Written by Adriana Bankston
A Personal Perspective
This time last year, I was embarking on what would be my greatest adventure yet as the third CEO of JSPG. This has been a great opportunity to make a difference in something that I’m really passionate about, and I couldn’t ask for anything more than that. On the flip side, being a first time CEO, nothing could have prepared me for all the aspects of this role. In some ways, you have to be doing the job itself in order to understand what it takes to do it, while you are also learning on your feet as a new leader.
I have to admit that, a year ago, while I craved the challenge, deep down I was unsure if I could do it well. But I believe that if something is a bit scary but you know it’s good for you, you should say yes and figure out how to do it later. I knew this was a once in a lifetime opportunity. Most immediately after taking on the role, I felt a sense of responsibility to do a good job and continue the path placed before me by those I looked up to. But I realized that this was my opportunity to make a mark, and that I should reflect on what I wanted my legacy to be.
Leadership in itself is a privilege, and provides the opportunity to significantly impact the lives of those you work with, mentor, train and interact with. Realizing that everyone looks to you for direction is both incredibly exciting and daunting at the same time. During this time, I reflected on how I could build a positive environment for those in my supervision at the journal. There is a balance of driving towards a common vision, while understanding why others would choose to follow you and their motivations to stay.
Looking back, I gained some really valuable insights about myself as a leader through this experience. I still spend a lot of time thinking about what it means to be a good leader and how that aligns with my own values and with those of the organization. By way of wrapping up this introduction, personally I have felt that being a female CEO comes with its own challenges to overcome as women are still underrepresented in leadership roles. I hope to inspire young women who may be thinking about these roles to put their name forward.
This past year in many ways has felt like climbing a mountain, leaving the unknown behind and looking over new horizons for opportunities. But also, this has been very much going between peaks and valleys with ups and downs. I wanted to impart a few lessons learned:
One thing I wish I had done as a leader is to seek out additional mentors early on, or join a leadership peer group to learn more about how to drive change. Overtime, I have sought to educate myself on leadership through articles, books and other programs, while also recognizing that working on your leadership skills is a life-long learning process.
Today, I couldn’t be more proud of what JSPG has accomplished as an organization, and I thank all those who have believed in my abilities to lead when I didn’t believe in myself. I’ve certainly gained more confidence in myself through this role and I am a much stronger leader than I was a year ago. I hope that I’ve made our boards and advisors proud this year, and I’m looking forward to the future. Read the second post for more!
Written by Adriana Bankston
I hope that what we have accomplished this past year as an organization will encourage others to step out of their comfort zone and follow their own path towards something they care about.
In the previous post, I focused on my own personal perspectives on leading JSPG, and how I navigated being a first time CEO. I realized that passion is really a driving force for me, and JSPG has provided that opportunity for me to find something that really gets me up in the morning and makes me want to continue going even when things are tough.
The idea of driving change itself is important to define for a given organization. What drives you as a leader to make change, and what kind of change do you want to see? Sometimes this means having a very focused direction, and saying no to many other things. In addition to having a limited time within any given leadership role, thinking about what you want your legacy to be is important.
I am privileged to lead the journal at a time when we are approaching JSPG’s 10 year anniversary, which provides opportunities to highlight our accomplishments. In the past couple of years, we have grown considerably in terms of the number of volumes published, ways to showcase published authors at events and in the media, spoken about JSPG in various avenues, and expanded internationally in many aspects.
A few things I’m proud of as an organization include:
Finally, I’m also personally proud to have spoken at meaningful forums about policies to support early career researchers, and for the opportunity to delve more deeply into developing the future science policy workforce through a fellowship awarded this year.
I’ve felt deeply honored for the opportunity to serve as JSPG CEO over this past year and look forward to the future. I also hope that what we have accomplished this past year as an organization will encourage others to step out of their comfort zone and follow their own path towards something they care about.
Stay tuned for more to come with and around our anniversary celebrations this year! Stay in touch with us on Twitter, Facebook, LinkedIn, Instagram, and YouTube, and subscribe to our newsletter for the latest news and opportunities.
Introduction and context
On September 7, 2021, the Journal of Science Policy and Governance (JSPG), in partnership with UK Science and Innovation Network and the Center for Science and the Imagination at Arizona State University (CSI) organized a workshop on re-imagining positive climate futures, geared towards early career researchers interested in writing about climate change solutions.
The event featured authors who had previously published in JSPG’s climate special issue on climate change solutions sponsored by UK SIN. Authors discussed these topics with ASU CSI's Climate Imagination Fellows, who are talented authors from around the world working on creating stories that envision positive, and scientifically grounded climate futures designed to inspire climate action and efforts for greater resilience by policymakers and other governing bodies.
While this event was leading up to the COP26 conference, the topic of climate resilience is an evergreen topic to discuss and highlight ways to create better futures, in particular with the release of the recent IPCC climate report and the COP27 conference coming up later this year.
For this event, Emily Cloke, British Consul General in Los Angeles, covered the UK’s key goals for COP26 and actions taken by the UK towards net zero, as well as plans by the British Consulate in Los Angeles ahead of last year’s conference.
Joey Eschrich, editor and program manager at CSI, moderated a panel discussion with CSI Fellows Libia Brenda, Hannah Onoguwe and Vandana Singh (read more about their work). Panelists discussed how to tell a story that responds to local challenges and climate issues, but also speaks to people around the world, and how to get inspired to write fiction about the climate crisis.
Published authors from the JSPG/UK-SIN climate special issue participated in subsequent discussions related to the workshop theme, including:
In breakout rooms, workshop participants created their own narratives on climate change policy solutions focused on: climate migration and displacement; advocacy and coalition building; and transforming institutions and industries. CSI fellows, along with published authors from the special issue and other participants, worked on a quick story generation process that involved imagining a realistic real-world setting for climate action, a focal character who represents a community or group of stakeholders, and a conflict animated by divergent visions for the climate future of that setting. Based on the foundation of articles from the special issue, groups explored themes and points of conflict about science, technology, policy, and values that are global in scope, but also play out in complex and diverse ways in different physical and human geographies. In the end, published authors and other early career participants learned about process and improvisation and modeling a way of thinking about imagining positive climate futures.
Interested in partnering on future events with JSPG? Contact CEO Adriana Bankston at CEO@sciencepolicyjournal.org.
Post written by Adriana Bankston & Joey Eschrich.
