Oceanography
THE OFFICIAL MAGAZINE OF THE OCEANOGRAPHY SOCIETY
VOL.33, NO.4, DECEMBER 2020
SPECIAL ISSUE ON
UNDERSTANDING
THE EFFECTS
OF OFFSHORE
WIND ENERGY
DEVELOPMENT
ON FISHERIES
Oceanography | Vol.33, No.4
VOL. 33, NO. 4, DECEMBER 2020
Oceanography | December 2020
contents VOL. 33, NO. 4, DECEMBER 2020
SPECIAL ISSUE ON UNDERSTANDING THE EFFECTS OF
OFFSHORE WIND ENERGY DEVELOPMENT ON FISHERIES
13
FROM THE GUEST EDITORS. Introduction to the Special Issue
By E. Twigg, S. Roberts, and E. Hofmann
16
Offshore Wind Development in the Northeast US Shelf Large Marine
Ecosystem: Ecological, Human, and Fishery Management Dimensions
By E.T. Methratta, A. Hawkins, B.R. Hooker, A. Lipsky, and J.A. Hare
28
Considerations for Offshore Wind Energy Development Effects on Fish and
Fisheries in the United States: A Review of Existing Studies, New Efforts,
and Opportunities for Innovation
By R.L. Perry and W.D. Heyman
38
Offshore Wind Projects and Fisheries: Conflict and Engagement in the
United Kingdom and the United States
By C. Haggett, T. ten Brink, A. Russell, M. Roach, J. Firestone, T. Dalton, and B.J. McCay
48
Offshore Wind Farm Artificial Reefs Affect Ecosystem Structure and
Functioning: A Synthesis
By S. Degraer, D.A. Carey, J.W.P. Coolen, Z.L. Hutchison, F. Kerckhof, B. Rumes,
and J. Vanaverbeke
58
Offshore Wind Energy and Benthic Habitat Changes: Lessons from Block
Island Wind Farm
By Z.L Hutchison, M. LaFrance Bartley, S. Degraer, P. English, A. Khan, J. Livermore,
B. Rumes, and J.W. King
70
Effects of the Block Island Wind Farm on Coastal Resources: Lessons Learned
By D.A. Carey, D.H. Wilber, L.B. Read, M.L. Guarinello, M. Griffin, and S. Sabo
82
Acoustic Impacts of Offshore Wind Energy on Fishery Resources: An Evolving
Source and Varied Effects Across a Wind Farm’s Lifetime
By T.A. Mooney, M.H. Andersson, and J. Stanley
96
The Interaction Between Resource Species and Electromagnetic Fields
Associated with Electricity Production by Offshore Wind Farms
By Z.L. Hutchison, D.H. Secor, and A.B. Gill
108 The Effects of Offshore Wind Farms on Hydrodynamics and Implications
for Fishes
By J. van Berkel, H. Burchard, A. Christensen, L.O. Mortensen, O.S. Petersen,
and F. Thomsen
118 Setting the Context for Offshore Wind Development Effects on Fish
and Fisheries
By A.B. Gill, S. Degraer, A. Lipsky, N. Mavraki, E. Methratta, and R. Brabant
82
70
28
48
Oceanography | December 2020
Oceanography | Vol.33, No.4
ON THE COVER
Constructed in 2015–2016, Block Island Wind Farm
off the coast of Rhode Island was the first commercial
offshore wind farm in the United States. It provided
an opportunity to begin to understand the potential
effects of such development on coastal resources in
the US Atlantic, a focus of several articles in this special
issue. Photo credit: Ørsted
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SPECIAL ISSUE SPONSOR
Support for this special issue was provided by
the Bureau of Ocean Energy Management’s
Office of Renewable Energy Programs and
the U.S. Department of Energy’s Wind Energy
Technology Office in the Office of Energy
Efficiency and Renewable Energy.
Neither the United States Government nor any
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SPECIAL ISSUE GUEST EDITORS
Emily Twigg, The National Academies of
Sciences, Engineering, and Medicine
Susan Roberts, The National Academies of
Sciences, Engineering, and Medicine
Eileen Hofmann, Old Dominion University
Oceanography
THE OFFICIAL MAGAZINE OF THE OCEANOGRAPHY SOCIETY
VOL.33, NO.4, DECEMBER 2020
SPECIAL ISSUE ON
UNDERSTANDING
THE EFFECTS
OF OFFSHORE
WIND ENERGY
DEVELOPMENT
ON FISHERIES
DEPARTMENTS
05
QUARTERDECK. A Decade of Career Profiles: Recommendations
for Job-Hunting
By E.S. Kappel
07
FROM THE PRESIDENT. Looking Back into the Future: Ocean Sciences
Post 2030
By M. Visbeck
09
COMMENTARY. Fostering Global Science Networks in a
Post-COVID-19 World
By A.J. Hobday, C. Robinson, E.J. Murphy, A. Newton, M. Glaser, and S. Brodie
11
RIPPLE MARKS. Lovely, Dark, and Deep: Forests Behind the Tide
By C.L. Dybas
128 WORKSHOP REPORT. Leveraging Design Principles to Inform the
Next Generation of NASA Earth Satellites
By J.P. Scott and E. Urquhart
130 THE OCEANOGRAPHY CLASSROOM. How to Teach Motivating and
Hands-On Laboratory and Field Courses in a Virtual Setting
By M.J. Glessmer
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did not receive this message, please contact Jenny Ramarui, TOS Executive Director (jenny@tos.org or
301-251-7708) to receive voting instructions. All votes must be cast by January 31, 2021 (11:59 EST).
