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OCEAN ACOUSTICS EDUCATION AND EXPERTISE Committee on Ocean Acoustics Education and Expertise Ocean Studies Board Division on Earth and Life Studies Consensus Study Report PREPUBLICATION COPY
NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 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-XXXXX-X International Standard Book Number-10: 0-309-XXXXX-X Digital Object Identifier: https://doi.org/10.17226/27337 This publication is available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2024 by the National Academy of Sciences. National Academies of Sciences, Engineering, and Medicine and National Academies Press and the graphical logos for each are all trademarks of the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2024. Ocean Acoustics Education and Expertise. Washington, DC: The National Academies Press. 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 SCOWSCROFT, 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) Prepublication Copy v
OCEAN STUDIES BOARD CLAUDIA BENITEZ-NELSON (Chair), University of South Carolina, Columbia MARK R. ABBOTT, Woods Hole Oceanographic Institution, Massachusetts ROSANNA âANOLANI ALEGADO, University of Hawaiâi, 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 vi Prepublication Copy
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 MaineâOrono and University of MaineâMachias MATTHEW HORA, University of WisconsinâMadison BRANDY HUDERSON, University of the District of Columbia TASHA R. INNIS, Spelman College, Atlanta TRACIE LATTIMORE, U.S. Department of Defense Health Affairs (HRP&O), 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 TexasâArlington ZAKIYA WILSON-KENNEDY, Louisiana State University, Baton Rouge JOSH WYNER, Aspen Institute, Washington, DC Staff MARIA LUND DAHLBERG, Director ANDRÃ 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 Prepublication Copy vii
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: JOHN BUCK, University of Massachusetts Dartmouth JOHN COLOSI, Naval Postgraduate School MICHAEL CONNOR, ThayerMahan Inc. KURT FRISTRUP, Colorado State University ILYSA IGLESIAS, University of California, Santa Cruz GARY H. ISAKSEN, Norwegian University for Science and Technology KIMBERLY RIEGEL, Farmingdale State College HANS VANSUMEREN, Northwestern Michigan College KATHLEEN E. WAGE, George Mason University 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 Hawaiâi. 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. Prepublication Copy ix
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 committeeâs 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 committeeâs request. Prepublication Copy xi
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 societyâs 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 goalâto 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 committee 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/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 both fortunate and lucky 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 Prepublication Copy xiii
Preface 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 xiv Prepublication Copy
Contents Preface ....................................................................................................................................................... xiii SUMMARY ................................................................................................................................................. 1 1 INTRODUCTION.................................................................................................................................. 9 Interdisciplinary Challenges, 10 Diversity in Audience, 11 Study Task and Approach, 12 Report Structure, 16 2 HISTORICAL PERSPECTIVE LEADING TO THE STATE OF EDUCATION AND EXPERTISE TODAY ......................................................................................................................... 17 Historical Foundations in Ocean Acoustics Education, 17 Ocean Acoustics Today, 22 3 STATE OF OCEAN ACOUSTICS EDUCATION AND EXPERTISE .......................................... 30 Formal Education, 32 Training Programs, 41 Summary, 45 4 CURRENT AND FUTURE EMPLOYMENT LANDSCAPE ......................................................... 46 Areas of Ocean Acoustics Expertise in the Workforce, 46 Government (Military and Civilian) Employment, 46 Private Sector and Academic Employment, 51 Academic/Research Employment, 51 State of the Workforce, 53 5 ATTRACTING, RECRUITING, RETAINING, AND DIVERSIFYING THE OCEAN ACOUSTICS WORKFORCE ............................................................................................................ 55 Current Demographics and Representation in STEM, 55 Diverse Representation, 56 Issues Suppressing Parity, 58 Recruitment Through Awareness, 63 Retention of Students, Early-Career Professionals, and Existing Workforce, 73 Summary, 75 6 RECOMMENDATIONS FOR ADDRESSING THE GAPS BETWEEN EDUCATION AND EXPERTISE AND WORKFORCE NEEDS .................................................. 76 Gaps Between Education and Training Opportunities and Workforce Needs, 77 Recommendations and Connection to Previous Ocean Acoustics Education Reports, 86 REFERENCES .......................................................................................................................................... 90 APPENDIXES A COMMITTEE BIOGRAPHIES ........................................................................................................ 98 Prepublication Copy xv
