Monday, January 9, 2017

Engaging Youth in Marine Science: An Update from Ellen Spooner

After a grueling week of sitting through 52 presentations back to back, doing 13 interviews across the city, and hours of self-marketing at evening “Happy hours” — otherwise known as Placement Week for Knauss fellows — I got the education/communications position shared between the National Oceanic and Atmospheric Administration (NOAA) Fisheries Office of Communications and the Smithsonian Natural History Museum’s Ocean education team.

This was very exciting to me, as it provided the unique opportunity to see how two very well-established and impactful institutions work toward the protection of our ocean and inform the public about that protection. Both institutions carry out marine research and share that science with the public, but they use different methods for doing so.

The Smithsonian Natural History Museum is the single most visited museum in the United States and is one of the top 30 places visited in the world with 7 million visitors a year. In addition, it has the largest collection of marine fish and whales in the world.

NOAA Fisheries is largely responsible for the management and protection of all fish, mammals, and sea turtles that live or come into U.S. waters. The United States has the largest exclusive economic zone or special rights over the largest area of ocean in the world. Hence, NOAA Fisheries is responsible for a large part of life in the ocean and is a world leader in doing so. Therefore, these institutions have a large influence around the world and have been excellent places for me to learn from the best.

In this unique position, I bring the vast wealth of ocean knowledge from NOAA to the millions of visitors at the Smithsonian. I do this using a variety of methods which include bringing NOAA scientists into the museum to talk with our visitors, or helping update exhibits at the museum by providing the latest information and research on marine organisms from NOAA. Through this work, I have had the opportunity to learn how to strategically communicate with Congress, the press, and the public on scientific and sometimes controversial topics and how to engage museum visitors with science in a fun and interactive way.

Yet, one of the most important audiences I have worked with in this position is students from underserved communities. I had several very rewarding experiences working with a variety of students whose interest and excitement about the ocean astounded even me.

One of my first experiences was with NOAA Enrichment in Marine Sciences and Oceanography (NEMO) program, where local Washington, D.C. high school and middle school students work with marine science experts to learn about the ocean and do various marine science activities after school. I was thrilled to find out that one of the schools that participates in this program was in my own neighborhood, so I jumped on the opportunity to get involved. It is so easy to get caught up in your own life but it is so important to give back to the community you live in and here was my chance. There were about 20 middle school students in this classroom, and the moment we brought out the preserved squids for a lesson on physiology, there was excitement, fear, and intrigue. We eased the students into handling the squid by teaching them about the outside features first, and once we cut inside, they were all excited about it.

Squid dissection at Mckinley Middle School.

There was just as much excitement when I brought my dear friend and extremely motivated shark biologist, Symone Johnson, into the Natural History Museum to speak with our visitors about the work she has done researching sharks. She brought a real shark jaw and had photos of her work for students and visitors to look at. During this program, a large group of children ran over to her and all wanted to touch the shark teeth. They told her that they didn’t know black people could do that (meaning marine biology) and we're excited to get involved.

Symone Johnson holding a real shark jaw for a group of students.

Not only did I get to work with students in Washington D.C., but I also had the opportunity to travel down to Louisiana with the Gear Up program. Smithsonian is a partner in this program, which prepares low-income students for college and a future career. For this program, I developed a lesson on ocean currents that shows how the ocean regulates our climate.

After I taught one of the classes, a student asked me, “Are you a Marine Biologist?” I answered, “I guess you could say that.” Then, she asked if it was hard to become one. I responded “I'm not going to lie, there were some times in school that were really difficult for me, but I always found the help I needed to work through it, either by going to my teachers’ office hours, getting help from my classmates, going to tutoring, or reading the book. So even though there are difficult parts of school, there is always someone or something that can help you out. You just have to find it.” She then responded by saying she might want to do that, be a Marine Biologist. This was one of the most rewarding moments of my career. When working with students, you know not every student is going to find what you teach them interesting, but that's not the goal. The goal is to expose them to as much as possible so they can know what their choices are and figure out what they like from there. I was able to help one student find her interest.

Students participating in the Gear Up program in Louisiana.

I could not have had these amazing experiences and this fellowship without the help of so many people along the way, and I want to be that person for others. I want to provide that opportunity to as many students as I can. So I want to thank all those who have supported me along the way: from those who helped me in undergrad through those horrible chemistry exams, to those in graduate school who enlightened me to all the issues of the world, and to those during this fellowship who have helped me grow as a professional and have shown me how it's done best.