The Oceanography Society
thanks the following for
their time, dedication, and
valuable contributions to
the organization.
Alan Mix
Past President
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Physical Oceanography
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Biological Oceanography
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Education
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TOS COUNCIL ELECTION – Vote Now!
Oceanography | December 2020
EDITOR
Ellen S. Kappel
Geosciences Professional
Services Inc.
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ASSISTANT EDITOR
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DESIGN/PRODUCTION
Johanna Adams
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Oceanography
https://tos.org/oceanography
Oceanography contains peer-reviewed articles that chronicle all aspects of
ocean science and its applications. The journal presents significant research,
noteworthy achievements, exciting new technology, and articles that address
public policy and education and how they are affected by science and tech-
nology. The overall goal of Oceanography is cross-disciplinary communica-
tion in the ocean sciences.
Oceanography (ISSN 1042-8275) is published by The Oceanography Society,
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education, and to disseminate knowledge of ocean-
ography and its application through research and
education. TOS promotes the broad understand-
ing of oceanography, facilitates consensus building
across all the disciplines of the field, and informs the
public about ocean research, innovative technology,
and educational opportunities throughout the spec-
trum of oceanographic inquiry.
OFFICERS
PRESIDENT: Martin Visbeck
PRESIDENT-ELECT: Andone Lavery
PAST-PRESIDENT: Alan C. Mix
SECRETARY: Allison Miller
TREASURER: Susan Banahan
COUNCILORS
AT-LARGE: Richard Crout
APPLIED TECHNOLOGY: Larry Mayer
BIOLOGICAL OCEANOGRAPHY: Charles H. Greene
CHEMICAL OCEANOGRAPHY: Galen McKinley
EDUCATION: Carolyn Scheurle
GEOLOGICAL OCEANOGRAPHY: Amelia Shevenell
PHYSICAL OCEANOGRAPHY: Magdalena Andres
STUDENT REPRESENTATIVE: Christina Hernández
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ASSOCIATE EDITORS
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University of South Carolina
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Oregon State University
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Kiyoshi Suyehiro
Yokohama Institute for Earth Sciences
JAMSTEC
suyehiro@jamstec.go.jp
Peter Wadhams
University of Cambridge
p.wadhams@damtp.cam.ac.uk
Oceanography | December 2020
Oceanography | Vol.33, No.4
The Career Profiles Column
Needs Your Help!
WHO WOULD
YOU PROFILE?
Oceanography publishes “career profiles” of marine scientists who
have pursued fulfilling careers outside of academia. These profiles
are intended to advise ocean sciences graduate students about
career options other than teaching and/or research in a university
setting. They also include wisdom on how to go about the job search.
We need your help finding new people to profile! Please take five,
ten, or even fifteen minutes of your time to come up with some
names. Self-nominations are accepted!
Please send contact information to ekappel@geo-prose.com
https://tos.org/career-profiles
OCEANOGRAPHY
In this Oceanography section, contributing authors share all of
the relevant information on a homemade sensor or instrument
so that others can build, or build upon, it. The short articles also
showcase how this technology was used successfully in the field.
Oceanography guest editors Melissa Omand and Emmanuel
Boss are seeking contributions to DIY Oceanography. Contribu-
tions should include a list of the materials and costs, instructions
on how to build, and any blueprints and codes (those could be
deposited elsewhere).
For information on submission requirements go to
https://tos.org/oceanography/guidelines
See the library of DIY Oceanography articles at
https://tos.org/diy-oceanography
CALL FOR
CONTRIBUTIONS
Seen in Oceanography
True Colors of
Oceanography
Guidelines for Effective and Accurate
Colormap Selection
By Kristen M. Thyng et al.
…wherever color is used to represent
numerical values, its role transitions from
a mere aesthetic nicety to carrying the
responsibility of conveying data honestly
and accurately.
https://doi.org/10.5670/oceanog.2016.66
Send Us Your Feedback!
Have questions or comments for the Student Rep?
Interested in being a highlighted student?
Want to share your best career tips and tricks?
We need your input!
» studentrep@tos.org and @fishy_chrissy
Follow Us
The Oceanography Society
@TOSOceanography
@TOSOceanography
Oceanography
Number 22 – March 15, 2019
STUDENT NEWS
TOS Student Highlight
ISAIAH MILTON. I am a third-year marine and environmental science major work-
ing toward my Bachelor of Science degree at Hampton University. I became enam-
ored with marine biology in middle school after the father of a friend of mine came in
to talk about his occupation. He works for NOAA and he was studying marine mammals and how we
affect their migration. I do not remember every detail, but I do know that he sparked my perpetually
growing interest in studying the marine science.
