Research

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Ocean Observatories for Education Three
Recent Examples from the Coastal Ocean
Observation Lab
Scott Glenn, Oscar Schofield, Josh Kohut, Bob
Chant and Janice McDonnell Rutgers
University Coastal Ocean Observation Lab
Research http//marine.rutgers.edu/cool
Operations Center http//www.thecoolroom.org
K-12 Education http//coolclassroom.org
Coastal Observatory Sponsors
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In a world where advanced knowledge is widespread
and low-cost labor is readily available, U.S.
advantages in the marketplace and in science and
technology have begun to erode.
Create high-quality jobs and focus new science
and technology efforts on meeting the nation's
needs, especially in the area of clean,
affordable energy 1) Increase America's talent
pool by vastly improving K-12
mathematics and science education 2) Sustain
and strengthen the nation's commitment to
long-term basic research 3) Develop, recruit,
and retain top students, scientists, and
engineers from both the U.S. and abroad and 4)
Ensure that the United States is the premier
place in the world for innovation.
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Scientists and educators working together
to advance ocean discovery and make known the
vital role of the ocean in our lives
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The Mid Atlantic COSEE uses Coastal Observing
Systems to promote awareness and understanding of
ocean sciences.
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• Education Outreach group at Rutgers Marine
  Science
• The local mission to promote ocean literacy
  through the development of a broad range of
  products and services that use the advanced
  scientific resources and assets available at
  Rutgers. 
• Clients include
• K-12, community college, and university
  education and science research
• the private sector
• local, regional, state, national, and
  international government agencies
• nonprofit organizations
• news media
• legislatures, and the general public.
• Note We will use the term general public to
  represent a broad range of interest groups and
  potential audiences.   

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Communicating Ocean Science
Developed by Lawrence Hall of Science, UC
Berkeley Rutgers Pilot Spring 2006
Goals Introduce future scientists to the
importance of K-12 education Introduce
college students to possible careers in K-12
education Encourage collaborations between
scientists and educators Provide instruction
and college role models to K-12 students
Combines Instruction in inquiry-based
science teaching methods Supervised
teaching in local school classrooms
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Evaluation Results COS 06
Demographics 8 undergraduate science majors 5
graduate students (ocean sciences)

• The course met three critical needs for RU
  students
• Helped scientists (and other scientist colleagues
  at Rutgers) to more effectively communicate their
  subject and research to the public
• Directed some science majors into science
  education professions (2 of 13) and
• Created a greater awareness among scientists and
  science students about the need for educational
  outreach.

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COS Evaluation Results
From Summative Course assessments conducted by
Rutgers University
Thank you for a great course. I thoroughly
enjoyed COS and would recommend it. It was
considerably better then any of the education
classes I have taken so far at RU.
Ive never been in a class with such an
interactive and instructive design.
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I was never able to communicate well with others
about what I am learning in school, but this
class has taught me how. This course changed
my life and helped me to find my purpose after
I graduate.
Its made me a better student, teacher, and
person. It is the most rewarding course Ive
been involved in.
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Formal Education
Informal Education
Non-formal Education

• Voluntary
• Self-directed
• Opportunities that inspire and create awareness

• Deliberate, planned, staffed
• Unrestricted as to time and place
• Usually responsive to need and is an effective
  tool for development. 

• Purposeful
• Curriculum
• Schools are accountable to Federal State
  government
• Matriculation/Degrees (form of grades,
  diplomas,etc.)

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Communicating Ocean Science for Informal
Audiences (COSIA)

• Engage 10 different institutions in partnerships
  to improve science and ocean sciences education
  nationwide.
• COSIA will bring exciting, cutting edge ocean
  sciences content to diverse families through
  researchbased approaches to teaching and
  learning presented by enthusiastic college
  science students.

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U.S. Commission on Ocean Policy Final Report
September, 2004
Chapter 27 Enhancing Ocean Infrastructure and
Technology Development

• A robust infrastructure with cutting-edge
• technology forms the backbone of modern
• ocean and coastal science and effective
• resource management and enforcement.
• 3 Major Components for Oceans Coasts
• Facilities land based structures
• (labs, monitoring stations)
• and remote platforms
• (ships, aircraft, satellites,
  submersibles).
• Hardware research equipment, sensors
• instrumentation, information technology.
• Technical Support expert human resources
• to operate, maintain and use for
• monitoring, research, modeling, resource
• assessments, education enforcement.

