Ocean Acoustics Education and Expertise

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Committee on Ocean Acoustics Education and Expertise

Ocean Studies Board

Division on Earth and Life Studies

Consensus Study Report

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This activity was supported by a contract between the National Academy of Sciences and the Office of Naval Research. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number-13: 978-0-309-70687-2
International Standard Book Number-10: 0-309-70687-4
Digital Object Identifier: https://doi.org/10.17226/27337

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COMMITTEE ON OCEAN ACOUSTICS EDUCATION AND EXPERTISE

JENNIFER MIKSIS-OLDS (Chair), University of New Hampshire

ANDREA ARGUELLES, Penn State University

ARTHUR BAGGEROER (NAE), Massachusetts Institute of Technology (Retired)

LIESL HOTALING, Eidos Education, New Jersey

WU-JUNG LEE, University of Washington

CAROLYN RUPPEL, U.S. Geological Survey, Massachusetts

GAIL SCOWCROFT, University of Rhode Island

PRESTON WILSON, University of Texas at Austin

Study Staff

CAROLINE BELL, Program Officer

MELISSA E. WYNN, Program Officer

LEIGHANN MARTIN, Associate Program Officer (until October 2023)

ZOE ALEXANDER, Senior Program Assistant

SAFAH WYNE, Senior Program Assistant (until October 2023)

OCEAN STUDIES BOARD

CLAUDIA BENITEZ-NELSON (Chair), University of South Carolina, Columbia

MARK R. ABBOTT, Woods Hole Oceanographic Institution, Massachusetts

ROSANNA ‘ANOLANI ALEGADO, University of Hawai‘i, Manoa

CAROL ARNOSTI, University of North Carolina, Chapel Hill

AMY BOWER, Woods Hole Oceanographic Institution, Massachusetts

LISA M. CAMPBELL, Duke University, Durham

DANIEL COSTA, University of California, Santa Cruz

JOHN R. DELANEY, University of Washington, Seattle (Retired)

TIMOTHY GALLAUDET, Ocean STL Consulting, LLC, Washington, DC

SCOTT GLENN, Rutgers University, New Brunswick

MARCIA ISAKSON, The University of Texas, Austin

LEKELIA JENKINS, Arizona State University, Tempe

NANCY KNOWLTON (NAS), Smithsonian Institution, Washington, DC (Retired)

ANTHONY MACDONALD, Monmouth University, New Jersey

GALEN MCKINLEY, Columbia University, New York

DAVID MILLAR, Fugro, Washington, DC

THOMAS J. MILLER, University of Maryland, Solomons

S. BRADLEY MORAN, University of Alaska Fairbanks

LAURA MORTON, Perkins Coie, Washington, DC

DEAN ROEMMICH (NAE), Scripps Institute of Oceanography, San Diego (Retired)

JAMES SANCHIRICO, University of California, Davis

JYOTIKA VIRMANI, Schmidt Ocean Institute, Palo Alto

PAUL WILLIAMS, Suquamish Tribe, Washington

Staff

SUSAN ROBERTS, Director

STACEE KARRAS, Senior Program Officer

KELLY OSKVIG, Senior Program Officer

CAROLINE BELL, Program Officer

THANH NGUYEN, Financial Business Partner

DARRYL ACKER-CARTER, Research Associate

ZOE ALEXANDER, Senior Program Assistant

SAFAH WYNE, Senior Program Assistant

BOARD ON HIGHER EDUCATION AND WORKFORCE

LAMONT R. TERRELL (Co-Chair), GSK plc, Philadelphia

RAJEEV DAROLIA, University of Kentucky, Lexington

MARIELENA DESANCTIS (Co-Chair), Community College of Denver

JOAN FERRINI-MUNDY, University of Maine–Orono and University of Maine–Machias

MATTHEW HORA, University of Wisconsin–Madison

BRANDY HUDERSON, University of the District of Columbia

TASHA R. INNIS, Spelman College, Atlanta

TRACIE LATTIMORE, U.S. Department of Defense Health Affairs (Health Readiness Policy & Oversight), Washington, DC

HIRONAO OKAHANA, American Council on Education, Washington, DC

JOERG C. SCHLATTERER, American Chemical Society, Washington DC

KATE E. STOLL, Center for Scientific Evidence in Public Issues, Denver

MEGHNA TARE, University of Texas at Arlington

ZAKIYA WILSON-KENNEDY, Louisiana State University, Baton Rouge

JOSH WYNER, Aspen Institute, Washington, DC

Staff

MARIA LUND DAHLBERG, Director

ANDRÉ N. PORTER, Senior Program Officer

MELISSA E. WYNN, Program Officer

JOHN VERAS, Associate Program Officer

ANDREA DALAGAN, Senior Program Assistant

KARLA RILEY, Senior Program Assistant

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Reviewers

This Consensus Study Report was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published report as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their review of this report:

Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations of this report, nor did they see the final draft before its release. The review of this report was overseen by KENNETH H. BRINK, Woods Hole Oceanographic Institution, and DAVID KARL (NAS), University of Hawai‘i. They were responsible for making certain that an independent examination of this report was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the authoring committee and the National Academies.

