Science education and communication students do not often see themselves as scientists although the future of science is highly dependent upon effective science communication. Dr. Fallys Masambuka-Kanchewa, previous post doc in the Lamm Lab and Dr. Alexa Lamm were interested in determining if a science communication course could alter graduate students’ perceptions of scientists and their own self-perception as a scientist. Using a semiotic approach and the Draw-A-Scientist-Test students were asked to draw an image of a scientist based on their perceptions on the first and last day of a 16-week science communication graduate-level course. Analysis of the images prior to the course indicated failure by students to perceive themselves as scientists. After taking the course, participants depicted being a scientist as a process and described scientists based on their roles. The participants’ failure to identify themselves as scientists before the class indicates a gap in educating students about the diversity of scientific roles within society and the academy. As such there is need for a comprehensive review of course offerings at the undergraduate level to ensure students are not only equipped with scientific knowledge but that they develop a clear understanding of who a scientist is as well as the roles of scientists. The full study is printed in the NACTA Journal and can be found here.
