Robin McLachlan

Robin McLachlan

Mar 01, 2019

Group 6 Copy 245
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#SciArt Stretch Goal

We did it folks! In just 16 days, we reached our goal of $2068 to fully fund the project evaluation!   I am incredibly grateful to everyone who supported this project in any way they could, from donating to reviewing student essays to sharing the campaign with others. Thanks to your generous support, the evaluation-phase is moving along well, we are ahead of schedule with reviews, and I hope to post the first results in just a few weeks. With two weeks to go before this campaign ends, I hope we can continue to rally and enhance the value and impact of this curriculum.



Aesthetics matter to learning. Research has shown that attractive graphic design can evoke positive emotions and, in turn, facilitate successful learning experiences (Plass et al., 2014). For students and teachers alike, a visually-appealing packet will enhance the curriculum's perceived credibility and value, foster intrinsic motivation to engage (Heidig et al., 2015) , and make the learning goals seem easier to achieve (Um et al., 2012) . I am a firm believer in the power of collaborations between scientists and artists. After all, visual art is just one more way that science can be effectively, and often beautifully, communicated.

With $400 more funding, I will be able to pay a professional graphic artist to turn this curriculum into a piece of art that students want to engage with and learn from. In addition to making an aesthetically-pleasing curriculum packet for the students, we will also collaborate to create a promotional video and infographic for teachers.



Multi-cultural inclusivity matters to learning.

I am now collaborating with another researcher to identify how this curriculum could be improved for multi-cultural use. She is presently developing a science communication workshop at her institute in India. We are planning for her to incorporate this curriculum and blind review process so that we can compare results. Extra funds will be put toward developing multi-cultural content, including the curriculum packet and promotional materials.

I know you've given generously, and I am incredibly grateful for your support so far. Please continue to promote and share this campaign with others to keep the momentum going.

Thanks again.

-Robin

References

Heidig, S., Müller, J., & Reichelt, M.  Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81–95, 2015.  Plass, J., Heidig, S., Hayward, E., Homer, B., & Um, E. Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128–140, 2014. Um, E., Plass, J., Hayward, E., & Homer, B. Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485–498, 2012.

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About This Project

Science professors generally don't have the time or expertise to teach cross-cutting skills like communication. So, students graduate equipped with scientific knowledge but not the communication skills they need to benefit from that knowledge.

I hypothesize that we can train students to be significantly better communicators by incorporating short communication lessons into their science classes. The intervention will be assessed by blind reviews of student writing.

Blast off!

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