Ocean Acoustics Education and Expertise (2024)

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Appendix B Survey Findings: Ocean Acoustics Education & Expertise INTRODUCTION The National Academies for Sciences, Engineering, and Medicine (the National Academies) contracted Social Policy Research Associates (SPR) to support its efforts to assess the state of ocean acoustics education in the United States. To that end, SPR collaborated with the National Academies to design and administer a comprehensive survey to collect information that the National Academies would then use to inform its larger study efforts. Ultimately, SPR administered the survey to 200 individuals representing institutions and organizations from fields in acoustics, ocean acoustics, and acoustics supporting disciplines. The survey’s purpose was to gather data to support the National Academies’ investigation into their study goals including: • the current state of acoustics education in the United States; • the demand for acoustics expertise anticipated over the next decade; • the competencies required for undergraduate, graduate, and professional training programs to fulfill the demand for ocean acoustics over the next decade; and, • the current strategies employed by the field of ocean acoustics to raise the profile of careers in ocean acoustics, including education, training, and workforce recruitment and retention. This final report provides a high-level summary of survey responses and is being used by the National Academies to produce a more comprehensive report on the state of ocean acoustics in the country. This report starts by providing an overview of the methodology and limitations of the survey. It is then divided into five sections based on respondent type: academic, industry (for-profit, non-profit, and other organizations), federal (government, military, and defense), professional society, and all respondents (questions that were asked to multiple respondent types). Each section then has five subsections that summarize: • the respondent type’s background, • observations of the current state and presence of acoustics education, • reflections on mentorship opportunities and key competencies, • thoughts on recruitment strategies, and • perceptions of the future of the field. These summaries are then followed by tables that provide information in more detail. Prepublication Copy 101 

102 Ocean Acoustics Education and Expertise METHODOLOGY Survey Design SPR collaborated with the National Academies and the Committee on Ocean Acoustic Education and Expertise (the Committee), a group of expert faculty and professionals positioned to support the assessment of the ocean acoustics field, to develop a survey instrument designed to collect data connected to the study goals listed above. To start, SPR completed a document review of existing literature focused on the ocean acoustics education and workforce, which included the review of reports provided by the National Academies and the Committee. This document review helped to identify potential survey questions to include in the survey instrument. Upon completing a draft of the survey instrument, SPR met twice via Zoom with the National Academies and select members of the Committee to workshop and revise the survey instrument. SPR also piloted an early version of the survey to members of the Committee as an additional opportunity to collect feedback around the usability and framing of the survey. Additional written feedback from both groups were provided and incorporated into the final version of the survey instrument. Per the Committee’s request, the final survey instrument consisted of three versions for respondents representing academic institutions, industry organizations, and professional societies. Survey Administration On May 8, 2023, the survey was electronically administered via a unique link to a list of professionals who work for an institution or organization in the field of acoustics, ocean acoustics, or an acoustics supporting discipline. This contact list was provided to SPR by the National Academies and the Committee. On a weekly basis throughout the six-week administration window, SPR shared the survey via a unique link with additional survey respondents that were identified by the National Academies and Committee. Additionally, potential respondents were recruited through a snowball sample, meaning that survey respondents recommended additional individuals from the field to receive the survey. These names received a unique link and were cross-referenced with the original contact list. New names were then shared with the National Academies and the Committee for approval, after which they received their unique survey link. Finally, the Committee also promoted the survey during academic and professional conferences using a general link that took place between May and June 2023. The survey closed on June 16, 2023, and reached 200 individuals of which 39% completed the survey, 22.5% partially completed the survey, and 38.5% did not start the survey. These response rates reflect survey completion at the time of closure and vary slightly from the final numbers (n=110) after the survey was cleaned and analyzed to exclude those who did not complete questions identifying their institution’s/organization’s sector. Survey Analysis The survey cleaning and analysis process lasted approximately six weeks. During this time, SPR, the National Academies, and the Committee continued to meet to make decisions about the presentation of the data in the final report. For instance, in accordance with SPR’s data sharing policy, no tables were generated when the sample size fell below three respondents. This decision is part of a commitment to protect confidentiality. Additionally, it was decided that respondents that did not complete the survey past identifying their institution/ organization’s sector would be dropped from the survey. This prevents survey results from being skewed by unresponsiveness. As part of the cleaning process, we also identified incidents of duplication caused by survey takers attempting the survey via their unique link and the general link. The most complete response by a unique individual was kept except in one instance where a respondent completed two different survey types (an academic and industry), in two separate survey sessions. In this instance, both responses were kept. Prepublication Copy 

Appendix B 103 Ultimately, the cleaning process concluded with 110 unique respondents that included a combination of participants that completed the survey (71.8%) and partially completed the survey (28.2%). While quantitative data was summarized in descriptive tables as part of the analysis phase, SPR analyzed open- ended responses to identify high-level themes and shared the raw form of the data as well. Lastly, the Committee requested that SPR remove less informative “none” or “I don’t know” responses from the open-ended and other write-in responses. While the responses themselves were removed from this report, the response is still counted towards the exhibit’s n-value and responses can be viewed in the de- identified raw data shared with the National Academies at the time of this report. Limitations There are a few limitations to acknowledge which may inform clearer understanding of the survey results within the report. For one, given the need to understand the state of ocean acoustics education and workforce, the National Academies and the Committee requested that respondents be asked to report data on student enrollment and demographics of faculty, industry personnel, and/or professional society members. Even though respondents were instructed to seek this data prior to starting the survey, they may not have had access to it, may not have been permitted to share it, or may have experienced survey fatigue searching for the information and completing the survey. As shown below, very few respondents reported this information, so we advise that publicly available data sources be used to obtain this information. Additionally, respondents were asked to complete the survey on behalf of their institution/organization. Concerned about a low response rate, the Committee advised SPR to add a question at the top of each survey section allowing respondents to select whether they would answer questions on behalf of themselves or their institution/organization. This is reported in each section below. Lastly, because the report shares qualitative data in its raw form as “exhibits,” it has not been corrected for grammar or sentence structure. Prepublication Copy 

104 Ocean Acoustics Education and Expertise ACADEMIC RESPONDENTS This section of the report summarizes the survey responses for 59 academic respondents. Of the total academic respondents, 64.4% (n=38) completed the survey with the remaining having partially completed the survey. Additionally, though respondents were asked to respond to the survey on behalf of their institution, 66.1% (n=39) indicated they would complete the survey as an individual based on their own experiences in their field. This section is divided into five subsections: Background; State of Acoustics Education; Mentorships, Internships, Apprenticeships, & Competencies; Recruitment Strategies; and Future of Acoustics. Each subsection starts with summary bullet points followed by descriptive statistics for each survey question. Prepublication Copy 

Appendix B 105 BACKGROUND: ACADEMIC RESPONDENTS This section summarizes background information for academic respondents and their institutions including their institution’s name, sector, region, and size as well as the length of time respondents have been at their institution and their role. • Of the 59 academic respondents and 33 different academic institutions, most respondents (66.1%) are from public academic institutions. (Table 1 and 2) • Nearly three-quarter of respondents (n=43) described their institution as a four-year college/university and/or graduate school. (Table 3) • Of the 30 respondents whose institutions offer multiple program types, most (n=21) spend the majority of their time in the graduate school. (Table 4) • Respondents represented a vast array of units (e.g., departments). While over 30 unit types were reported, applied research labs, biology, electrical and computer engineering, electrical engineering, and graduate-level acoustics were the units most frequently identified. (Table 5) • Nearly half of respondents (47.5%) are professors or instructors at their institutions. A little over one-quarter of respondents (27.1%) are researchers. (Table 6) • More than half of the respondents (55.9%) have been in their role for over 9 years. (Table 7) • Most of the respondents (n=44) are from institutions with over 15,000 students enrolled. (Table 8) Institution/Organization Name TABLE 1 Academic Respondents (n= 59) Response Frequency Percentage University of Washington 6 10.2% University of Texas at Austin 5 8.5% Brigham Young University 4 6.8% Pennsylvania State University 4 6.8% University of New Hampshire 4 6.8% Naval Postgraduate School 3 5.1% Oregon State University 2 3.4% Scripps Institution of Oceanography, University of California, San Diego 2 3.4% University of Massachusetts Dartmouth 2 3.4% University of Michigan 2 3.4% University of Victoria 2 3.4% Woods Hole Oceanographic Institution 2 3.4% Cornell University 1 1.7% Duke University 1 1.7% George Mason University 1 1.7% Georgia Institute of Technology 1 1.7% Great Lakes Water Studies Institute 1 1.7% Institute of Oceanography, National Taiwan University 1 1.7% Joliet Junior College 1 1.7% University of Mississippi 1 1.7% New Jersey Institute of Technology 1 1.7% Northeastern University 1 1.7% Portland State University 1 1.7% Stony Brook University 1 1.7% Prepublication Copy 

106 Ocean Acoustics Education and Expertise Syracuse University 1 1.7% University of Alabama 1 1.7% University of Louisiana at Lafayette 1 1.7% University of New Orleans 1 1.7% University of Rhode Island 1 1.7% University of South Florida 1 1.7% University of Vermont 1 1.7% University of Illinois, Urbana Champaign 1 1.7% University of Miami 1 1.7% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Which of the following best describes your institution/organization’s sector? TABLE 2 Academic Respondents (n= 59) Response Frequency Percentage Academic Institution (public) 39 66.1% Academic Institution (private) 13 22.0% University Affiliated Research Center (UARC) 6 10.2% Defense Graduate Institution 1 1.7% NOTES: Percentages might not add to 100% due to rounding. WHICH OF THE FOLLOWING BEST DESCRIBES YOUR INSTITUTION/ORGANIZATION? TABLE 3 Academic Respondents (n= 58) Response Frequency Percentage Graduate School 43 74.1% Four-Year College or University 43 74.1% Community College 2 3.5% Career or Trade School 1 1.7% NOTES: Respondents could select all that applied. Respondents had to select Academic institution (private), Academic institution (public), or Other (academic) in order to respond to this question. Where do you spend the majority of your time? TABLE 4 Academic Respondents (n= 30) Response Frequency Percentage Graduate Program 21 70.0% Four-Year College or University 9 30.0% NOTES: Percentages might not add to 100% due to rounding. Respondents had to select more than one option among graduate school, four-year college or university, community college, and career or trade school describing their institution/ organization in order to respond to this question. Which unit (e.g., department, technical committee, etc.) do you represent? TABLE 5 Academic Respondents (n= 55) Response Frequency Percentage Applied Research Laboratories 4 7.3% Center for Acoustics Research & Education 3 5.5% Biology 3 5.5% Electrical and Computer Engineering 3 5.5% Electrical Engineering 3 5.5% Prepublication Copy 

Appendix B 107 Response Frequency Percentage Graduate Program in Acoustics 3 5.5% Applied Ocean Physics and Engineering 2 3.6% Mathematics 2 3.6% Naval Architecture and Marine Engineering 2 3.6% Oceanography Department 2 3.6% Physics 2 3.6% Physics and Astronomy 2 3.6% Scripps Institution of Oceanography 2 3.6% Acoustics Department 1 1.8% Applied Physics Laboratory 1 1.8% Cooperative Institute for Marine Ecosystem and Resources Studies 1 1.8% Cornell Lab of Ornithology and Department of Natural Resources and the Environment 1 1.8% Department of Natural Sciences 1 1.8% Department of Ocean Engineering 1 1.8% Engineering/Oceanography 1 1.8% Graduate Research Assistant 1 1.8% Great Lakes Water Studies Institute - Marine Technology 1 1.8% Marine Mammal Institute 1 1.8% Marine Science and Conservation & Electrical and Computer Engineering 1 1.8% Ocean Science and Engineering 1 1.8% Office of Research and Innovation 1 1.8% Physics Department 1 1.8% Physics, Signal Processing 1 1.8% Research Center 1 1.8% Research Lab 1 1.8% School of Marine and Atmospheric Sciences 1 1.8% School of Mechanical Engineering 1 1.8% School of Earth and Ocean Sciences 1 1.8% Soft Money Department at University 1 1.8% Underwater Acoustics 1 1.8% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Which of the following best describes your role? TABLE 6 Academic Respondents (n= 59) Response Frequency Percentage Professor/Instructor 28 47.5% Researcher 16 27.1% Student 4 6.8% Administrative staff in a department 3 5.1% Other 8a 13.6% NOTES: Percentages might not add to 100% due to rounding. a“ Other” write-in responses included: Assistant Professor; Director; Executive Director; Postdoc; Professor/Program Director; Technical Lab Director; Vice Provost. Prepublication Copy 