When I was accepted to Hampton University in 2016, I did not know all of the things I was getting
myself into for the next four years. This department has offered me so many academic and research
opportunities, and connections with people and programs that have significantly changed my life
for the better. I had enlightening and inspiring summer research experiences because of this depart-
ment. I have done research in the Maryland Coastal Bays on Blue Crabs and the bacteria infecting
them through the University of Maryland Eastern Shore, and I have scuba dived on the coral reefs of
Mo’orea, French Polynesia, through the Diversity Project at UCLA.
After completing these research projects, I was able to attend the ASLO conference through the
ASLO Multicultural Program (ASLOMP) two years in a row to present my research. I have made great
connections that have pushed me to pursue my PhD after I graduate. I am so grateful for the experi-
ences I have had in the past three years here at Hampton and in the field of marine science.
tos.org
Ocean Sciences Meeting 2020
Call for Input
Camille Pagniello is the TOS Student Rep-
resentative on the 2020 Ocean Sciences
Meeting Planning Committee. She and
her counterparts from AGU and ASLO are
building upon experiences from the 2018
OSM to create exciting events for next
year’s meeting. Ideas from TOS student
members are welcome, please send them
to Camille at cpagniel@ucsd.edu.
31 Tips for Thriving in
Graduate School (the last 7)
From https://graduateschool.vt.edu/
about/deanscorner/tips-for-thriving.html
25. Laughter is good for you. And so is
keeping a good sense of humor.
26. Goals are important for progress.
Set long term and short term goals.
Review regularly.
27. Don’t write a script about things to
come. Be attentive as the journey
unfolds and follow.
28. You might not have all the information
you need or want. It is OK to ask
questions. Ask!
29. Learn through active listening
and observing. Also, look for the
“unobvious.”
30. (originally the last one): Change
rhetoric and reality from surviving to
thriving in graduate school. Shared
responsibility. Please join.
31. It’s hard to thrive without a mentor.
Find at least one, maybe more
than one.
From the Rep
Self-assessment and
comparison.
How do we know if we’re
doing “enough”? If we’ll finish on time? If
we’ll be competitive on the job market?
I’m a fourth-year PhD student, and I
just submitted my first lead-author paper.
For the first three years, I was so sensitive
to my classmates submitting papers—it
felt like everyone around me was building
their resumes, and I wasn’t.
The wonderful flexibility that we have in
research comes at a price—we must learn
how to assess ourselves. We (with the help
of advisors and collaborators) decide when
the project is ready for submission. We
(mostly) decide how many hours we work,
and when, and where. Throughout our
schooling, we are assessed using grades,
which can largely be relative to our class-
mates. It makes absolutely perfect sense
that we use our classmates as yardsticks
against which to measure our effort and
productivity.
The reality, though, is that no two proj-
ects can be compared. Once we’ve been
doing this science thing long enough, we’ll
know intuitively that each project moves at
its own pace. Sometimes it takes months to
perfect a laboratory technique, and other
times we are able to do a new analysis with
pre-existing data. I think a lot of our anxiet-
ies in graduate school are normal “growing
pains” as scientists, and I’ll talk more about
that next month.
I’d love to hear from you about how you
deal with self-assessment—write to me at
chernandez@whoi.edu or @fishy_chrissy
on Twitter and Instagram!
— Chrissy
Have You Read...?
From academia to industry: Seven tips
for scientists making the leap. Crystal
Romeo Upperman shares her advice after
moving out of the lab and into the private
sector. Nature, https://doi.org/10.1038/
d41586-019-00692-y
True Colors of
Oceanography
Guidelines for Effective and Accurate
Colormap Selection
Seen in Oceanography
WAVE NAVIGATION IN
THE MARSHALL ISLANDS
Comparing Indigenous and Western
Scientific Knowledge of the Ocean
By Joseph Genz et al.
https://doi.org/10.5670/oceanog.2009.52
WE NEED
YOUR INPUT!
Help Freshen
Your TOS Resources
Web Page
https://tos.org/opportunities
Have you used the Graduate Student/
Early Career Resources pages on the TOS
website? If so, tell us what you like about
it. If some types of resources are missing
that you’d like to have, please let us know
that, too. This page is for you. Help us
keep it fresh and useful. Send all ideas to
Jenny at jenny@tos.org.
Send Us Your Feedback!
Have questions or comments for the Student Rep?
Interested in being a highlighted student?
Want to share your best career tips and tricks?
We need your input!
» studentrep@tos.org and @fishy_chrissy
Follow Us
The Oceanography Society
@TOSOceanography
@TOSOceanography
Oceanography
Number 23 – April 18, 2019
STUDENT NEWS
TOS Student Highlight
NANA KAMIYA. I’m a third-year PhD engineering student at Kyoto University. I am
investigating subduction zones using paleo-geothermal analyses and rock mechan-
ics experiments. As an undergraduate, I majored in geology and conducted struc-
tural geology fieldwork on land. For my PhD, I am concentrating on engineering aspects of geology,
performing consolidation tests. Rock engineering can inform different geological processes, thus
pursuing studies in the engineering department is very interesting and worthwhile for me.
