An Ocean Blueprint for the 21st Century - California Ocean ...

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Box 8.2 COOL Professional Development for TeachersApartnership between the Jacques Cousteau National Estuarine Research Reserve andthe Rutgers University Institute of Marine and Coastal Sciences generates a wealth ofprofessional development opportunities designed to engage New Jersey teachers and schooladministrators in using the ocean to enhance student learning experiences. Programs rangefrom field-based workshops to Web-based instructional modules dubbed the COOL (CoastalOcean Observation Laboratory) Classroom. This partnership is an example of the type ofinnovative, relevant, and exciting educational opportunities that can be created when theresearch and education communities work together to bring the latest advances in oceanresearch into the classroom.For example, NSF’s Research Experiences for Teachers program could be expanded toinclude ocean-based opportunities and NOAA could build on successful programs such asTeachers-at-Sea and Ocean Explorer. Federal ocean agencies could also provide incentivesfor ocean research institutions to establish certificate programs for pre-service and inserviceteacher preparation and development, and include graduate courses that coverocean-related concepts and how they can be applied in teaching. To help broaden theimpact of such professional development programs, successful participants should beencouraged to serve as master teachers or resource teachers after a period of evaluation.The American Meteorological Society’s Project Maury and Project Atmosphere serve asexcellent models for achieving this type of long-term impact.Despite an abundance of good ideas and successful models (Box 8.2), significantobstacles remain in developing lasting collaborations between ocean scientists and teachers.A 1996 National Research Council report found that researchers do not fully appreciatethe roles and responsibilities of teachers, and teachers are not fully aware of the dutiesand functions of researchers. 10 Further, the existing academic culture can be a deterrentto scientists’ involvement in education and outreach activities. Although most faculty areexpected to participate in research, teaching, and service activities, universities typicallyprovide the greatest rewards for successful research, with teaching achievements a distantsecond, and little if any recognition for community service.Federal agencies could help bring about a cultural change by providing incentivesfor universities to raise the visibility and rewards for faculty interactions with educators.Programs such as NSF’s Faculty Early Career Development program and Graduate TeachingFellows in K–12 Education program address this issue by providing support for involvementin K–12 education among graduate students and young faculty. But the limited sizeand scope of these programs have restricted their influence.Effective partnerships between scientists and teachers will require new, long-termarrangements between the academic community and school districts. Large-scale programssuch as NSF’s Math and Science Partnership, which funds university scientists to workwith teachers in areas such as professional development and curriculum enhancement,are urgently needed. The COSEE and Sea Grant networks could be used to coordinatesuch programs within the ocean community.134 A N O CEAN B LUEPRINT FOR THE 21ST C ENTURY
Recommendation 8–8Ocean.ED, working with academic institutions and local school districts, should help establishmore effective relationships between the research and education communities to expandprofessional development opportunities for teachers and teacher educators.Specifically, Ocean.ED should:• provide supplemental grants and other rewards to scientists who partner with teachers andteacher educators to include educational components in their research projects.• establish a grants program for development and implementation of an enhanced corecurriculum in science content that incorporates ocean concepts for pre-service teachers.Applicants should be required to demonstrate collaborations and partnerships amongeducation, science, mathematics, and engineering faculty.Bringing Oceans and Students TogetherField and laboratory experiments offer a natural avenue for students to gain first-handexposure to science while developing an awareness of the importance of the ocean. Notall students are near, or able to travel to, the shore, but new ocean research technologiesrepresent a tremendous and virtually untapped avenue to overcome this limitation, allowingstudents anywhere to be involved in real oceanographic investigations. The sameremote-access technologies that make advanced ocean research possible can also helpstudents and teachers participate in collecting, analyzing, and distributing ocean data.The benefits of technological advances for science education can help U.S. students regaintheir position among the best and brightest in the world.Enabling students to interact with practicing scientists, even if they are thousands of milesaway, can help create a lifelong affinity for learning. Mentoring, from teachers, scientists, ornear-peers is a particularly valuable component of successful student-oriented programs.Box 8.3 Today’s Kids … Tomorrow’s Ocean ProfessionalsWith regular field trips beyond the resources of most educators and school systems, theKidScience program serves as a model for bringing science to students through dynamic,relevant programs broadcast directly into classrooms. Produced cooperatively by the HawaiiDepartment of Education and Hawaii Public Television, this live, interactive series offersstudents in grades 4–8 two distinct types of learning opportunities.Locally broadcast programs demonstratehands-on lessons that involve students in arange of research activities and allow themto communicate with their on-screeninstructor by telephoning or e-mailingquestions throughout the broadcast.A more in-depth examination of selectedtopics takes place during three-part seriesthat are broadcast not only in Hawaii butalso in Micronesia and American Samoaand across the continental United States.These series combine live discussions withexperts and pre-taped virtual field trips toexpose students to topics ranging from“The Underwater Classroom” to “Living ona Volcano.” Students are also engaged incurrent events involving ocean and coastalenvironments through discussions ofocean-related policy questions.NOAA Restoration ProgramC HAPTER 8: PROMOTING L IFELONG O CEAN E DUCATION 135