108 Ocean Acoustics Education and Expertise How long have you been in this role? TABLE 7 Academic Respondents (n= 59) Response Frequency Percentage 1-3 years 12 20.3% 4-6 years 8 13.6% 7-9 years 6 10.2% More than 9 years 33 55.9% NOTES: Percentages might not add to 100% due to rounding. Approximately how large is your institution? TABLE 8 Academic Respondents (n= 58) Response Frequency Percentage Fewer than 2,000 students 4 6.9% 2,000 - 5,000 students enrolled 3 5.2% 5,001-15,000 students enrolled 7 12.1% 15,001-30,000 students enrolled 17 29.3% More than 30,000 students enrolled 27 46.6% NOTES: Percentages might not add to 100% due to rounding. In which region is your institution/organization based? TABLE 9 Academic Respondents (n= 59) Response Frequency Percentage West (Includes California, Oregon, Washington) 14 23.7% New England (Includes Connecticut, Maine, Massachusetts, New Hampshire, Rhode 11 18.6% Island, and Vermont) Middle Atlantic (Includes New Jersey, New York, and Pennsylvania) 8 13.6% West South Central (Includes Arkansas, Louisiana, Oklahoma, and Texas) 7 11.9% East North Central (Includes Illinois, Indiana, Michigan, Ohio, and Wisconsin) 5 8.5% South Atlantic (Includes Delaware, District of Columbia, Florida, Georgia, Maryland, 5 8.5% North Carolina, South Carolina, Virginia, and West Virginia) Mountain (Includes Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, 4 6.8% and Wyoming) International - Please specify the country 3a 5.1% East South Central (Includes Alabama, Kentucky, Mississippi, and Tennessee) 2 3.4% NOTES: Percentages might not add to 100% due to rounding. a Respondents that indicated their organization/institution was internationally based noted that they were based out of Canada and Taiwan. Prepublication Copy 

Appendix B 109 STATE OF ACOUSTICS EDUCATION: ACADEMIC RESPONDENTS What is the current state and presence of education (e.g., degree programs, short courses, training programs, etc.) for acoustics and supporting disciplines that eventually lead into ocean acoustics in the United States? This section of the survey asked academic respondents about the state of acoustics education. Below we share the key takeaways that help describe the current state and presence of acoustics education and supporting disciplines including findings on the programs offered; enrollment; the faculty with acoustics expertise; diversity, equity, and inclusion (DEI); and recruitment and retention. Programs Offered • Although few of the 47 respondents indicated their institution offers a formal acoustics program (n=17), most offer courses in acoustics (n=37), courses with ocean acoustics content (n=32), and/ or a formal program in a supporting discipline that informs acoustics (n=31). (Table 10) o Of the 32 respondents that indicated their institution offers courses with content on ocean acoustics, most also shared their institution offers courses in supporting disciplines where ocean acoustics is a section or module of focus within the course (n=23) and/ or the institution offers at least one specialized course on ocean acoustics (n=22). (Table 13) • Of the 30 respondents that indicated their institution offers a formal program or courses in acoustics and had information on the acoustics courses, most shared their institutions offered courses in: fundamentals of acoustics (n=26), signal processing (n=24), and underwater acoustics (n=22). (Table 11) o However, respondents also shared that their institutions do not offer (but wish they did offer) courses such as: animal bioacoustics (n=10), acoustic laboratory methods (n=8), and SONAR Systems Engineering (n=8). (Table 11) • Of the 24 respondents that shared their institution offers courses in supporting disciplines of which ocean acoustics is a section or module of focus within the course or is featured in limited course work (e.g., seminar or academic ocean acoustics article), 11 felt their courses fell in the oceanography discipline, 8 in mechanical engineering, and 8 in biology or marine biology. (Table 14) Enrollment • Although most respondents did not confirm they had access to enrollment information, of the 7 that did, answers ranged from 10-150 students enrolled in acoustics courses. o The median number of students enrolled in acoustics courses was 55. • Too few (n=2) respondents were able to answer several detailed enrollment questions related to ocean acoustics. These included questions pertaining to the number of students enrolled in a certificate or degree program in ocean acoustics or ocean acoustics courses, the number of students participating in professional development opportunities in ocean acoustics at their institution, and the top countries represented among their international student body in ocean acoustics. o Similarly, an insufficient number of respondents (n=2) could share information for the number of students enrolled in acoustics supporting disciplines. o There were too few responses (n=2) to share enrollment information on the racial/ ethnic background of students enrolled in acoustics. Only 6 respondents shared the gender breakdown of their students. Although male students were not always the majority Prepublication Copy 

110 Ocean Acoustics Education and Expertise enrolled in acoustics at responding institutions, on average, more male students (60.7%) were enrolled compared to female students (35.2%). (Table 15) Professionals with Acoustics Expertise • Only 16 respondents confirmed they had access to information on the number of professionals with acoustics expertise at their institution and that their institution had at least one acoustic expert. These respondents’ reflections are given below. o 9 claimed they had fewer than 10 professionals recognized as having acoustics expertise and 7 reported having more than 11 professionals. (Table 16) o 9 indicated that between 1 and 5 professionals with acoustics expertise specialized in ocean acoustics. (Table 18) o The responses suggest that most of the professionals identified as having acoustics experience are US citizens. In fact, more than half of the 16 respondents (56.2%) reported that none of the acoustics professionals at their institutions were international, non-U.S. citizens. (Table 17) • Only 9 respondents confirmed they had information on the gender breakdown of their professionals with acoustics expertise. On average, there was a higher proportion of males (83.6%) at institutions with acoustics expertise than female (28.9%). (Table 19) • 7 respondents confirmed they had information on the racial/ ethnic breakdown of professionals with acoustics expertise at their institution. On average, there was a higher proportion of white professionals (92.9%) with acoustics expertise at institutions. (Table 20) • Of the 16 respondents that indicated their institution had at least one acoustic expert, 5 indicated that the number of professionals with acoustics expertise at their institution has remained the same over the last five years and another 5 indicated there has been a significant decrease. 4 felt there has been a slight increase. (Table 21) o When asked about the extent to which the changes in the number of professionals were unique to acoustics or part of a series of more profound changes in other disciplines, several respondents shared open-ended responses with themes such as: retirement of staff that were not replaced and increasing hiring efforts to support expanding programs (e.g., acoustics, diagnostic medical sonography). Some responses further showed the range of experiences (i.e., a slight increase compared to a significant decrease in the number of professionals) including an increase in student interest in acoustics, faculty leaving (not retiring), and difficulty recruiting competitive candidates. The loss of staff included faculty in Mechanical Engineering, Aerospace, Applied Research Lab, Electrical and Computer Engineering, and Acoustics. A couple of respondents stated that the changes were unique to acoustics. (Exhibit 1) DEI, Recruitment, and Retention • 46 respondents chose to respond to DEI, recruitment, and retention statements for faculty and students and some felt they were unable to respond (between n=4 and n=14). This was more so the case for statements referring to acoustics supporting disciplines than acoustics. (Table 22) • Respondents had the most agreement with the statement “Students in acoustics supporting disciplines represent a broad range of regions from the United States” and “My institution is actively seeking to increase racial and ethnic diversity in the faculty and administration supporting the field of acoustics supporting disciplines.” Both statements had 20 respondents select strongly agree or agree to these statements. (Table 22) Prepublication Copy 

Appendix B 111 • Respondents had the most disagreement with statements regarding faculty racial and gender diversity and in one occurrence the effectiveness of recruitment strategies to increase student diversity. The statements with the highest disagreement are below. (Table 22) o The statement “The current racial/ethnic composition of faculty in acoustics is diverse” had 32 respondents convey some degree of disagreement. o The statement “The current gender composition of faculty in acoustics is diverse” had 24 respondents convey some degree of disagreement. o The statement “My institution has effective recruitment strategies that increase student diversity in acoustics” had 22 respondents convey some degree of disagreement. o The statement “The current gender composition of faculty in acoustics supporting disciplines is diverse” had 21 respondents convey some degree of disagreement. Which of the following statements apply to your institution? TABLE 10 Academic Respondents (n= 47) Response Frequency Percentage My institution offers courses in acoustics 37 78.7% My institution offers courses that include content on ocean acoustics 32 68.1% My institution offers a formal program in supporting disciplines (e.g., physics, 31 66% engineering, oceanography, geophysics) that inform acoustics My institution offers a formal program in acoustics 17 36.2% None of the above 2 4.3% NOTES: Respondents could select all that applied. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. Which of the following types of acoustics courses are taught by your institution and which of the following types of acoustics courses are not currently taught by your institution, but you wish they were offered to students? TABLE 11 Academic Respondents (n= 30) Courses Currently Taught Courses Not Taught But Want to Offer Response Frequency Percentage Frequency Percentage Fundamentals of Acoustics 26 86.7% 3 10.0% Signal Processing 24 80.0% 2 6.7% Underwater Acoustics 22 73.3% 6 20.0% Transducer Design & Modeling 12 40.0% 5 16.7% Acoustic Laboratory Methods 11 36.7% 8 26.7% Computational Acoustics 11 36.7% 7 23.3% Physical Acoustics 10 33.3% 5 16.7% Animal Bioacoustics 9 30.0% 10 33.3% SONAR Systems Engineering 9 30.0% 8 26.7% Musical Acoustics 9 30.0% 7 23.3% Vibration Acoustics 9 30.0% 4 13.3% Architectural Acoustics 7 23.3% 5 16.7% Medical Acoustics 7 23.3% 5 16.7% Noise Control Acoustics 7 23.3% 5 16.7% Digital Communications 7 23.3% 3 10.0% Material Properties & Acoustics 6 20.0% 5 16.7% Psychoacoustics 6 20.0% 4 13.3% Other 17a 56.7% 6b 20.0% Prepublication Copy 

112 Ocean Acoustics Education and Expertise NOTES: Respondents could select all that applied. Respondents had to select that their institution offers a formal program in acoustics or their program offers courses in acoustics in order to respond to this question. They also had to confirm that they had access to information on acoustics courses their institution offers. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses included: acoustics related to diagnostic medical sonography; array processing; ecological acoustics; introduction to sonar equations; music and acoustic technology; nonlinear acoustics; ocean mapping; outdoor acoustics; sound propagation in the ocean; spatial audio; survey of underwater acoustics; audio engineering; nonlinear acoustics; outdoor sound propagation; spatial sound and 3D audio; structural acoustics; ultrasound in solids. b Other responses included: acoustics and artificial intelligence; wave scattering and fluctuations; agroacoustics, consumer audio acoustics; undergraduate acoustics courses; and “none”. Approximately how many total students are enrolled in all your formal programs related to acoustics at your institution? TABLE 12 Academic Respondents (n= 7) Response Frequency Percentage Fewer than 25 students 1 14.3% 25-50 students 2 28.6% 51-75 students 2 28.6% More than 100 students 2 28.6% NOTES: Respondents had to select that their institution offers a formal program in acoustics. They also had to confirm that they had access to information on the number of students enrolled in acoustics at their institution. Percentages might not add to 100% due to rounding. In what ways is ocean acoustics content offered within your institution? TABLE 13 Academic Respondents (n= 32) Response Frequency Percentage My institution offers courses in supporting disciplines (e.g., acoustics, marine biology, 23 71.9% physics, etc.) where ocean acoustics is a section or module of focus within the course. My institution offers at least one specialized course on ocean acoustics. 22 68.8% My institution offers courses in supporting disciplines (e.g., acoustics, marine biology, 13 40.6% physics, etc.) where we complete a seminar or read an academic article on ocean acoustics. My institution offers professional development in ocean acoustics (conference workshops, 7 21.9% online modules, etc.). My institution offers a certificate or degree program in ocean acoustics. 4 12.5% Other 4a 12.5% NOTES: Respondents could select all that applied. Respondents had to select that their institution offers courses that include content on ocean acoustics in order to respond to this question. They also had to confirm that they had access to information on acoustics courses their institution offers. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses included: acoustics seminars where ocean acoustics is one of the seminar topic areas; in addition to fisheries acoustics, we have a general acoustics course that will include ocean acoustics if the professor teaching it chooses to include it (having taught it before I know that this is popular); three acoustics microcredentials; research faculty (applied research lab) support graduate students in underwater and ocean acoustics research projects. Under which of the following disciplines do those courses with material on ocean acoustics fall? TABLE 14 Academic respondents (n= 24) Response Frequency Percentage Oceanography 11 45.8% Mechanical Engineering 8 33.3% Biology or Marine Biology 8 33.3% Physics 6 25% Prepublication Copy 

Appendix B 113 Ocean Engineering 5 20.8% Hydrography 3 12.5% Electrical Engineering 2 8.3% Civil Engineering 1 4.2% Computer Science 1 4.2% Geophysics 1 4.2% Marine Technology 1 4.2% Mathematics 1 4.2% Other 4a 16.7% NOTES: Respondents could select all that applied and could write-in responses. Respondents had to select that their institution offers courses in supporting disciplines (e.g., acoustics, marine biology, physics, etc.) where ocean acoustics is a section or module of focus within the course or that their institution offers courses in supporting disciplines (e.g., acoustics, marine biology, physics, etc.) where they complete a seminar or read an academic article on ocean acoustics in order to respond to this question. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses included: meteorology and geology (n=1) and acoustics (n=3). Approximately what is the gender breakdown of students enrolled in acoustics at your institution, as a percentage? TABLE 15 Academic Respondents (n= 6) Gender Average Minimum Maximum Male 60.7% 25% 84% Female 35.2% 16% 75% NOTES: Respondents had to write in a percentage. Respondents had to confirm that they had access to the gender breakdown of students enrolled in acoustics at their institution, as a percentage, in order to respond to this question. Only 2 respondents provided information to survey options “non-binary student”, “gender other”, and “gender decline to answer” which is below the data sharing threshold. Percentages will not necessarily add up to 100% because respondents were asked to write-in responses. How many professionals are recognized as having acoustics expertise within your institution? TABLE 16 Academic Respondents (n= 16) Response Frequency Percentage Fewer than 5 5 31.2% 5-10 4 25% 11-15 3 18.8% More than 15 4 25% NOTES: Respondents had to confirm that they had access to information on the number of professionals recognized as having acoustics expertise at their institution in order to respond to this question. Percentages might not add to 100% due to rounding. Approximately what percentage of professionals identified as having acoustics expertise are international, non-U.S. citizens? TABLE 17 Academic Respondents (n= 16) Response Frequency Percentage 0% 9 56.2% 1%-10% 4 25% 11%-25% 2 12.5% 91%-100% 1 6.2% NOTES: Respondents had to indicate that their institution had more than one acoustics expert in order to respond to this question. Percentages might not add to 100% due to rounding. Prepublication Copy 