Thursday, November 17, 2016

Reflections: An Update from Allison Voglesong

Standing at the water’s edge, you can reasonably expect to see yourself peering back—that is, assuming there aren’t too many waves. Water acts like a mirror, and it’s normal for people to want to see themselves reflected in it.

Over the past few months, I have been working on multimedia communication projects that support the International Joint Commission’s public engagement mission in the Great Lakes. Communication is key to public engagement, and I’m particularly focused on understanding and improving the role of our constituents’ representation in our media. Like water, people who are integral to Great Lakes issues and solutions want to see themselves reflected in our communication products.

Young women canoeing at Point Pelee National Park in Ontario, Canada.
At the Great Lakes Public Forum, organized by the Environmental Protection Agency and Environment and Climate Change Canada, the International Joint Commission held a public comment session to solicit comments on the Canadian and US governments’ progress toward the goals of the Great Lakes Water Quality Agreement. The event was held in early October at the Allstream Center in Toronto, Ontario, Canada, and attracted scholars, activists, and industry reps from around the Great Lakes basin on both sides of the border. You can watch the whole thing for yourself here, or watch a summary video here, created by yours truly.

Sunset near the Allstream Center in Toronto, Ontario, Canada.
My project leading up to the Forum was to create a short video that would play at the beginning of the IJC’s public comment session to frame the purpose of the event: why the IJC was the one receiving the public’s feedback, how that is rooted in its mandate under the Great Lakes Water Quality Agreement, and what the audience can expect the IJC to do with their comments afterwards. This video project was my most challenging and fulfilling Fellowship project to date: Listening to the Great Lakes: About the Great Lakes Water Quality Agreement.

If I was asked to make a feature-length documentary or a short film, perhaps I would not have learned as much about the importance of helping an audience to see themselves in communications. But to summarize, in less than five minutes, a living policy document that addresses specific scientific water issues and also explain what the IJC is, its role, and why the “general public” should care enough to engage and provide IJC with comments…on a 150+ page government technical report, no less.

Before any lights, cameras, and filming action, I had to think hard about my audience. I didn’t have time to extol platitudes about how much of the world’s fresh surface waters are in the gifts of the glaciers—the folks showing up to comment to the IJC already know the basic stats. I didn’t have time to explain each of the ten annexes of the Agreement, though I’m sure plenty audience members couldn’t list them all off, either.

I had to focus on tapping into the why – what was it that made folks want to come to the meeting to say something to the IJC? They want to be seen and feel heard. They want to see themselves and their Great Lakes issues reflected in the IJC’s recommendations. 

That's how I came up with the "listening" lens for the video project. Participants should see themselves not only as at the proverbial table, or simply invited to be in the room, but as an essential partner with governments in restoring and protecting the lakes. Citizens are an integral part of the history that brought the Great Lakes Water Quality Agreement to life. The video became a way of holding a mirror up to the audience, to remind them what they accomplished already by working to hold government accountable to their actions. What do they see when they peer into the water and see their reflection? I wanted them to really see themselves, and that's how I came to the video's refrain: "You are the voice of the Great Lakes."

L to R: Commissioners Moy, Pollack, and Bouchard at the Great Lakes Public Forum for the IJC's public comment session in Toronto, Ontario, Canada.
The IJC also visited Milwaukee, WI, later in October to host a scientific roundtable public comment session that solicited comments, recommendations, and updates on Great Lakes science issues from community members. Check out the wrap-up video I produced here. In the spring of 2017, we expect to host more public comment sessions across the entire basin, from the far northwest corner of Lake Superior to the east on the St. Lawrence River.

L to R: Val Klump, Dean of Freshwater Science, UWM; Sally Cole-Misch; Michael Toope; Commissioner Lana Pollack; GLRO Director Trish Morris; Commissioner Rich Moy; Matthew Child; Lilith Fowler, Executive Director of Harbor District, Inc., Milwaukee; Commissioner Richard Morgan; and Commissioner Benoit Bouchard on the UWM Research Vessel in Milwaukee, WI.
In addition, we’ve launched the ParticipateIJC.org democracy platform for individuals to submit comments and engage in topical discussions on issues they care most about. Many IJC public comment strategies ask constituents to post their written comments once or attend one public engagement event. The IJC’s public engagement for the Triennial Assessment of Progress, the ultimate report card on the Canadian and US governments’ progress toward Agreement goals, is much more in-depth and requires a special place to help citizens communicate and discuss what they consider to be the Great Lakes’ successes and challenges. I encourage students looking to apply to this Fellowship for 2017 to fully explore and get involved in the ParticipateIJC.org monthly discussions. November’s discussion topic is, aptly, public participation and engagement. We’re looking forward to even more feedback about whether citizens really do see themselves in the media and work of the IJC.