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FINAL REPORTAN OCEAN BLUEPRINTFOR T
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THE UNITED STATES IS AN OCEAN NATIO
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Page 2—The Presidentocean educati
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Page 2—The Honorable William H. F
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Page 2—The Honorable J. Dennis Ha
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SCIENCE ADVISORY PANELDonald F. Boe
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COMMISSION STAFFThomas KitsosExecut
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Robert Richmond, Robert Ross, Amy S
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CHAPTER 3SETTING THE NATION’S SIG
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PART IVLIVING ON THE EDGE: ECONOMIC
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Periodic Review and Modification...
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Expanding Research and Education ..
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CHAPTER 26ACHIEVING A SUSTAINED, IN
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Index to the Recommendations ......
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LIST OF FIGURES AND TABLESFigure 1.
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LIST OF BOXESBox 1.1 Defining Coast
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PHOTOGRAPH IDENTIFICATIONAND CREDIT
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The Value of the Oceans and CoastsA
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The message from both experts and t
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Guiding PrinciplesThe Commission be
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appropriate national policies, and
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Based on an improved understanding
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Figure ES.5 Many Different Platform
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Figure ES.6 U.S. Students Fall Behi
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ciated with coastal population and
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To ensure good coordination, the In
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liferation of federal and state pro
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Preserving Coral Reefs and Other Co
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pation of all ocean-related federal
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also produce revenues in time, and
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CHAPTER 1RECOGNIZING OCEAN ASSETSAN
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Figure 1.2 The Value of the CoastsJ
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Box 1.1 Defining Coastal AreasThe c
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Figure 1.4 The Shift from Goods to
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Box 1.2 The “Fourth Seacoast”
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chemicals tend to bind to particles
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coastal watershed counties grew by
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One of the most immediate phenomena
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30 Fleming, L.E., et al. “The Epi
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CHAPTER 2UNDERSTANDING THE PASTTO S
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ments. The Navy’s ocean data hold
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The legislation was prompted by the
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The architects of ocean-related pro
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Congress on ocean and coastal issue
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Figure 2.1 Invited Panelists Repres
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CHAPTER 3SETTING THE NATION’S SIG
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USCOP File PhotoThe Commission’s
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Figure 3.1 Large Marine Ecosystems
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damage is also high, managers shoul
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Figure 3.2 The Foundations of a New
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PRIMER ON OCEAN JURISDICTIONS:DRAWI
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The Territorial Sea (0 to 12 Nautic
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PART 2BLUEPRINT FOR CHANGE:A NEW NA
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Government agencies work on these a
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Recommendation 4-1Congress should e
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• reach out to state, territorial
Page 121 and 122: Figure 4.2 Proposed Structure for C
Page 123 and 124: References1 National Research Counc
Page 125 and 126: significant initiative by federal a
Page 127 and 128: The California Bay-Delta Authority
Page 129 and 130: Box 5.2 Nature and Functions of Reg
Page 131 and 132: Box 5.3 Moving Toward Improved Fede
Page 133 and 134: data collection efforts are essenti
Page 136 and 137: CHAPTER 6COORDINATING MANAGEMENTIN
Page 138 and 139: nisms for managing new ocean uses.
