Evolving Attitudes of Science Graduate Students Toward Science Policy and Communication

Abstract

Widespread changes in the exchange and politicization of science have made it imperative for scientists to be prepared to engage in science communication and science policy. Separately, science graduate students express interest in a more diverse array of career trajectories beyond the traditional academic research path. These forces together inspire changes to graduate education to develop critical science communication and policy skills. However, universities remain focused on training students in primarily academic research skills. This case study measured changes to beliefs about and participation in science communication and policy among science graduate students over three years to better understand the evolution of interest in these practices. Importantly, not only did students report a significantly increased interest in and belief in the importance of science communication and policy, but also these increases were observed regardless of their initial beliefs. Graduate students also provided qualitative feedback about the reasons behind these changes and perceived barriers to participating in science communication and policy. These data help to both motivate universal changes to graduate education to include science communication and policy and to inform stakeholders on how these changes can be optimally designed to address barriers and interests. Finally, corresponding policy changes are recommended to departments, universities, scientific societies, and other stakeholders to enact effective change to graduate training.