WORKSHOP RECAP: JSPG, GPS-STEM & SAi Collaborative Workshop on Creating Actionable Change for STEM Education & Workforce Development
On November 12, 2021, the Journal of Science Policy & Governance (JSPG) in collaboration with Graduate Professional Success in STEM program (GPS-STEM) at UC Irvine and the STEM Advocacy Institute (SAi) organized a workshop on Creating actionable change for STEM education and workforce development. The workshop was focused on discussing ways to support the next generation of scientists who encounter STEM education and training, help them achieve their potential in science and utilize their talents in society. The event featured Dr. Gary McDowell, CEO of Lightoller, LLC and Co-Founder of Future of Research. Watch the event recording here. This workshop is leading up to the JSPG-Sigma Xi call for papers for a Special Issue on Re-envisioning STEM Education and Workforce Development for the 21st Century with a deadline of January 23, 2022, which is a great opportunity for the next generation to shape policy change on this topic.
The U.S. prides itself on the quality of STEM education and training that it provides. But is STEM education and workforce development in the U.S. meeting society’s needs? In particular, are we focusing enough on the people in the system, as well as the outputs they produce? In this session, we wanted to reframe how we envision the future of the research enterprise, and to think more about the individuals who pass through the system who make up the STEM workforce. A NASEM committee produced the most recent report on graduate STEM education, noting that while graduate education works well for funding agencies, institutions, and professors, but that it benefits graduate students least. And while the system may to an extent benefit a proportion of graduate students who are staying in academia, it is debatable whether the system works even for those who stay. This is because the system does not train the next generation on skills they will need to run their own laboratories in the future. And while graduate and postdoctoral training is focused on getting the practical work done from trainees on grants, studies of what happens to those in training roles during and after these positions is poorly studied and unintentional (or at best passive). We need to think more deeply about how we can use the wealth of talent passing through our universities to maximize solving society’s problems while advocating for necessary systemic change.
During the registration process, we asked early career researchers (ECRs) to describe one aspect of the current STEM educational system that bothers them, and to propose some changes they would like to see as context setting for the discussion. The results are shown below in Table 1, and focus on a number of areas including the lack of career and training opportunities, lack of breadth in training for ways to address societal impact, and other issues inherent to the system itself including low salaries and issues with lack of diversity in STEM.
Within the event itself, attendees expressed concern with the current state of affairs of STEM education and workforce development by pointing out the areas where early career researchers face challenges. These include lack of mentoring from faculty, as well as power dynamics, in addition to low salaries and lack of avenues for career and professional development (Figure 1).
Following a presentation by Dr. Gary McDowell, in the breakout rooms, participants dissected some of these topics and discussed more in-depth the problems and solutions to the system in four different areas. The sections below summarize discussions that took place in the breakout rooms.
1. Value of STEM pipeline and potential
2. Scientific literacy and how the scientific process works
3. Value of peer review and relationship to identity as a scientist
4. Exposure of trainees to STEM for addressing societal issues
Many common problems and solutions have emerged from these discussions, which point to valuable changes that need to be made in the system to support the next generation. These revolve around a number of areas that point to issues related a system that does not train the next generation on ways to manage a laboratory or team of people, or budgets, or multi-personnel projects: we teach people how to do benchwork to a high degree of skill, and then expect them to just pivot to a completely different role as a faculty member. Because the unstated, but clear, goal of graduate and postdoctoral training is to get the practical work done that people have written into their grants, what happens to those in training roles during and after these positions is poorly studied and unintentional (or at best passive), meaning that we are not thinking about how we can use the wealth of talent passing through our institutions to maximize solving society’s problems. Ultimately, these discussions concluded that we need workforce development focused on the trainees as people, not just vessels for research output. The call to action includes more funding and pathways for trainees and faculty wishing to develop and pursue non academic track ventures towards social impact, such as science engagement and informal STEM initiatives that can help. But there is also a broader call to action warranted here whereas several stakeholders, including universities, need to act in ensuring that our next generation workforce is successful in society.
For further reading or information, we have compiled a list of resources for ECRs to utilize, and for others who wish to think more about actions to take in improving the research enterprise. You can download the document below.
The Journal of Science Policy & Governance is a nonprofit organization and open-access peer-reviewed publication managed by and for students, policy fellows and young scholars in science, technology and innovation policy. JSPG publishes high-quality articles covering the widest range of topics in formats that are accessible to policymakers. Since 2011, JSPG has served as a vehicle for students and early career researchers to bolster their research and writing credentials in science policy. Visit sciencepolicyjournal.org and follow on Twitter @SciPolJournal to learn more.
The Graduate Professional Success in STEM program (GPS-STEM) at University of California Irvine aims to better prepare graduate students and postdoctoral scholars for a variety of careers within the STEM research workforce, and empower trainees to become not only skilled scientists, but also polished professionals. The program was funded from 2014 – 2019 by the NIH-BEST (Broadening Experiences in Scientific Training) grant for providing career & professional development avenues for STEM trainees. Visit https://gps-stem.grad.uci.edu and follow on Twitter @BiomedGps to learn more.
The mission of the Science, Technology, Engineering & Mathematics (STEM) Advocacy Institute (also known as the Science Advocacy Institute or SAi) is to provide access to research, infrastructure, mentorship, community, training, and funding to, put simply, make it easier for diverse founders and leaders to experiment, explore and ultimately build impactful and sustainable informal STEM learning (ISL) programs that strengthen the connections between people and science. Visit https://stemadvocacy.org and follow on Twitter @STEMadvocacy to learn more.
About Lightoller LLC
Lightoller LLC is a consultancy providing research expertise on the early career researcher population. Visit https://lightoller.org and follow on Twitter @Lightoller_llc to learn more.
This post was co-authored by Adriana Bankston (JSPG); Harinder Singh (GPS-STEM); Fanuel Muindi, Erin Saybolt, Moraima Castro-Faix, Nicole Catanzarite, Gwendolyn Bogard (SAi); and Gary McDowell (Lightoller LLC).
Since its establishment 10 years ago, the Journal of Science Policy & Governance (JSPG) has been instrumental in elevating the voices of early career researchers in science, technology and innovation policy. The leadership within this organization have been key to pushing forward the goals and the mission of the journal.
In 2021, JSPG launched the Leadership Chat Series to speak directly with those leaders who helped and continue to support the success of the journal, to hear about their experiences with the journal and ways in which JSPG can help early career scholars hone their research and writing skills and progress in their career advancement by publishing in the journal. The series is supported by STEMPeers.
The JSPG leadership chat series so far has featured leadership staff, including the journal’s CEO and managing publisher Adriana Bankston and distinguished members of the JSPG Governing Board who support the journal in outreach, development, partnerships, and strategic planning. This series provided a platform for our leaders to expand on their knowledge and help elevate JSPG’s mission internationally, and was one of the initial projects spearheaded by JSPG’s current CEO.
