| Popis: |
Diverse pathways into the science policy workforce are necessary for providing opportunities to students at all levels to engage in the field and to bring their talents to the future of policymaking. Both classroom and experiential training opportunities are essential to achieving this goal. In this publication, we assessed the current landscape of science policy training for undergraduate students in the United States by conducting a keyword search for experiential career training opportunities at varying levels of education. We also reviewed existing science policy publications for undergraduate opportunities, an area that has been largely unexplored to date. From these assessments, we found that most experiential training opportunities are geared towards Science, Technology, Engineering and Math (STEM) students in PhDs program or recent PhD graduates, followed by Masters-level students or graduates, and fewer opportunities exist for undergraduate students and Bachelor-degree holders. We then conducted focus group-style interviews with early career scientists involved in science policy, including undergraduate students, to discuss their experiences and ideas for change. Based on our findings, we recommend that universities, organizations, and funding agencies expand upon their existing resources for curriculum, academic advising, training opportunities, and funding, and dedicate resources toward raising awareness and creating additional opportunities in science policy at the undergraduate level. These steps can help create pathways for undergraduate students to enter and contribute to the science policy workforce. |
