Training the next generation of climate science integrators: lessons from the Landscape Conservation Cooperatives

Abstract

Science that can be readily applied to policy or decision-making is a critical component of adapting to the climate emergency. Boundary spanning facilitates the creation of credible, relevant, and legitimate science for use in policy and decision making. Individuals who are adept at navigating the interface between science and decision making (referred to as "boundary spanners") are crucial in developing science that fits the needs of managers. Though the attributes and skills needed to be an effective boundary spanner are well-defined, individuals are not often trained for these roles. This study incorporates two sets of interviews conducted with employees and affiliates of the Landscape Conservation Cooperatives (LCCs), a boundary spanning organization that was administered by the U.S. Fish and Wildlife Service between 2010 and 2017. Participants across the LCC Network were asked which training they considered to be most effective in their role as a boundary spanner, what changes resulted from that training, and if they had been trained in co-production of knowledge or boundary spanning. Participants from the five Alaskan LCCs who attended a science communication workshop in 2015 were asked about their job tasks, science communication barriers, and goals within their LCC. Participants cited a number of different trainings that they considered to be effective. Trainings involving decision theory and peer-to-peer learning opportunities were referenced slightly more frequently than other trainings. Changes to the strategic plan and overall direction of the organization was the most often cited training outcome. Capacity (funding, time, or skills) was the most frequently cited barrier to science communication among the Alaskan LCCs. Small boundary-spanning organizations may benefit from increasing capacity by hiring individuals who already possess necessary skills, or by focusing on science translation rather than generating new science. Boundary spanners should be encouraged to access peer-to-peer learning environments and training in decision making.