In August of this year we first heard from Adriana Bankston, 100 days into her new role as JSPG CEO and Managing Publisher. Adriana Bankston shared her vision for the journal under her tenure and as we move into the new decade. The journal has experienced so much growth over the past several years and what’s unique about the journal, as well as key to its continued success, is being a vehicle to publishing policy work from early career researchers. JSPG has been publishing for an entire decade and our most recent issue highlighted that milestone. Adriana hopes that over the next decade JSPG will continue to reach broader audiences including expanding internationally and elevate our authors' published works to higher platforms.
Our second discussion featured JSPG Governing Board Member Toby Smith, and centered around how early career researchers can help shape the future of science policy. This chat highlighted our recently published Special Issue: Shaping the Future of Science Policy in partnership with AAAS and sponsored by the Kavli Foundation. Throughout Toby’s career he has been in position to witness the impact of early career researchers on science policy, and he shared many of those experiences in depth during our very insightful chat.
Following our chat with Toby, we next talked with JSPG Governing Board Member, Merhdad Hariri. This conversation was focused around our published Special Issue: Intersectional Science Policy sponsored by the National Science Policy Network, covering the intersection between diversity, equity, inclusion and science policy. There is still so much work to do in this area, but diversity must remain a top priority for our work in science policy.
The next two chats featuring JSPG Senior Advisor Shalin Jyotishi and Governing Board Member Lida Beninson were very focused on policy making around STEM education and workforce development. In conjunction with the journal’s call for papers for our Special Issue: Re-envisioning STEM Education and Workforce Development for the 21st Century (submit to the issue by January 23, 2022!), we highlighted during each chat ways that STEM education and workforce policies can be reformed to support a more robust workforce, and expanded upon pathways into the workforce from the expertise of the speakers. In addition, we discussed how STEM education can better align with the labor market for K-12, community college, and higher education sectors to support the current and future workforce. To learn more about this topic, read the blog post written by early career researchers who attended events leading up to the special issue submission deadline.
So far in this series, all the Leadership Chats have had one thing in common, and that is to emphasize the impact that early career researchers can have on science, technology and innovation policy no matter where they are in their careers. Whether someone is an undergraduate, graduate student, postdoctoral researcher, policy fellow or early career professional they can have a voice and contribute to the changes they would like to see in policy.
JSPG continues to be an innovative, relevant and timely vehicle to elevate the voices of early career researchers in policy making through substantial engagement in policy research, writing and editing. Over the next decade, JSPG will continue to serve in this role and with the support of our distinguished leaders, we hope to impact future generations around the world and contribute to building the next generation of science policy leaders.
Learn more about the Leadership Fireside Chat Series here and watch all the chats here. Stay tuned for future chats in 2022!
Post written and compiled by Nicole Parker, JSPG’s Director of U.S. Outreach, who led the planning, organizing and execution of the chat series this year. Edited by JSPG CEO, Adriana Bankston.
The Journal of Science Policy & Governance (JSPG) and Sigma Xi, The Scientific Research Honor Society launched a call for papers and competition focused on Re-envisioning STEM Education and Workforce Development for the 21st Century. The call for papers and competition for op-eds and policy position papers will result in a Special Topics Issue of JSPG to be released in 2022 that will comprise the most compelling papers. Read the call for submissions.
As part of this partnership, JSPG and Sigma Xi hosted a series of educational webinars led by experts from Advancing Research Impact in Society (ARIS), New America, and the Association of American Universities (AAU) to examine policy changes in STEM education and workforce development, and a policy writing workshop for op-eds and policy position papers to help prospective authors improve their submissions to the special issue. View the event recordings.
In addition, as part of the JSPG Leadership Chat Series, our staff interviewed a number of established leaders in science policy at multiple career stages within JSPG, who discussed relevant and timely issues in the field as related to topics published in the journal. This includes JSPG governing board members and JSPG advisors.
Many of these speakers have deep knowledge on the topics included in this call for papers, including DEI in Science Policy (Mehrdad Hariri); Shaping the Future of Science Policy (Tobin Smith) and Shaping the Future of Education and Workforce Development (Shalin Jyotishi). The writing workshop provided writing instruction (Deborah Stine) emphasized the importance of science policy training for the next generation of leaders in science policy, which was emphasized in the chat on the topic of Professional Development for Graduate Students and Postdocs (Lida Beninson).
Below are summaries of the webinar series, written from the perspective of an early career participant (graduate student, postdoc levels), and a brief summary of the writing workshop. We integrated these chats into the respective summary, as relevant for that particular event leading up to the call for papers.
What drew you to attend?
During the COVID-19 pandemic, the world witnessed the scientific process unfold in real time and broadcast through mainstream media. The demand for immediate results did not allow adequate time for scientific replication and further casted doubts about promising findings of new studies. For the general population, it is difficult to sift through numerous new information, and it can also be particularly challenging when knowledge about the scientific process is limited. I was inspired to promote K-12 STEM education so that young people adopt knowledge about the scientific process early on, enabling them to discern quality science upon reading new information. This important skill can be applied in the STEM workforce, through mentorship, and for developing good policies. Upon hearing about the expert panelists speaking on strategies for delivering quality STEM education to K-12 students, I was excited to learn what is currently being done by STEM professionals. The panel was moderated by Thomas Tubon and highlighted three experts in bridging the pathway from K-12 to the STEM workforce.
Takeaways from speakers
Natalie Kuldell developed a STEM educational program, originally supported by the National Science Foundation (NSF), and sustained the program by starting a non-profit organization that creates teaching labs for educators and students. Natalie noted that the COVID-19 pandemic has unveiled gaps and pitfalls of social systems, resulting in teachers and schools stepping in to fulfill the needs of students, especially for K-12 students from marginalized and underrepresented backgrounds. It is difficult to ask schools to have patience and to invest time with students until they have mastery in skill sets given how many responsibilities have fallen on K-12 schools. There cannot be a one size fits all solution to K-12 education due to a variety of needs across many different communities. There needs to be a connection between the quality of educational resources and empowerment of teachers.
With extensive expertise in STEM curriculum design and program evaluation, Teshell Ponteen Greene brings national attention to outreach and access to innovative and advanced STEM education for racially and ethnically diverse K-12 students. Teshell suggested partnering with large organizations and companies, which have already established outreach programs, in order to tap into a talent pool of young underrepresented learners. This will connect K-12 students with local industry employers and organizations. To diversify STEM talent in K-12 education, colleges must provide pathways for teachers earning education degrees with internship opportunities to work in multiple STEM labs. Lastly, educators can build and strengthen alliances by creating opportunities for students from various backgrounds to work together, even internationally, diversifying teamwork in STEM fields.