When I was a second-year master’s student, I joined International Ocean Discovery Program
Expedition 370, Temperature Limit of the Deep Biosphere off Muroto, as a physical properties spe-
cialist. The two-month expedition was aboard Chikyu, the Japanese scientific drilling vessel that is
capable of penetrating deep below the seafloor. The science party was composed of microbiologists,
geochemists, sedimentologists, and physical properties specialists. We probed the temperature of
limit of life by exploring the combined geological structure, chemical environment, and population
of microbes as revealed through drilling. This experience was very exciting. I found that the field of
geology is like a house of microbes! The combined geology and microbiology discussions made me
see geology in a whole new way.
Combining the knowledge gained from samples collected from both land and beneath the sea is
important for understanding subduction zones. Until now, I have mainly analyzed on-land samples,
but the active subduction zone is located in the ocean. I look forward to doing some more marine
geology based on my experiences on Chikyu.
tos.org
More Resources
Conversations with Women of Color
in STEM: #Vanguard STEM
https://www.vanguardstem.com/show-content/
Try an episode of this live, monthly web-
series featuring a rotating panel of women
of color in STEM discussing a wide variety
of topics including their research interests,
wisdom, advice, tips, tricks and commen-
tary on current events.
From the Rep
Growing Pains
Did anyone else have really
bad growing pains as a kid?
I remember in elementary school that my
shins hurt so badly, just because I was
growing. I hadn’t done anything to cause
it, and there wasn’t really anything to do
except wait for it to get easier.
This is how I’ve started to think about
my stress and anxiety in graduate school.
First of all, I think that most people in their
twenties have these feelings. In some
ways, grad school is like your first job—it’s
a roughly five-year contract, and both
you and your supervisors are feeling out
whether it’s a good fit for you. In nearly
any first job, there is a big learning curve;
there’s wondering if you’re learning it
fast enough or doing it well enough, and
there’s worrying if it’s even what you want
to be doing.
There might be some ways to ease this
stress and uncertainty, but mostly it just
abates with time. You have to keep walk-
ing, writing, culturing bacteria, building
instruments, analyzing data, whatever it
is…and one day you look around and real-
ize you’re a scientist. We should certainly
work to reduce the types of stresses that
stem from systemic societal issues, but we
shouldn’t fear the growing pains. If you’re
reading this, you’re doing great—trust the
process and keep going.
I’d love to hear what you think—write
to me at chernandez@whoi.edu or @fishy_
chrissy on Twitter and Instagram!
— Chrissy
Have You Heard?
WorkLife with Adam Grant
https://www.ted.com/series/worklife_with_
adam_grant
You may want to check out this podcast.
Titles include:
» How to love criticism
» Become friends with your rivals
» Networking for people who hate
networking
» And more
Hello PhD
http://hellophd.com/
Or, how about this podcast? Titles include:
» How to give a perfect poster presentation
» The secret life of pets (in grad school)
» Conference like the pros
» Plus many, many more
Seen in Oceanography
THE MICROBIAL LOOP
By Lawrence R. Pomeroy, et al.
Methods and concepts to explore
the significance of microbes in the
ocean’s web of life.
https://doi.org/10.5670/oceanog.2007.45
Tell Us What You Think About
the Career Profiles Page
https://tos.org/career-profiles
Oceanography has now been publishing
“career profiles” for almost a decade. We
profile ocean scientists who have careers
outside of academia. The idea for this col-
umn came from you —graduate students.
• Is 10 years enough? Shall we discontinue
this column after December 2019?
• Are we asking the right questions?
• Are we profiling the types of careers
you’d like to hear about?
• Is there some other column you’d rather
us publish?
Please send your ideas and comments
to Oceanography Editor Ellen Kappel at
ekappel@geo-prose.com.
Send Us Your Feedback!
Have questions or comments for the Student Rep?
Interested in being a highlighted student?
Want to share your best career tips and tricks?
We need your input!
» studentrep@tos.org and @fishy_chrissy
Follow Us
The Oceanography Society
@TOSOceanography
@TOSOceanography
Oceanography
Number 24 – May 15, 2019
STUDENT NEWS
TOS Student Highlight
THOMAS MORROW. Here’s my history in a headline: “Florida man moves to Idaho
to study seafloor structure and tectonics.” I am a PhD candidate at the University of
Idaho, with a BS in geology from the University of Florida. Despite my efforts to move
further inland, I study oceanic lithosphere rheology, deformation, and tectonics thanks to inclusive
approaches to data sharing, open access repositories, and telepresence-enabled cruises.
Most data I work with (e.g., bathymetry, satellite gravity measurements) are from openly available
compilations such as the Global Seafloor Fabric and Magnetic Lineation Database and the Global
Multi-Resolution Topography Data Synthesis. One of the most frustrating experiences I’ve had as
a graduate student is waiting years for another researcher to share their observations, even after
publication or embargoes end. Certainly, scientists that collect observations deserve the first oppor-
tunity to publish their findings, but once this information is out, they should share data as openly
as possible.
