The UW–Madison Arboretum has long served as a site for integrating ecological research, environmental education, and community engagement. A recent collaboration with a UW professor, a local mycological organization, and the Arboretum’s citizen science program highlights the value of hands-on, partnership-driven projects.

In fall 2025, Dr. George Meindl’s forest ecology class studied how biological and other factors influence forest ecosystem growth, function, and change. But Meindl, a teaching professor at UW–Madison, also wanted students to connect classroom science studies with place and people – to learn through community partnership.

Meindl reached out to the Arboretum, proposing a class and community partnership focused on mycology (the study of fungi). Meindl explains, “I was inspired to integrate a community-based mycology project into the course to connect classroom learning with ongoing biodiversity documentation at the Arboretum. Fungi are an ideal system – they’re understudied, highly diverse, and accessible to students and community members.” With the addition of the Madison Mycological Society (MMS), a new collaborative partnership emerged.

Partnerships in Practice

In September 2025, Meindl’s forest ecology students and more than 100 community members visited the Arboretum for a mycoblitz – a bioblitz-style event designed to document fungal diversity. Arboretum staff and MMS experts led guided walks and helped participants identify fungal species and enter data in iNaturalist. During the event, nearly 800 observations were recorded and more than 150 fungal species identified.

By embedding the community-based learning course in citizen science infrastructure, students contributed directly to an active community-driven dataset and gained experience in the scientific methods and collaborative spirit that define Arboretum public engagement.

In the field, students learned the valuable role citizen science can play in research and community engagement. As one student, Isabella, observed, “Seeing how people of different backgrounds shared observations online shows how citizen science connects communities to research in meaningful ways. Scientific discovery doesn’t always have to happen in a lab; it can happen through curiosity, collaboration, and access.”

Reciprocal Learning

A mutual knowledge exchange between students and community participants defined the mycoblitz. Many attendees offered expertise as self-taught mycologists and naturalists, and they contributed meaningfully to the collective learning. Students learned the importance of incorporating community knowledge for scientific inquiry and data collection.

Meindl says, “community-based learning involves reciprocal partnerships where students contribute to efforts outside the classroom while also learning from practitioners and community participants. These experiences help students build scientific skills alongside communication, collaboration, and a sense of stewardship.”

Owen, a student, reflected, “engaging the public was particularly eye-opening because I didn’t expect so many people to show up with an interest in fungi. The turnout emphasized the importance of community involvement to utilize their passion for research as well as further cultivate their interests in fungi and the research process.”

Sharing Findings Through Public Outreach

After the September mycoblitz, students took advantage of additional opportunities to engage the public. In November 2025, they hosted two public poster sessions at the Arboretum Visitor Center to present their mycoblitz findings and communicate the importance of fungi. In February 2026, students also presented a poster at the Arboretum Research Symposium. And in March 2026, they shared their work at the UW–Madison Wisconsin Idea Conference – a public event for researchers, students, faculty, community leaders, and public service organizations that fosters community-university partnerships.

These public-facing experiences reinforced the importance of science communication and modeled how to share citizen science data with communities that help generate it. Another student, Taylor, wrote, “science communication is most effective when it’s collaborative and accessible. Explaining fungal ecology in simple terms and hearing others’ questions and observations reinforced how curiosity can bridge the gap between scientific and public understanding and may build trust between scientists and the community.”

A Collaborative Model for Research and Learning

Meindl emphasizes the Arboretum’s role as a site for integrated teaching and research. “Working with the Arboretum has been incredibly valuable. It provides a unique setting where teaching, research, and community engagement intersect and enrich each other. This type of community-based learning offers clear benefits for student learning while supporting broader community and scientific goals.”

Maryam, a student, noted, “science communication and community involvement in ecological research is key to lasting change. Community-based learning is certain to be a meaningful part of my life, both as a leader and as a participant. I hope to contribute to others’ environmental education, as I’ve seen firsthand the far-reaching positive impacts. Conservation only works if people care, and the first step to caring is connecting with the natural world.”

The collaborative mycology project models how university courses can contribute to citizen science, and also cultivate civic engagement, science communication skills, and deeper relationships among students, community members, organizations, and the natural environments we all share.

I’d like to thank Dr. George Meindl, the forest ecology students, Madison Mycological Society, and Arboretum staff for the collaborative spirit, expertise, and creative energy that brought about a successful mycoblitz and community-based learning partnership that we hope inspires future projects.

– Annie Isenbarger, citizen science coordinator