Linnea Fletcher spearheads initiatives to bring industrial biotechnology and cell therapy lessons into classrooms by assisting teachers in adapting to virtual teaching during the COVID-19 pandemic. With support from the National Science Foundation (NSF), Linnea developed a strategy to increase access to biotechnology in K-12 STEM education. Linnea believes that all education should be authentic by having students use applied science, technology, engineering, and math. An example of effective education is having middle school students create products that elementary school students can use. Another point Linnea added was that students working in the industry should get credit for learning new skill sets and translate this knowledge into credits towards their college degree. Industry partnerships are also necessary to deliver applied STEM in schools, and this creates a stream of skills building and opportunities to enter into the STEM workforce after graduation.
To solve a complex problem in STEM education, it requires creative solutions with a robust team of STEM professionals partnering with educators and industry partners. Diversifying science teamwork in education and expanding collaborations locally, nationally, and internationally would strategically create pathways from K-12 to the STEM workforce. Access to quality STEM education for students of all backgrounds benefits society as a whole and can lead to its betterment. Policymakers can re-evaluate lessons learned from the COVID-19 pandemic in regards to maximizing virtual education, expanding quality Internet access to rural communities, and providing equitable resources to low income communities. The goal is to relieve the added strain placed on teachers and schools so that they can fulfill their mastery of educating and mentoring students to be future STEM leaders and professionals.
The webinar pairs nicely with Mehrdad Hariri’s JSPG leadership fireside chat focused on DEI in science policy. Mehrdad discussed when he first entered into policy work at the turn of the new millenia, science and policy were separate. Therefore, he took on leadership roles bridging science and policy and paving the way for emerging scientists. Through regular attendance at the AAAS annual meeting and inspired by what he learned, Mehrdad encouraged early career scientists to connect with other science policy experts by attending AAAS events and to engage with them in learning how to be a changemaker, which also applies to students and young people from all backgrounds.
What drew you to attend?
As the COVID-19 pandemic impacted the transition of students into 4-year colleges and graduate programs, calls were made to bring classes online, shift to pass/no pass grading, and waive admissions tests as application requirements. Nearly two years later, postsecondary institutions are deciding which education policies to phase out or continue. When I learned about this webinar, I was curious to learn how 3 different institutions were ensuring a successful STEM experience for students and equipping graduates for the careers they would enter into. Toby Smith moderated this conversation, featuring leaders from a liberal arts college, a technical public college, and a private school focused on biomedical graduate programs.
Takeaways from speakers
Susan Singer shared that the pandemic highlighted the importance of the residential college community as an equalizer, providing all students with access to broadband and communication software. Susan also mentioned SAT/ACT test waivers as a way to increase access to education for undergraduate students, and noted that liberal arts institutions who engage in holistic admissions successfully incorporate multiple factors into admission decisions.
Noting that STEM skills can offer benefits even for non-STEM majors, Susan mentioned that incorporating research into general education requirements could be a way to increase access to these skills. This pathway enables all students to develop critical thinking, written communication, and research presentation skills, resulting in postsecondary graduates who are well-prepared for the careers of their choice. Alongside coursework, mentorship was highlighted as a key force in guiding students to “go to college on purpose” so that they may relate their coursework and extracurricular activities to employers as part of their career story about the grand societal challenge they see themselves contributing to. For example, a history major might complete a data science minor in order to enhance their work in an art gallery. Institutions can curate the optimal portfolio of courses through quarterly conversations with industry, a strategy Susan mentioned that 2-year colleges use to build what is needed to ensure well-equipped graduates.
With a focus on retention, Kaye Husbands Fealing illuminated options to resolve the “last mile” problem of college completion for enrolled students by reinforcing their sense of belonging and ensuring secured funding for tuition. With these measures in place, students can experience a greater sense of well-being, resulting in the ability to focus on their schoolwork. This work includes the sophisticated technical content that STEM is known for. One challenge in completing this work is accessing support. Kaye underscored the importance of creating culture shifts that facilitate advancement, retention, and graduation by removing this barrier. A key driver of this culture shift is reducing the stigma associated with asking for help, so that the high expectations and rigor are met with a welcoming environment to access support. With this support, students will be set up for success in the gatekeeper courses and beyond.
And as students become alumni and engage in the future of work, they may expect to encounter careers where they spend 10 years in one area, then switch to another area of science or even a new industry. In conversations with alumni from Georgia Tech, Kaye heard positive feedback on developing flexible skill sets including non-technical skills like writing, leadership, communication, and history. With an eye toward a robust lifelong learning process, where new skills could be added 20+ years post-graduation, colleges can look over the horizon and anticipate the professional education they might offer for those looking to refresh skills in their current area or train in preparation for a career pivot.
Cynthia Fuhrmann suggested that moving to online platforms has enhanced opportunities for students to complete graduate school milestones and diversify their career development options. Virtual qualifying exams, dissertation defenses, and committee meetings have been easier to schedule and are now recognized for being as viable as in-person sessions for these activities. Due to reduced registration costs and elimination of travel fees, graduate students and postdocs can explore more career options. While in the past it may have only been possible to attend conferences where they were presenting scientific work, they are now able to get more out of their conference budgets and attend virtual professional society conferences to learn more about industries they may choose to join.
With the apprenticeship model of the PhD strongly focused on being an academic scientist at a time where more PhD graduates are finding roles outside of the academy, Cynthia shared that being more deliberate in how students gain transferable skills like communication and team-oriented work is vital to the future of graduate STEM education. She referred to an NSF report that emphasized the importance of a student-centered pedagogy, where the needs of students inform the design of the program. Programs aligned with the needs of students entering careers outside of the academy produce scientists who communicate with empathy and are able to work interculturally, demonstrating leadership skills in any industry they enter.
The pandemic has heightened awareness of how access to post secondary STEM training can be broadened. From holistic admissions and inclusive retention strategies that promote well-being, through career exploration, launch, and reskilling, institutions offering 4-year colleges and graduate degrees can improve access for students from all backgrounds along the continuum by focusing on the needs of the students they serve. Undergraduate programs can ensure that STEM and non-STEM students receive a balanced education with complementary skills outside their areas of focus. Graduate programs can consider revisiting and revising the graduate model of apprenticeship to support students obtaining roles outside of academia. With these changes in place, graduates will complete their programs as lifelong learners who can translate their expertise to new industries and acquire new skills throughout their career journey as the landscape shifts. Whether another pandemic is on the horizon or not, students at these levels will be prepared for the road ahead.