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Acknowledgments

The committee thanks the following individuals for their contributions during the study process, especially for enriching and informing the discussions at the open-session meetings of the committee: EeShan Bhatt (Woods Hole Oceanographic Institution), David Bradley (Strategic Environmental Research and Development Program), Dan Brown (Pennsylvania State University), John Buck (University of Massachusetts Dartmouth), Julek Chawarski (ASL Environmental Sciences), Mika Clark (Social Policy Research Associates [SPRA]), Alice Doyle (University National Oceanographic Laboratory System [UNOLS]), Kira Enriquez (SPRA), Rachel Estrella (SPRA), Xavier Harris (USN Submarine Learning Lab), Brian Houston (Naval Research Laboratory), David Hunter (U.S. Naval Reserve), Nikkolette Hunter (SPRA), Michael Jech (National Oceanic and Atmospheric Administration), Keita Jones (Acoustical Society of America [ASA]), Jill Lewandowski (Bureau of Ocean Energy Management [BOEM]), Scott Loranger (University of New Hampshire), Alex Loureiro (EnerGeo Alliance), Cathy Manduca (Carleton College), Bruce Martin (JASCO), James (Jim) Miller (University of Rhode Island [URI]), Merredith Portsmore (Tufts University), Antonio Raphael (SPRA), Jessica Robles (SPRA), Enrique Romero (SPRA), Ronald Ross (MIT Lincoln Laboratory), Doug Russell (UNOLS), Ashwin Sarma (British Aerospace Systems), Shannon-Morgan Steele (Kraken Robotics), Lorraine Sturdevant (SPRA), Lora Van Uffelen (URI), and Hilary Kates Varghese (BOEM Center for Marine Acoustics). Their input was critical to the completion of the committee’s work.

The committee would also like to thank our primary contact at the Office of Naval Research, Kyle Becker, for his efforts in developing and sponsoring this study and providing important documents and support upon the committee’s request.

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Preface

It is an exciting time to be a member of the ocean acoustics community. What was once a niche subdiscipline in acoustics created from military need and investment has blossomed, seeding innovations in science and technology that impact society through exploration, policy, and environmentally responsible use of marine resources. Although still fiercely committed to and dependent upon its defense-related roots, the ocean acoustics community has proliferated in applied uses of ocean sound to include those outside the traditional disciplines of math, physics, and engineering. The utility and value of sound in the ocean have attracted the attention of biologists, regulators, data scientists, philanthropists, media, and artists, among others. Advances in technology have produced in-water acoustic systems that are commercially available and affordable, enabling public access to the fascinating world of underwater sound. Multiple Internet sites livestream ocean sound recordings to those who live far from the coasts.

Our children are now able to explore the oceans as generations before us explored the stars when telescopes became widely available. Unlike the visual wonder of the vast night sky, the pathway to understanding the wonder of the oceans is sound.

The expansion of ocean acoustics applications in the workforce (Chapter 4) has led to new demands on the education infrastructure. Historically, a small number of ocean acoustics graduates were employed by the military, government laboratories, and universities. Now those with ocean acoustics education and expertise may seek careers in defense, industry, government regulations or policy, law enforcement, and academia, developing novel sensor technologies, measuring the health of the ocean, and understanding the effects of human activities on marine life. The interdisciplinary aspects of ocean acoustics present programmatic and curriculum education challenges (Chapter 3) but also create opportunities to be embraced (Chapters 5 and 6). This committee was convened to assess the state of ocean acoustics education and expertise in being able to meet workforce demands. I view the education challenges faced by the ocean acoustics community as growing pains. The present and near future changes required to ensure a healthy and skilled workforce may be uncomfortable, but it is reassuring to know that the community is transforming and having a greater impact on society’s understanding of the planet.