I recently participated via telepresence in a NOAA Ship Okeanos Explorer cruise to the Pacific
Ocean. Immediately after, I added newly collected bathymetry soundings to a manuscript while the
Okeanos Explorer crew sent the data on to their open access archive. Competition for funding and
ship time have often been limiting factors in my graduate school experience, but open access data,
like the GSFML and GMRT compilations, and telepresence-enabled cruises, like the Okeanos Explorer
program, remedy these constraints and make our research communities more inclusive. They allow
students—regardless of where they live—to publish compelling results, even when they can’t easily
access field opportunities or analytical facilities.
tos.org
Mental Health Resources
• Psychology Today. Find a therapist
using this listing of mental health profes-
sionals. https://www.psychologytoday.
com/us/therapists
• Mental Health in the Sciences. Nature
series offering stories and advice on
how to maintain good mental health in
the hyper-competitive science environ-
ment. https://www.nature.com/articles/
d41586-018-04998-1
• PhDepression. Support and resources
for PhDs, post-grads, and grad students.
https://www.thephdepression.com/
From the Rep
It’s the 70th Annual
Mental Health Month!
Since 1949, Mental Health
America has highlighted the importance
of mental health in May. This year’s theme
focuses on the value of animal compan-
ionship, spirituality, humor, and social
connectedness. There are some great
resources on their website (http://www.
mentalhealthamerica.net/may).
Mental health isn’t something that
matters only for people who have been
diagnosed with mental health disorders.
Mental health encompasses how any indi-
vidual handles their feelings—stress, grief,
anger, and also happiness. It is about how
we deal with life, including health, relation-
ships, and work difficulties. Ultimately, tak-
ing care of our mental health will prevent
us from burning out.
Tending to our mental health is per-
sonal and multi-faceted. For me, a thera-
pist is absolutely essential. For most of us,
strong connections to a support network
is required. Some folks have medication as
part of their toolkit. Others rely on regular
exercise, spending time with friends or
family, cuddling with their pet, watching
their favorite Netflix shows, and not check-
ing their email from home.
Building a toolkit doesn’t mean you
won’t have bad days, but your bad days
will be a lot less likely to turn into bad
weeks, months, or years. Resilience, not
perfection, is the goal—and resilience is
about how you bounce back, not whether
you stumble.
Be kind to yourself. Value your mental
health. Set the boundaries you need. Try
out some new habits. Or, you know, take
a day off from holding perfectly to your
habits. And if you’re struggling, maybe try
reaching out to a friend, mentor, or your
campus mental health office.
— Chrissy
Have You Read?
Three Tips for Giving a Great Talk
» Tip No. 1: Find a central focus
» Tip No. 2: Get the details right
» Tip No. 3: Present clearly
Read the full article in Science: https://doi.
org/ 10.1126/science.caredit.aax7352
Have you read the latest issue of
Oceanography Student News?
https://tos.org/opportunities
Each newsletter includes a regular column by the student
representative to the TOS Council, profiles of TOS student
members, information about student activities related to
TOS-sponsored meetings, and links to relevant student
resources and articles in Oceanography magazine. Feel
free to forward the links to the newsletters to other stu-
dents, or print out a copy and post it on your department
bulletin board. Any questions? Email TOS Student Rep
Chrissy Hernández at studentrep@tos.org.
After issuing an open call to the TOS membership for nom-
inations, the Council selected eleven members for the new
TOS Justice, Equity, Diversity, and Inclusion (JEDI) Committee.
Susanne Craig, Co-Chair, NASA Goddard Space Flight
Center/Universities Space Research Association
Beth Orcutt, Co-Chair, Bigelow Laboratory for Ocean Sciences
Mona Behl, University of Georgia Sea Grant
EeShan Bhatt, MIT/WHOI Joint Program
Dick Crout, Naval Research Laboratory
Erin Meyer-Gutbrod, University of South Carolina
Frank Muller-Karger, University of South Florida,
College of Marine Science
Tashiana Osborne, Scripps Institution of Oceanography
Charitha Pattiaratchi, The University of Western Australia
James Pierson, University of Maryland Center for
Environmental Science
Amber Shearer, Garden School Foundation
TOS JEDI COMMITTEE
https://tos.org/diversity
INTRODUCING THE NEW
Oceanography | December 2020
After publishing 83 career profiles over the course of a little more
than a decade (https://tos.org/career-profiles), Oceanography’s
profiles feature may be coming to a close. Keen readers of this
December issue and the most recent September issue may have
noticed the absence of any career profiles at the end of the mag-
azine. I prefer not to fold a feature of the magazine that, at least
according to web statistics, remains very popular. The problem
is finding people to profile and who are willing to be profiled,
which has become a time-consuming task. Without suggestions
from Oceanography readers, I have to do the legwork, which for
the most part means spending time scrolling through LinkedIn
pages. I have found and profiled some excellent people this way,
but over time this technique has become less useful as industry
has become much better at shielding staff emails.
Five years ago, my Quarterdeck column reflected on how
the career profiles published in Oceanography demonstrated
that working toward a PhD in ocean sciences lets students
hone a variety of marketable skills (https://doi.org/10.5670/
oceanog.2016.21). That column included some of the best
responses to the question we ask of each person we profile: What
did your oceanographic education (or academic career) give you
that is useful in your current job? As a decadal wrap-up to this
column, here are some of the many excellent responses to the
final question we ask:
Do you have any recommendations
for new grads looking for jobs?