114 Ocean Acoustics Education and Expertise How many professionals identified in the previous question as having acoustics expertise specialize in ocean acoustics? TABLE 18 Academic Respondents (n= 16) Response Frequency Percentage None 2 12.5% Fewer than 5 9 56.2% 5-10 3 18.8% 11-15 1 6.2% More than 15 1 6.2% NOTES: Respondents had to indicate that their institution had more than one acoustics expert in order to respond to this question. Percentages might not add to 100% due to rounding. Approximately what is the gender breakdown of professionals identified as having acoustics expertise? TABLE 19 Academic Respondents (n= 9) Gender Average Minimum Maximum Male (n= 8) 83.6% 33% 100% Female (n= 8) 28.9% 0% 100% Non-binary (n= 5) 0% 0% 0% Other (n= 4) 0% 0% 0% Professionals prefer not to answer (n= 3) 0% 0% 0% NOTES: Respondents had to write in a percentage. Respondents had to confirm that they had access to the gender breakdown of professionals recognized as having acoustics expertise at their institution, as a percentage, in order to respond to this question. Percentages will not necessarily add up to 100% because respondents were asked to write-in responses. Approximately what is the racial/ethnic breakdown of professionals identified as having acoustics expertise? TABLE 20 Academic Respondents (n= 7) Race or Ethnicity Average Minimum Maximum White (n= 7) 92.9% 60% 100% Asian/ Asian American (n= 4) 5% 0% 20% Black/ African American (n= 4) 5% 0% 20% Hispanic or Latinx (n= 3) 3.3% 0% 10% Native Hawaiian/ Pacific Islander (n= 3) 0% 0% 0% American Indian/ Alaskan Native (n= 3) 0% 0% 0% Bi-racial or Multi-racial (n= 3) 0% 0% 0% Other (n= 3) 0% 0% 0% Professionals prefer not to answer (n= 3) 0% 0% 0% NOTES: Respondents had to write in a percentage. Respondents had to confirm that they had access to the racial/ ethnic breakdown of professionals recognized as having acoustics expertise at their institution, as a percentage, in order to respond to this question. Percentages will not necessarily add up to 100% because respondents were asked to write-in responses. Based on your knowledge of your institution, over the past five years (2018-2023), have there been any changes in the number of professionals identified as having acoustics expertise within your institution? Prepublication Copy 

Appendix B 115 TABLE 21 Academic Respondents (n= 16) Response Frequency Percentage No, the number of professionals with acoustics expertise has remained the same. 5 31.2% Yes, there has been a significant decrease in the number of the professionals with acoustics 5 31.2% expertise. Yes, there has been a slight increase in the number of professionals with acoustics expertise. 4 25% Yes, there has been a significant increase in the number of professionals with acoustics expertise. 1 6.2% Yes, there has been a slight decrease in the number of professionals with acoustics expertise. 1 6.2% NOTES: Respondents had to indicate that their institution had more than one acoustics expert in order to respond to this question. Percentages might not add to 100% due to rounding. Open-Ended: To what extent are any such changes unique to acoustics, or part of a series of more profound changes in other disciplines (e.g., decline in enrollment in all physical sciences)?” EXHIBIT 1 Academic Respondents (n= 11) Respondents were asked, “To what extent are any such changes unique to acoustics, or part of a series of more profound changes in other disciplines (e.g., decline in enrollment in all physical sciences)?” Below is a list of all of the open-ended responses, listed in alphabetical order. NOTES: Respondents had to indicate that their institution had more than one acoustics expert and that there have been changes in the number of professionals identified as having acoustics expertise within their institution in order to respond to this question. • Just normal retirement and position not replaced…loss in faculty member was female working in Acoustics and no administrative commitment to rehire a specific person, gender or field of interest. • More hires and expanding programs at NCPA • Several acoustics faculty retired but were not replaced. • Targeted hires by the university to grow in the area of Acoustics. • The diagnostic medical sonography program is growing at our institution. The increase in professionals here is a reflection of that. • There have been many retirements of faculty with ocean acoustics expertise in our Electrical and Computer Engineering department that were not replaced. The department has declined from 24 faculty to 12 faculty over a 20 year, with a perhaps 10% decline in enrollments. Much of this can be traced to a decline in budget support from the state for the public university system. More recently we have been unable to recruit competitive faculty candidates in this field when we have had authorization to search. • There have been several retirements in acoustics. Replacement faculty/researchers are hard to find. • There is an increase in student interest in acoustics • These changes are largely unique to acoustics. • Unique in acoustics due to retirements and lack of support for replacements. • Hiring new faculty in Acoustics program, and Mechanical Engineering Department has been offset by ME Acoustics faculty leaving, Aerospace faculty retiring, and research faculty leaving Applied Research Lab. Prepublication Copy 

Please rate the extent to which your institution would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics) TABLE 22 Academic Respondents (n= 59) Unable to answer on behalf of my Strongly institution/ Prefer not Disagree Disagree Neutral Agree Strongly Agree to answer No response The current racial/ethnic composition of 10 13 7 6 1 9 13 students in acoustics is diverse. (16.9%) (22%) (11.9%) (10.2%) (1.7%) (15.3%) (22%) The current gender composition of students 5 9 10 11 4 7 13 in acoustics is diverse. (8.5%) (15.3%) (16.9%) (18.6%) (6.8%) (11.9%) (22%) Students in acoustics represent a broad range 1 6 10 15 4 10 13 of regions from the United States (1.7%) (10.2%) (16.9%) (25.4%) (6.8%) (16.9%) (22%) The current composition of national and 4 10 8 13 2 9 13 international (non-U.S. citizens) students in (6.8%) (16.9%) (13.6%) (22%) (3.4%) (15.3%) (22%) acoustics is diverse. My institution has effective recruitment 7 15 11 4 2 7 13 strategies that increase student diversity in (11.9%) (25.4%) (18.6%) (6.8%) (3.4%) (11.9%) (22%) acoustics. My institution has effective retention 6 9 16 7 0 8 13 strategies that increase student diversity in (10.2%) (15.3%) (27.1%) (11.9%) (0%) (13.6%) (22%) acoustics. My institution is actively seeking to recruit 5 11 9 14 3 4 13 more students that are underrepresented in (8.5%) (18.6%) (15.3%) (23.7%) (5.1%) (6.8%) (22%) the field of acoustics. The current racial/ethnic composition of 12 20 1 4 1 8 13 faculty in acoustics is diverse. (20.3%) (33.9%) (1.7%) (6.8%) (1.7%) (13.6%) (22%) The current gender composition of faculty in 5 19 6 7 2 7 13 acoustics is diverse. (8.5%) (32.2%) (10.2%) (11.9%) (3.4%) (11.9%) (22%) Faculty in acoustics represent a broad range 2 10 6 16 2 10 13 of regions from the United States. (3.4%) (16.9%) (10.2%) (27.1%) (3.4%) (16.9%) (22%) The current composition of national and 6 10 6 12 3 9 13 international (non-U.S. citizens) faculty in (10.2%) (16.9%) (10.2%) (20.3%) (5.1%) (15.3%) (22%) acoustics is diverse. My institution has effective hiring practices 5 9 13 9 1 9 13 and policies that increase faculty diversity in (8.5%) (15.3%) (22%) (15.3%) (1.7%) (15.3%) (22%) the field of acoustics. 116 Prepublication Copy 

My institution is actively seeking to increase 6 6 10 14 1 9 13 gender diversity in the faculty and (10.2%) (10.2%) (16.9%) (23.7%) (1.7%) (15.3%) (22%) administration supporting the field of acoustics. My institution is actively seeking to increase 6 6 8 16 2 8 13 racial and ethnic diversity in the faculty and (10.2%) (10.2%) (13.6%) (27.1%) (3.4%) (13.6%) (22%) administration supporting the field of acoustics. The current racial/ethnic composition of 3 13 7 10 1 12 13 students in acoustics supporting disciplines is (5.1%) (22%) (11.9%) (16.9%) (1.7%) (20.3%) (22%) diverse. The current gender composition of students 3 12 7 12 1 11 13 in acoustics supporting disciplines is diverse. (5.1%) (20.3%) (11.9%) (20.3%) (1.7%) (18.6%) (22%) Students in acoustics supporting disciplines 2 4 7 17 3 13 13 represent a broad range of regions from the (3.4%) (6.8%) (11.9%) (28.8%) (5.1%) (22%) (22%) United States The current composition of national and 1 3 13 14 2 13 13 international (non-U.S. citizens) students in (1.7%) (5.1%) (22%) (23.7%) (3.4%) (22%) (22%) acoustics supporting disciplines is diverse. My institution has effective recruitment 2 9 14 7 1 13 13 strategies that increase student diversity in (3.4%) (15.3%) (23.7%) (11.9%) (1.7%) (22%) (22%) acoustics supporting disciplines. My institution has effective retention 1 8 13 8 2 14 13 strategies that increase student diversity in (1.7%) (13.6%) (22%) (13.6%) (3.4%) (23.7%) (22%) acoustics supporting disciplines. My institution is actively seeking to recruit 2 4 11 14 3 12 13 more students that are underrepresented in (3.4%) (6.8%) (18.6%) (23.7%) (5.1%) (20.3%) (22%) the field of acoustics supporting disciplines. The current racial/ethnic composition of 4 13 8 7 1 13 13 faculty in acoustics supporting disciplines is (6.8%) (22%) (13.6%) (11.9%) (1.7%) (22%) (22%) diverse. The current gender composition of faculty in 1 20 7 5 1 12 13 acoustics supporting disciplines is diverse. (1.7%) (33.9%) (11.9%) (8.5%) (1.7%) (20.3%) (22%) Faculty in acoustics supporting disciplines 1 4 10 17 2 12 13 represent a broad range of regions from the (1.7%) (6.8%) (16.9%) (28.8%) (3.4%) (20.3%) (22%) United States. The current composition of national and 2 6 9 12 3 14 13 international (non-U.S. citizens) faculty in (3.4%) (10.2%) (15.3%) (20.3%) (5.1%) (23.7%) (22%) acoustics supporting disciplines is diverse. Prepublication Copy 117 

My institution has effective hiring practices 2 6 9 13 1 15 13 and policies that increase faculty diversity in (3.4%) (10.2%) (15.3%) (22%) (1.7%) (25.4%) (22%) the field of acoustics supporting disciplines. My institution is actively seeking to increase 0 5 10 15 2 14 13 gender diversity in the faculty and (0%) (8.5%) (16.9%) (25.4%) (3.4%) (23.7%) (22%) administration supporting the field of acoustics supporting disciplines. My institution is actively seeking to increase 0 4 7 17 3 15 13 racial and ethnic diversity in the faculty and (0%) (6.8%) (11.9%) (28.8%) (5.1%) (25.4%) (22%) administration supporting the field of acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. 118 Prepublication Copy 

Appendix B 119 MENTORSHIPS, INTERNSHIPS, APPRENTICESHIPS, & COMPETENCIES: ACADEMIC RESPONDENTS What competencies are needed to fulfill the anticipated demand for ocean acoustics expertise over the next decade? How can the field of academia (e.g., undergraduate, graduate, training, etc.) help meet the industry’s needs? This section of the survey asked academic respondents about the state of mentorships, internships, apprenticeships, and competencies. This included asking about the opportunities available for students interested in acoustics, the names of programs and organizations that offer supports to students, the critical skills and competencies students need to be successful, and more. Opportunities Available • Of the 40 respondents, most indicated that their institution offered at least one opportunity for students interested in acoustics to practice and grow their skills. The most common included research opportunities in a lab at the institution (n=34), research opportunities in a federal/government lab (n=26), fellowship (n=17), and teaching assistant opportunities (n=16). (Table 23) • 53 respondents wrote-in names of the top five programs (e.g., internships, apprenticeships, fellowships, short courses, etc.) related to acoustics in which students from their institution participate. Respondents tended to list research assistantships/opportunities (n=16), specific fellowships (n=9), and applied research laboratory (n=8). (Table 24) • 49 respondents wrote-in the top five private companies, foundations, government entities, or other organizations that offer opportunities (including, fellowship, internship opportunities, graduate research assistantship) for students in the field of acoustics. The most frequently referenced included the Office of Naval Research (ONR) (n=11). This was followed by the National Oceanographic and Atmospheric Administration (NOAA) (n=7), and the National Science Foundation (NSF) (n=4). (Table 25) • 39 respondents rated the extent to which they agree to various statements regarding opportunities for students to participate in the field of acoustics or acoustic supporting disciplines. Respondents indicated agreement with the statements below. (Table 26) o 35 respondents either agreed or strongly agreed that faculty do present with students at conferences in topics related to acoustics or acoustics supporting disciplines. o 35 respondents either agreed or strongly agreed that faculty help students access professional networks. o 33 respondents either agreed or strongly agreed that faculty meet with students to discuss their research interests related to acoustics or acoustics supporting disciplines. o 32 respondents either agreed or strongly agreed that students are easily able to participate in research opportunities related to acoustics or acoustics supporting disciplines. • Contrarily, 22 of 39 respondents either disagreed or strongly disagreed that students are easily able to participate in teaching assistant opportunities in acoustics or acoustics supporting disciplines, and 19 either disagreed or strongly disagreed that there are sufficient internships, assistantships, and fellowships opportunities available for students interested in acoustics or acoustics supporting disciplines. (Table 26) Prepublication Copy 

