September 2025 | Oceanography
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Participants chose two of the topics identified and participated
in two 30-minute discussion periods on these topics. Throughout
the discussions, participants identified observing and modeling
needs, data management challenges, and opportunities for collab-
oration for each discussion topic (Table 1).
Four questions framed the discussions:
1. What expansion beyond current observations is needed for
model development?
2. How can we increase discoverability, synthesis, and model
development through data management practices?
3. How do we resolve the contrasting resolutions between data
and models for increased understanding?
4. What channels exist for connections between observers and
modelers? How can we foster more conversation?
KEY FINDINGS AND RECOMMENDATIONS
FOR ADDRESSING CONTEMPORARY OCEAN
RESEARCH CHALLENGES
Several overarching challenges and opportunities emerged from
the topical discussions, providing a blueprint for improved col-
laboration and more integrated approaches to research, observing
system design, and model development. These opportunities and
suggestions for future actions are highlighted below.
DESIGNING INTEGRATED OCEAN
OBSERVING SYSTEMS
Today’s ocean research and monitoring activities face a funda-
mental challenge: the need for seamless integration of observ-
ing systems and models to promote understanding and predic-
tion of ocean processes. While observational gaps limit model
development, model limitations also affect our ability to optimize
observing strategies. This interdependency requires rethinking
how we design and implement both tools to address contemporary
challenges in ocean research.
Critical gaps persist in our observing capabilities that affect both
monitoring and modeling efforts. The ocean BGC observing com-
munity particularly needs increased sampling resolution to reduce
three-dimensional spatial and temporal biases. For instance, win-
tertime sampling remains a significant challenge in high-latitude
FIGURE 1. Demographics of the respondents to a pre-workshop survey, including (a) career stage and (b) expertise. Respondents also suggested major
discussion points that interest the biogeochemical observing and modeling communities. Responses were used to shape the topical discussion areas pre-
sented to workshop attendees. Respondents represented a wide variety of career stages and expertise focus areas. Students are enrolled in an undergradu-
ate or graduate degree program, early career was defined as <7 years from completion of terminal degree, and mid- and advanced career were self-selected.
(c) Workshop attendee professional roles. mCDR = marine carbon dioxide removal
Data Products
5%
Models
38%
Autonomous
Platforms
8%
Community
Outreach
1%
Biogeochemistry
27%
Observations
15%
mCDR
5%
Ships
1%
Student
16%
Early Career
31%
Mid Career
31%
Advanced
Career
22%
Modeler
43
Observer
36
Student
37
Technician
Academic
42
State
Other
Federal
15
(a) Career Stage
(b) Expertise
(c) Professional Roles
Episodic &
Extreme Events
13%
HABs
3%
mCDR
8%
Ocean Acidification
7%
Biological
Carbon Pump
12%
Air-Sea
Interaction
4%
Machine
Learning
12%
Deoxygenation
5%
ENSO & Other
Oscillations
1%
Ocean Carbon
Budget
17%
Trophic
Interactions
9%
BGC Impacts
on Fisheries
2%
Arctic
3%
Antarctic
6%
Small Island
Developing
States
1%
FIGURE 2. Workshop attendee topical
discussion area interests.
Common Interests