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

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Recommendation 8–10The National Oceanic and Atmospheric Administration, National Science Foundation, andOffice of Naval Research should support colleges and universities in promoting introductoryocean and coastal science and engineering courses to expose a wider cross-section of students,including non-science majors, to these subjects.These agencies should support this effort by:• providing small grants to assist in course development, equipment purchases, facultysupport, and field experiences.• fostering collaborations between institutions with graduate ocean programs and otherswith a primarily undergraduate population.Expanding Graduate Educational OpportunitiesHow students are funded significantly influences their opportunities to develop research,engineering, teaching, management, and other skills. It can also limit or expand theirawareness of the career paths and job sectors available to them. More than 55 percent ofocean sciences graduate students are supported by research assistantships, making theocean community more dependent on this type of support than other related fields(Appendix 4). For example, in the life and physical sciences, students are supportedthrough a more diversified combination of opportunities including traineeships, fellowships,and teaching assistantships (Appendix 4).Research assistantships are important for budding scientists and should continue as amajor student support mechanism. However, an over-reliance on research assistantshipslimits students’ exposure to cross-disciplinary experiences that could better prepare themfor addressing complex marine-related issues.Fellowships allow top students to select a program best suited to their needs andinterests. Traineeships allow graduate students to be assembled in a highly qualifiedresearch and learning environment. Student opportunities can also be diversified by gettingboth funding agencies and academic institutions to redefine what graduate researchassistants are allowed to do. The NSF Integrative Graduate Education and ResearchTraining program is an example of one attempt to move in this direction.Because ocean science is fundamentally interdisciplinary, well-trained ocean professionalscan find excellent careers in many areas including engineering, economics, education,law, management, policy, science, and technology. Individuals considering or pursuinggraduate studies in a marine field should be aware of these options, and exploration ofnontraditional marine areas should be encouraged. It is equally important for professionalseducated and trained in other fields to be aware of the exciting opportunities availableto them in marine-related fields.Complementing the need to create an adequate workforce is the need to sustain andenhance that workforce through professional development and continuing educationopportunities. Learning does not stop once the formal education process is complete;ocean professionals in all fields must be provided the means and liberty to continuallybuild upon their knowledge and skills throughout their careers. A number of these trainingprograms already exist and could be built on and expanded. For example, the NationalEstuarine Research Reserve System (NERRS) Coastal Training Program provides up-todatescientific information and skill-building opportunities for coastal decision makers.This program focuses on issues such as coastal habitat conservation and restoration,biodiversity, water quality, and sustainable resource management, and targets a range ofaudiences, including land use planners, elected officials, regulators, land developers,community groups, environmental non-profits, and coastal businesses.138 A N O CEAN B LUEPRINT FOR THE 21ST C ENTURY
Recommendation 8–11Ocean.ED should guide and promote the development of the nation’s ocean-related workforce.In particular, Ocean.ED should:• promote student support, diversified educational opportunities, and investment in innovativeapproaches to graduate education that prepare students for a broad range of careers.• encourage, with targeted federal support, graduate departments of ocean sciencesand engineering to experiment with new or redesigned programs that emphasize crossdisciplinarycourses of study.• set targets for federal stipends for ocean-related education to be competitive with otherdisciplines.Workforce NeedsAs discussed above, most graduate ocean education has been linked to faculty research,an approach that pays little or no attention to the needs of the ocean-related workforce—which are poorly understood—or to national demographics, which are better understoodbut not well integrated into workforce preparation.While the U.S. Department of Labor plays a role in assessing workforce status andtrends, currently there is no data collection or analysis of ocean-related workforce supplyor demand, including requirements for the maritime transportation system. Only sketchyinformation is available on how many new ocean professionals are being produced and inwhat fields. In a recent survey of ocean-related higher education programs, 26 percentmaintained no data on initial employment of recent graduates (Appendix 4). Even lesseffort has been put into projecting the types of professionals the ocean community willrequire in the future.Federal ocean funding agencies will continue to operate in the dark without improvedinformation on the status of the ocean-related workforce, with periodic follow-up todetermine whether workforce needs are being met. Some of the necessary data can befound through the Department of Labor, NSF, and others, but additional analyses and atracking mechanism will be needed. The survey of academic institutions conducted by theConsortium for Oceanographic Research and Education can help in developing this trackingmechanism (Appendix 4).Excellence in mathand science educationat all levels shouldenhance everyAmerican’s lifeopportunitiesthrough productiveemployment, activecitizenship, and lifelonglearning.—Dr. Sharon H. Walker,Associate Dean, Collegeof Marine Sciences, TheUniversity of SouthernMississippi, testimonyto the Commission,March 2002Recommendation 8–12The National Oceanic and Atmospheric Administration and the U.S. Department of Laborshould establish a national ocean workforce database and compile an annual report for theNational Ocean Council on trends in ocean-related human resource development and needs.This effort should include an information clearinghouse to facilitate career decisions, provideaccess to career guidance, and enable employers, guidance counselors, and others to developeffective strategies to attract students to ocean-related careers. Ocean.ED should organize anocean workforce summit every five years to address the alignment of ocean education withworkforce needs.Specific Federal ResponsibilitiesEach federal agency with ocean-related responsibilities—most notably NOAA, NSF, andONR—has a responsibility to help ensure a vibrant ocean-related workforce. NOAAshould be particularly concerned with creating a pipeline of students in areas it identifiesto be of critical importance to the agency and the nation. Opportunities should includeboth research experiences, especially exposure to mission-oriented research, and experi-C HAPTER 8: PROMOTING L IFELONG O CEAN E DUCATION139
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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
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Figure 4.2 Proposed Structure for C
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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 and 172: Bridging the Gap between Scientists
Page 173 and 174: Recommendation 8-8Ocean.ED, working
Page 175: creativity that has expanded our un
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
Page 223 and 224: One of the difficulties in undertak
Page 225 and 226: 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
Page 517 and 518:
Recommendations to Regional BodiesR
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• expand education and outreach e
Page 521 and 522:
Chapter 5: Advancing a Regional App
Page 523 and 524:
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
Page 533 and 534:
Chapter 14: Addressing Coastal Wate
Page 535 and 536:
Recommendation 14-12The U.S. Enviro
Page 537 and 538:
Recommendation 16-6The U.S. Environ
Page 539 and 540:
Recommendation 17-5The National Inv
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• the National Oceanic and Atmosp
Page 543 and 544:
Page 545 and 546:
Recommendation 19-21The National Ma
Page 547 and 548:
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:
Page 559 and 560:
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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Page 638 and 639:
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Page 644 and 645:
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INDEXacademic/academia, 260aquacult
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federal area-based programs,34, 150
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integration of multiplesources, 234
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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,
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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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