Integrating museums and geology education:

Reciprocal illumination of exhibit design, course design, and research

Samantha Hopkins

University of Oregon Clark Honors College andDepartment of Geological Sciences

Challenge: students’ knowledge integration

Taking science content out of the classroom

Multiple modes of engagement

Varied learning styles

Natural history museums

Temporary exhibit: PaleoLab

Temporary exhibit: PaleoLab

Temporary exhibit

Permanent exhibit: Explore Oregon

Permanent exhibit: Explore Oregon

Permanent exhibit: Explore Oregon

Explore Oregon: Ray Troll

Challenge: communication and expectations

Exhibit content: Oregon Geology

Exhibit content: Phylogenies

Course design

Strong conceptual content, not so much survey

View content through a different lens

Inquiry-driven assignments

Field trip: advantages and disadvantages

Museum-enabled course design

Specimens on exhibit

Student-driven, non-linear assignments

Flexible scheduling Student choices

Museum-enabled course design

Term project: design an exhibit about invertebrate paleontology

View examples at the museum

Consult with museum exhibit designers

Student work may actually be built

Museum-enabled course design

Thanks!

Edward Davis Elizabeth White Dorothy Bayern Nick Famoso Ann Craig Students from GEOL 431