Student‐focused, career‐driven exploration in natural history museums through experiential education and mentorship: A model to intentionally increase the racial and ethnic diversity of students

Abstract

Being immersed in the processes of research can develop undergraduate students' science identities and support their persistence in pursuing science careers. However, it can be difficult for students to find opportunities for engaging in authentic scientific research. The professional staff and scientific objects in natural history museums provide such an opportunity that can create relationships through which both undergraduate students and museums benefit. Students require authentic practical experiences to better understand their academic fields and career trajectories, and museums require assistance curating and managing collections. This can be accomplished through mentorship, training, and research experience in a formal course. At the University of Florida, I developed and taught a course titled "Introduction to Natural History" that engaged students in projects in museum collections. Discussion sessions replaced lectures by introducing topics such as the concept of research, distinction between predictions and hypotheses, understanding of the nature of science, and how to conduct literature reviews. In 2019 and 2020, students completed a preand postcourse survey to gauge their understanding of science and their anticipated career trajectory. My results demonstrate that mentorship and authentic experiential science opportunities using museum collections enable students to realize a passion, sense of purpose, and better understanding of science and careers in science.