Wikipedia:WikiProject Tree of Life/Newsletter/008/Story 1


 * Puts on Wiki Education hat * Hi everyone, I'm Elysia and I work for Wiki Education. You may know me as Enwebb. I got a request last month to let you know how Wiki Education is intersecting with the Tree of Life subprojects. As one of Wiki Education's major goals is to improve topics related to the sciences, leading to our Communicating Science initiative, we end up supporting quite a few in the biological sciences. Here are the TOL-related courses active this term:


 * Advanced Ecology and Evolution
 * Animal Behaviour
 * Aquatic and Marsh Plants


 * Bacterial Physiology
 * Behavioral Ecology
 * Development and Evolution
 * The Evolution and Ecology of Sex
 * Graduate Seminar in Conservation Biology
 * Mammalogy
 * Mammalogy
 * Microbial Symbiosis and Microbiomes
 * Microbiology
 * Microbiology
 * Plant Diversity
 * Research and technical writing in Biology
 * Wetland Ecology

What is the impact of student editors in Tree of Life? Altogether, these 16 courses have 347 student participants. As the end of the semester hasn't come yet, these numbers are still growing, but these students have:
 * created 50 new articles
 * edited 516 articles in total
 * made over 11.3k total edits
 * added over 470,000 words
 * added 5.9k references

Some of our best student work this semester (of any kind, not just biodiversity) has come from 's Behavioural Ecology course&mdash;you may remember this as the course that created WikiProject Diptera. The students have several Good Article nominations, including Dryomyza anilis, Anastrepha ludens, Aedes taeniorhynchus, Drosophila silvestris, Drosophila subobscura, and Ceratitis capitata.

And while long-term participation from students is low, there's always the chance that we'll discover a Wikipedian. I had never edited before my Wikipedia assignment in 2017 and I'm still here nearly 20,000 edits later! After I poked around in the beginning of the semester, I had the realization that not many people write Wikipedia, and very few of those have a special interest in bats. If I didn't stick around to write the content, there was no guarantee that it would ever get done.

Why are species articles suitable for students?

Writing about taxonomic groups is a great fit for students, as it keeps them away from areas where new editors traditionally struggle. The notability policy is generous towards taxa, and there is little danger of a student's work getting removed for lack of notability; this is to be expected when students write biographies. Students may struggle with encyclopedic tone for biographies and stray towards promotional writing, but this is much less common when writing about a shrew or algae!

Additionally, we're never going to run out of species to write about. Students have a bounty of stubs and redlinks to pick from. Creating a new article or expanding an existing one also takes a fairly predictable structure, with plenty of articles that students can model after.

Don't students just create messes for volunteers to clean up?

Our sincere hope is that, no, they don't, and we take several steps to try to minimize the burden on volunteer labor. With automatic plagiarism detection, alerts when students edit a Good or Featured Article, and notifications when students edit an article subject to discretionary sanctions, we try to stay ahead of problems as much as possible. We also review all student work at the end of each term. Ian, Shalor, and I are always happy to receive pings alerting us to student issues that need to be addressed.