Preparing Scientists For Science Diplomacy Requires New Science Policy Bridges

Differences between the outputs of academic science and those of science policy contribute to a critical science-policy challenge - the inability of academia to sufficiently value either the outputs of the policy process as comparable to academic outputs, or the expertise required to maintain and develop policy. Few colleges and universities in the United States adequately prepare students to become scientists with expertise operating in science-policy spaces. Consequently, most academic scientists lack sufficient training in the policy process, exposure to science diplomacy and capacity to deliver science advice. Science-policy relationships are more than the dichotomised paradox of politicisation of science and the scientisation of politics. Adjustments in how scientists teach, research and engage with policy and policy-makers are necessary to better prepare future generations to address global problems. This article describes currency variances used in these two ecosystems and identifies opportunities to better support science-policy collaborations for more effective research, teaching and service.