120 Ocean Acoustics Education and Expertise Pursuit of Degrees and Careers • Only 6 respondents confirmed that they had access to information on post-graduation data on student graduates from their institution in order to respond to this question. These respondents’ reflections are given below. o 3 respondents indicated that 1-10% of their institution’s graduates go on to pursue advanced degrees within the field of acoustics or acoustics-supporting disciplines. (Table 27) o 3 respondents indicated that 91-100% of graduates are hired within the field of acoustics or acoustics supporting discipline. (Table 28) o Most respondents selected “Defense/Military” (n=5) and “Industry/Business Organization (for-profit)” (n=5) as the career sector that most graduates enter after completing their program. (Table 29) Critical Skills Needed and Developed • Of the 40 that responded, the majority of respondents (97.5%) indicated that data analysis (time series analysis, machine learning, etc.) is a skill that is needed to be successful in acoustics and ocean acoustics. Additionally, 92.5% of respondents identified it as a skill that their institution helps develop in students. (Table 30) o Other notable competencies included fundamentals of acoustics (physics behind acoustics), which 87.5% of respondents identified as a needed skill, and 70.0% identified as skill institutions develop; digital signal processing, which 82.5% respondents identified as a needed skill and 72.5% identified as a skill institutions develop; and acoustic propagation/ soundscape modeling, which 80.0% respondents identified as a needed skill and 45% identified as a skill institutions develop. Supports Needed • 32 respondents provided open-ended reflections when asked to identify the resources needed to better prepare students interested in pursuing acoustics and/or ocean acoustics. o Most respondents indicated some form of educational support, including summer school, workshops, courses, and research assistantships. Some of these responses specified the need for support from government entities in developing these educational opportunities. Other identified needed supports include greater funding, additional faculty, support to attract more students, and more equipment or upgraded facilities. (Exhibit 2) Based on your knowledge, which of the following opportunities are available for students from your institution interested in acoustics to practice/grow their skills? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 23 Academic Respondents (n= 40) Response Frequency Percentage Research opportunities in a lab at my institution 34 85.0% Research opportunities in a federal/government lab 26 65.0% Fellowship 17 42.5% Teaching assistant opportunities 16 40.0% Research opportunities in a lab at a different institution 15 37.5% Formal workshops 13 32.5% Internships in an industry-related organization 12 30.0% Prepublication Copy 

Appendix B 121 Short courses (less than a full semester/quarter) 8 20.0% Work study 7 17.5% None of the above 2 5.0% Other 2a 5.0% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: introductory course; research my lab. What are the names of the top five programs (internships, apprenticeships, fellowships, short courses, etc.) related to acoustics in which students from your institution participate? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 24 Academic Respondents (n= 53) Response Frequency Percentage a Research Assistantships/Opportunities 16 30.2% Fellowships 9b 17.0% ARL 8c 15.1% Internships 7d 13.2% SeaBASS 7 13.2% e Summer activity 6 11.3% Short course 4f 7.5% Teaching Assistantships 3 5.7% Workshops 2g 3.8% NOAA 2h 3.8% Aquatics and Fisheries Sciences 1 1.9% Boeing Undergraduate Scholarship 1 1.9% DINO-SIP 1 1.9% DOSITS webinars 1 1.9% Earth Sciences 1 1.9% Electrical Engineering 1 1.9% Larson Davis 1 1.9% Los Alamos National Laboratory 1 1.9% Marine Tech Camp 1 1.9% Mechanical Engineering 1 1.9% NASA 1 1.9% NMC Center 1 1.9% NREIP 1 1.9% NSF GRFP 1 1.9% OET 1 1.9% ONR support 1 1.9% Oceanography 1 1.9% SNAP course in Denmark 1 1.9% SOI 1 1.9% Starkey Hearing Aids 1 1.9% NOTES: Respondents had to write-in responses. Respondents had to select that their institution offers a formal program in acoustics, courses in acoustics, or courses that included content on ocean acoustics in order to respond to this question. They also had to indicate that their institution provided opportunities (e.g., fellowships, formal workshops, internships, research opportunities, and short courses, etc.) for students to grow their skills in acoustics. Percentages will not necessarily add up to 100% because respondents were allowed to write-in multiple responses. a Research assistantship and opportunities included: in federal/government labs; university labs; undergraduate research assistantships; graduate research assistantships; academic research on campus. Prepublication Copy 

122 Ocean Acoustics Education and Expertise b Fellowships included: Acoustics Society travel fellowships; Eng School Fellowship; National Defense Science and Engineering Graduate Fellowship; NSF GRFP; graduate fellowships; Strong Fellowship. c ARL responses included: ARL GRA positions; ARL McKinney fellowship; ARL: UT Honors Scholar Program; ARL: UT Post Doc Program; ARL: UT Science and Engineering Apprentice Program; Applied Research Laboratory Student Opportunities in Applied Research Internship; Applied Research Laboratory Walker Fellowship. d Internships included: in industry; with consumer audio or other acoustics related industrial companies; with government/federal labs; Naval Research Enterprise Internship. e Summer activities included: On campus summer research; Penn State summer school; REU Summer internship – Undergraduate; Summer school for undergraduates; Marine Bioacoustics Summer School; FRI Summer internship. f Short courses included: UNH Marine Acoustics; Sonar Systems and Signal Processing Short Course; Underwater Short Course; University of New Hampshire short course; Marine Acoustics; Sonar Systems and Signal Processing Short Course. g Workshops included: GOSE workshop. h NOAA responses included: Hollings Scholarship; Nancy Foster Scholarship. What are the names of the top five private companies, foundations, government entities, or other organizations that offer or support graduate research assistantship, apprenticeship, fellowship, and/or internship opportunities for students from your institution in the field of acoustics? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 25 Academic Respondents (n= 49) Response Frequency Percentage Office of Naval Research (ONR) 11 22.4% National Oceanographic and Atmospheric Administration (NOAA) 7 14.3% The National Science Foundation (NSF) 4 8.2% NASA 3 6.1% ARL 2 4.1% NAVSEA 2 4.1% NIH 2 4.1% NUWC Newport 2 4.1% SMART Scholarship Government 2 4.1% US Navy 2 4.1% Acoustical Society of America 1 2.0% Amazon 1 2.0% Apple 1 2.0% Applied Physical Sciences 1 2.0% BTech Acoustics 1 2.0% Blue Ridge Consulting 1 2.0% Bose 1 2.0% CIE Center for Innovation 1 2.0% Charles Rivers Associates 1 2.0% DoD 1 2.0% Electric Boat 1 2.0% Fugro 1 2.0% Google 1 2.0% Hibbard Inshore 1 2.0% Los Alamos National Laboratory 1 2.0% MIT Lincoln Labs 1 2.0% Meta 1 2.0% Metron Inc. 1 2.0% Michels 1 2.0% Prepublication Copy 

Appendix B 123 NDIA 1 2.0% NPS 1 2.0% Naval Research Laboratory 1 2.0% Naval Underwater Warfare Center 1 2.0% Navy labs 1 2.0% Nippon Foundation 1 2.0% Oceaneering 1 2.0% Other Defense Contractors in Area 1 2.0% PNNL 1 2.0% Raytheon 1 2.0% Sandia National Laboratories 1 2.0% Strategic Environmental Research and Development Program 1 2.0% USDA-ARS 1 2.0% Vineyard Wind 1 2.0% eTrac 1 2.0% NOTES: Respondents had to write-in responses. Respondents had to select that their institution offers a formal program in acoustics, courses in acoustics, or courses that included content on ocean acoustics in order to respond to this question. They also had to indicate that their institution provided opportunities (e.g., fellowships, formal workshops, internships, research opportunities, and short courses, etc.) for students to grow their skills in acoustics. Percentages will not necessarily add up to 100% because respondents were allowed to write-in multiple responses. Approximately what percentage of your graduates go on to pursue advanced degrees within the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics) each year? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 27 Academic Respondents (n= 6) Response Frequency Percentage 1%-10% 3 50% 51%-75% 1 16.7% 91%-100% 2 33.3% NOTES: Respondents had to confirm that they had access to information on post-graduation data on student graduates from their institution in order to respond to this question. Percentages might not add to 100% due to rounding. Approximately what percentage of your graduates are hired within the field of acoustics or acoustics supporting discipline (e.g., physics, engineering, oceanography, geophysics) each year? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 28 Academic Respondents (n= 6) Response Frequency Percentage 11%-25% 1 16.7% 76%-90% 2 33.3% 91%-100% 3 50% NOTES: Respondents had to confirm that they had access to information on post-graduation data on student graduates from their institution in order to respond to this question. Percentages might not add to 100% due to rounding. Prepublication Copy 

Please rate the extent to which your institution would agree with the following statements related to opportunities for students with a focus/interest in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). If you are unable to answer on behalf of your institution/organization, please respond based on your own experience the field of acoustics and acoustics supporting disciplines. TABLE 26 Academic Respondents (n= 59) Unable to answer on behalf of my Strongly Strongly institution/Prefer not Disagree Disagree Neutral Agree Agree to answer No Response Students are easily able to participate in 1 5 1 17 15 0 20 research opportunities related to acoustics or (1.7%) (8.5%) (1.7%) (28.8%) (25.4%) (0%) (34.5%) acoustics supporting disciplines. Students are easily able to participate in 7 15 4 7 3 3 20 teaching assistant opportunities in acoustics or (11.9%) (25.4) (6.8%) (11.9%) (5.2%) (5.1%) (34.5%) acoustics supporting disciplines. Faculty meet with students to discuss their 0 1 5 15 18 0 20 research interests related to acoustics or (0%) (1.7%) (8.5%) (25.4%) (30.5%) (0%) (33.9%) acoustics supporting disciplines. Faculty help students access professional 0 2 3 16 19 0 19 networks in acoustics or acoustics supporting (0%) (3.4%) (5.1%) (27.1%) (32.2%) (0%) (32.2%) disciplines. Faculty present with students at conferences in 0 1 2 14 21 1 19 topics related to acoustics or acoustics (0%) (1.7%) (3.4%) (23.7%) (35.6%) (1.7%) (32.2%) supporting disciplines. Faculty include students in research grant 1 8 7 13 8 3 19 writing related to acoustics or acoustics (1.7%) (13.6%) (11.9%) (22%) (13.6%) (5.1%) (32.2%) supporting disciplines. Internships, assistantships, and fellowships 2 7 11 9 8 3 19 related to acoustics or acoustics supporting (3.4%) (11.9%) (18.6%) (15.3%) (13.6%) (5.1%) (32.2%) disciplines are advertised to students on campus. 124 Prepublication Copy 

Internships, assistantships, and fellowships 1 3 8 16 10 2 19 related to acoustics or acoustics supporting (1.7%) (5.1%) (13.6%) (27.1%) (16.9%) (3.4%) (32.2%) disciplines are accessible to students from my institution. The existing internships, assistantships, and 0 3 5 18 12 2 19 fellowships related to acoustics or acoustics (0%) (5.1%) (8.5%) (30.5%) (20.3%) (3.4%) (32.2%) supporting disciplines advance the knowledge students learn in the classroom. The existing internships, assistantships, and 0 3 9 12 16 0 19 fellowships related to acoustics or acoustics (0%) (5.1%) (15.3%) (20.3%) (27.1%) (0%) (32.2%) supporting disciplines advance student’s field skills. There are sufficient internships, assistantships, 6 13 10 3 5 2 20 and fellowships opportunities available for (10.2%) (22%) (16.9%) (5.1%) (8.5%) (3.4%) (33.9%) students interested in acoustics or acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 125 

