KYRA R. SHAW , University of Wisconsin-Madison; KATHLEEN LU, Binghamton University; CHLOE HANSEN, University of Wisconsin-Madison; CATHY CHEN, Binghamton University; EMILY LOW, Binghamton University; MARY CAMPBELL, University of Wisconsin-Madison; EVE MILUSICH, University of Wisconsin-Madison; BRYON F. TUTHILL II, University of Wisconsin-Madison; ISABELA VELASQUEZ, University of Wisconsin-Madison; JESSICA HUA, University of Wisconsin-Madison
Abstract
Science-art collaborations allow practitioners to exercise interdisciplinary skills and build relationship networks, while simultaneously presenting opportunities to teach about science through art. Yet collaborations between scientists and artists are limited by challenges such as identifying collaborators, accessing resources, and working across disciplines. To address these challenges, we integrated student artists into an ecology research lab, using a modified version of the independent study model, where researchers worked with six student artists to create visual artworks about wetland ecology. These student works were exhibited at a campus art show intended to informally educate about wetland wildlife research. Interviews with student artists showed that the collaboration offered them opportunities to grow career-relevant, interdisciplinary skills. Furthermore, visitor evaluations showed that attending the exhibit facilitated learning about wetland wildlife and ecological research. We provide reflections on and recommendations for building on this model, as one opportunity to reduce existing barriers to science-art collaborations in higher education settings.