********
• Don’t wait for the perfect job to start applying. In this case,
practice does make perfect. If you have already gone through the
process, you will be ready when the perfect job does come up.
• Don’t ignore the Internet. Get a profile on LinkedIn. Fill out
your profile completely. Make a website. Employers do their
homework, too.
• Don’t be afraid to take risks. Sometimes a different path ends up
being the most fruitful.
• Don’t do this alone. Lean on your network inside and outside
academia. And once you succeed, make sure to pay it forward.
• Don’t underestimate yourself. You are all highly capable people.
It just doesn’t always feel that way when you are in a room full
of other highly capable people.
• Don’t give up. It takes work to find the job that’s right for you.
You may not immediately find the right job. But keep trying—
you can do it!
– Kim Martini, Senior Oceanographer, Sea-Bird Scientific
********
If you know for sure that you want to go into policy, don’t do a PhD.
It’s not necessary—first-hand experience in the policy trenches
is more valued. If you have done a PhD, there are still plenty of
opportunities in policy, but you must be an excellent writer and
communicator. Having a strong, supportive network is so import-
ant to getting you through the inevitable tough times and setbacks.
And don’t worry if you don’t have a specific career plan—work on
developing valuable skills, and the opportunities will follow.
– Miriam Goldstein, Director of Ocean Policy and Managing
Director of Energy and Environment, Center for American Progress
********
Your science PhD or master’s degree shouldn’t be the bulk of your
resume’s work experience. You likely won’t get a job because of
your degree, though it may help you once you’re in the position.
You’ll need to be able to show you have the skills for a specific job,
regardless of your degree. Figure out what position titles mean—
nonacademic jobs use words like “coordinator” or “specialist,” and
these terms mean different things in different fields. You need to be
able to describe your skills in nonacademic language.
– Marley Jarvis, Outreach and Education Specialist,
Institute for Learning & Brain Sciences, University of Washington
********
My experience affirms that you never know who you are going to
run into if you don’t reach out. This includes both people at the
university and in surrounding communities. Many universities are
surrounded by a town or a city where there are endless opportu-
nities to start dialogues with people you would never meet in class
or the lab. People like to tell their stories and how they got where
they are. So get outside your comfort zone and start inviting peo-
ple for coffee and to have those conversations. Even if it helps you
figure out what you don’t want to do, no enlightening conversation
is wasted, and you would be surprised how small policy and sci-
ence circles really are.
– Aaron Goldner, Energy Policy Advisor, Office of
Senator Sheldon Whitehouse
QUARTERDECK
A DECADE OF CAREER PROFILES
Recommendations for Job-Hunting
Oceanography | Vol.33, No.4
Look for opportunities through your professional societies that you
might not be able to access on your own from grad school. This
could be serving on a policy or communication committee, partic-
ipating in a congressional visits day, or taking a leadership posi-
tion in the society itself. These posts can put you in the orbit of
people from different backgrounds and in different places in their
careers—great folks to tap as you explore your options.
– Katie Matthews, Deputy Chief Scientist, Oceana
********
(1) Put yourself out there. Let people know you are interested in
positions outside of academia. (2) Conduct informational inter-
views and network. This will give you a sense for the types of posi-
tions you may want to pursue post-academia. (3) Update your
LinkedIn profile and get business cards. These are currencies many
sectors use for networking. (4) Practice your elevator speech. What
are your skills and what excites you? (5) Think outside of the box
and leave the “supposed to’s” behind. I have met hundreds of sci-
entists since leaving academia who made a similar transition and
hold positions in, for example, industry, finance, start-ups, and
government. The career paths are endless.
– Sarah Bender, Program Officer, Gordon and Betty Moore Foundation
********
I have three recommendations. (1) Recognize that most scientists
will not work in academia. Find the skills that you excel at as well
as the elements that keep you excited, and find work that enables
you to both employ your skills and enjoy your work. (2) Capitalize
on the unbelievable skill set that you have attained in your edu-
cation. In reality, an education in science (and especially a PhD)
is light years beyond what most people will ever achieve, in both
knowledge and experience. Use this confidently. (3) Network, net-
work, network. The best jobs, the best opportunities, and the best
future all lie in the people you know and what they can do for you.
Ask your friends, colleagues and mentors for help…they will give it.
– Paul Bunje, Senior Director of Oceans, XPRIZE Foundation
********
Re-reading these smart and helpful answers makes me not quite
ready to give a fond farewell to a feature that provides the few
pages in each issue specifically dedicated students’ career con-
cerns. Oceanography can continue to publish additional career
profiles of people who have left academia as the opportunities
present themselves. But it can do so more often if you would
please take five, ten, or even fifteen minutes of your time to come
up with some names to send to me (ekappel@geo-prose.com).
Your effort will be appreciated!
Ellen S. Kappel, Editor
Oceanography | Vol.33, No.4
THE OCEANOGRAPHY SOCIETY’S
HONORS PROGRAM
One of the most meaningful aspects of being a
member of The Oceanography Society (TOS) is the
opportunity to recognize and celebrate our col-
leagues’ accomplishments.
Three medals are now open for nomination. Please
take this opportunity to recognize a colleague for
their exceptional achievements and contributions to
the ocean sciences.
