Impact of fire on California shrublands has been well studied but nearly all of this work has focused on plant communities. Impact on and recovery of the chaparral fauna has received only scattered attention; this paper synthesizes what is known in this regard for the diversity of animal taxa associated with California shrublands and outlines the primary differences between plant and animal responses to fire. We evaluated the primary faunal modes of resisting fire effects in three categories: 1) endogenous survival in a diapause or diapause-like stage, 2) sheltering in place within unburned refugia, or 3) fleeing and recolonizing. Utilizing these patterns in chaparral and sage scrub, as well as some studies on animals in other mediterranean-climate ecosystems, we derived generalizations about how plants and animals differ in their responses to fire impacts and their postfire recovery. One consequence of these differences is that variation in fire behavior has a much greater potential to affect animals than plants. For example, plants recover from fire endogenously from soil-stored seeds and resprouts, so fire size plays a limited role in determining recovery patterns. However, animals that depend on recolonization of burned sites from metapopulations may be greatly affected by fire size. Animal recolonization may also be greatly affected by regional land use patterns that affect colonization corridors, whereas such regional factors play a minimal role in plant community recovery. Fire characteristics such as rate of spread and fire intensity do not appear to play an important role in determining patterns of chaparral and sage scrub plant recovery after fire. However, these fire behavior characteristics may have a profound role in determining survivorship of some animal populations as slow-moving, smoldering combustion may limit survivorship of animals in burrows, whereas fast-moving, high intensity fires may affect survivorship of animals in aboveground refugia or those attempting to flee. Thus, fire regime characteristics may have a much greater effect on postfire recovery of animal communities than plant communities in these shrubland ecosystems.

Guided by the six elements of Translational Ecology (TE; i.e., decision-framing, collaboration, engagement, commitment, process, and communication), we showcase the first explicit example of a Translational Science Education (TSE) effort in the coastal redwood ecosystem of Humboldt County, CA. Using iNaturalist, a flexible and free citizen science/crowdsourcing app, we worked with students from grade school through college, and their teachers and community, to generate species lists for comparison among 19 school and non-profit locations spanning a range of urbanization. Importantly, this TSE effort resulted in both learning and data generation, highlighting the ability of a TSE framework to connect and benefit both students and researchers. Our data showed that, regardless of the age of the observers, holding organized BioBlitzes added substantially more species to local biodiversity lists than would have been generated without them. In support of current ecological theory, these data showed an urbanization gradient among sites, with rural sites containing fewer non-native species than urban ones. On the education side, qualitative assessments revealed students and educators remained engaged throughout the project. Future projects would also benefit by establishing quantifiable metrics for assessing student learning from project conception. Throughout the project, the fundamentals of TE were followed with repeated interactions and shared objectives developed over time within trusted community relationships. Such positive human interactions can lead new naturalists to think of themselves as champions of their local biodiversity (i.e., as land stewards). We anticipate that such newly empowered and locally expert naturalists will remain committed to land stewardship in perpetuity and that other scientists and educators are inspired to conduct similar work.