Page 140 and 141: sure that disputes are resolved and
Page 142 and 143: Reserve System, which is made up of
Page 144: Regional and Local StakeholdersPart
Page 147 and 148: Reviewing Previous Reorganization P
Page 149 and 150: Box 7.1 Improving Ocean and Coastal
Page 151 and 152: Box 7.2 Federal Ocean and Coastal A
Page 153 and 154: Box 7.3 Historical Precedent for Pr
Page 155 and 156: Table 7.1 (continued) Thirty Years
Page 159 and 160: PART 3OCEAN STEWARDSHIP:THE IMPORTA
Page 161 and 162: Ocean StewardshipTo successfully ad
Page 163 and 164: Therefore, the interaction and invo
Page 165 and 166: NOPP’s Ocean Research Advisory Pa
Page 167 and 168: Recommendation 8-4Ocean.ED should d
Page 169 and 170: Figure 8.2 U.S. Students Fall Behin
Page 171: Bridging the Gap between Scientists
Page 175 and 176: creativity that has expanded our un
Page 177 and 178: Recommendation 8-11Ocean.ED should
Page 179 and 180: Recommendation 8-14The National Sci
Page 181 and 182: Box 8.5 What Is Informal Education?
Page 183 and 184: to reach desired outcomes. While fe
Page 187 and 188: PART 4L IVING ON THE E DGE:E CONOMI
Page 189 and 190: Box 9.1 Coastal Activities Are Big
Page 191 and 192: state and local decision making, so
Page 193 and 194: • goals—State coastal managemen
Page 195 and 196: Other Relevant Federal ProgramsIn a
Page 197 and 198: forward. An applicant can appeal su
Page 199 and 200: References1 Culliton, T.J. Populati
Page 201 and 202: Improving Federal Managementof Haza
Page 203 and 204: Box 10.2 New Orleans at RiskPrior t
Page 205 and 206: Dave Gatley/FEMA News PhotoHomes bu
Page 207 and 208: that develop excellent mitigation p
Page 209 and 210: tal and human disturbances such as
Page 211 and 212: PhotolinkCoastal habitats provide e
Page 213 and 214: Restoration efforts have intensifie
Page 215 and 216: Box 11.2 A Community Habitat Restor
Page 217 and 218: Although it has shown some success
Page 219 and 220: Box 12.1 Sediment: Friend or Foe?Se
Page 221 and 222: Changing Sediment QualityOver the l
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One of the difficulties in undertak
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Beneficial Uses of Dredged Material
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The National Shoreline Management S
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CHAPTER 13SUPPORTING MARINE COMMERC
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Figure 13.1 Ports Are the Primary G
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Harbors, Channels, and WaterwaysThe
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Recommendation 13-2Congress should
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Recommendation 13-5The U.S. Departm
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PART VC LEAR WATERS A HEAD:C OASTAL
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Figure 14.1 Report Card on Regional
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sources, such as industrial facilit
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meet water quality goals. Decisions
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Animal Feeding OperationsMany anima
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nants over land, into streams and g
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Major Nonpoint SourcesThe majority
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USCOP File PhotoUSCOP File PhotoAs
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Expanding Uses of State Revolving F
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Recommendation 14-11The U.S. Enviro
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assisting in the implementation of
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References1 U.S. Environmental Prot
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Box 15.1 Ocean and Coastal Monitori
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EPA’s Environmental Monitoring an
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local, and municipal governments, w
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System DesignSampling protocols are
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Making Data Accessible and UsefulA
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and 75 percent of cargo ships opera
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Although many flag states take thei
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Reducing Vessel PollutionStrengthen
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Voluntary actions can provide a use
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Figure 16.2 The Oil Pollution Act C
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developing new regulatory and non-r
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25 Ibid.26 Center for Environmental
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Box 17.1 What Is an Invasive Specie
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Figure 17.2 Addressing Aquatic Inva
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Global Trade in Marine OrganismsHum
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Recommendation 17-4The National Oce
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tant for ballast water, coordinated
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10 U.S. General Accounting Office.
