Research

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Educational Needs in the Changing Field of
Operational Oceanography
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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A Look Back
By Tommy Dickey at ORION in Puerto Rico
If I were to choose a single phrase to
characterize the first century of modern
oceanography, it would be a century of
under-sampling.
Walter Munk, 2000

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A Global View from Space Imagers and Altimeters
Passive Imagers for SST Ocean Color
Active Radars for Altimetry
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A Global Array of 3,000 Argo Profiling Floats
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Looking upstream Arctic Ice is
melting Freshwater flows south in the Labrador
Current Middle Atlantic Bight is getting fresher
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Operate a Sustained Regional Coastal
Observatory Mid-Atlantic CODAR Network Cable
Glider Endurance Lines
1 1 3
Mid-Atlantic HF Radar Consortium
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Conduct Process Studies in a (your agency here)
Sustained Regional Coastal Observatory
NSF Hudson River Plume
NSF Mid-Shelf Front
Mid-Atlantic HF Radar Consortium
ONR Shelf Break Front
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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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Rutgers University Undergraduate Oceanography
Courses
Kohut et al OS13M-02
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Operational Oceanography 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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Rutgers University Masters in Oceanographic
Technology
Rutgers Courses (3 credits each) plus an ongoing
Applied Seminar Series
Background Core Courses (9 credits)
Physical Oceanography (PO) IMCS
Faculty Biological Oceanography (BO) IMCS
Faculty Chemical Oceanography (CO) IMCS
Faculty Marine Geology (MG) Geology Faculty
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Rutgers University Masters in Oceanographic
Technology
Sample Class Schedules
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Why Rutgers?
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Rutgers University Coastal Ocean Observation
Lab Operations Center
Ship-to-Shore Communications
CODAR Network
Cable
Glider Fleet
X-Band
L-Band
Mission Sustained Operations of Key Observing
Technologies for Scientific Research, Technology
Development, Education and Outreach
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Mixing of the Hudson and Raritan Rivers
With NRL
Standard SeaWiFS
Bosch et al. OS54D-03
Standard RGB
Phyotoplankton Absorption
Detritus Absorption
CDOM Absorption
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Present Status of the Mid-Atlantic Long-Range
Mid-Range Systems
MAB Total 19 Operating 7 Funded 3 Pending
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New Enabling Technologies - Seafloor Cabled
Observatories
SEAFLOOR CABLES LEO-15
SUSTAINED PRESENCE TO CAPTURE EVENTS
Hudson River
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Command and Control Around the World
RU-COOL Glider Fleet Stats (as of 1126 February
2, 2006) 16,210 km flown 122,947 casts 512
in-water calendar days 711 glider days
Slocum Glider
Webb Research Corp
Kerfoot et al OS45D-21
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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 Conclusions
I walk into our control room, with its panoply
of views of the sea. There are the updated global
pictures from the remote sensors on satellites,
there the evolving maps of subsurface variables,
there the charts that show the position and
status of all our Slocum scientific platforms,
and I am satisfied that we are looking at the
ocean more intensely and more deeply than anyone
anywhere else. - Henry Stommel, The SLOCUM
Mission, 1989

• - It is the dawn of a new way to
• be AT sea.
• - Fueled by new technologies.
• Many big science questions
• are interdisciplinary long-
• term.
• Facilitated by global
• collaborative teams.
• The same data can have
• immediate societal impact
• Save Lives, Save Money.
• - Education of a skilled
• workforce in advanced
• oceanographic sampling
• technologies can start now!

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R.U. COOL Hands-On Oceanography
Warning You Will Get Wet!
Oceanographic Technology Degree Partner
Institutions Rutgers University - New Jersey
Stevens Institute of Technology New
Jersey Mote Marine Laboratory
Florida California Polytechnic State
University University of Bergen Norway
Liz Creed, Emmeline Romana, and Barbara Berg
deploy Slocum Gliders off the west coast of
Florida