Can you see yourself in a Michigan Sea Grant Fellowship at the IJC in 2017? Share your own reflections on this post in the comments below, and I’ll do my best to respond to questions any of you may have.

Allison Voglesong

Wednesday, October 5, 2016

The Cruise: An Update from Trevor Meckley


For my Knauss fellowship year, I am serving as the NOAA Hypoxia Coordination and Transition Fellow with the National Centers for Coastal Ocean Science (NCCOS) Center for Sponsored Coastal Ocean Research (CSCOR) located within the National Ocean Service (NOS). My fellowship year has included a host of excellent experiences; however, I want to discuss one opportunity that did not come to fruition but became an excellent experience nonetheless.

My fellowship supports the planning, execution, and outreach efforts of NOAA’s two major competitive hypoxia programs: the Northern Gulf of Mexico Ecosystems and Hypoxia Assessment Program (NGOMEX) and the Coastal Hypoxia Research Program (CHRP). The cornerstone of these efforts is research and monitoring activities aimed at understanding and improving natural resource management in the Gulf of Mexico dead zone, the largest hypoxic area in the US.

Hypoxic zones or “dead zones” are aquatic regions with little to no oxygen. This is often caused by algal overgrowth fueled by high levels of nutrients, primarily from activities such as industrialized agriculture and inadequate wastewater treatment. The dead zone in the Gulf of Mexico affects nationally important commercial and recreational fisheries. The low oxygen levels cannot support most marine life and habitats in near-bottom waters. Organisms that can flee the dead zones leave the area, while those which cannot leave are stressed or die of suffocation. Reducing nutrients flowing to the Gulf would help the situation since, under historical oxygen conditions, this area supported a rich diversity of marine life, critical habitats, and a number of key fisheries.

Oxygen concentrations in bottom waters along the Louisiana shelf from July 28-August 3, 2015.
Image: N. Rabalais (LUMCON), R. Turner (LSU). Funded by NOAA CSCOR 

As part of larger regional research efforts, CSCOR provides funding for an annual hypoxia monitoring cruise in the northern Gulf of Mexico, which has been led by former Louisiana Universities Marine Consortium (LUMCON) senior scientist Nancy Rabalais for 30 years, reaching back to 1985 (a year before I was born!). Monitoring in the Gulf of Mexico has been a roller coaster, with pulses of funding followed by regular losses in funding. Despite this, the annual cruise has been maintained as the only long-term dataset of oxygen monitoring in the dead zone, a true feat for both LUMCON and NOAA. As part of my fellowship experience, I was offered the opportunity to participate in the 31st cruise through my host office. Although I have led many projects involving research on small boats and assisted on day voyages on larger boats like the 101-foot USGS Fisheries Research Vessel, the Sturgeon, I have never gone on a multiple-day research cruise in an ocean. This would be a great new experience.

Trevor Meckley onboard the USGS Sturgeon in Lake Huron.
Image: Eric Willman

The annual hypoxia monitoring cruise serves three principal purposes:
  1. It is integral to determining what progress has occurred towards reducing the hypoxia zone to the target size of 5,000 square kilometers, a key metric of the Interagency Gulf of Mexico Hypoxia Taskforce (below). The graph shows that the current 5-year average is much higher than the goal.

    Size of bottom-water hypoxia in mid-summer, with goal and current 5-year average.
    Image: N. Rabalais, R. Turner
  2. Hypoxic zone area, along with nutrient loading and discharge measurements from the Mississippi River, provides nutrient reduction guidance to the Mississippi Basin when used in a modeling framework (below). If the nutrient input is reduced upstream to the levels shown in the goal area (35-45 percent), we can expect that the hypoxic zone size will shrink to the goal size of 5,000 square kilometers. The annual cruise and models derived from it are absolutely critical to the Hypoxia Task Force (HTF) in setting and assessing these nutrient reduction goals. The HTF action plan is based on these goals.

    Nitrogen load reduction that would be required to reduce hypoxic zone area to target size.
    Image: Hypoxia Task Force Action Plan

  3. Modeling advancements have improved 3-D predictions of hypoxic zone size through time, but the cruise is imperative to ensuring that the models are performing well (below). 

