Museum Exhibits and Science Literacy: Using Technical Writing and Science to Make Connections Among Disciplines and Communities

English Version

Abstract

This article presents a model for increasing science literacy of P-16 students as well as community members by engaging university students in the design and development of university museum exhibits. While the design of this project was in large part motivated by time and budget constraints faced by the faculty members involved, the positive out comes of the project with respect to student learning and community involvement suggest that this kind of project is highly valuable and worth repeating.

The authors of this article teach at Southwest Minnesota State University (SMSU), a public, comprehensive liberal arts institution in rural Minnesota. The campus attracts a population of roughly of 3,000 undergraduates who come from nearby small towns, more distant urban areas, and international communities. Students come to the institution with a range of backgrounds and skill levels, and as is true of many small, inexpensive, public institutions, our campus attracts first-generation and non-traditional college students. Many of these students work long hours to pay for their own educations. This variety of students and skill levels, the limited funding at the institution, and the fact that instructors teach at least four three-credit courses a semester in addition to their service and scholarship commitments creates a challenging environment for education.

We have discovered that it is possible to meet these challenges by thinking creatively, working in small stages and steps, and collaborating across disciplines. We have learned that by honoring the unique context of our programs and their broader connections to the institution and community, we can create significant learning opportunities for our students while also meeting service commitments to the university and surrounding community.


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