Volunteers as Learners and Leaders: Considerations for Meaningful Service Opportunities

Abstract

Volunteers play a critical role in scientific research and conservation efforts through participation in community science programs and at informal learning institutions (ILIs) such as museums, aquaria, and biological field stations. These informal learning environments provide STEM education opportunities that engage volunteers in hands-on data collection, inquiry-based exploration, and knowledge sharing. The purpose of this study is to explore the intersection of volunteer participation and adult learning in the context of ILIs’ outreach programming and community science. We utilize data from two prior studies to respond to the research question: What is the relationship between volunteers’ roles and program types and approaches? We examine how volunteers engage as both participants and leaders of STEM programs. As participants, they engage in structured learning experiences, ideally developing scientific content knowledge. As leaders, they have opportunities to apply and share their knowledge, guiding visitors and learners through activities and experiences. Our work highlights the importance of integrating adult learning principles into volunteer programs to enhance engagement and motivation. We propose considerations for optimizing volunteer learning, including scaffolding experiences to support progression from participant to leader and incorporating learner feedback to improve engagement. These insights inform best practices for ILIs and other community science initiatives, ensuring volunteers contribute scientifically and programmatically and experience meaningful learning that empowers them as leaders and lifelong learners.