This webinar dovetails with Toby Smith’s JSPG leadership chat focused on how early career scientists can be involved in shaping the future of science policy. Toby shared his experiences as a legislative assistant at MIT’s Washington Office, where he translated the work of scientists to policymakers and found that students were the most effective advocates for continued funding of scientific research. For early career scientists, he emphasized the importance of getting involved with organizations like AAAS to learn how science policy works, learning how to talk to non-scientists about the importance of science for the public, and in allocating time during graduate training to developing a robust set of professional skills applicable to careers outside of academic research. If you listen to Toby’s remarks during the chat, you will also hear highlights about the origins of the peer review process as the mechanism for determining what science should be funded, and equity-focused alternatives that have been proposed.
Career, Technical, and Community College Education for a Robust STEM Workforce
Webinar community college
Chat with Shalin Jyotishi
What drew you to attend?
In some higher education circles, the importance of career, technical education, and community colleges is not sufficiently addressed. Meanwhile, community colleges make up approximately one third of the undergraduate student population in the US, are lower cost and thus more accessible to students compared to 4 year institutions, are more diverse than their 4 year institution peers, and are important centers for continuing education and professional development. JSPG's choice to intentionally emphasize the importance of community colleges and career and technical training centers to the equitable and accessible development of the STEM workforce drew me to attend this webinar moderated by Shalin Jyotishi, a Senior Analyst in Education and Labor at New America and JSPG’s Senior Advisor. The webinar featured speakers from the federal government, private industry, and importantly community colleges themselves.
Takeaways from speakers
Van Ton-Quilivan shared her former experience as the Executive Vice Chancellor of California Community Colleges, the largest system of higher education in the USA, where she successfully established workforce development as a state priority and recruited expanded public investments in the system. In addition, she shared insights into the workforce demands of the allied healthcare industry with workers who are often trained at community colleges, via certifications, and in the industry itself. She made a convincing argument for the role of community colleges as affordable, accessible, and inclusive destinations for developing competencies for the middle skill STEM technicians, which do not require a 4-year degree, while also serving as a stepping stone into 4 year institutions for students planning to obtain advanced degrees. With over 1200 community colleges in the US, the community college infrastructure already exists to solve workforce development and upskilling challenges at scale in an inclusive and efficient manner.
Amy Kardel offered insights from an information technology perspective, fueled by her wide experience in the sector with Comptia- the computer trade industry association- and as a tech entrepreneur. She identified the importance of retaining diverse talent in STEM, highlighting the leaky pipeline problem which the technology sector faces. She also discussed certifications as a “ticket into tech” which verify worker competencies and can be completed anywhere, including in the US or internationally, in high schools, or community colleges.
Working to assist manufacturing companies grow as part of the National Institutes of Standards and Technology (NIST)’s Manufacturing Extension Partnership (MEP), Mary Ann Pacelli offered perspectives on the importance of the manufacturing industry in the US. She highlighted that the sector has over 12 million jobs with average earnings between $28-29/hour, but faces a critical challenge of employee recruitment and retention amid the changes brought about by automation. This is exactly where community colleges come into play, as they offer opportunities for short term skill development programs. In addition, she advocated for more young scholars to be exposed to and to consider careers in manufacturing.
The webinar made apparent the need for continued collaboration between industry, community colleges, career and technical education, and other degree granting four year institutions. Young scholars should be exposed to and encouraged to consider STEM careers which are accessible to them via short term training programs, certifications, or associate degrees at community colleges. Data documenting the program outcomes and the employment and earnings of community college program completers may help with student awareness and uptake. Additionally, the existing community college infrastructure in the US is uniquely positioned to support short term upskilling and non-degree credentials. Finally, as Van Ton-Quinlivan implored us, education and workforce development must seek to “follow the siren call” of what employers need while, as Amy Kardel highlighted, intentionally working to retain talent in STEM.
The webinar pairs nicely with Shalin Jyotishi’s JSPG leadership fireside chat focused on shaping education and workforce development. There, Shalin emphasized new models for career preparation of middle skilled workers, reduced use of proxies for skills amid better verifiable records of student learning and competencies, and expanded demand for quality jobs which offer a living wage, benefits, and scheduling predictability. Listen in to the chat for his hopeful message for how the new technologies and the next generation of the US workforce will demand more from both their education and their work.
Chat with Lida Beninson
In addition to the webinar series, the policy writing workshop was meant to equip students, policy fellows, and early career researchers with the skills needed to write effective, innovative and actionable op-eds and policy position papers on STEM education and workforce development. JSPG governing board member Deborah Stine provided instruction on elements needed to construct op-eds and policy position papers, followed by opportunities to practice outlines for writing proposals in breakout rooms.
The workshop pairs nicely with Lida Beninson’s JSPG leadership fireside chat focused on professional development for graduate students and postdocs. There, Lida emphasized reforms needed to support the next generation of scientists and the value which input from early career researchers brings to these reforms. She also discussed university barriers to change, and how early career researchers themselves can take action towards reforms in graduate education through particular organizations and scientific societies.
Early career perspectives expressed in this post reveal the topics that the next generation considers important in STEM education and workforce development, and ways in which they can shape the future of policymaking in this area. Submit your ideas to this issue of JSPG by January 23, 2022!
Post compiled and edited by Adriana Bankston.
WORKSHOP RECAP: Engaging early career voices in shaping a more equitable future for science and technology
On November 12, 2021, the Journal of Science Policy & Governance (JSPG) in collaboration with Rice University's Baker Institute for Public Policy-Science and Technology Policy Program organized a workshop featuring winning authors from the JSPG Special Issue on Shaping the Future of Science Policy in partnership with the American Association for the Advancement of Science (AAAS) and sponsored by the Kavli Foundation, published earlier this year. This event provided a framework for early career voices to be heard in advancing a better future by responding to the OSTP ideation challenge “The Time is Now: Advancing Equity in Science and Technology.” During the workshop, participants crafted a joint response to the challenge, which was submitted to OSTP, encompassing early career voices. This blog post contains responses from the event coming from winning published authors and other early career participants.
The event was framed by remarks from Dr. Sudip Parikh, CEO of AAAS and also JSPG advisory board member, who co-authored the cover memo for the Special Issue with Dr. Cynthia Friend, President of the Kavli Foundation. Below is a quote from Dr. Sudip Parikh from the video.
"It is always exciting for me to see people contributing to the future of Science and Technology Policy. But it's especially exciting when it's early career scientists and engineers who are going to be directly affected by the policies that we put in place now. Also excited by the fact that you're working with JSPG to take your ideas into action through this challenge. I'm looking forward to seeing some of your policy and act ideas enacted right away through this challenge, but also in the future.“ - Dr. Sudip Parikh
Winning authors from the policy position paper competition participated as panelists and discussed their publication in the special issue, including their ideas of how OSTP can address these issues, and led breakout rooms to reimagine a more equitable future for science and technology policy in relation to their publication topics. The panel discussion was moderated by Senior Policy Advisor at the MIT Washington Office, Dr. Kate Stoll, who has long been interested in the role of students in the research and innovation enterprise.