Contents B SURVEY FINDINGS: OCEAN ACOUSTICS EDUCATION & EXPERTISE .......................... 101 C OCEAN ACOUSTICS HISTORICAL TIMELINE ...................................................................... 235 D U.S. MARINE SCIENCE FOCUSED HIGH SCHOOLS ............................................................. 236 E GLOSSARY ....................................................................................................................................... 238 xvi Prepublication Copy
Acronyms and Abbreviations AB animal bioacoustics AGOR Auxiliary General Oceanographic Research AI artificial intelligence AIAN American Indian or Alaska Native AO acoustical oceanography ASA Acoustical Society of America ASW anti-submarine warfare BA biomedical acoustics BOEM Bureau for Ocean Energy Management CA computational acoustics CARE Collective benefits, Authority control, Responsibility, and Ethics CLEP College-Level Examination Program CNO Chief of Naval Operations COL Consortium for Ocean Leadership COOL Credentialing Opportunities On-Line COSEE Centers for Ocean Sciences Education Excellence COVID-19 coronavirus disease 2019 DoD U.S. Department of Defense DOE U.S. Department of Energy DOI U.S. Department of the Interior DOSITS Discovery of Sound in the Sea DOT U.S. Department of Transportation EA engineering acoustics EOV essential ocean variables ESA Endangered Species Act EU European Union FAIR Findable, Accessible, Interoperable, and Reproducible GIDA Global Indigenous Data Alliance GOOS Global Ocean Observing System HBCUs Historically Black Colleges and Universities HSI Hispanic-Serving Institution JOI Joint Oceanographic Institutions kHz kilohertz MATE Marine Advanced Technology Center MIT Massachusetts Institute of Technology Prepublication Copy xvii
Acronyms and Abbreviations ML machine learning MMPA Marine Mammal Protection Act MSI Minority-Serving Institutions MTS Marine Technology Society MU musical acoustics National Academies National Academies of Sciences, Engineering, and Medicine NAVFAC Naval Facilities Engineering Systems Command NAVO Naval Oceanographic Office NCES National Center for Education Statistics NCSES National Center for Science and Engineering Statistics NGO non-governmental organization NNR National Naval Responsibility NOAA National Oceanic and Atmospheric Administration OAR Oceanic and Atmospheric Research NMFS National Marine Fisheries Service NOS National Ocean Service NOPP National Ocean Partnership Program NOSB National Ocean Science Bowl NPS Naval Postgraduate School NRC U.S. Nuclear Regulatory Commission NRL Naval Research Laboratory NSB National Science Board NSF National Science Foundation NSWC Naval Surface Warfare Center NUWC Naval Undersea Warfare Center OE ocean engineering OECD Organization for Economic Cooperation and Development O*NET Occupational Information Network ONR Office of Naval Research OSTP Office of Science and Technology Policy PA physical acoustics PP psychological & physiological acoustics R&D research and development ROV remotely operated vehicle R/P research platform R/V research vessel SA structural acoustics & vibration SACNAS Society for Advancements of Chicanos/ Hispanics & Native Americans in Science SC Speech Communication SECNAV Secretary of the Navy SI specialization index SIO Scripps Institute of Oceanography SMART Science, Mathematics and Research for Transformation xviii Prepublication Copy
Acronyms and Abbreviations SOFAR sound fixing and ranging SOI Schmidt Ocean Institute SONAR sound navigation and ranging SOSUS sound surveillance SP signal processing SPRA Social Policy Research Associates STEM science, technology, engineering, and mathematics STG Sonar Technicians Surface STS Sonar Technicians Submarine SURIEA Summer Undergraduate Research Experience or Internship in Acoustics TD technical director TFO Task Force Ocean TOS The Oceanography Society UNH University of New Hampshire UNOLS University National Oceanographic Laboratory System URM underrepresented minorities USCG United States Coast Guard USFWS United States Fish and Wildlife Service USGS United States Geological Survey USN United States Navy UW underwater acoustics WHOI Woods Hole Oceanographic Institution WWI World War One WWII World War Two YCCB Yang Center for Conservation Bioacoustics Prepublication Copy xix
