Advancing Translational Research in Environmental Science: The Role and Impact of Social Sciences.

Increasing recognition of the complexity of environmental problems and the need to understand social processes and human values is leading environmental management agencies in many nations, including the USA, to integrate more research from the social sciences through the inclusion of social scientists on interdisciplinary teams. For this study we conducted focus groups at three research laboratories within the U.S. Environmental Protection Agency's Office of Research and Development to better understand how inclusion of social sciences influenced the research process and outcomes, and the barriers to and facilitators of integration. The focus groups identified effects on the research process including improved problem framing, the introduction of new methodologies, and greater stakeholder and public inclusion, while research outcomes included the inclusion or refinement of social and environmental perspectives and systems thinking, increased translatability of research, and new partnerships. Barriers identified included lack of familiarity with social sciences which affected perceptions of social sciences and organizational capacity to absorb and apply social science expertise. Facilitators included receptivity of team members, intentional communication strategies, and project structures and organizational commitment that support interdisciplinary work. Finding a key barrier to be lack of clarity about the different roles social sciences play in translational research, we present a conceptual model defining the roles and contributions of social scientists that clarifies the distinction between "integration" of social sciences in research and "application" of skills and knowledge from the social sciences which play distinct but equally important roles in translational research approaches and solutions-driven research. These insights on the ways social sciences contribute to translational research efforts advance integration of social and natural sciences in environmental science research, particularly in applied contexts.

Institutional insights on integrating social and environmental science for solutions-driven research.

Solving complex environmental problems requires interdisciplinary research involving the social and environmental sciences. The U.S. Environmental Protection Agency is working toward solutions-driven research and interdisciplinary integration within its Office of Research and Development. This article details the history of this process and discusses lessons learned from other federal agencies seeking to integrate social and biophysical research: finding the right combination of top down and bottom up approaches; balancing objectives of advancing science and/or supporting programmatic operations; using social science methods to inform the process; and engaging multiple stakeholders. Attention to the social context of scientific practice, including research processes and research use, fosters success. Three strategies for integrating social sciences to support solutions-driven environmental research are: weaving social science throughout the research process, strengthening social networks, and fostering interdisciplinary hubs. Integration into planning and carrying out research has greater transformative potential than integration into product development and distribution. This article provides insights into institutional considerations for advancing interdisciplinarity and the social context of scientific practice in government agencies. It illustrates the multiple decision contexts and inclusion of social science at the science-policy interface.

Centering equity in the development of a community resilience planning resource.

Building community resilience requires centering equity in resilience planning processes. Tools and resources for strengthening community resilience need to address equity in both their content and the process for using them. This is especially so for communities living in proximity to contaminated lands that face compounding hazards (i.e., environmental, disaster, and climate-related); legacies of institutional or structural disenfranchisement; challenges with inclusion of minority populations in planning; and constraints on doing data-intensive planning and management in under-resourced and underserved jurisdictions. A research team from the U.S. Environmental Protection Agency is developing a new resource, the Equitable Resilience Builder, which will serve communities with intersecting social and environmental vulnerabilities, in pursuit of creating resilience plans and developing the intra-community connections to implement them. This article details how the team used human-centered design to develop the Equitable Resilience Builder. Our objective in doing so is to share the evolution of equity in the project and demonstrate key inflection points in the discovery, synthesis, and ideation phases of human-centered design. The team was able to expand their understanding of what it means to undertake resilience planning in an equitable way during engagements with state, local, tribal agencies, foundations, non-governmental organizations, and academia and through participatory workshops. It developed design principles for how the tool might use storytelling and other techniques to address emotions and trauma, ensure local voices are heard, and encourage relationship building. This article offers lessons learned for others seeking to address resilience and equity in climate risk management, particularly when working with communities in proximity to contaminated lands.

Toward Coequality of the Social Sciences in the National Climate Assessment.

Integration of the social sciences into climate assessments enhances report content and actionable science. The literature has identified the benefits and challenges in achieving coequal intellectual partnerships between the social and biogeophysical sciences in climate research. Less has been written on how to rectify the issue in the particular institutional context of a climate assessment. This article uses qualitative research methods to analyze social science integration in the United States' Fourth National Climate Assessment. It presents findings from focus groups held with social science-and nonsocial science-trained report authors. It finds that knowledge governance, or the formal and informal mechanisms shaping how information is produced and used, and cultural worldviews about the role of social sciences in assessments and assessments in society, affected social science integration. Report authors' principal orientation toward the social sciences was as a means of achieving what they saw as the assessment's public function, namely, to support education, decision-making, and action. Author expertise, report framing, and knowledge systems were other key themes that emerged. Based on this analysis, we propose potential pathways toward coequal intellectual partnerships in assessments by expanding the diversity of chapter teams' expertise, enhancing connections between authors and society, reconsidering report framing, and broadening inclusion of knowledge systems. We also discuss the potential role of applying social science theories and methods throughout the report life cycle from framing and engagement to evaluation.