The WALTER MUNK MEDAL is given bienni-
ally to an individual ocean scientist for extraordi-
nary accomplishments and novel insights in the
areas of physical oceanography, ocean acoustics, or
marine geophysics.
The WALLACE S. BROECKER MEDAL is given
biennially to an individual ocean scientist for extraor-
dinary accomplishments and novel insights in the
areas of marine geoscience, chemical oceanography,
or paleoceanography.
The MARY SEARS MEDAL is given biennially
to an individual ocean scientist for extraordi-
nary accomplishments and novel insights in the
areas of biological oceanography, marine biology,
or marine ecology.
tos.org/honors
NOMINATION DEADLINE
SEPTEMBER 30, 2021
Oceanography | December 2020
Looking Back into the Future: Ocean Sciences Post 2030
KIEL, DECEMBER 2030
FROM THE PRESIDENT
A decade ago, ocean scientists looked with hope to the future.
In early 2021, we launched the UN Decade of Ocean Science for
Sustainable Development with great anticipation. It was hailed
as the beginning of a change in direction that would enrich the
spectrum of ocean sciences by adding new initiatives that we
described then as transformative ocean science solutions for sus-
tainable development, connecting people and our ocean.
Since the beginning of this century, it had been clear to
experts and world leaders that business as usual was leading to a
decline in ocean health. There was concern that ocean pollution,
resource extraction, and climate change would compromise criti-
cal ocean ecosystem services important to humanity.1 Under rap-
idly increasing pressures, not only the ocean, but in fact most of
the plant’s ecosystems, possibly no longer had the ability to cope
or rebound. Significant human-induced changes—specifically
those related to climate change2—were expected to threaten the
future of humanity by the end of the twenty-first century.
In a landmark year, 2015, world leaders came together, and in
the spirit of global cooperation, proclaimed four global frame-
works for action: the Paris Agreement on climate change,3 the
Sendai Framework for Disaster Risk Reduction,4 the New Urban
Agenda,5 and the 2030 Agenda for Sustainable Development.6
The latter document was entitled “Transforming Our World:
The 2030 Agenda for Sustainable Development.” This agenda
was seen as a plan of action for people, the planet, and prosper-
ity. All countries and all stakeholders, acting collaboratively, were
called upon to implement this ambitious plan. The signatories
were determined to take the bold and transformative steps that
were seen as urgently needed to shift the world onto a sustainable
and resilient path. They pledged that no one would be left behind.
Against this backdrop of global policy, the ocean commu-
nity posed the question: How can our ocean science community
work together with society to move from the “ocean we had” to
the “ocean we wanted”? And, what is the “science we need” to
get to the “ocean we want”?7 We wanted an ocean science that:
• Used the 2030 Agenda as a central framework to identify
and address the most pressing societal questions related to
Sustainable Development Goal (SDG)14 and related SDGs
• Was co-designed and co-delivered in a multi-stakeholder
environment to be relevant and responsive across the entire
value chain, from knowledge generation to applications and
services to use of science for solutions
• Was solutions-focused and contributed to a wide variety of
potential solutions that included policy, decision-making,
management and governance frameworks, as well as technol-
ogy development and innovation
• Where needed, was big, audacious, forward-looking, and
spanned geographies
• Reached across disciplines and actively integrated natural and
social science disciplines
• Embraced local and indigenous knowledge as a key knowl-
edge source
• Was transformative because of who was doing it or where it
was being done, including in both less developed and devel-
oped countries
• Strove for generational, gender, and geographic diversity in
all their manifestations
• Was communicated in forms that could be widely understood
across society and that triggered excitement about the ocean
and behavioral change
• Was shared openly and available for re-use
Moreover, 10 specific Ocean Decade Challenges were formu-
lated to guide the development of large, global programs to sup-
port these goals and ambitions (Box 1; IOC, 2020).
As the final preparations for the launch of the Ocean Decade
were under way, the coronavirus raged through the world and
additional challenges emerged. The pandemic reminded us that
the 2030 Agenda documents lacked emphasis on resilience, and
science was missing in the SDGs. I am happy to report that the
new goals focused on knowledge generation (science included).
However, we were possibly too optimistic about what could be
done in 10 years regarding capacity building and global equal-
ity. We achieved a lot, but there is more to do. Now, in the 2030s,
ocean literacy has improved significantly and global learning
and problem solving have become the norm. Ocean pollution is
better understood, but we simply did not manage to remove all
the sources. Plastics in the environment and the high levels of
CO2 remain intractable problems globally.
During the hardships of the 2020 pandemic, we rapidly
learned that virtual meetings could be easy and productive. I
vividly remember discussions about the pros and cons of vir-
tual Ocean Sciences Meetings. The coronavirus likely acceler-
ated many of the exciting innovations that are now available for
1 https://www.some.ox.ac.uk/research/global-ocean-commission/; 2 https://www.ipcc.ch/srocc/; 3 https://unfccc.int/sites/default/files/english_paris_
agreement.pdf; 4 https://www.undrr.org/implementing-sendai-framework/what-sendai-framework; 5 https://habitat3.org/the-new-urban-agenda/;
6 https://sustainabledevelopment.un.org/post2015/transformingourworld; 7 https://www.oceandecade.org/
Oceanography | Vol.33, No.4
such large, international conferences. For decades, several thousand aca-
demic ocean scientists would travel around the globe biennially to meet
in places such as Hawai‘i, San Diego, and New Orleans. We used to give
12-minute-long presentations with three minutes of questions and no time
for deep discussion. Today, in 2030, this way of conducting conferences
seems inconceivable.