Below are summaries of ideas related to each publication topic from winning authors and other early career researchers who participated in the event, and contributed to the OSTP submission in response to this challenge.
Inclusive Science Policy and Economic Development in the 21st Century: The Case for Rural America
Event recording Publication Special Issue
Background: The publication captures inclusive science policy and economic development, with a focus on rural America. Scientific research over the 20th century brought many benefits for society. But this innovation ecosystem is not accessible to everyone in the United States.
Problem and solution: There is a clear divide between rural and non rural areas in access to science innovations, and who can benefit from these innovations. The publication argues that rural development initiatives could be more broadly reframed as a form of science policy, focusing on education as one policy silo. Some proposed solutions are that we need more sustained federal investment in rural communities, and maximizing the effect and the investment for rural education both at the K 12 and higher ed levels. It also covers diversifying the economy in rural locations.
What OSTP can do: There should be a more coordinated federal investment to rural communities. It would be really interesting for OSTP to step into that space and invest more in inclusive approaches to science policy. Rural development could, in many ways, be reconceptualized, as science policy, or science policy, being an important facet of rural development could be really interesting. OSTP could link these threads together, and help deliver innovations that come from this investment into various geographic corners of the country.
A Call to Diversify the Lingua Franca of Academic STEM Communities
Event recording Publication Special Issue
Background: Science is better when more people can participate. In STEM academia, there is an enormous burden on individuals who do not speak English as their first language, including a financial burden to translate their works into other languages, if they are going a bilingual route.
Problem and solution: This problem causes quite a bit of homogeneity in science. But it is also detrimental to U.S. science, because not all of the world in science can publish in English. We propose that there should be structure from a top down level for hosting and translating science into different languages. Some of the specifics to consider include, how to choose which languages to translate into. There is also a critical point at which it becomes detrimental to be publishing in too many languages, and we cover this balance in the paper.
What OSTP can do: A proportion of federal grants that are given to researchers could go towards paying for translation services. Government agencies could negotiate better rates for people who are seeking translations for their papers. Translations are quite expensive, sometimes up to $10,000. Standardization for translations would be really excellent, in terms of ways to maximize resources and increase transparency. Demographics of science and language diversity in science is not well documented, and not well known. It would be really nice if there were dedicated resources to keeping track of this type of diversity. We propose adding a question to federal grants that asks about the language that researchers speak other than English. This would allow for evaluating this diversity over a longer period of time.
Ensuring Social Impact at Every Stage of Technology Research & Development
Event recording Publication Special Issue
Background: Publications are the fundamental backbone of science. As graduate students, we read a lot of papers, and recognize the value that some publications can provide to science advancement and society on a high level. Many of us want to have some kind of meaningful impact on the world, but often the results of research can seem somewhat divorced from the long term impact of science and technology. A large number of publications sit on the proverbial shelf after they’re published, and never influence any kind of real-world developments. As such, when the average person thinks about the development of science and technology, they rarely consider the research process.
Problem and solution: Funding agencies like NSF attempt to use broader impact criteria to evaluate this research and the societal impact, but the criteria are assessed by the same scientists assessing the scientific merit of the proposal. These scientists are not usually in the best position to judge the long term impact of a research proposal, which may go on to affect a large number of different stakeholders. Therefore, I argue in my paper for including these affected stakeholders when judging potential long-term impact, and using those judgments to help determine which proposals to fund. My hope is that this will eventually better connect the public to research, help them to better understand the research process, and ultimately help research be more responsive to their concerns.
What OSTP can do: My hope in the long term would be that by bringing different public stakeholders into judging research, that they'll be more aware of what it takes to actually produce some kind of science and technology innovation from the very beginning. And so doing, they'll understand and evaluate research better, and that research will be more responsive and attentive to their particular concerns. OSTP can draw up a framework by bringinging stakeholders together for particular research areas, such as the general public, journalists. Then also developing some online courses for these stakeholders to evaluate research in different disciplines.
Overall summary: To conclude, Dr. Kate Stoll, who moderated the panel, said she was inspired by all three authors in that “the assumption that the status quo doesn't have to persist: we know we can do science better; we know there are specific and actionable ways to make the scientific enterprise and its outcomes more inclusive, and now what we need is the follow through, so these ideas are a great start to that process and this challenge is a great way to engage.”
Andrew Crain*, Director of Experiential Professional Development, University of Georgia (UGA); PhD candidate, UGA Institute of Higher Education
Claire Cody, graduate student, Yale University
David Lockett, K-16 Outreach/Grants Proposal Development Specialist School of Applied Computational Sciences, Meharry Medical College
Ravichandra Mondreti, Independent Researcher and Consultant, Bengaluru, India
Lindsay DeMarchi*, graduate student, Northwestern University
Kristifor Sunderic, AAAS STPF, National Cancer Institute (NCI)
Mohammed Baaoum, graduate student, Virginia Tech
Shakiyya Bland, Albert Einstein Distinguished Educator Fellow, U.S. Department of Interior
Jeremy Pesner*, graduate student, Carnegie Mellon University
Nicole Comfort, postdoctoral researcher, Columbia University
Sonia Roberts, postdoctoral researcher, Northeastern University
Surangi Perera, postdoctoral researcher, National Institute of Dental and Craniofacial Research (NIDCR)
Adriana Bankston, JSPG CEO & Managing Publisher (organizer)
*published authors and competition winners
We would also like to thank Dr. Kate Stoll for moderating the panel and contributing to the discussions.
This post was written and compiled by Adriana Bankston.
WORKSHOP RECAP: Reaching Policymakers: Science Communication & Outreach Workshop for JSPG Early-Career Authors
On October 26, 2021, the Journal of Science Policy & Governance (JSPG) organized a science communication and outreach workshop for winning authors from the JSPG Special Issue on Shaping the Future of Science Policy in partnership with the American Association for the Advancement of Science (AAAS) and sponsored by the Kavli Foundation, published earlier this year. The goal of the workshop was to empower JSPG early-career authors with tools for communicating their research and policy papers more broadly to engage policymakers and the general public. This effort is part of JSPG’s initiative to leverage work published by early career authors in policy discourse and debate, and take these ideas beyond the publications. View the workshop recording.
