An allometric framework correlating head to total length for 17 crocodylian species was developed, incorporating confidence intervals to account for imprecision sources (e.g., allometric accuracy, head inclination, observer bias, terrain variability).This method was applied to wild crocodylians through drone photography. Terrain effects were less impactful than Ground Sample Distance (GSD) errors from photogrammetric software. The allometric framework predicted lengths within ≃11–18% accuracy across species, with natural allometric variation among individuals explaining much of this range. Compared to traditional methods that can be subjective and risky, our drone-based approach is objective, efficient, fast, cheap, non-invasive, and safe.

Crocodiles can be closely approached (.10 m altitude) and consumer-grade drones do not elicit flight responses in West African large mammals and birds at altitudes of 40–60 m. Altitude and other flight parameters did not affect detectability, because high-resolution photos allowed accurate counting. Observer experience, field conditions (e.g. wind, sun reflection), and site characteristics (e.g. vegetation, homogeneity) all significantly affected detectability. Drone-based crocodylian surveys should be implemented from 40 m altitude in the first third of the day. Drone surveys provide advantages over traditional methods, including precise size estimation, less disturbance, and the ability to cover greater and more remote areas. Drone survey photos allow for repeatable and quantifiable habitat assessments, detection of encroachment and other illegal activities, and leave a permanent record. 
Overall,dronesofferavaluableandcost-effectivealternative forsurveyingcrocodylianpopulationswith compelling secondary benefits, although they may not be suitable in all cases and for all species

• Students are required to submit two updates and a financial report for their grant. Ensuring follow-up on these submissions requires dedicated effort and engagement from the core team  
• Students have reported that being able to list the seed funding received through our program on their CVs has helped them secure additional funding opportunities in the future.

• When paired with supporting background information, we have found these hands-on experiences to be more impactful than traditional lectures or merely observing technology in use 
• Providing opportunities to engage with the entire lifecycle of a technology (e.g., from set up and deployment to data collection and analysis) better prepares students for using these technologies in their own projects

• Initially, we included participants at various career stages, but we found that older, more experienced individuals have different needs and require a distinct program tailored to their experience level
• Our entry-level training materials were less useful for women with more experience in the field
• Over the past two years, we’ve recruited at least one participant without formal education but with extensive on-the-ground experience. These individuals have thrived in the program, highlighting an opportunity to further cater to this audience in future iterations.

• Asking local trainers develop their own materials often exceeds their time and capacity 
• Using standardized materials ensures consistency and reduces variability in the type and depth of content delivered

• We have established a code of conduct and set clear expectations up-front on how mentors and allies should engage with students during and after the program 
• Mentors and allies with a background in training as well as expertise in conservation tech are preferred 
• Wherever possible, we seek a combination of mid-career and established mentors, who can speak to participants about different stages of the conservation career journey 
• Male allies need to be carefully selected to create a supportive, safe environment 
• We maintain and cultivate female-only spaces at the workshop where male allies and trainers are not allowed 

• Educational systems vary significantly, even across countries in the same region. For example, certain types of trainings or activities - such as active learning approaches - may be more difficult for students from countries where education is centered on rote memorization. Understanding local learning preferences and adapting teaching methods accordingly can support deeper engagement. 
• Certain technologies or methodologies, such as drones or cloud-based data storage, may be prohibited or prohibitively expensive in some. Partnering with local conservation technology experts ensures that we focus on accessible, actionable technologies for our participants.