LAUSR

In an era defined by rapid communication, alternative facts, and the propagation of misinformation, the need for scientists to engage directly in public policy and education has never been greater (Pittinsky 2015). The ecological community has debated for decades whether scientists should publicly communicate their support for particular policy positions (Pielke 2007). However, fears that such involvement will undermine public perceptions of scientific objectivity appear to be overblown (Kotcher et al. 2017). Academic institutions have traditionally undervalued such engagement, and calls for redirecting science to serve society and the planet are increasing (Keeler et al. 2017). Based on our belief that scientific understanding is fundamental to public discourse and policy debates, the question is how ecological scientists can engage most effectively while avoiding reputational costs regarding objectivity (perceived or otherwise). In the hope of broadening scientific participation in ecology and conservation, we highlight three general avenues by which ecologists can apply their training and skills to engage in the public and policy arena, namely by (1) broadening research impacts, (2) enhancing outreach to nontraditional audiences, and (3) participating directly in the policy process. By creating opportunities and incentives, universities and funding entities can facilitate greater public outreach and policy engagement by scientists. We provide suggestions on institutional changes that will help accelerate such activities. A portfolio of approaches With a history of addressing societal needs, the applied sciences provide a solid foundation for broadening scientific impacts. The co-production of scientific knowledge with practitioner groups, the interpretation of findings for nonspecialists, and collaboration to incorporate scientific insights into management plans and actions have long been staples of applied scientists. The recent explosion of new communication tools and rapidly expanding social networks provide opportunities to apply and magnify these approaches. Broadening the impact of science requires that scientists focus on pressing societal issues and clearly present the utility of their findings beyond academia. Multidisciplinary teams enable the scientific community to tackle contemporary, complex socioecological problems and facilitate uptake in diverse arenas. In addition, diversifying the skills of individual scientists with relevant training in science-based policy initiatives, the links between regulatory laws and science, and cross-disciplinary communications and negotiations, while traditionally outside the scope of scientific training, are important for facilitating interdisciplinary approaches and the meaningful application of research results (Blickley et al. 2013). Scientists can apply their skills in information assimilation, consolidation, and analysis to support organizations engaged in policy formulation and decision-making. Active participation in such groups can serve to increase both the group’s efficacy and the policy skills of the scientist while catalyzing efforts to address emerging challenges. Enhancing outreach to the broader public starts with leveraging the diverse avenues for popular communication (e.g., blogs, social media, and podcasts) to disseminate concise and accessible summaries of scientific knowledge (Kuehne and Olden 2015). Given the key role of the popular press in bringing science to the public’s attention, scientific training for journalists and training scientists to communicate with journalists is critical for developing compelling stories that can elevate research outputs. Sharing the wonder of scientific discovery, as well as the vast diversity of life and the threats to its persistence, provides narratives that inspire and change perceptions through popular media outlets (e.g., movies, books, and plays). More fundamentally, involving and educating youth in the scientific process through captivating activities are fundamental to creating an educated and scientifically literate public (e.g. Project Learning Tree; www.plt.org). Given the educational mandate for academic faculty, contributing to primary-education curricula and teacher training provides an accessible and impactful approach to public engagement, but one with limited support by universities. Being highly educated and capable citizens, scientists should not be reticent to engage directly with the political process. For example, sharing expertise with local interest groups (private sector and nongovernmental organization) and offering services to public representatives and decision-making bodies at all levels of