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each in the entire world. 3 A study
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Research Program), directed by NOAA
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established simply on the basis of
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References1 U.S. Department of Comm
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CHAPTER 19ACHIEVING SUSTAINABLEFISH
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Figure 19.1 Fishery LitigationGrows
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While determining allowable biologi
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Although the Secretary of Commerce
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platforms to expand the scope of da
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Figure 19.3 Migratory Fish RequireC
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majority of RFMC members, may tend
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entrants to a fishery. However, the
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NOAA Photo LibraryEnforcement Partn
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The cost of VMS for fishing vessel
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Ecosystem-based management will als
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Recommendation 19-21The National Ma
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• Major government subsidies aime
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oad regions of the seas, the existi
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References1 U.S. Commission on Mari
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fishing line because they are not a
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Reviewing Authorities and Responsib
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The division of endangered species
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PhotolinkHumans love to observe mar
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Although not always caused by human
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Box 20.1 Making a Case for Ecosyste
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9 Flint, E. and Swift, K. eds. Seco
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Figure 21.1 Tropical Waters Are Hom
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appear to be exacerbating other cor
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task force are the U.S. Department
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exploitation by strictly regulating
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CHAPTER 22SETTING A COURSE FORSUSTA
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which are widespread in European sa
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cies, and provides recommendations
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Promoting International Improvement
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tissues of fish and shellfish. When
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Box 23.1 Special Focus on Microbial
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Figure 23.1 Harmful Algal Blooms on
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waters used for drinking and public
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The FDA is responsible for ensuring
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over control of offshore waters. On
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Figure 24.1 Offshore Oil and Gas Le
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Trends in Domestic Offshore Oil and
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Table 24.1 Federal Revenues from Of
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State Involvement in OCS Oil and Ga
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Figure 24.3 Oil Inputs to theNorth
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The estimated amount of natural gas
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Box 24.3 A Mighty Wind Blows in Cap
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commercial recovery, including offs
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PART VIIS CIENCE- BASED D ECISIONS:
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hydrologic, and atmospheric systems
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down about one-half of the highly-r
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ocean temperature can put the healt
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Natural Hazards• basic understand
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ating valuable information, includi
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The National Sea Grant College Prog
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The Value of Ocean ExplorationAbout
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Box 25.2 Primary Federal Agencies t
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Recommendation 25-7The Federal Geog
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CHAPTER 26ACHIEVING A SUSTAINED,INT
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An integrated ocean and coastal obs
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nation’s coastal and marine resou
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One obvious application of the obse
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Recommendation 26-5Ocean.US should
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Recommendation 26-7Ocean.US should
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Box 26.3 The National Weather Servi
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Box 26.4 An Investment with Big Ret
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Islands, and Palau). Examples of ca
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This chapter does not attempt to pr
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Furthermore, while some facilities
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University of Hawaii Marine CenterT
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cost of approximately $5 million; a
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communication capabilities are also
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A Coast Guard cutter and helicopter
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surface temperature measurements, a
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References1 Office of Technology As
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Box 28.1 Data Management Terminolog
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to gather and integrate data from s
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Figure 28.2 The Growing Demand for
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• coordinate federal agency effor
