Armagh Observatory and Planetarium is spotlighting the power of volunteer-led learning after two of its contributors earned recognition in the national Marsh Volunteer Awards, run with the Association for Science and Discovery Centres. The honor highlights more than individual achievement: it underscores how science venues can become living classrooms when they invite young people and community members into the work of heritage preservation, public engagement, and STEM discovery.
At the center of the story is Isabella Hughes, who won the ASDC Marsh Youth Voice Award, and Malcolm McCleery, who received a highly commended mention in the ASDC Marsh Volunteer Award category. Their recognition reflects a wider educational mission at Armagh Observatory and Planetarium—one that blends astronomy, archival research, public learning, and hands-on participation. In that sense, the volunteer programme is not simply an add-on to the institution’s work; it is part of how the organization builds scientific literacy and a sense of belonging around its historic site.
As Volunteer Co-ordinator Kelly McGloin explained, “Volunteering at AOP is more than volunteering time, it’s about creating meaningful connections between people, place, heritage, science and culture.” That framing is especially important for science centres and planetaria, which increasingly serve as civic spaces as much as educational ones. McGloin added, “When we support and empower volunteers, we help them build confidence, develop skills and create pathways for the future.” Her comments point to a model of informal education in which learning is reciprocal: volunteers gain experience, and the institution gains energy, insight, and continuity.
Isabella’s experience shows how that pathway can work in practice. She said, “Without Armagh Observatory and Planetarium’s Volunteer Programme I never would have been able to get experience and exposure to the STEM industry on the same level.” Her journey through dome show development, the Observatory’s reference library, weather record digitisation, and stargazing evenings illustrates the breadth of learning that can happen outside a formal classroom. For a young volunteer, those activities are not isolated tasks; together they form a practical introduction to the interdisciplinary nature of science communication, where technical knowledge, public presentation, and historical context all matter.
Malcolm McCleery’s contribution speaks to another essential dimension of educational programming: the preservation of scientific heritage. He said, “Volunteering at AOP provides me with the opportunity to combine my interest in Astronomy and contribute to preserving rich scientific heritage.” His work researching the history of Grubb, the renowned Irish telescope manufacturer, shows how a planetarium or observatory can serve as a bridge between past and present. In educational terms, that kind of engagement supports STEAM learning by connecting astronomy with history, engineering, and archival research—areas that often deepen understanding when students see science as part of a broader human story.
The impact of this kind of volunteer-led model extends beyond the individuals involved. In a field where immersive learning increasingly depends on authentic voices and diverse forms of participation, programs like AOP’s can strengthen inclusion and relevance. Young volunteers bring perspectives that help institutions speak to younger audiences more effectively, while archival and research volunteers help keep local scientific narratives visible and usable for future learning. That combination supports public engagement not just as outreach, but as co-creation.
For museums, observatories, and planetaria, the lesson is clear: immersive education works best when audiences are invited to contribute, not just observe. Volunteer pathways can expand access, build confidence, and create a deeper sense of ownership over science and heritage spaces. In that sense, Armagh Observatory and Planetarium offers a useful model for the sector—one that treats volunteer development as part of the educational mission and shows how meaningful participation can enrich the entire visitor experience.
Originally reported by Siobhan Rafferty via armaghplanet.com on 2026-10-16 05:32:00.
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