When I accepted the invitation to chair this committee, I naively thought this would be a smooth, uncontentious process, where all members would agree on recommendations to expand ocean acoustics education and training components that would benefit all workforce sectors. This committee embarked on a journey of professional self-reflection, assessment, and learning to generate a report that met the Statement of Task. Each member brought their unique perspectives, experiences, and expertise to the report-writing process. But we all had the same goal—to produce an impactful report that will catalyze change to the portfolio of ocean acoustics education and training opportunities to expand and strengthen the ocean acoustics community. I am deeply grateful to each of the com-

mittee members and National Academies of Sciences, Engineering, and Medicine staff (especially Ocean Studies Board Director Susan Roberts and Program Officers Caroline Bell, Leighann Martin, and Melissa Wynn) for their passion, commitment, and devotion to the ocean acoustics community as we worked toward consensus. It has been an honor to serve with you. I am proud of the work we accomplished together. I am also extremely grateful to all of those who took the time to share their observations, thoughts, and experiences through the community survey, information-gathering panels, many e-mail and phone conversations, and the review process. Being part of this committee has helped me become a better educator.

People tend to seek out those careers that align with their values and passions. I am fortunate to work in a field where my values, passion, and enthusiasm for the ocean align with my chosen career and are shared by my community colleagues. I hope that this report leads to actions that increase awareness and opportunities related to ocean acoustics education and training so that others with a love and passion for the ocean become informed of careers in ocean acoustics. I am confident that the ocean acoustics enterprise will continue to grow in ways that we could not imagine at this moment in time. In looking back at how much the ocean community has expanded in the past 50 years (described in Chapter 2), it is thrilling to think where we will be 50 years from now.

Jennifer Miksis-Olds, Chair

Committee on Ocean Acoustics Education and Expertise

Contents

PREFACE

SUMMARY

1 INTRODUCTION

Interdisciplinary Challenges

Diversity in Audience

Study Task and Approach

Report Structure

2 HISTORICAL PERSPECTIVE LEADING TO THE STATE OF EDUCATION AND EXPERTISE TODAY

Historical Foundations in Ocean Acoustics Education

Ocean Acoustics Today

3 STATE OF OCEAN ACOUSTICS EDUCATION AND EXPERTISE

Formal Education

Training Programs

Summary

4 CURRENT AND FUTURE EMPLOYMENT LANDSCAPE

Areas of Ocean Acoustics Expertise in the Workforce

Government (Military and Civilian) Employment

Private-Sector and Academic Employment

Academic/Research Employment

State of the Workforce

5 ATTRACTING, RECRUITING, RETAINING, AND DIVERSIFYING THE OCEAN ACOUSTICS WORKFORCE

Current Demographics and Representation in STEM

Diverse Representation

Issues Suppressing Parity

Recruitment Through Awareness

K–12

Retention of Students, Early-Career Professionals, and Existing Workforce

Summary

6 RECOMMENDATIONS FOR ADDRESSING THE GAPS BETWEEN EDUCATION AND EXPERTISE AND WORKFORCE NEEDS

Gaps Between Education and Training Opportunities and Workforce Needs

Recommendations and Connection to Previous Ocean Acoustics Education Reports

REFERENCES

APPENDIXES

A Committee Biographies

B Survey Findings: Ocean Acoustics Education & Expertise

C Ocean Acoustics Historical Timeline

D U.S. Marine-Science-Focused High Schools

E Glossary

Boxes, Figures, and Tables

BOXES

1-1 Statement of Task

2-1 Selected Applications of Ocean Acoustics

3-1 Key Terms Used in This Report

4-1 Naval Laboratories

5-1 Resolving Barriers

FIGURES

S-1 A sample of ocean acoustics careers in research and development and technician/analyst pathways

1-1 Acoustical Society of America technical area affiliation, 2007–2023

2-1 Display of ocean acoustics applications (blue ovals) that build upon core observing elements (orange rectangles) arranged by active transmission (left circle) or passive listening (right circle)

2-2 Historical funding of ocean sciences by source: (a) funding for extramural ocean science research 1982–1996 (top graph), percentage of ONR contribution to total ocean sciences funding by fiscal year (bottom graph); and (b) funding for ocean science research in areas of Navy interests, 2000–2015

2-3 Projections of growth rates in U.S. and Chinese publications, assuming current trends are maintained, in all ocean sciences (20 subtopics, top), ocean acoustics (middle), and autonomous ocean technology (bottom)

2-4 Trends in specialization index (SI) of selected countries in the limited 20 subtopics of ocean science (top), ocean acoustics (middle), and autonomous ocean technology (bottom)

2-5 Percentage of total Ph.D.s conferred in physical oceanography (blue) and ocean engineering (orange) by Consortium for Ocean Leadership member institutions responding to Ocean Sciences Educator Retreat surveys since 1996

Acronyms and Abbreviations

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