126 Ocean Acoustics Education and Expertise What sector(s) in the field of acoustics are graduates from your institution most likely to enter after completing your program? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 29 Academic Respondents (n= 6) Response Frequency Percentage Defense/Military 5 83.3% Industry/Business Organization (for-profit) 5 83.3% Academia (to work within an institution) 4 66.7% Government (non-military) 4 66.7% Non-profit (not including academic institution) 1 16.7% Other 1a 16.7% NOTES: Respondents could select all that applied. They could also write-in responses. Respondents had to confirm that they had access to information on post-graduation data on student graduates from their institution in order to respond to this question. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: consulting firms. OPEN ENDED: What resources does your academic institution need to better prepare students interested in pursuing acoustics and/or ocean acoustics? (i.e., support from government entities or foundations, access to equipment or materials, additional testing facilities, etc.) EXHIBIT 2 Academic Respondents (n= 32) Respondents were asked, “What resources does your academic institution need to better prepare students interested in pursuing acoustics and/or ocean acoustics? (i.e., support from government entities or foundations, access to equipment or materials, additional testing facilities, etc.).” Below is a list of all of the open-ended responses, listed in alphabetical order. • 1 - Support from government entities or foundations for professors and researchers to develop summer schools and workshops to provide hands-on experience to students from upper-level undergraduate through graduate student. 2 - Support from government or entities for students to attend workshops, summer schools, etc. that would provide hands-on experiences that we do not have the faculty manpower to do at our institution. These experiences would supplement our course work and their mentored research experiences and help students envision a career in ocean acoustics. 2 - Content (ads, flyers, brochures) for spreading information about careers in ocean acoustics that could be shared on our webpages and disseminated on campus. • Acoustic propagation modelling, transducer design. • Acoustics-specific courses, access to equipment. • Additional faculty to supervise more internships and additional funding. Our existing 3 faculty in ocean acoustics (of 11 in the department) all hire 2-3 interns plus grad students, but there are more students interested than we can supervise. • All of the above. • More courses and opportunities. • More faculty. • More faculty teaching acoustics. • More funded research and fellowship opportunities. • More graduate research assistantships. Prepublication Copy 

What are the most important critical skills and competencies that students from your institution need to be successful in their role related to acoustics and/or ocean acoustics? (Select all that apply) and What are the top skills or competences related to acoustics and/or ocean acoustics that your institution helps students develop through its curriculum or other opportunities? TABLE 30 Academic Respondents (n= 40) Skills Needed Skills Developed Skills and Competencies Frequency Percentage Frequency Percentage Data Analysis (time series analysis, machine learning, etc.) 39 97.5% 37 92.5% Fundamentals of Acoustics (physics behind acoustics) 35 87.5% 28 70.0% Digital Signal Processing 33 82.5% 29 72.5% Acoustic Propagation/Soundscape Modelling 32 80.0% 18 45.0% At sea or field experience in data collection 26 65.0% 20 50.0% Field skills 23 57.5% 16 40.0% Remote sensing with acoustic technology (integration/deployment with other technologies) 22 55.0% 17 42.5% Understanding the effects of sound on the environment 21 52.5% 9 22.5% Sound Propagation (differences in air vs water) 20 50.0% 14 35.0% Marine Bioacoustics (marine mammal, fish and invertebrate sound reception and production, 16 40.0% 16 40.0% Animals use of sound underwater, Effects of sound on marine life) Expertise in calibrating acoustic systems 16 40.0% 15 37.5% Ocean noise variability and sound budgets 15 37.5% 13 32.5% Understanding of metadata needed to support acoustic measurements and recordings 15 37.5% 9 22.5% People’s use of sound underwater and related technologies 14 35.0% 9 22.5% Archiving large acoustic datasets 14 35.0% 6 15.0% Soundscape Analysis 12 30.0% 11 27.5% Marine Policy related to underwater sound 3 7.5% 5 12.5% Other 10a 25.0% 5b 12.5% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses for skills needed included: Application to national defense; Data presentation; Experience designing experiments; Mob/Demob; Project applications; Scientific methods in Acoustics; Sediment acoustics; Ultrasound technology; Vibration and radiation of sound; and knowledge of transducers, properties b Other responses for skills developed included: Applications to national defense; Medical Ultrasonics; None of the above; Sediment acoustics; and Transduction, Transducers. Prepublication Copy 127 

128 Ocean Acoustics Education and Expertise • More research funding opportunities for faculty. • Offer more signal processing instruction that is applied to ocean acoustics and sonar applications. Signal processing is relegated to a few weeks in an underwater acoustics course. Otherwise, you have to take signal processing from the EE department and it is mostly theoretical. Acoustics students generally do not have the background to do well in that course. • Our institution has a strong independent acoustics research program yet almost no formal education. In my view it needs the support (an encouragement) to develop this. I believe this requires sponsor intervention if it will occur (basically a demand that we should do so). • Research grants. Ship time for acoustics experiments. • Steady support from government entities for our distance learning degree programs in underwater acoustics. • Support from government entities and foundations. • The University has a very strong program in audiology, however just a few researchers are involved in underwater acoustics. I have answered these questions related to underwater acoustics specifically. • The only resource for students to pursue a career in acoustics is in my lab, however, I am not a trained bioacoustician, although I used acoustics as a tool to research marine mammals. • U.S. students have many opportunities after graduating with an advanced degree in acoustics or ocean acoustics. International students have almost no opportunities in the U.S. This is problematic because most graduate students are international not U.S. • Upgraded facilities. • We would gladly accept sonar kits and industry professionals anytime for teaching/training. • We would need a formal class in Underwater acoustics. But we don’t have enough students enrolled to offer it. It would be great if we could team up with other Institutions to offer an Underwater Acoustics class online. • Dedicated workshops for graduate students. • Graduate student fellowships summer internships at government facilities. • Support for equipment / field collection of data; currently, I piggy-back all my course data collection with material / equipment from other projects, so students are limited in hands-on data acquisition; majority of students do not have coding skills necessary to analyze data sets automatically so most projects involve manual review/marking of data which is not particularly efficient. Prepublication Copy 

Appendix B 129 RECRUITMENT STRATEGIES: ACADEMIC RESPONDENTS What recruitment and retention strategies, if any, are currently being implemented by the field of ocean acoustics and related fields to raise the profile of careers related to ocean acoustics? This following section asked academic respondents questions about recruitment and retention strategies, including methods for recruiting potential students in the field of acoustics or acoustic supporting disciplines, challenges their institution faces when attempting to recruit potential students, and partnerships their institution plans to pursue to support student enrollment and faculty/staff hiring. Methods to Recruit Students & Ensure a Diverse Student Body • 55.3% of respondents indicated that they offer partial to full financial aid support to cover expenses as a method to recruit potential students in the field of acoustics or acoustics supporting disciplines. This is closely followed by conducting outreach events on and off campus (47.4%) and creating social media content (36.8%). (Table 31) • Through open-ended responses, 23 respondents also shared methods for ensuring a diverse student body. The notable methods included: o the use of department resources such as an applicant evaluation rubric and hosting events such as summer camps for underrepresented groups; o reaching out to underrepresented groups directly such as women’s associations, ASA SURIEA to outreach with native populations, and regional gateway cities that have a diverse population; o utilizing existing programs including Postdoctoral Innovation Scholars Program and undergraduate fellowships; and, o showcasing students of various ages and genders that have secured internships or employment. (Exhibit 3) • Among the 38 respondents, 14 noted that they use NSF Research Experience for Undergraduates, and/or NSF Graduate Fellowship to recruit students in acoustics or acoustics supporting disciplines. This is followed by ASA SURIEA program (n=10). (Table 32) Challenges in Recruiting • Of the 38 respondents, the top reported challenges related to recruitment of potential students to acoustics or acoustics supporting disciplines included difficulty recruiting students from out-of- state (28.9%), lack of flexibility in course offering (26.3%), and lack of financial aid (23.7%). (Table 33) Partnerships • 14 respondents answered an open-ended question about partnerships their institution plans to pursue in the coming year to support student enrollment or faculty/staff hiring efforts in ocean acoustics, acoustics, or supporting disciplines. The list included: connections with Naval Warfare Centers and UARCs, NIOAA, unspecified industry internships, VIEW (Vanguarding Inclusive Ecological Workforce) internships, the Louis Stokes Alliance for Minority Participation (NSF program), and a link to the University of Vermont’s Enrollment Management Inclusive Excellence Action Plan. (Exhibit 4) Prepublication Copy 

130 Ocean Acoustics Education and Expertise Based on your knowledge, what methods does your institution use to recruit potential students in the field of acoustics or acoustics supporting discipline (e.g., physics, engineering, oceanography, geophysics)? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 31 Academic Respondents (n= 38) Response Frequency Percentage Offering partial to full financial aid support to cover expenses 21 55.3% Conducting outreach events on and off your campus 18 47.4% Creating social media content 14 36.8% Developing and providing online content that can be understood by non-experts 10 26.3% Presenting about ocean acoustic job opportunities 10 26.3% Attending college fairs at high schools 7 18.4% Attending high school competitions in related disciplines 2 5.3% None of the above 12 31.6% Other 2a 5.3% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses included: advertising fellowship and recruiting on campus for summer undergraduate programs and utilizing alumni networks. OPEN-ENDED: What methods, if any, does your institution use to ensure a diverse student body (e.g., age, race, gender, etc.) within the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? EXHIBIT 3 Academic Respondents (n= 23) Respondents were asked, “What methods, if any, does your institution use to ensure a diverse student body (e.g., age, race, gender, etc.) within the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Active recruiting of diverse students. • College of Engineering recruits strongly in regional gateway cities of New Bedford, Fall River and Brockton, all of which have diverse populations. Also CoE hosts summer camps for underrepresented groups in computer science and STEM. • Connections with ASA SURIEA and outreach with native populations through other research. • Departments on campus use applicant evaluation rubrics. • I see no evidence that my institution makes an effort outside of medical acoustics (and perhaps social, musical, psychological, which I’m not familiar with because it is a large place) to recruit students at all. In fact, most students that we “recruit” reach out to use to express interest. • I’m (I think) the only underwater acoustics person at my university (until our new Engineering Dean arrives at least) so the only efforts undertaken are by myself in terms of student recruitment at the grad level. • Institution promotes diversity but not in any particular discipline. Institution does not appreciate Acoustics as a particular discipline, field, or need, rather just as a preference among some faculty. • No effort is made to support acoustics specifically. The university has many resources to support diversity in supporting fields. • None. Students self-select if they want to study acoustics. Prepublication Copy 

Appendix B 131 • Postdoctoral Innovation Scholars Program: aims to increase racial diversity of faculty at the university, sometimes includes but not limited to acoustics or acoustics supporting disciplines. • Reach out to women’s associations and other underrepresented groups. • We actively recruit all students interested in acoustics. • We are currently looking for more opportunities in this area. • We showcase real students and their direct experiences in securing internships and employment. We have both gender and age diversity within these products. • Holistic admissions, reduced reliance on standardized tests (SATs, GREs). • Undergraduate fellowships. Based on your knowledge, which of the following does your institution use to recruit students in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? Please answer this question based on the program (undergraduate, graduate, etc.) where you spend the most time. TABLE 32 Academic Respondents (n= 38) Response Frequency Percentage NSF Research Experience for Undergraduates 14 36.8% NSF Graduate Fellowship 13 34.2% ASA SURIEA program 10 26.3% ROV Competitions 5 13.2% NOAA Ernest F. Hollings Scholarship 5 13.2% National Ocean Sciences Bowl 5 13.2% NOAA Undergraduate Scholarship Program 2 5.3% Student Conservation Association 1 2.6% None of the above 12 31.6% Other 6a 15.8% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: DOD SMART scholarships; ONR Graduate Fellowships; SACNAS; Undergrad program and research to recruit into grad program; We require all of our students to do research. Based on your knowledge, what are the top 3 challenges your institution faces when attempting to recruit potential students to acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 33 Academic Respondents (n= 38) Response Frequency Percentage Difficulty recruiting students from out-of-state 11 28.9% Lack of flexibility in course offerings 10 26.3% Lack of financial aid 9 23.7% Disconnectedness (i.e., lack of connection with department, classmates, etc.) 7 18.4% Lack of diversity in faculty 6 15.8% Lack of diversity in student body 5 13.2% Location is not desirable 2 5.3% Application process is complex 1 2.63 None of the above 4 10.5% Other 15a 39.5% NOTES: Respondents could select a maximum of three responses. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select a maximum of three responses. Prepublication Copy 

132 Ocean Acoustics Education and Expertise a Other responses include: Admission to NPS is essentially limited to DoD affiliated students; Because we work in national security, we often cannot describe our most interesting work to students.; Difficulty. Lack of student High School preparation.; Housing affordability; Lack of “visibility” of acoustics as a viable field.; Lack of breadth of program; Limited acoustics curriculum; Majors are perceived as very difficult; No clear line between most staff that do acoustics research and the academic departments that recruit students, no real curriculum; Our institution should probably have a more unified approach to ocean acoustics, instead of the somewhat scattershot approach that we have now.; Students typically don’t know about acoustics and are not interested in applying; The opportunity is widely misunderstood. There are several 100 jobs related to hydrography at any one time. Potential students are not aware, parents are not aware.; Very few applicants requesting to work in this area. If any, they are international students that will likely have a hard time finding employment in the U.S. after graduating.; Weak STEM classes in local public high schools; decreasing student pool. OPEN-ENDED: Please describe any partnerships your institution plans to pursue in the coming year to support student enrollment and faculty/staff hiring efforts in ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics). EXHIBIT 4 Academic Respondents (n=14) Respondents were asked, “Please describe any partnerships your institution plans to pursue in the coming year to support student enrollment and faculty/staff hiring efforts in ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics).” Below is a list of all of the open-ended responses, listed in alphabetical order. • I am not aware of any planned partnerships. • Increased connections with Naval Warfare Centers and UARCs. • NIOAA and Industry internships. • Nothing targeted. • VIEW (Vanguarding Inclusive Ecological Workforce) internships match undergrads and researchers, the Louis Stokes Alliance for Minority Participation (NSF program). • We continually seek new recruiting methods. Dual enrolled/early college, micro credential utilization, industry partnerships. • We work with the faculty at UT Austin. • https://www.uvm.edu/dem/enrollment-management-inclusive-excellence-action- plan#:~:text=Pillar%201%3A%20Academics%201%20Improve%20retention%20rates%20and,in %20growing%20transfer%20enrollment%20and%20timely%20graduation.%20 • Internal postdoc funding. Prepublication Copy 