At the OceanObs19 meeting, held in September 2019 in Honolulu, data
sharing and easy access to platforms were hotly debated. Everyone was
worried about the possible decline of in situ systems. After the recent global
agreement on benefit sharing, we now see a sustained and growing ocean
observing system that has 10-year planning horizons, builds in innovation
cycles, and serves the public needs. Last year’s OceanObs 29 focused on
how autonomous genome samplers could become smart enough to trans-
mit only relevant information. Moreover, there was deep discussion on a
proposal from the Indo-Pacific island states for a higher resolution, in situ
ocean observing system that would help to support sustainable growth
and wealth while respecting their strict protection measures. More in situ
data are needed to inform their knowledge-driven and responsive oper-
ations planning and to supplement targeted information expected from
several small satellites that will be launched next year.
I also recall discussions about a “Digital Twin of the Ocean,” a con-
cept that would employ digital technologies to integrate all European
ocean assets into a consistent, high-resolution, multidimensional, near-
real-time description of the ocean.8 In 2030, most governments now have
access to a variety of technologies of discovery, simulation, and informa-
tion sharing. The digital twin concept is now routinely used for planning
and optimizing our blue economy, establishing ocean restoration zones,
and precisely defining ocean interventions. No new wind farm can obtain
a permit to operate without fully optimizing its location and cross check-
ing for co-beneficial use of the affected ocean space.
Looking through my records and notes from the end of 2020, I found
the following correspondence: “Dear Andone (Lavery), my time as presi-
dent of TOS is coming to and end. I look back with satisfaction upon four
exciting years in my role as president-elect and president. Our ocean com-
munity has accomplished a lot and hopefully served TOS members well.
From deep in my heart, I wish you a lot of energy, fortune, satisfaction,
and success for your TOS presidency. I am looking forward to supporting
you in completing the TOS 2030 Strategy. I have no doubt that under your
leadership TOS will grow, ably respond to community needs, and prosper.”
Today, I relish fond memories of my time as president of The Oceanog-
raphy Society and remain grateful for the community I then had the plea-
sure to work for.
Martin Visbeck, TOS President
REFERENCE
IOC (Intergovernmental Oceanographic Commission of UNESCO). 2020. United Nations
Decade of Ocean Science for Sustainable Development 2021–2030: Implementation Plan,
v. 2, 44 pp., https://oceanexpert.org/document/27347.
8 https://ec.europa.eu/info/sites/info/files/research_and_innovation/green_deal/
gdc_stakeholder_engagement_topic_09-3_digital_ocean.pdf
Box 1. UN Decade of Ocean
Science for Sustainable
Development Knowledge and
Solutions Challenges
Challenge 1: Understand and map land- and sea-based
sources of pollutants and contaminants and their poten-
tial impacts on human health and ocean ecosystems,
and develop solutions to remove or mitigate them.
Challenge 2: Understand the effects of multiple stress-
ors on ocean ecosystems and develop solutions to
monitor, protect, manage, and restore ecosystems
and their biodiversity under changing environmental,
social, and climate conditions.
Challenge 3: Generate knowledge, support innovation,
and develop solutions to optimize the role of the ocean
in sustainably feeding the world’s population under
changing environmental, social, and climate conditions.
Challenge 4: Generate knowledge, support innova-
tion, and develop solutions for equitable and sustain-
able development of the ocean economy under chang-
ing environmental, social, and climate conditions.
Challenge 5: Enhance understanding of the ocean-
climate nexus and generate knowledge and solutions
to mitigate, adapt to, and build resilience to the effects
of climate change across all geographies and at all
scales, and to improve services including predictions
for the ocean, the climate, and the weather.
Essential Infrastructure Challenges
Challenge 6: Enhance multi-hazard early warning
services for all geophysical, ecological, biological,
weather, climate, and anthropogenic related ocean and
coastal hazards, and mainstream community prepared-
ness and resilience.
Challenge 7: Ensure a sustainable ocean observing
system across all ocean basins that delivers accessible,
timely, and actionable data and information to all users.
Challenge 8: Through multi-stakeholder collaboration,
develop a comprehensive digital representation of the
ocean, including a dynamic ocean map, that provides
free and open access for exploring, discovering, and
visualizing past, current, and future ocean conditions in
a manner relevant to diverse stakeholders.
Foundational Challenges
Challenge 9: Ensure comprehensive capacity develop-
ment and equitable access to data, information, knowl-
edge, and technology across all aspects of ocean sci-
ence and for all stakeholders.
Challenge 10: Ensure that the multiple values and ser-
vices of the ocean for human well-being, culture, and
sustainable development are widely understood, and
identify and overcome barriers to behavior change
required for a step change in humanity’s relationship
with the ocean.