When nearly 1,000 undergraduate students and visitors stepped inside the U-M’s Research Museums Center (RMC) this fall, they encountered the wonder of biodiversity through world-class research collections. But behind the scenes, another equally powerful learning experience was unfolding—for the graduate students who led the tours.

For dozens of GSIs, curators-in-training, and emerging scientists, the BIO 173 tours are an invaluable opportunity to try the role of educator, communicator, and ambassador for their fields. Over the course of the tours, they practiced translating complex scientific concepts into engaging narratives, introduced visitors to research specimens, and helped hundreds of students connect coursework to real-world science.

“Not only do undergraduate students benefit greatly from the BIO 173 RMC tours, but the graduate students from each collection gain valuable experience in science communication with a public audience,” said Dr. Carly Nowicki, Lecturer IV, EEB, and one of the creators of the BIO 173 RMC tour program. 

EEB Ph.D. student Matt Hack. Photo courtesy of Ben Hess.

 

For many graduate students, the tours were their first time teaching outside a formal classroom. Each stop was a chance for presenters not only to highlight the scientific value of the collections, but also to learn how to read a room, adjust pacing, spark curiosity, and respond thoughtfully to students’ questions. Developing these skills is essential for both research and teaching careers.

“It is very rewarding to watch the graduate students gain confidence and enjoyment as they interact more with the class throughout the week,” shares Nowicki. 

EEB Ph.D. student Matt Hack guided students through the bird collection, and says, “One of the most meaningful components of being a scientist is the opportunity to share your research and communicate its importance to those who may not have previously considered the purpose of such work. I am very grateful for the opportunity to serve as an ambassador for the field of ornithology, and to try to recreate the sense of wonder I felt when I first witnessed a bird collection.”

The presenters guided students through collections spanning the U-M Herbarium, as well as the U-M Museum of Zoology’s divisions: birds, fish, insects, mammals, mollusks, reptiles and amphibians. In addition, the tours also visited collections from the U-M Museum of Paleontology and the Museum of Anthropological Archaeology, broadening their understanding of interdisciplinary teaching. 

Nowicki adds, “Equally, the undergraduate students are inspired by the graduate students and their enthusiasm for their work, leading many undergraduates to further pursue careers in science. These tours truly are an engaging learning experience for all!”

By the end of the week, the presenters walked away not just with strengthened teaching skills, but with a renewed sense of purpose: that sharing science can inspire the next generation of researchers. “Natural history museums and their collections are incredibly valuable resources both for research and education purposes, and early exposure to these collections was critical in setting me on my own path toward becoming a scientist,” says Hack.