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Recommendation 28-3Ocean.IT should
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PART VIIITHE GLOBAL OCEAN:U.S. PART
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intergovernmental cooperation, and
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the LOS Convention are in the proce
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Table 29.1 (continued) U.S. Partici
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Meeting International ObligationsAl
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Box 29.1 Selected International Bod
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International Ocean Science Program
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Box 29.2 U.S. Involvement in Intern
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CHAPTER 30FUNDING NEEDS ANDPOSSIBLE
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Table 30.1 Summary of Costs Associa
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Table 30.1 (continued) Summary of C
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also require federal support to bec
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Other Ocean and Coastal Management
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Chapter 24 also addresses the poten
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Nevertheless, the need remains for
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• Multiple Use Management: The ma
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Index to the RecommendationsThe fol
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Department of DefenseArmy Corps of
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Recommendations to Regional BodiesR
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• expand education and outreach e
Page 521 and 522:
Chapter 5: Advancing a Regional App
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Chapter 7: Strengthening the Federa
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• expanding the reach of each cen
Page 527 and 528:
Recommendation 8-15The Office of Na
Page 529 and 530:
Page 531 and 532:
Recommendation 12-4The National Dre
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Chapter 14: Addressing Coastal Wate
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Recommendation 14-12The U.S. Enviro
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Recommendation 16-6The U.S. Environ
Page 539 and 540:
Recommendation 17-5The National Inv
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• the National Oceanic and Atmosp
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Recommendation 19-21The National Ma
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Page 549 and 550:
Chapter 22: Setting a Course for Su
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• work with the National Ocean Co
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• an interagency steering group,
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Page 557 and 558:
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Chapter 29: Advancing International
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PART XA PPENDICESAPPENDIX AOCEANS A
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One Hundred Sixth CongressOf theUni
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(e) MEETINGS—(1) ADMINISTRATION
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Section 5. Biennial ReportBeginning
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ACRONYMS APPEARING IN THE REPORTAAA
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APPENDIX CLIVING NEAR…AND MAKINGA
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growing much faster. The region nea
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2. DEFINING THE COASTWhat is meant
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almost doubled in population over t
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4. THE COASTAL AND OCEANECONOMY OF
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Figure C.5 Changes in the Ocean Eco
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Figure C.7 Regional Distribution of
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5. THE COASTAL AND OCEANECONOMY BEY
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6. IMPLICATIONSThe changes in the c
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7. THE FUTURE OF UNDERSTANDINGTHE C
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Table C.1 Population Change in the
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Table C.4 Population Growth by Coas
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REFERENCESApogee Research and Resou
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NOTES1 “Counties” in this conte
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SECTION 3OCEAN AND COASTAL-RELATED
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SECTION 1PURPOSE OF THIS GLOSSARYTh
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Council on Environmental QualityCre
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SECTION 3OCEAN AND COASTAL-RELATEDF
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Comprehensive Environmental Respons
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Marine Plastic Pollution Researchan
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Outer Continental Shelf Lands ActTh
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Clean Water Act—National EstuaryP
Page 620 and 621:
Farm Bill Conservation ProgramsCong
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APPENDIX EP ROPOSED S TRUCTURE FORC
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APPENDIX FC ONGRESSIONAL C OMMITTEE
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Table F.1 Congressional Committees
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Committee on Transportation and Inf
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Detailed Costs Associated with Reco
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INDEXacademic/academia, 260aquacult
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federal area-based programs,34, 150
Page 650 and 651:
integration of multiplesources, 234
Page 652 and 653:
programmatic permitting,312-314prot
Page 654 and 655:
coordination and cooperationin, 100
Page 656 and 657:
Department of Educationinitiative,
Page 658 and 659:
invasive species, 252-263aquacultur
Page 660 and 661:
common heritage of mankind,53deep s
Page 662 and 663:
monitoring programs, 228,230, 231,
Page 664 and 665:
jurisdiction issues, 72, 454nationa
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Mid-Atlantic, 276, 278, 288mission,
Page 668 and 669:
single-hull vessel phase-outs,54, 2
Page 670 and 671:
Service, 215, 260Economic Research
Page 672:
pharmaceuticals and antibiotics,209
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