Drawing Connections: Using a Science Communication Art Project to Bridge the Arts and the Sciences

Abstract

Previous studies of STEAM initiatives have often emphasized K–12 contexts; comparatively fewer reports describe their implementation and outcomes in undergraduate STEM education. This study provides quantitative and qualitative data on the pedagogical impact of integrating art into undergraduate STEM education. Over the course of a 13.5-week college semester, first year biology and chemistry students completed a science communication project in which they created artwork to convey scientific concepts to a broader audience. They completed pre- and post-surveys assessing their experiences completing the project and perceptions of the arts and sciences. Data analysis revealed significant improvement in students’ understanding of the course material, confidence in communicating science, and recognition that art and science are connected disciplines. Students also reported increased engagement and developed scientific communication skills, despite finding the project challenging. Our findings offer STEM instructors an effective pedagogical tool to support diverse classrooms, while cultivating STEM undergraduates’ ability to convey complex scientific concepts to broader audiences. This work highlights the value of teaching both the arts and sciences in an integrated format that starts early in undergraduate education.