Chantal Barriault

Chantal Barriault is the Director of the Science Communication Graduate Program, offered jointly by Science North and Laurentian University in Sudbury, Ontario. Her research interests focus on understanding and assessing the impact of science communication strategies through applying learning theories and cognitive sciences in informal learning environments.  Her PhD research investigated visitors' learning experiences in zoos and aquaria to determine the impact of live animal exhibits on visitor learning. Chantal joined the faculty team at Laurentian University in 2013.  Chantal started her career in science communication on the exhibit floors of Science North, developing and delivering education programmes, teacher training, live science theatre, and science exhibits. She also developed and led Science North's exhibit and program evaluations, and their learning impact research.

B.A. (Hons) Psychology (1992) - Western University, London, ON

M. Sc. Science Communication (1998) - University of South Wales (formerly Glamorgan), Cardiff, UK. Thesis: "The Science Centre Learning Experience: A Visitor-Based Framework"

Ph.D. Science Education (2015) - Curtin University, Perth, AU. Thesis: "Visitor Engagement and Learning Behaviour in Science Centres, Zoos and Aquaria"  

Associate Professor, School of Natural Sciences.  Director,  Science Communication Graduate Programs. 

Chantal's research interests focus on understanding and assessing the impact of science communication strategies by applying learning theories and cognitive science. Her PhD research investigated visitors' learning experience in zoos and aquaria to determine the impact of live animal exhibits on visitor learning. 

2018 The Science Communication Graduate Program recieved the William Edmond Logan Award by the Royal Canadian Institute for Science, recognizing excellence in promoting the public understanding of science by a Canadian organization.

2017 Top 10 Research and Innovation Achievements Award, Laurentian University

2014-15 Nominated for Student Choice Teaching Award, Laurentian University

2006 Emerging Leaders Award, Northern Ontario Business 

2006 Outstanding Achievement Award, Canadian Association of Science Centres

McNeil, L., Barriault, C., Farooqi, B., Black, I., Pegoraro, A. and Merritt, T. (2024) "The power of dinosaurs: Lessons learned from the sharing of #SciArt on Twitter"., Journal of Science Communication, 23 (05), A05. https://doi.org/10.22323/2.23050205

Reid, M. and Barriault, C. (2023). “The Communicating with Intent Framework”. In S. Rowland and L. Kuchel (Eds.)., Teaching Science Students to Communicate: A Practical Guide. Springer Nature.

Lau, C., Barriault, C., and Krolik, J. (2022). Evaluating the Impact of a Comprehensive Canadian Science-Art Residency Program on the Participating Scientist, Artist and the Public. Frontiers in Education. 6:690489. doi:10.3389/feduc.2021.690489

Richard, K., Pisani, K., and Barriault, C.L. (2022). Evaluating Changes in Experimentation, Critical Thinking, and Sense of Wonder in Participants of Science North’s In-School Outreach Programs. Frontiers in Education. 7:675306. doi.org/10.3389/feduc.2022.675306

Longnecker, N., Barriault, C., Lykke, M., & Solis, D. H. (2022). Editorial: Learning science in out-of-school settings. In N. Longnecker, D. H. Solis, C. L. Barriault, & M. Lykke (Eds.), LEARNING SCIENCE IN OUT-OF-SCHOOL SETTINGS (Vol. 7, pp. 5-8). Frontiers Media. Frontiers in Education https://doi.org/10.3389/feduc.2022.983325

Nesseth, N.M., Henson, A.M., and Barriault, C.L. (2021). A Framework for Understanding the Nature of Questions Asked by Audience Participants at Science Cafés. Frontiers in Education. 6: 674878. doi:10.3389/feduc.2021.674878

Machado Corral, S., Monteiro, P.H.N., Pisani, K., and Barriault, C.L. (2021). Facilitators Improve the Learning Experience of Visitors to a Science Centre. Frontiers in Education. 6:675124. doi:10.3389/feduc.2021.675124

McDonald, L., Barriault, C. Merritt, T. (2020). The Effects of Gender Harassment on Science Popularization Behaviors. Public Understanding of Science. Vol. 29(7), 718–728.

Harlow, D. B., Hansen, A., Nation, J., Skinner, R., Puglar, J., Spina, A., McLean, M., Barriault, C. & Prud’homme-Généreux, A. (2020) “Creating STEM Learning Opportunities through Partnerships”. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, L. D. English (Eds.)., Handbook of Research on STEM Education. Routledge.

Barriault, C. & Rennie, L. (2019) The Development of a Standardized Assessment Framework for Animal Exhibits, Visitor Studies, 22:1, 21-42, DOI: 10.1080/10645578.2019.1603737

Barriault, C. (March 2014). Assessing Visitor Learning in Zoos and Aquaria: A Revised Framework., National Association of Research in Science Teaching Annual Conference, Conference Proceedings. Pittsburgh, PA: NARST 

Barriault, C., Pisani, K., & Henson, A. (2011). The Wildlife Rescue Traveling Exhibit: An Evaluation of the Visitor Learning Experience.   Retrieved July 6, 2014, 2014, from http://sciencenorth.ca/internationalsales/index.aspx?id=3923

Spoel, P. and Barriault, C. (2011) “Risk Knowledge and Risk Communication: The Rhetorical Challenge of Public Dialogue.” In. D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, and L. Yousoubova (Eds.), Writing (in) the Knowledge Society. (pp. 87-112). West Lafayette, IN: Parlor Press and Fort Collins, Colorado: The WAC Clearinghouse.

Barriault, C., & Pearson, D. (2010). Assessing exhibits for learning in science centres: A practical tool. Visitor Studies, 13(1), 90-106

Barriault, C. (2001). “The learning experience in the Nature Exchange”.  In S. Errington, S.M. Stocklmayer  & B. Honeyman (Eds.), Understanding museums to popularise science and technology (pp. 19-22). London, UK: Commonwealth Secretariat

Barriault, C. (1999). The science centre learning experience: A visitor-based framework Informal Learning Review (Vol. 35, pp. 14-16)