Increasing the usability of climate science in political decision-making

Abstract As climate-science graduate students at the University of Washington, we had the opportunity to engage in a political process focused on implementing legislation to reduce greenhouse gas emissions in Washington State. Our insights gained from this rare, first-hand, experience may be particu...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Emily R. Newsom [verfasserIn] Andrea J. Fassbender [verfasserIn] Ashley E. Maloney [verfasserIn] Seth M. Bushinsky [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	science-policy interactions climate science cross-disciplinary education

Übergeordnetes Werk:	In: Elementa: Science of the Anthropocene - BioOne, 2014, (2016)
Übergeordnetes Werk:	year:2016

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.12952/journal.elementa.000127

Katalog-ID:	DOAJ026624567

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topic_title	GE1-350 Increasing the usability of climate science in political decision-making science-policy interactions climate science cross-disciplinary education
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title	Increasing the usability of climate science in political decision-making
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title_sort	increasing the usability of climate science in political decision-making
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title_auth	Increasing the usability of climate science in political decision-making
abstract	Abstract As climate-science graduate students at the University of Washington, we had the opportunity to engage in a political process focused on implementing legislation to reduce greenhouse gas emissions in Washington State. Our insights gained from this rare, first-hand, experience may be particularly relevant to other climate scientists. We argue that inflexible research goals within the United States climate-science community limit the relevance of the knowledge our community creates. The mismatch between climate-science research and the information needs of policy makers, while widely acknowledged in certain domains, has yet to be fully appreciated within many earth science disciplines. Broadening the climate-science training of graduate students to include education on the uses of climate information outside of academic settings would both inform and motivate new research directions, and engender validation of non-traditional research within disciplinary cultures.
abstractGer	Abstract As climate-science graduate students at the University of Washington, we had the opportunity to engage in a political process focused on implementing legislation to reduce greenhouse gas emissions in Washington State. Our insights gained from this rare, first-hand, experience may be particularly relevant to other climate scientists. We argue that inflexible research goals within the United States climate-science community limit the relevance of the knowledge our community creates. The mismatch between climate-science research and the information needs of policy makers, while widely acknowledged in certain domains, has yet to be fully appreciated within many earth science disciplines. Broadening the climate-science training of graduate students to include education on the uses of climate information outside of academic settings would both inform and motivate new research directions, and engender validation of non-traditional research within disciplinary cultures.
abstract_unstemmed	Abstract As climate-science graduate students at the University of Washington, we had the opportunity to engage in a political process focused on implementing legislation to reduce greenhouse gas emissions in Washington State. Our insights gained from this rare, first-hand, experience may be particularly relevant to other climate scientists. We argue that inflexible research goals within the United States climate-science community limit the relevance of the knowledge our community creates. The mismatch between climate-science research and the information needs of policy makers, while widely acknowledged in certain domains, has yet to be fully appreciated within many earth science disciplines. Broadening the climate-science training of graduate students to include education on the uses of climate information outside of academic settings would both inform and motivate new research directions, and engender validation of non-traditional research within disciplinary cultures.
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