Appendix B 133 FUTURE OF ACOUSTICS: ACADEMIC RESPONDENTS What is the anticipated demand for ocean acoustics expertise and supporting discipline expertise (e.g., signal processing, sound propagation modeling, marine technology) over the next decade? This section summarizes academic respondents’ perception on the future needs of ocean acoustics, including potential ways to address shortfalls and increase funding for this field of study. • Among the 38 respondents that selected future needs within ocean acoustics their institution intends to focus on, most selected marine animal bio-acoustics (42.1%), followed by other areas (31.6%) (see the table’s footnote for additional information on these varied areas), and boundary interactions (26.3%). (Table 34) o Notably some (23.7%) respondents felt they were unable to answer this question on behalf of their institution. • Over 50% of respondents disagreed that the U.S. supply of ocean acousticians will satisfy the demand in the next decade and that the U.S. is on track to satisfy its future requirements for ocean acousticians. In fact, less than 4% of respondents agreed with these statements. (Table 35) • Notably, only 38 respondents provided an answer to the question. • Respondents shared a number of growing needs in the field that are not currently being met, including: the application of machine learning and artificial intelligence within acoustics; multiple job openings from unfilled positions or inability to replace retiring professionals; lack of funding to support graduate students; and insufficient visibility of ocean acoustics among the general public and as a career path for students, among other needs described in subsequent bullets. (Exhibit 5) • Respondents shared various possible ideas to meet the needs of acoustics/ocean acoustics education fields, including: strengthening student recruitment efforts; funding and supporting graduate students through research assistantships or fellowships; increasing the number of formal education programs in acoustics/ocean acoustics; building pipelines that support students from undergraduate studies through on-the-job training, among others. (Exhibit 6) • Respondents suggested the following ideas to attract more funding in the field: engaging congressional staff and policymakers on the importance of acoustics/ocean acoustics for climate change; emphasize the vulnerability of the U.S. national security by not meeting the demands of the field; increase public awareness of ocean acoustics as a field so that the general public can support funding increase requests. (Exhibit 7) Based on your knowledge, which of the following identified future needs within ocean acoustics does your institution intend to focus on? TABLE 34 Academic Respondents (n= 38) Response Frequency Percentage Marine animal bio-acoustics 16 42.1% Boundary interactions 10 26.3% Specialized training in acoustical oceanography 9 23.7% Phase coherent acoustics 8 21.1% Global-spanning multi-purpose ocean acoustic network 7 18.4% Nonmammalian marine bioacoustics 6 15.8% Coupled structure/acoustic interaction 5 13.2% Noise control courses 5 13.2% Marine policy and management related to acoustics 4 10.5% Stochastic propagation 2 5.3% Prepublication Copy 

134 Ocean Acoustics Education and Expertise I am unable to answer this question on behalf of my institution 9 23.7% Other 12a 31.6% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: Computational acoustics; National defense applications, i.e. sonar, passive surveillance; Propagation phenomena; Signal processing for DCLT; Sonar signal processing; Transducer design; machine learning for sound propagation modeling; seabed acoustics and machine learning for seabed characterization; sensor integration and data processing; and wind energy impacts (noise, construction, etc.). OPEN-ENDED: What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met? EXHIBIT 5 Academic Respondents (n= 27) Respondents were asked, “What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met?” Below is a list of all of the open-ended responses, listed in alphabetical order. • AI/ML applications within acoustics Numerical acoustician Field Experimentalist. • Acoustics and artificial intelligence/machine learning. • Application of AI to acoustics. Accessibility to large datasets. • Array signal processing Sonar systems engineering Transducer Design. • Broadly speaking, the number of unfilled employment positions within industry and research laboratories is large and growing. There is a clear need to have students trained in this field. I think the breadth of the open positions does not require students to be trained with some narrowly defined skill set. Instead, there is a broad need across all the sub-disciplines of ocean acoustics. • Capability to carry out research in ocean acoustics in other than shallow coastal waters. • Funding to support grad students and visibility of ocean acoustics as a career path. • General public knowledge of the field. • Greater diversity of funding sources. • How to develop robust machine learning and AI applications that can function well in the complex and dynamic ocean environment. • Hydrographic survey work represents 100’s of available jobs at any one time. Geophysical, hydrographic, positioning, infrastructure markets have been, are, and will continue to accelerate. • I think there is a broader need for those with strong training in acoustics but the support is insufficient and individuals across a broad range of disciplines are asked to fill the role without enough background. I’m not sure the need is growing, but it certainly isn’t being met. • Lack of funding? • Majority of jobs are in private sector or government agencies (NOAA, BOEM, etc.). Few faculty opportunities outside a few institutions with historically large acoustics groups. • National defense active and passive sonar. • Replacement of retiring professionals in Navy labs and defense firms. • Technician training for support of acoustics projects. Focus on students not wanting to earn a bachelor’s degree. • The US Navy need is clearly not being met. Also, the ability to use acoustics as an oceanographic tool on all scales is falling short. Prepublication Copy 

Based on your knowledge, to what extent would your institution agree with the following statements regarding the field of ocean acoustics? If you are unable to answer on behalf of your institution/organization, please respond based on your own perspective TABLE 35 Academic Respondents (n= 59) Strongly Prefer not to Disagree Disagree Neutral Agree Strongly Agree answer No Response 10 years from now, the US supply of 13 18 1 2 0 4 21 ocean acousticians will satisfy the (22%) (30.5%) (1.7%) (3.4%) (0.0%) (6.8%) (35.6%) demand. The US is on track to satisfy its future 16 15 2 1 0 4 21 requirements for ocean acousticians. (27.1%) (25.4%) (3.4%) (1.7%) (0%) (6.8%) (35.6%) NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 135 

136 Ocean Acoustics Education and Expertise • Too few students and faculty compared to foreign competitors. • Tracking environmental change/variability through acoustic means. • US citizens with experience/training in ocean acoustics and signal processing expertise. • Understanding the impact of sound on ocean health. How does shipping, oil exploration and other human activities impact marine life? Much of the ocean is unexplored; how can acoustic remote sensing techniques be used with autonomous vehicles to improve this? • Very small percentage gets fundamental acoustics education. • We don’t have enough graduating PhD students to fulfill all the job demands I received. • Climate change impacts on ocean acoustics. • Experimentation as a result of the shift in more computation/modeling. • Maintaining a skilled research workforce in acoustics – particularly propagation and defense- related acoustic issues. OPEN-ENDED: How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved? EXHIBIT 6 Academic Respondents (n= 28) Respondents were asked, “How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Better recruiting efforts as a community. • Better understanding of what schools that focus on the applied use of acoustics in industry are doing. Listening to market needs and projecting skills gaps going forward. Equal emphasis on applied and theoretical pathways. • For funding agencies to realize how quickly we are falling behind and strengthen efforts to support and recruit students (and faculty) in acoustics. • Formal education programs are lacking. The lack of education stems from a lack of sponsor support focused on training students instead of established faculty and the broad reliance on soft money researchers to fill research role. • Funding for ocean acoustics research outside of the Office of Naval Research. • Greater support for basic research in acoustics. • Include acoustics based remote sensing methods in undergraduate ocean engineering classes. Initiate certification programs for ocean engineers who are required to satisfy federal regulations for ocean noise. Initiate acoustics short courses for policy makers on ocean noise and acoustic methods for climate change monitoring. • Increase number of practitioners, especially young ones. • Increased funding/support for graduate students in ocean acoustics; increased funding for ocean acoustics research (which then will increase # of grad student / post-docs). • Increased graduate research assistantships. • Increased research funding to make this discipline viable/competitive for young faculty looking to meet challenging tenure requirements. Also, more outreach to make high school students and undergrads aware of opportunities in this field. • Increased support for and participation from community colleges - including partnerships with transfer institutions with acoustics programs. • It’s a free market… If Administration saw significant revenue opportunities or explosive student growth. Acoustics at institutions is most directly related to the individual actions of faculty Prepublication Copy 

Appendix B 137 interested in its disciplines. Since the dominant employers of engineering and physical science graduates are DoD and Defenses Industry and universities claim to pay attention to Industrial Advisory Boards, I suppose that DoD could link research funding with requirements (or at least requests) to have institutions commit to more faculty and course offerings in Acoustics disciplines. • More underwater acoustics research funding for fundamental research and education particularly through NSF and NASEM; more graduate programs in acoustics. • National investment in students and faculty to participate in formal degree programs. • Need a stronger advertising campaign. • Provide ongoing consistent support for research at institutions with Acoustics programs to continue to build those up, and include an emphasis in ocean acoustics in the research areas advertised at funding agencies (ONR, NSF, NOAA, etc.). • Recruitment of students for acoustics as a primary role and not as a supporting discipline to another field like engineering/physics. • Students worry about future employment. They also consider the excitement that the field generates. They would like to be assured that there are multiple opportunities for employment either with the ONR/Navy or outside of it. • Targeted fellowship programs and/or Scholarship for Service programs with DoD labs. • The Government and Foundations should provide more funding for graduate studies in ocean acoustics. • The pipeline to graduate work in ocean acoustics needs to be increased. - A nationwide campaign to advertise career paths in ocean acoustics to students beginning in high school with a heavy emphasis towards sophomores and juniors. • There needs to be a concerted effort to train more students at the graduate level and to provide “on-the-job” training (distance education and/or short courses) to help current professionals develop professionally. • We need to either have more U.S. students going to graduate school ( and have an interest in ocean acoustics), or we need more industry opportunities for ocean acousticians that do not require U.S. citizenship. We need more efforts to capture the popular interest in ocean sciences such that more students become interested in ocean acoustics. • Climate change impacts on sound propagation and animal communication. • Increase funding from Federal Agencies so faculty can hire more students. • More faculty, more courses and more students. • Need both advertisement that acoustics has the potential for a lifelong career and a commitment to have the sustained funding to meet the advertisement. OPEN-ENDED: Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics. EXHIBIT 7 Academic Respondents (n= 22) Respondents were asked, “Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics.” Below is a list of all of the open-ended responses, listed in alphabetical order. • Emphasize threat to national security that falling behind poses. • Encourage the NSF to fund acoustics-based ocean research and education projects. Educate policy makers on the critical role of acoustics for climate change monitoring, remote sensing of ocean biology, ocean noise mitigation and marine biology protection. Prepublication Copy 

138 Ocean Acoustics Education and Expertise • Engage with congressional staff. • Ensure that the policy makers understand that ocean acoustics has unique national security ramifications. • I know NUWC would offer more SMART scholarships if they were given the resources. DOD could set aside some minimum number of these fellowships for acoustics and ocean acoustics in future funding. • I think the distribution of acoustics funding to limited numbers of preferred researchers (in the ocean acoustics world) is likely as important as the amount of funding. Simply put, you have to be in the club. • Increase private and federal interest in the field of acoustics and ocean acoustics. • Launch an ad campaign to help the public better understand the vital role the oceans play in our planet’s health, our national security, and individual livelihoods. • Lobby congressional delegations to support ocean/Navy research efforts with targeted appropriations for workforce development. • More early and mid-career awards in Acoustics. More active participation at NSF. Building regional centers. • More public announcements related to acoustics. • Other government agencies need to recognize the potential of acoustics. ONR does a great job, but it would be great of NOAA, NSF, and NASA also were partners. Students see the singular agency as a limiting factor. • The DoD should recognize how vulnerable the U.S. is becoming as we lose the edge in underwater acoustics. • The amount of funding made available for acoustic impact studies in terms of wind energy development in the US is laughable. It’s by far the best technology to study the impacts on fish populations (either via active or passive monitoring) and the only thing BOEM specifies for fish monitoring is trawl/traps. • To secure more funding, the value of ocean acoustics needs to be more visible and elevated. • Via strategic distribution across NSF, DOD and making it more accessible for institutions across the country outside CA and MA. • We need more effort in getting the general public interested in ocean sciences. Funding often goes together with public interest (e.g., space programs). Prepublication Copy 

Appendix B 139 INDUSTRY RESPONDENTS This section of the report summarizes the survey responses for 19 industry respondents, defined as individuals who work for for-profit, non-profit, or other organizations. Of the total industry respondents, 89.5% completed the survey with the remaining having partially completed the survey. Additionally, though respondents were asked to respond to the survey on behalf of their institution, 63.2% indicated they would complete the survey as an individual based on their own experiences in their field. This section is divided into five subsections: Background; State of Acoustics Education; Mentorships, Internships, Apprenticeships, & Competencies; Recruitment Strategies; and Future of Acoustics. Each subsection starts with summary bullet points followed by descriptive statistics for each survey question. Prepublication Copy 

