Navigating the Science–Policy Divide: How I Built a Career in Between

As I applied for my second graduate program in the environmental field, I found myself repeatedly describing my interest in “science and policy.” In my application letter, I wrote that I am interested in environmental science and policy. However, during a recent interview, one question gave me pause:

“How do you actually transform science into policy?”

This recent interview question caught me off guard, and it should not have. I am about to complete my second graduate degree in the environmental field, have multiple internship experiences with NGOs, and genuinely thought this is what I was doing. I stumbled through the answer during the interview. Then I realized that I had never fully thought about this question, despite how often I had used the phrase “science and policy” to describe my interests. I knew I needed to think a little deeper about what this actually means to me. I am here to tell you that the process really helped me, and I want to share what I learned.

First, build a strong foundation in science

To influence policy, one must first understand the science behind it. Scientific knowledge is not optional; it is essential. I came to realize this through several unsuccessful interviews. For example, I interviewed for a communications position at the Green Climate Fund. Despite having strong experience in communications and a slight advantage in language skills, I was not selected. The position itself was not highly technical, yet the candidate chosen had a background in climate finance.

This experience made something clear to me: even roles that appear to focus on communication still require scientific or technical credibility. Without that foundation, it is difficult to gain trust, let alone influence policy. In the article “Paths to Science Policy,” the author argues that the most visible science policy positions are almost always filled by accomplished scientists. And, in reality, there are many examples of accomplished scientists serving in the policy sphere. Therefore, whether for career development or for shaping policy in a broader sense, building expertise in science is necessary. At the very least, one should become conversant in a specific area. Then, when we advise policymakers, we can back up our points with evidence.

Second, develop strong communication skills

If scientific knowledge is the foundation, then communication is the bridge that connects science to policy. Scientists often assume that producing rigorous evidence is enough. However, policy operates very differently from academia. Policymakers work under time constraints, competing priorities, and often without specialized scientific training. As a result, even the most robust research can fail to have an impact if it is not communicated effectively.

To influence policy, science must be translated into language that is plain, concise, and direct. Many researchers emphasize the importance of language. The work of policy makers is fast-paced and pressurized, so we must adjust our language to their level of expertise, be concise, and offer concrete suggestions. This means going beyond technical writing and learning how to communicate in ways that resonate with both policymakers and the public. Whether through policy briefs, visual storytelling, or social media, the ability to simplify complex ideas without losing their substance is critical.

I have observed in my classes that there is a disparity in students’ communication skills. It is easy to notice that people tend to listen more to peers who are proficient in language and communicate their ideas effectively. These interpersonal communication skills, along with different communication techniques, including the use of language and various communication media, can significantly influence communication effectiveness.

Finally, build connections within the policy community

If knowledge is the foundation and communication is the bridge, then relationships are the channel through which influence actually happens. Policy is not shaped by evidence alone. It is shaped by people, culture, institutions, and networks. In many cases, having the right information is not enough; it also matters whether that information reaches the right people at the right time. This is where relationships become critical. Building connections in the policy sphere allows scientists and practitioners to better understand policy priorities, timing, and constraints. It also creates opportunities for dialogue, trust-building, and collaboration.

Over time, these relationships make it more likely that scientific input will be heard, considered, and ultimately integrated into decision-making. In this sense, networking is not merely a career strategy; it is an essential part of how science gains real-world influence. Through this way, we can make trustworthy science influence policymakers, thus making science and knowledge into action.

For us students, attending conferences is often framed as an opportunity to network, connect with people from different fields, and gain access to policymakers. We approach these moments by exchanging introductions and adding connections on LinkedIn. However, what often follows is a lack of meaningful follow-up. These contacts end up as names that quietly remain in our LinkedIn networks, with little real interaction afterward.

This raises an important question: what are we doing wrong, and what should we be doing differently? As a student, I am still learning how to build more meaningful professional relationships, and I recognize that not every connection will lead to a job opportunity. At the same time, I also realize that deeper engagement requires more intentional effort beyond the initial connection.

These three suggestions are not only important for translating science into policy, but are also highly valuable for students themselves. There are principles that students should adhere to: deepening scientific knowledge, strengthening communication skills, and expanding one’s professional network. I will carry out these three principles in my future study and career, and I hope this advice will be helpful to students.

About the author

Junjing Li is a graduate student at the Middlebury Institute of International Studies, pursuing a Master’s in Environmental Policy and Management with a focus on marine science and policy. Originally from China, she is passionate about advancing sustainable ocean governance and understanding the intersection between science and policy. During her studies, she has developed strong interests in international environmental cooperation and marine conservation.