It is our contention that industrial-organizational (I-O) science can do many great things for the world of work, but we must first get it out there more readily and fully into the hands of decision makers, policy makers, and the public. This focal article addresses the following topics: (a) Why isn’t I-O science reaching the public? (b) What are good mechanisms to bring I-O science to the public? (c) What are some keys to translation and public consumption? Specific public-facing activities discussed include writing a trade book, writing for trade magazines (e.g., Harvard Business Review [HBR]) and online blogs (e.g., Fortune), leveraging social media (e.g., LinkedIn), submitting op-eds, doing podcasts as a producer and/or guest, and joining a speakers bureau. We also discuss barriers to these activities such as time, reward structures, and skill deficits.

As industrial-organizational (I-O) psychologists, we have expertise in applying psychological and/or organizational science to the workplace. However, many of us haven’t taken the time to think about how our I-O psychology knowledge can apply to our teaching practice. We walk through some examples of how I-O psychology research can help us be better teachers, and the goal of our paper is to encourage readers to make evidence-based changes to their teaching based on I-O psychology research. We organize our discussion around four areas: training and development, diversity and inclusion, groups and teams, and leadership. Within each, we offer small, medium, and large changes that could be incorporated into classrooms. We hope that readers will be inspired to build on what they do in their classrooms to help students learn about (and be inspired by) our field.

Increasing the representation of women in science, technology, engineering, and mathematics (STEM) is one of our nation's most pressing imperatives. As such, there has been increased lay and scholarly attention given to understanding the causes of women's underrepresentation in such fields. These explanations tend to fall into two main groupings: individual-level (i.e., her) explanations and social-structural (i.e., our) explanations. These two perspectives offer different lenses for illuminating the causes of gender inequity in STEM and point to different mechanisms by which to gain gender parity in STEM fields. In this article, we describe these two lenses and provide three examples of how each lens may differentially explain gender inequity in STEM. We argue that the social-structural lens provides a clearer picture of the causes of gender inequity in STEM, including how gaining gender equity in STEM may best be achieved. We then make a call to industrial/organizational psychologists to take a lead in addressing the societal-level causes of gender inequality in STEM.