    Color bar on right indicates thickness of hypoxic layer (0-14 meters). Horizontal lines are depth contours. Offshore edge of hypoxic zone corresponds to depths of 25-30 meters.
    Image: Dubravko Justic
As the time of the cruise approached, excitement grew. The importance of the cruise was clear to me, as I was part of a team developing a workshop on creating a cooperative hypoxia monitoring program in the Gulf of Mexico. I had also helped develop NOAA’s pre-cruise annual press release, which outlines the predicted zone size based on model analysis using river discharge and nutrient loading from the Mississippi River. The press release was carried by a whopping 40 news outlets, including national outlets like Time and The Washington Post. These predictions would then be compared to the results of the upcoming survey cruise and distributed in another press release highlighting the measured size of the dead zone found by the cruise (see last year's press release). My bags were packed, tickets were issued, and my email auto-response message was deployed…

…but then the unthinkable happened. Fewer than three days before we were to travel to meet the ship and only a day before the ship was to begin sailing to our port, our ship, the NOAA research vessel Nancy Foster, reported engine trouble.

Over the next 48 hours, CSCOR, the Nancy Foster crew, and LUMCON worked diligently to devise a plan for capturing enough data during the cruise, if the engine trouble could be fixed in time and despite a reduced amount of ship time. A plan was determined and all was back on track, but bad news arrived the next day: the engine trouble was worse than expected. For only the second time in the vessel’s history, the Nancy Foster would not be able to complete a planned research cruise.

The Nancy Foster is NOAA's 187-foot vessel.
Image: Conor Maginn (NOAA)
This was not the end, but just the beginning of a search for a second ship with available ship time to conduct the cruise. There are challenges to a rigid annual intensive sampling effort that must occur at the same time every year and in the same way. It is often not feasible to have a large vessel waiting as a backup in the event of a failure, and finding a vessel and transferring funds with a short lead time is very difficult. The intricacies within the effort necessary to pull this off cannot be overstated. After an exhaustive search, no capable vessels were found to be available or able to change schedules for the full duration of the cruise within the critical mid-summer period during which the cruise is conducted each year. After much deliberation, it was determined that without the ability to cover the entire region at the right time necessary to create a comparable metric to the previous 30 surveys, the survey should be cancelled for this year.

Even the backup-backup plan needs a backup plan. This setback did not prevent CSCOR and LUMCON from quickly pursuing an alternative positive outcome. We would need a good idea, a cruise plan, and funding arrangements all approved and executed within two weeks of the originally planned cruise to meet the end of the fiscal year execution deadlines. Only following an avalanche of emails and careful collaborative efforts by experts at CSCOR/NCCOS, LUMCON, Office of Marine and Aviation Operations (OMAO), NOAA National Marine Sanctuaries Program (NMSP), and US Integrated Ocean Observing System (IOOS), was a viable backup plan compiled and executed. Although there is no substitute for measuring and mapping the maximum zone at the same time every year, CSCOR has been furthering efforts that allow for the hypoxic zone to be estimated by models, which provided the opportunity to leverage this capability with a more limited survey cruise. NCCOS was able to find a vessel to monitor two of the long-term transects (below) and is providing funding to the Coastal and Ocean Modeling Testbed (COMT) to complete the modeling exercise.

Long-term transects C and F of the full grid will be monitored in 2016.
Image: Nancy Foster (LUMCON)
These data will allow the modelers to help determine what the size of the zone likely looked like this year. This creative initiative leveraged limited funds by utilizing prior technological investments by NOAA in modeling. It took a strong push and excellent coordination across multiple levels of the organization, all the way to the top of NOAA leadership. It is clear that in a world with limited funding for monitoring in the Gulf of Mexico, models will continue to augment limited monitoring resources. 

Even before this situation arose, CSCOR had been taking steps to build more sustainable and robust monitoring partnerships to avoid unfortunate cases like this one. During my fellowship year, I have been aiding CSCOR in the development of and follow up on a workshop (mentioned above) that invited agency, academic, and industry leaders with interest and expertise in hypoxia monitoring. The workshop was titled “Establishing a Cooperative Hypoxic Zone Monitoring Program.” The output of the workshop will be a report that identifies mechanisms and resources for potential operational commitments to a Gulf Hypoxic Zone monitoring program and steps required for implementation. NOAA has already set aside resources for next year’s cruise, and we are hoping that others will be able to augment current NOAA efforts so that additional spatial and temporal data can be collected to support state-of-the-art models and provide a reliable estimate of the hypoxic zone each year in support of the annual survey cruise.

While the loss of the 2016 cruise is regrettable and attending the long term cruise would have been exciting, I rest assured that I learned more from a research cruise that never sailed than any actual cruise could have taught me.