140 Ocean Acoustics Education and Expertise BACKGROUND: INDUSTRY RESPONDENTS This section summarizes background information for 19 industry respondents and their institution/organization including their institution/organization name, sector, region, and respondent tenure. • Of the 19 industry respondents, the majority (63.2%) are in the for-profit industry/business organization sector compared to 21.1% in the non-profit sector. (Table 37) • Half of the respondents from industry/business organizations represented marine technology and research fields. 75% of respondents from the non-profit sector represented the research field. (Table 38) • The majority of respondents hold senior staff (42.1%) or executive leadership (31.6%) roles. (Table 39) • Respondents’ have been in their roles for a varying amount of time. The majority of respondents (63.2%) have been in their roles for over four years, but over one-quarter of respondents (26.3%) have been in their roles for less than one year. (Table 40) • Nearly half of respondents’ organizations (47.4%) have between ten and 249 employees. (Table 41) • Over thirty percent of respondents’ organizations (31.6%) are based internationally. (Table 42) Institution/Organization Name TABLE 36 Industry Respondents (n= 19) Response Frequency Percentage Applied Ocean Sciences 2 11% JASCO Applied Sciences 2 11% Applied Research Laboratories, University of Texas at Austin 1 5% ARiA 1 5% ASL Environmental Sciences 1 5% EnerGeo Alliance 1 5% ExxonMobil 1 5% Johns Hopkins University Applied Physics Laboratory 1 5% Kongsberg Discovery 1 5% Kraken Robotics 1 5% Luna Innovations 1 5% MBARI 1 5% Mote Marine Laboratory 1 5% National Marine Mammal Foundation 1 5% Ocean Science Analytics 1 5% RWE 1 5% Tremology Lab / Center for Cellular Construction 1 5% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Prepublication Copy 

Appendix B 141 Which of the following best describes your institution/organization’s sector? TABLE 37 Industry Respondents (n= 19) Response Frequency Percentage Industry/Business Organization (for-profit) 12 63.2% Non-profit (not including academic institutions) 4 21.1% Other 3a 15.8% NOTES: Percentages might not add to 100% due to rounding. a Other responses included: Arts/Science Collaboration; Not-for-profit university-affiliated research center (UARC); and NAVY UARC at public university. Which of the following best described the discipline-related field(s) to which your organization is related? TABLE 38 Industry Respondents (n= 16) Survey Item Response Frequency Percentage Industry/Business Organization (for-profit) Marine technology 3 25.0% (n= 12) Research 3 25.0% Acoustic Consulting 2 16.7% Other 2a 16.7% Energy 1 8.3% Manufacturing 1 8.3% Non-profit (not including academic institution) Research 3 75.0% (n= 4) Policy 1 25.0% NOTES: Percentages might not add to 100% due to rounding. a Respondents shared additional discipline-related fields that their institution/organizations are involved in including: Fiber opting sensing; and Offshore Wind. Which of the following best describes your role within your organization? TABLE 39 Industry Respondents (n= 19) Response Frequency Percentage Senior staff member (e.g., Program Officer, Manager, etc.) 8 42.1% Executive leadership team member (e.g., President, Vice President, CEO) 6 31.6% Technical staff member (e.g., Engineer, Data analyst, etc.) 4 21.1% Other 1a 5.3% NOTES: Percentages might not add to 100% due to rounding. a Other responses included: Technical Sales Manager. How long have you been in this role? TABLE 40 Industry Respondents (n= 19) Response Frequency Percentage Less than 1 year 5 26.3% 1-3 years 2 10.5% 4-6 years 6 31.6% More than 9 years 6 31.6% NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 

142 Ocean Acoustics Education and Expertise Approximately how large is your organization? TABLE 41 Industry Respondents (n= 19) Response Frequency Percentage Fewer than 10 employees 3 15.8% 10-49 employees 4 21.1% 100-249 employees 5 26.3% 250-499 employees 2 10.5% 500-9999 employees 1 5.3% More than 1000 employees 4 21.1% NOTES: Percentages might not add to 100% due to rounding. In which region is your institution/organization based? TABLE 42 Industry Respondents (n= 19) Response Frequency Percentage a International - Please specify the country 6 31.6% National - Please specify the headquarters location 4b 21.1% West (Includes California, Oregon, Washington) 4 21.1% South Atlantic (Includes Delaware, District of Columbia, Florida, Georgia, 4 21.1% Maryland, North Carolina, South Carolina, Virginia, and West Virginia) West South Central (Includes Arkansas, Louisiana, Oklahoma, and Texas) 1 5.3% NOTES: Percentages might not add to 100% due to rounding. a Respondents that indicated their organization/institution was internationally based noted that they were based out of Canada; United States; Germany; Norway; and one respondent noted that they are based out of the United States Canada, Australia, and Europe. b Respondents that indicated their organization/institution was nationally based, noted that their headquarters were located in Washington DC; Dallas, TX; Rhode Island; and Virginia. Prepublication Copy 

Appendix B 143 STATE OF ACOUSTICS EDUCATION: INDUSTRY RESPONDENTS What is the current state and presence of education (e.g., degree programs, short courses, training programs, etc.) for acoustics and supporting disciplines that eventually lead into ocean acoustics in the United States? This section of the survey asked industry respondents about the state of acoustics education. Below we share key takeaways that help describe the current state and presence of acoustics education and supporting disciplines including findings on the educational background of employees as well as DEI, recruitment, and retention. Educational Background of Employees • 17 (100%) industry professionals responded having indicated that their organization had employees that formally studied a supporting discipline related to acoustics or ocean acoustics. (Table 43) o Most also indicated their organization had employees that were identified as having ocean acoustics expertise (82.4%) and/ or acoustics expertise (82.4%) as well as those who formally studies acoustics (82.4%) and/ or ocean acoustics (76.5%) • Few respondents confirmed they had access to data on employees from their organization considered to be acousticians (n=5) or ocean acousticians (n=3). Of those that indicated they had such data (n=5), 3 claimed that 1%-10% of the employees at their organization were considered acousticians—this was similar to those considered ocean acousticians (n=2). (Tables 44 and 46) • Only 5 respondents had access to data on employees from their organization considered to be acousticians, but they identified 11 different academic institutions from which most of their technical staff with acoustics expertise received their terminal degrees. The majority of the listed institutions were located on the west coast or east coast of the United States. (Table 45) DEI, Recruitment, and Retention • Only 5 respondents indicated having access to data on staff’s (whose job relates to acoustics) future plans. All 5 respondents claimed that 10% or less of their technical staff were expected to retire within the next five years, 2 of whom said they expected none of their staff to retire. (Table 47) o Results were similar when asked about staff’s future plans to pursue higher education, but 3 respondents expected none of their staff would leave within the next five years. (Table 48) • 17 respondents chose to respond to DEI, recruitment, and retention statements about prospective employees. (Table 49) • Respondents had the most agreement with the statement “My organization is actively seeking to recruit more prospective employees that are underrepresented in the field of acoustics.” and “Prospective employees (candidates that submit a resume or interview with your organization) in acoustics supporting disciplines represent a broad range of regions from the United States.” Both statements had 8 respondents select strongly agree or agree to these statements. (Table 49) • Respondents had the most disagreement with the statements below. (Table 49) o The statement “The current racial/ethnic composition of prospective employees (candidates that submit a resume or interview with your organization) in acoustics is diverse” had 11 respondents convey some degree of disagreement. o The statement “The current racial/ethnic composition of prospective employees (candidates that submit a resume or interview with your organization) in acoustics Prepublication Copy 

144 Ocean Acoustics Education and Expertise supporting disciplines is diverse” had 9 respondents convey some degree of disagreement. Which of the following statements apply to your organization? TABLE 43 Industry Respondents (n= 17) Response Frequency Percentage My organization has employees who formally studied a supporting discipline related to 17 100% acoustics or ocean acoustics (engineering, physics, oceanography, etc.). My organization has employees who have been identified as having ocean acoustics 14 82.4% expertise. My organization has employees who formally studied acoustics (e.g., course, training, 14 82.4% certificate program, or formal degree). My organization has employees who have been identified as having acoustics expertise 14 82.4% (e.g., knowledge from formal programs or field experience). My organization has employees who formally studied ocean acoustics (e.g., course, 13 76.5% training, certificate program, or formal degree). NOTES: Respondents could select all that applied. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. Approximately what percentage of employees are considered acousticians? TABLE 44 Industry Respondents (n= 5) Response Frequency Percentage 1%-10% 3 60.0% 26%-50% 1 20.0% 51%-75% 1 20.0% NOTES: Respondents had to indicate that their organization has employees that formally studied acoustics. They also had to confirm that they had access to information on considered acousticians at their organization. Percentages might not add to 100% due to rounding. Identify the academic institutions from which the highest number of your technical staff with acoustics expertise received their terminal degrees (up to 5). TABLE 45 Industry Respondents (n= 5) Response Frequency Duke 1 Massachusetts Institute of Technology 1 Most did not receive advanced degree in acoustics (either biology or ecology, or 1 undergrad is highest degree with varied majors) Naval Postgraduate School 1 Portland State University 1 Rice 1 Scripps Institution of Oceanography - UCSD 1 Stanford University 1 University of California 1 University of Hawaii 1 University of Rhode Island 1 University of St. Andrews 1 NOTES: Respondents had to write-in responses. Respondents had to indicate that their organization has employees that formally studied acoustics. They also had to confirm that they had access to information on considered acousticians at their organization. Prepublication Copy 

Appendix B 145 Approximately what percentage of employees are considered ocean acousticians? TABLE 46 Industry Respondents (n= 3) Response Frequency Percentage 1%-10% 2 66.7% 26%-50% 1 33.3% NOTES: Respondents had to indicate that their organization has employees that formally studied ocean acoustics or has ocean acoustics expertise. They also had to confirm that they had access to information on those considered ocean acousticians at their organization. Percentages might not add to 100% due to rounding. Approximately what percentage of your technical staff whose job relates to acoustics are expected to retire within the next five years? TABLE 47 Industry Respondents (n= 5) Response Frequency Percentage 0% 2 40% 1%-10% 3 60% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Approximately what percentage of your technical staff whose job relates to acoustics are expected to pursue higher education over the next five years? TABLE 48 Industry Respondents (n= 5) Response Frequency Percentage 0% 3 60% 1%-10% 2 40% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics) TABLE 49 Industry Respondents (n= 19) Unable to answer on behalf of my Strongly Strongly organization/Prefer Disagree Disagree Neutral Agree Agree not to answer No Response The current racial/ethnic composition of 3 8 1 1 0 4 2 prospective employees (candidates that submit a (15.8%) (42.1%) (5.3%) (5.3%) (0%) (21.1%) (10.5%) resume or interview with your organization) in acoustics is diverse. The current gender composition of prospective 2 4 2 5 1 3 2 employees (candidates that submit a resume or (10.5%) (21.1%) (10.5%) (26.3%) (5.3%) (15.8%) (10.5%) interview with your organization) in acoustics is diverse. Prospective employees (candidates that submit a 2 3 1 5 2 4 2 resume or interview with your organization) in (10.5%) (15.8%) (5.3%) (26.3%) (10.5%) (21.1%) (10.5%) acoustics represent a broad range of regions from the United States. My organization has effective recruitment 1 3 2 4 0 7 2 strategies aimed at increasing the diversity of (5.3%) (15.8%) (10.5%) (21.1%) (0%) (36.8%) (10.5%) prospective employees in acoustics. My organization has effective retention strategies 1 2 1 5 1 7 2 aimed at increasing the diversity of prospective (5.3%) (10.5%) (5.3%) (26.3%) (5.3%) (36.8%) (10.5%) employees in acoustics. My organization is actively seeking to recruit 1 1 0 6 2 7 2 more prospective employees that are (5.3%) (5.3%) (0%) (31.6%) (10.5%) (36.8%) (10.5%) underrepresented in the field of acoustics. The current racial/ethnic composition of 5 4 2 2 1 3 2 prospective employees (candidates that submit a (26.3%) (21.1%) (10.5%) (10.5%) (5.3%) (15.8%) (10.5%) resume or interview with your organization) in acoustics supporting disciplines is diverse. The current gender composition of prospective 2 3 4 5 0 3 2 employees (candidates that submit a resume or (10.5%) (15.8%) (21.1%) (26.3%) (0%) (15.8%) (10.5%) interview with your organization) in acoustics supporting disciplines is diverse. Prospective employees (candidates that submit a 1 2 2 7 1 4 2 resume or interview with your organization) in (5.3%) (10.5%) (10.5%) (36.8%) (5.3%) (21.1%) (10.5%) acoustics supporting disciplines represent a broad range of regions from the United States. 146 Prepublication Copy 

My organization has effective recruitment 1 3 2 4 0 7 2 strategies aimed at increasing the diversity of (5.3%) (15.8%) (10.5%) (21.1%) (0%) (36.8%) (10.5%) prospective employees in acoustics supporting disciplines. My organization has effective retention strategies 1 2 1 5 1 7 2 aimed at increasing the diversity of prospective (5.3%) (10.5%) (5.3%) (26.3%) (5.3%) (36.8%) (10.5%) employees in acoustics supporting disciplines. My organization is actively seeking to recruit 1 1 1 7 0 7 2 more prospective employees that are (5.3%) (5.3%) (5.3%) (36.8%) (0%) (36.8%) (10.5%) underrepresented in the field of acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 147 

