and data collection by members of the local community. The Big Island Invasive Species Committee (BIISC) received a further sub-award to extend their central database to accommodate each ISC’s data, provide participating schools with their own websites, and maintain a single, searchable data portal to serve government, public, and scholarly research efforts. Two schools on each island were selected because they were located in areas where knowledge and documentation of invasive species assessment was poor or non-existent. Teachers worked with their local Invasive Species Council (ISC) Outreach Associate to create teaching materials detailing 21 important invasive plant species, including how to identify each species’ life stages and the most effective control methods. The Graduate School of the University of Hawaii in Maui (UHM) runs a course in community outreach. Four botany students from the University, as a part of their final course assessment, are validating the identifications from the images and descriptions submitted by each high school to their local ISC.

The personnel involved in the project:

Sampling Methods

Students from each high school organized a series of day-long community surveys in their local neighbourhoods. Participants, guided by local ISC Early Detection Technicians and Student Mentors, visited various locations where they were given photo guides and assigned a route to follow during collection events. Along each route, they were tasked with identifying the target species and taking 1-3 photos of them using GPS-enabled mobile phones. Details, describing every observation of the 21 invasive species of interest, were recorded using a digital data collection form during each community collection event. Participants uploaded the images captured on mobile phones and were encouraged to click their locations using a Google map, embedded in the form, to assign latitude and longitude to each observation. The form’s design was based on the HISC pest reporting form.

Method step description:

1. 1.Two schools on each island were selected because they were located in areas where knowledge and documentation of invasive species assessment was poor or non-existent. 2.Teachers worked with their local Invasive Species Council (ISC) Outreach Associate to create teaching materials detailing 21 important invasive plant species, including how to identify each species’ life stages and the most effective control methods.Students from each high school organized a series of day-long community surveys in their local neighbourhoods. 3. Participants, guided by local ISC Early Detection Technicians and Student Mentors, visited various locations where they were given photo guides and assigned a route to follow during collection events. Along each route, they were tasked with identifying the target species and taking 1-3 photos of them using GPS-enabled mobile phones. 4. Details, describing every observation of the 21 invasive species of interest, were recorded using a digital data collection form during each community collection event. Participants uploaded the images captured on mobile phones and were encouraged to click their locations using a Google map, embedded in the form, to assign latitude and longitude to each observation. The form’s design was based on the HISC pest reporting form. 5. The Graduate School of the University of Hawaii in Maui (UHM) runs a course in community outreach. Four botany students from the University, as a part of their final course assessment, are validating the identifications from the images and descriptions submitted by each high school to their local ISC.

Additional Metadata