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Long Recognized Need for Ocean Technology
Professionals
Modern observation networks, constructed through
partnerships between scientists and engineers,
require a new generation of skilled technicians,
cross-trained in oceanography, to
install, operate and maintain these increasingly
complex systems. --- in Long-term Real-time
Coastal Ocean Observation Networks, Glenn,
Dickey, Parker Boicourt, Solomons, MD, 1999.
There are insufficient people with the necessary
skills to operate all the ocean observatories
envisioned. We need to entrain and educate
skilled people at the Bachelors and Masters
level for these efforts to succeed. --- SCOTS
Steering Committee, 2003.
Envisioned National HF Radar Backbone 100-200
HF Radar shore sites. Radars operated in
clusters of 5. Each cluster requires 2 Radar
technicians. 40-80 trained Radar technicians to
complete and operate a national network. ---
SCMI Steering Committee, 2004.
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The Institute of Marine and Coastal Sciences, in
partnership with the National Science Foundation,
is pleased to offer RIOS - a Summer Fellowship
Program for undergraduates. This ten week
NSF/IMCS-supported Research Experience for
Undergraduates is designed to provide many
opportunities to explore and participate in ocean
science research at a technologically advanced
research facility. RIOS is open to rising Juniors
and Seniors and the 2006 Program will run from
May 29th to August 4th.
Here at IMCS, you'll have the chance to
participate in a research cruise within view of
the Manhattan skyline, analyze data from one of
the world's first underwater observatories, work
with a team deploying an autonomous underwater
vehicle, tag striped bass in one of the most
pristine estuaries along the east coast of the
United States, work with advanced numerical
models, learn about remote sensing of the ocean,
or work with some of the people who put deep sea
vent communities on the map. All of this and more
awaits you at RIOS.
PIs Judy Grassle, Jim Ammerman, John Quinlan
Mike Deluca 10 Week Summer Internships for
Juniors and Seniors 2004 15 students, 2005
13 students, 2006 14 students New for 2006
work with a team deploying an autonomous
underwater vehicle
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Two-Day Field Trip to Tuckerton
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Pre-deployment Glider Briefings aboard R/V
Arabella
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First Student Glider Deployment at LEO
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Interdisciplinary Team Projects for Summer
Interns
John Roberts Electrical Engineering
Christi Welter Civil Engineering
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Cameras for a Glider Payload Bay with RU
engineers
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Underwater Image
Glider Camera Mission Results
R/V Arabella
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Bioprobe Passive Acoustic Sensor for Gliders
with URI
Direct Attachment to the Tail
Development of a Towstring
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SW-06 Acoustic Data Recorded on Rutgers Glider
with URI Towed Hydrophone
400 Hz tomo source
Slides from 300 Hz FM source
48 seconds of data 0 to 500 Hz displayed
From Jim Miller URI
100 Hz source stops, 200 Hz source starts
Glider sounds
224 Hz tomo source
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Glider-Towed Bioprobe joins the Glider Research
Fleet at the Shelf Break for 2 weeks
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Operational Oceanography Masters Program
Requirements

• Rutgers Requirements for Masters without Thesis
• 30 Credits of Course Work (typically ten 3-credit
  courses)
• Expository Essay Defense
• Typical Course Load
• Summer Fall
  Spring
• Year 1 Field Experience 3 Courses
  3 Courses
• Year 2 Field Experience 2 Courses Essay
  2 Courses Essay
• Year 3 Field Experience

--------------------------------------------------
-------------------------------- Strawman Plan
Presented at AMS Interactive Workshop
2001. Comments Solicited from Navy NOAA
Operations Centers. Revised Plan Presented at AMS
Interactive Workshop 2002.
Special Thanks to Christopher Mooers, Frank
Aikman, James Rigney, Landry Bernard, Robert
Lorens, Chuck Weigand and Richard Hodur.
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Rutgers University Masters in Oceanographic
Technology
Common Themes

• Oceanographers with technical training and
  experience desired.
• Oceanographic Ph.D.s want RD, Masters are
  from other disciplines.
• Masters Thesis Defense is essential, even if it
  requires more time.
• Demonstrated oral written communication
  skills are essential.
• Exposure to a range of core courses in Physics,
  Biology, Chemistry Geology.
• Acoustics Optics for Navy.
• Field experience in data collection, experience
  in data analysis, computer programming skills for
  new analyses, statistics for estimating errors,
• sufficient oceanographic background to
  interpret.
• A desire to use numerical models focused on
  interpretation of results, not model development.
• 6) Ability to relate existing knowledge to new
  observations and model output.
• 7) Extended internships at government operations
  centers and industry

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Rutgers University Masters in Oceanographic
Technology
Purpose
Provide background training and hands-on
experience to masters-level marine science
students in an operational coastal ocean
observatory.
Duration 3 summers, 2-3 academic years
Requirements 24 course credits, 6 research
credits Master Thesis defense
Partners Stevens Institute of Technology - New
Jersey California Polytechnic State
University Mote Marine Laboratory
Florida University of Bergen Norway
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Weather Forecasting by Masters Graduate in
Operational Oceanography
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International Partnerships in Operational
Oceanography Education
3-Year Vetlesen Fellowship in Rutgers Masters
Program. Priority given to a Norwegian Student
starting July, 2006.
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• Summary and Conclusions
• Demonstrated New Educational Applications in a
  Coastal Ocean Observatory
• COSEE Influence on Undergraduate and Graduate
  Education Expanded
• Workforce Training Programs to Facilitate the
  Rapid Expansion of Ocean
• Observatories Exist but Require Support Now