The workshop was led by Lisa M.P. Munoz, president and founder of SciComm Services, a full-service science communications consulting firm. During the workshop, Lisa gave an introductory presentation covering the importance of science communications, ways of identifying audience and goals, elements of a good “pitch,” tips for creating versatile research/policy pitches, and how the authors can make the most of their pitches. Authors then gave lightning pitches on their publication abstract, and received feedback from Lisa. Finally, authors worked on crafting and refining their pitches into a short paragraph (100-200 words) in groups. Lisa then provided more feedback on these pitches, which are listed below. These pitches are a good example of ways to engage desired audiences with policy ideas put forth in JSPG publications.
Resulting pitches (*workshop participants)
Andrew Crain* - Inclusive Science Policy and Economic Development in the 21st Century: The Case for Rural America
Even though college degree attainment is on the rise nationally, the gap in degree attainment between rural and urban communities is actually increasing. The fact is that a child growing up in rural America does not have the same life opportunities to engage in the innovation economy of the 21st Century. This is true in terms of important infrastructure such as healthcare and broadband internet, and it is true of economic opportunities like high-growth industries and STEM education. I argue that this is a pressing policy issue that has to be addressed. By focusing on STEM education, I propose a number of policy changes that could enhance access to the innovation economy for rural students. These changes include more investment in STEM education in rural K-12 schools - for example, STEM preparatory and AP coursework - more investment in rural-serving colleges, and more geographically-inclusive approaches to funding scientific research and knowledge start-ups. Each of these strategies could lead us toward a future where economic opportunity is more available to all - regardless of their geography.
Carolyn E. Ramírez* - Without Environmental Justice, the Renewable Energy Transition Will Leave Low-Income and BIPOC Communities Behind
As extreme weather events become more common in the United States due to the worsening effects of climate change, access to utilities like electricity and water will be continually strained. Climate change most negatively impacts environmental justice communities: low-income and communities of color. While renewable energy technologies promise alleviation of emissions and pollution, high cost and a lack of equitable energy infrastructure make it harder for environmental justice communities to access renewable energy benefits. As a chemical engineering researcher studying renewable energy technologies, I propose a series of policies to level the field in terms of household and utility infrastructure for all communities including significantly increasing funding to existing federal weatherization programs, implementing consumer protections, and establishing local task forces to increase stakeholder buy-in to renewable technologies.
Jeremy Pesner* - Ensuring Social Impact at Every Stage of Technology Research & Development
The US spends over $450 billion annually on research, but how can we ensure that this research actually helps us improve our country, much less the lives of all its citizens? Most research funding, review and execution is only undertaken by scientists, with minimal understanding by, transparency to and input from outside stakeholders. For example, stakeholders for advances in legged robotics may range from geoscientists (for field research on desertification) to the military (for supporting soldiers in rough terrain) to potential victims of police brutality (if the police benefit from these robotic advancements). Research often leads to many new technologies and innovations, but those whose expertise and lives are intertwined with them, such as policymakers, educators, VC investors and underserved citizens, all need to help guide the research from the very beginning. These stakeholders must judge the potential impact of research proposals to establish clear expectations of how research that is selected for funding will benefit everyone in the long run. While scientific novelty is an important criteria to consider when funding research, it cannot be the only one, and must be balanced against larger societal concerns as well.
Kaylee R. Henry*, Ranya K.A. Virk*, Lindsay DeMarchi, Huei Sears* - A Call to Diversify the Lingua Franca of Academic STEM Communities
Imagine writing an article in Chinese and winning the Nobel prize for this work, but then you only get cited ONCE outside of China. This happened to Tu Youyou - instead, an English summary of her work was cited over 500 times! To prevent this from happening again, we propose that all scientific journal articles be published in at least two languages. In our multilingual world, it is unfair that English is so highly prioritized and this is built into the current infrastructure of academic publishing. By publishing science in at least two languages, we would improve international scientific communication to help solve complex, global issues such as climate change, and emphasize the importance of all researchers, regardless of language.
Vetri Velan*, Rachel Woods-Robinson*, Elizabeth Case, Isabel Warner, Andrea Poppiti, Brian Abramowitz - The Federal Science Project: A Scientist in Every Classroom
Imagine if every classroom in the US was visited by a practicing scientist or engineer, every year. When I was growing up, I’d never met a scientist. It wasn’t until I did that I could envision myself in a career in science and see science as a way to solve global challenges like climate change. We propose a program called The Federal Science Project to deliver this opportunity to every student. As of now, most outreach programs are concentrated in cities or around big institutions, so there is a barrier to access, which exacerbates inequities in STEM. But with our program, federal, state, and local governments would build a nationwide network to connect scientists with teachers and schools. This network would allow students across the country, regardless of geography, race, ethnicity, class, or other barriers to meet scientists. Such a program would radically transform the way in which scientists engage with society, and in turn how students learn about science in school.
This post was written and compiled by Adriana Bankston.
JSPG Hosts International Science Policy Memo Writing Workshop on “Trust in Science” with the Global Young Academy
On May 29 & 30, 2021, the Journal of Science Policy & Governance (JSPG) and the Global Young Academy (GYA) held a joint virtual science policy memo writing workshop for early career researchers all across the globe. The goal of the workshop was to equip early career researchers with the essential tools needed to write effective policy memos. During the workshop there were several presentations to introduce JSPG and GYA, followed by a keynote presentation from Dr. Doyin Odubanjo, Executive Secretary at the Nigerian Academy of Science. Over the course of two days, the workshop gave participants the opportunity to draft an outline of a science policy memo and receive feedback from policy experts.
The workshop had a presence from all around the world. There were 70 participants that represented over 20 different countries. The participants came together across different time zones to develop skills for writing science policy memos on topics related to the 2021 GYA Annual Conference theme “Trust in Science.” Day 1 was full of presentations and our first breakout activity. Dr. Nicole Parker, JSPG’s Director of U.S. Outreach, provided participants with an overview of the journal and opportunities to publish. This was followed by a presentation from Dr. Felix Moronta Barrios, member of GYA and former co-lead of the Science Advice Working Group, introducing GYA and the Science Advice Working Group. Both JSPG and GYA are organizations focused on early career engagement, and the participants were provided with many resources to get involved.
The keynote presentation from Dr. Doyin Odubanjo focused on the intersection between science and policy making. He provided several tips on how to write an effective policy memo including but not limited to using simple language, providing evidence, and being succinct. Throughout the presentation he emphasized the importance of knowing your audience and conducting stakeholder analysis prior to writing the memo. The presentation also included several case studies from the Nigerian Academy of Science to emphasize writing skills.
