Science is largely funded by taxpayer dollars, and because of this, scientists have a responsibility to ensure that their research is being effectively communicated back to taxpayers and the policy makers who determine the distribution of those funds. The importance and impact of effective science communication is compounded when research is used to inform legislative action. Science impacts policy, and policy can impact science. However, formal education of scientists does not usually include specific training on interacting with science policy. Immersive service learning modalities should be integrated into formal science training programs, especially for Masters and Ph.D. programs. These programs are training our future scientists and should be responsible for introducing a fundamental understanding of the interaction between science and policy to trainees. Currently, service learning opportunities for science policy, communication, and advocacy are being organized by student organizations. This project describes strategies for engaging trainees in science policy ‐ starting with simple and easy policy actions, and delving into more complex event planning and group organizing. We aim to distribute this as a model for the types of educational resources that should be adopted into the curricula of formal science training programs. We propose that formal service‐learning projects around science policy, communication, and advocacy can serve as opportunities to practice integrating scientific knowledge and expertise into dissemination of scientific advancements to the general public and policy makers. Similar trainings are integrated into many clinical health professional programs. After all, service‐learning facilitates learning that persists over a career and a lifetime. Whether advocating for evidence‐based policies, policies which impact the scientific enterprise or STEM education, practicing skills pertinent to science policy can help scientists gain comfort in translating their experiences and experiments into lasting change for the benefit and advancement of humanity and human health.Support or Funding InformationThis work was supported in part by the National Cancer Institute grant CA‐113710(fellowship support for S. Kozlovich), the Research!America Civic Engagement Grant, generous funding from the Associated Students of Washington State University HealthSciences (ASWSUHS), and the Washington State University Health Sciences campus Services and Activities fee committee.
Read full abstract