National reports and funding mandates have called for trainee-centered PhD and postdoctoral training and the need to support diverse career outcomes. As a result, career and professional development (CPD) resources have expanded at several institutions. Despite the growth of innovative and impactful CPD resources, access to and awareness of resources have been inconsistent and inequitable for graduate and postdoctoral trainees. In the current model, core education occurs in two unconnected ways: faculty research mentors provide scientific competencies training, while CPD educators provide transferable competencies training, which is separate from the curriculum and optional at most institutions. Research mentors are influential in supporting trainee engagement with CPD programs; however, most are either unaware of the rapidly growing opportunities or may not see the direct benefit to scientific development and productivity. Due to this disconnect, some trainees can be inadvertently distanced from CPD resources, leading to more inequities among groups. To bridge this gap, here we propose a realignment of the current model via a set of practical and collaborative solutions providing benefit to all stakeholders. With greater awareness and collaboration, research mentors and CPD educators can complement each other’s expertise to better support trainee experiences and outcomes.

For success in research careers, scientists must be able to communicate their research questions, findings, and significance to both expert and nonexpert audiences. Scientists commonly disseminate their research using specialized communication products such as research articles, grant proposals, poster presentations, and scientific talks. The style and content of these communication products differ from the language usage of the general public and can be difficult for nonexperts to follow and access. For this reason, it is important to tailor scientific communications to the intended audience in order to ensure that the communication product achieves its goals, especially when communicating with nonexpert audiences. This article presents a framework to increase access to research and science literacy. It addresses aspects of communication that scientists should consider when producing a scientific communication product: audience, purpose, format, and significance (research narrative). These factors are essential for understanding the communication scenario and goals, which provide guidance when tailoring research communications to different audiences.