Following presentations, the remainder of day 1 and day 2 were filled with an opportunity for participants to work in groups to develop outlines for their science policy memos on “Transforming Food Systems: Public Trust and Engagement to Reach the UN SDGs” and “Science Policy Advice - Lessons Learned from the COVID-19 Pandemic.” These were two of several topics for the 2021 GYA Annual Conference on “Trust in Science.” Both topics resulted in a robust discussion led by our moderators, many of whom were GYA members. The participants were able to draft a memo outline on day 1, which was reviewed on day 2 for expert feedback. The workshop was extremely helpful in building confidence for our participants in writing an effective and impactful science policy memo.
Following the workshop, organizers assessed the impact amongst the participants with a survey. There was an overwhelmingly positive response to the workshop and many participants felt it was very useful. Nine out of ten participants rated the presentation by Dr Doyin Odubanjo as excellent or very good. The usefulness of practical exercises, of moderation with experts, and the insights provided by reviewers were also highly appreciated by all participants.
Participants also indicated that the workshop was highly relevant to their work and provided some testimonials.
This was my first time attending a workshop on Policy Memo writing. I was always very confused and irritated by the way the information on the internet is available but this workshop cleared all my doubts and removed the barrier for starting to write a memo about my own research area.
I really appreciated breaking the memo down into key parts to get us thinking and make it easier to tackle.I was worried that the breakout rooms were going to be awkward/hard to engage with but they ended up being great! Small groups with a clear moderator and clear format/goals really helped.
Finally, two thirds of participants expressed an interest in submitting a policy memo to JSPG.
This writing workshop was a very fruitful and exciting collaboration between two organizations dedicated to early career researchers. To watch the full workshop visit JSPG’s YouTube page. If you’re interested in writing a science policy memo, submit your ideas to our next standard issue by November 14, 2021.
Article written by Dr. Nicole Parker, JSPG Director of US Outreach, in collaboration with Dr. Felix Moronta Barrios, former co-lead of the GYA Science Advice Working Group.
It has been a privilege to be a part of JSPG's growth - the journal began as a collection of insightful science policy submissions by early career scientists, and over ten years it has become an impactful journal that is building a community of highly engaged international science policy scholars and advocates.
In the previous post, we spoke with authors who published in the first issue of JSPG.
In this second post, we also talked with our editorial leadership who have had a long tenure with the journal to hear their reflections and ideas for the future.
Past editorial leadership: how did JSPG help advance their careers?
Gary Kerr and Tess Doezema both led the editorial process for a number of years, and discussed how the journal helped them grow professionally:
Gary:“Leading the editorial board at JSPG has helped me develop not only as an editor and leader, but has opened up a huge range of professional opportunities for me. JSPG has helped me understand in detail the policy-making process, and as a result I’ve been able to advise the Scottish Government on COVID-19 policy, and more recently been appointed to a panel of experts on science communication at the European Parliament. Without the direct science policy experience developed at JSPG, these doors would not have opened for me.”
Tess:“My role as JSPG Editor-in-Chief gave me the opportunity to develop and enact my own editorial vision, allowing me to gain invaluable insights into the writing and publishing processes and experience managing a diverse and geographically dispersed team of editors and authors. My time with the journal continues to inform how I approach student mentorship and science communication across communities and disciplines. Beyond these more practical skills, what I learned as part of the JSPG team continues to productively shape the knowledge and experience I bring to conceptualizing the complex interplay between knowledge and policy, between technologies and the worlds their creators imagine to exist and seek to intervene in.”
More recent editorial leadership: how does JSPG help the next generation?
More recent leadership by Christian Ross took the journal to the next level, alongside our expansion in the number of special issues led by Maddy Jennewein. They reflect on the value of the journal for the next generation:
Christian: “The next-generation of science and technology policy researchers and practitioners have an invaluable resource in what JSPG has accomplished. As a journal, JSPG provides an exceptional platform to engage with dynamic and complex topics in science and technology policy that are incredibly consequential. More than that, JSPG gives early-career researchers opportunities and experiences that distinctively equip them for academic and professional careers in which science and technology are increasingly and rightly recognized as being inseparable from the social, cultural, and political realities of the worlds we create and live in. For myself, leading the editorial team at JSPG has enabled me to better understand and navigate policymaking contexts and enhanced my own professional work in ways that would not have been possible without the unique position of JSPG at the intersection of science, technology, and democratic governance.”
Maddy: “JSPG provides a unique resource for developing scientist-researchers. As the journal has grown we’ve been able to expand not only the editorial support we’ve provided but also the outreach and resources to the broader community. Particularly as the special issues side of JSPG has expanded over the past 4 years, we’ve greatly increased the number of submissions that we published, engaging more authors and more importantly widening the pools of authors that we support to a more global and diverse place. Partnering with organizations such as the National Science Policy Network and the UN Major Group for Children has brought us much greater prominence in the space, and attracted a broad pool of authors and editors to join our effort. Working with JSPG over the past several years has been a wonderful experience and I’ve truly enjoyed working closely with Tess and Christian to help grow the journal and solidify new practices and procedures to enable a more successful journal.”
Editorial reflections on the future of the journal
Looking ahead, Rosie Dutt recently became our newest Editor-in-Chief. She shares her hopes for the future:
Rosie: “As the journal has continued to grow from strength to strength, I endeavour to keep the momentum going by fortifying the journal's editorial board through refining our review process to ensure maximum efficiency and the publication of high quality articles that continue to elevate early career work and voices in science policy.”
Brand new Assistant-Editor-in-Chief Ben Wolfson and Junior Assistant-Editor-in-Chief for Special Editions Andy Sanchez, also shared their perspectives:
Ben: “As a long time associate editor it was a privilege to support so many early-career researchers as they’ve entered the policy arena and a pleasure to read their diverse work. It’s been both incredibly interesting and an inspiration for my own science policy journey. JSPG is an incredibly valuable resource and I’m excited to support the journal's future growth as Assistant Editor-in-Chief."
Andy: "JSPG fulfills a key role in the science policy landscape, by providing early career researchers an outlet for policy issues they're passionate about. Through the editorial process, our contributors hone their skills in policy, communication, and critical thinking. Afterwards, they can use the published product to advance their advocacy--spreading awareness about their projects with an accessible, actionable document. I was thrilled when I first published in JSPG, and now, in my new role, I'm honored to support the journal's mission and help our authors realize their goals."
In closing, we are grateful to our authors for their interest in the journal and to the editors for supporting the journal during these 10 years. We’ve also been very fortunate to be surrounded by many wonderful peers and mentors in our editorial board and editorial leadership teams, and guided by an illustrious group of thought leaders in science policy through our governing board and advisory board. We thank them all for their input and dedication in making the journal what it is today, and we are also grateful to our partners who have supported us over the years and helped move our common missions forward. We look forward to taking the journal to new heights in the next decade, based on this solid foundation laid before us.
Post written and compiled by Adriana Bankston.