148 Ocean Acoustics Education and Expertise MENTORSHIPS, INTERNSHIPS, APPRENTICESHIPS, & COMPETENCIES: INDUSTRY RESPONDENTS What competencies are needed to fulfill the anticipated demand for ocean acoustics expertise over the next decade? How can the field of academia (e.g., undergraduate, graduate, training, etc.) help meet the industry’s needs? This section covers responses from industry respondents with regards to mentorships, internship, apprenticeships, and competencies needed to fulfill anticipated demand for ocean acoustic. The following includes opportunities respondents’ organizations offer to employees for growing their skills, whether graduates have the knowledge, experience, and skills to perform their job successfully, and skills and competencies needed to be successful. Opportunities Offered to Employees • The most frequently selected opportunities that organizations offer to employees interested in practicing/ growing their acoustics skills included: conferences/workshops attendance (n=15), followed by mentorship opportunity with a staff member from their organization (n=11), and summer internship/apprenticeship/fellowship (n=8). (Table 50) • 12 respondents listed in their open-ended responses a variety of content foci related to the growth opportunities their organization offers, including but not limited to: marine biology, ocean science, renewable energy, leadership, sales training, innovation and development, mitigation/monitoring software basics and processing of large datasets for marine mammal occurrence, sonar signal processing, precision navigation and timing, deep learning, automation, machine learning, and acoustics propagation. (Exhibit 8) Graduate Knowledge, Skills, and Experience to Perform Job Successfully • Of the 17 respondents, many (n=11) agreed that graduates with a degree in acoustics or acoustic supporting disciplines arrive on the job with knowledge to perform their job successfully. Similarly, another 11 either agreed or strongly agreed that arriving graduates have sufficient research experience. Eight agreed that graduates arrive on the job with sufficient field skills. (Table 52) Critical Skills and Competencies • There were 17 respondents to questions regarding the skills needed by employees to be successful and skills organizations need to develop in their employees to be successful. (Table 53) o Most (88.2%) respondents selected data analysis as a needed skill while 52.9% selected it as a skill their organization develops. This was followed by marine bioacoustics where 70.6% indicated it as a needed skill and 58.8% as one the organization develops and remote sensing with acoustic technology where 70.6% selected it as needed skills and 35.3% as skills the organization develops. Which of the following opportunities does your organization offer to employees interested in practicing/growing their skills related to acoustics? Prepublication Copy 

Appendix B 149 TABLE 50 Industry Respondents (n= 17) Responses Frequency Percentage Conferences/workshop attendance 15 88.2% Mentorship opportunity with a staff member from my organization 11 64.7% Summer internship/apprenticeship/fellowship 8 47.1% Intensive internal training for new hires 7 41.2% Short-term courses or trainings 7 41.2% Research opportunities in a lab within my organization or within a nearby partner 6 35.3% (university or federal/government lab) Semester-long internship/apprenticeship/fellowship 5 29.4% Year-long internship/apprenticeship/fellowship 4 23.5% None of the above 1 5.9% Other 2a 11.8% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: Flexibility to clock in for overhead to attend virtual seminars; support pursuit of graduate education/degrees at nearby universities. OPEN-ENDED: Please describe the focus/topic of the selected opportunities that your organization offers. EXHIBIT 8 Industry Respondents (n= 12) Respondents were asked, “Please describe the focus/topic of the selected opportunities that your organization offers.” Below is a list of all of the open-ended responses, listed in alphabetical order. NOTES: Respondents had to indicate that their organization offered opportunities to employees interested in practicing/growing their skills related to acoustics in order to have the option to write-in a response. • Acoustic sensing with fiber optic sensors. • Acoustics and marine biology. • Acoustics or ocean engineering but they won’t pay too much for registration or travel. • Broadly based ocean science and technology tailored to each staff member’s interests and skills. • Employees attend conferences and workshops in the fields of renewable energy, acoustics, ocean science, and data science. We hire cooperative students to work typically on engineering and computer science. The company has hosted the occasional post-doctoral scholar. • Internal training courses Mentorships with experienced employee(s) Working with academic researchers through jointly-funded research programs. • Kraken doesn’t have formal means of mentorship or internal training. However, new hires to the science team certain get internal training early on and the environment/culture allows for mentorship relationships to grow. • Our organization encourages employees to attend academic conferences and workshops, not just as a sales opportunity but also as a training opportunity. We also encourage employees to enroll in training programs with some of the universities that we have Industrial Partnerships with. Trainings for things like leadership, sales training, innovation and development. • Research assistantships and internships in ongoing bioacoustic studies 2. Grad school mentorship 3. Support for conference attendance (e.g. ASA). • The opportunities we provide for apprenticeships includes projects derived from collaborations with partners or using accessible acoustic data. Training is online and focuses on Prepublication Copy 

150 Ocean Acoustics Education and Expertise mitigation/monitoring software basics and processing of large datasets for marine mammal occurrence. • Various short-term training and internal courses provide training in a variety of specialized technical areas (e.g. ASW, sonar signal processing, precision navigation and timing, etc..) as well as more general disciplines (e.g. deep learning, automation, machine learning, ….). • We are trying to grow our internship program, but I am the only person so far who has actually taken and paid an intern. Internships will be paid, though. We do have a generous ability to use overhead spending to attend or speak at seminars, workshops, etc. we also have the ability to add I to someone else’s project during times we are underfunded and writing grants. • We focus on acoustic propagation, modeling, oceanography and signal processing. Approximately what percentage of employees who participate in the selected opportunities does your organization promote based on the expertise acquired in professional development opportunities? TABLE 51 Industry Respondents (n= 16) Response Frequency Percentage 0% 3 18.8% 1%-10% 1 6.3% 11%-25% 1 6.3% 26%-50% 1 6.3% I am unable to answer this question on behalf of my organization. 10 62.5% NOTES: Respondents had to indicate that their organization offers employees conferences/ workshops, intensive internal training for new hires, mentorship, research opportunities, internship/ apprenticeship/ fellowship, and/ or short-term courses or training in order to respond to this question. Percentages might not add up to 100% due to rounding. OPEN-ENDED: Please describe the type of training(s) or support(s) that your organization provides or recommends to employees in order for them to strengthen the competencies selected above. EXHIBIT 9 Industry Respondents (n=11) Respondents were asked, “Please describe the type of training(s) or support(s) that your organization provides or recommends to employees in order for them to strengthen the competencies selected above.” Below is a list of all of the open-ended responses, listed in alphabetical order. • Given the diversity in acoustic research/analysis, experience with specific methods/software and sufficient time in training for a given task tends to be the most important training elements of strengthening abilities. We provide training in methods, practice with a vetted/annotated dataset, then do a close follow of an initial subset of data processed/analyzed by analysts. The timeline for this tends to be between 1-2 months so takes a long time to have an analyst get up to speed. • My organization relies heavily on consultants for this work, and only really has acoustic SMEs somewhat incidentally in environmental permitting and environmental affairs roles. We do not have a designated specialist SME on this topic in the company. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). If you are unable to answer on behalf of your organization, please respond based on your own experience the field of acoustics and acoustics supporting disciplines. TABLE 52 Industry Respondents (n= 19) Unable to answer on behalf of my Strongly organization/ Prefer Disagree Disagree Neutral Agree Strongly Agree not to answer No Response Graduates with a degree in acoustics or 0 1 2 11 0 3 2 (0%) acoustics supporting disciplines arrive on the (5.3%) (10.5%) (57.9%) (0%) (15.8%) (10.5%) job with knowledge to perform their job successfully. Graduates with a degree in acoustics or 0 2 4 6 2 3 2 acoustics supporting disciplines arrive on the (0%) (10.5%) (21.1%) (31.6%) (10.5%) (15.8%) (10.5%) job with sufficient field skills to perform their job successfully. Graduates with a degree in acoustics or 0 0 3 9 2 3 2 acoustics supporting disciplines arrive on the (0%) (0%) (15.8%) (47.4%) (10.5%) (15.8%) (10.5%) job with sufficient research experience to perform their job successfully. NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 151 

What are the most important critical skills and competencies that employees from your organization need to be successful in their role related to acoustics and/or ocean acoustics? (Select all that apply). and What are the top skills or competencies related to acoustics and/or ocean acoustics that your organization finds itself needing to support its employees to strengthen through on-the-job training or external training? TABLE 53 Industry Respondents (n=17) Skills Needed Skills Developed Skills and Competencies Frequency Percentage Frequency Percentage Data Analysis (time series analysis, machine learning, etc.) 15 88.2% 9 52.9% Marine Bioacoustics (marine mammal, fish and invertebrate sound reception and 12 70.6% 10 58.8% production, Animals use of sound underwater, Effects of sound on marine life) Remote sensing with acoustic technology (integration/deployment with other technologies) 12 70.6% 6 35.3% Acoustic Propagation/Soundscape Modelling 11 64.7% 13 76.5% Digital Signal Processing 11 64.7% 6 35.3% Understanding the effects of sound on the environment 11 64.7% 4 23.5% At sea or field experience in data collection 10 58.8% 8 47.1% Fundamentals of Acoustics (physics behind acoustics) 10 58.8% 6 35.3% Understanding of metadata needed to support acoustic measurements and recordings 9 52.9% 3 17.6% Archiving large acoustic datasets 8 47.1% 5 29.4% Marine Policy related to underwater sound 7 41.2% 7 41.2% Expertise in calibrating acoustic systems 7 41.2% 5 29.4% Soundscape Analysis 7 41.2% 4 23.5% People’s use of sound underwater and related technologies 6 35.3% 3 17.6% Sound Propagation (differences in air vs water) 6 35.3% 3 17.6% Other 9a 52.9% 5b 29.4% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: Acoustic monitoring technologies; General capability in operating software and data management skills; Global regulatory issues; New technology development for safeguarding marine mammals, turtles, fish during operations; Note that not one person needs all these skills, we just have projects across several PIs that include these skills; Sound mitigation measures during operations; Sound-structure interaction; basic transduction principles and differences; physical oceanography. b Other responses include: Acoustic mitigation/attenuation; Acoustic monitoring technology; Experimental Design; Received levels and potential impacts on marine life; Statistics & Statistical Validity. 152 Prepublication Copy 

Appendix B 153 • Personal development reading textbooks, journals, documents - in-house, organized short course training - out-of-house short course training - mentor, interaction and advice from senior staff. • On the job training; internal seminars; mentorship by senior technical staff. • Online and in-person short courses. • Software training courses. • Statistics, Experimental Design, Uncertainty Analysis & Propagation of Uncertainty, Mysticete and Odontocete Hearing, Take Analysis/Errors, Operational Safety, Regulations and Policies within numerous jurisdictions, Joint Industry-Academic R&D programs, Next generation source for subsurface imaging, Next generation technologies for detecting whales under low visibility conditions, Meetings with Regulators, Science conferences (e.g. SMM, OceanNoise), Fisheries and Sound, Turtle guards on towed arrays, Biozones, Cetacean critical life functions, Next Gen Tags, Passive Acoustic Monitoring (PAMGUARD), Risk Assessments and Risk Analysis, Effective Mitigation. • This is primarily achieved through mentorship. Senior personnel involve junior personnel in ongoing research and teach them “on the job.” • We have an internal acoustics/DSP course which we run every 2 years. We have two employees who have returned to academia to receive a PhD. One is on leave, the other is working part-time. • We let people use overhead to take online courses, like Python or C in Coursera. We do not offer training programs but do have some internal mentoring between senior and junior employees. Though I think I’m the only one that actually mentors inside the company with a structured meeting schedule. The other mentors seem to be by name only. • Self-training and mentoring from existing employees DOSITS. OPEN-ENDED: Are there any non-technical skills (i.e. ability to work in teams, adaptability, self- reliance, etc.) that your organization perceives potential employees lack for jobs in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? Potential employees refers to candidates that submit a resume or interview with your organization EXHIBIT 10 Industry Respondents (n= 10) Respondents were asked, “Are there any non-technical skills (i.e. ability to work in teams, adaptability, self-reliance, etc.) that your organization perceives potential employees lack for jobs in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Critical thinking, problem solving, equipoise, time management, goal setting, writing in various formats. • Independence - most students/new hires require some degree of training in animal bioacoustics (methodologies, biology) to meet our requirements. • Most arriving PhD’s in ocean acoustics have little experience managing teams. This is not true for the biological acousticians (who work with lots of volunteers usually). • Photonics. • These tend to be more critical than their experience prior to starting. They absolutely need the ability to communicate, passion for repetitive tasks involved in acoustics, ability to persevere through troubleshooting / dig into issues when they encounter them and be organized and have high attention to detail. From our apprenticeship program I know that approximately 25-40% of participants have these skills. I prefer them to have these over experience in acoustics actually (paired with passion for acoustics as it tends to be too overwhelming for new analysts otherwise). I would argue these are equitable to experience in terms of desire/need as an employer. Prepublication Copy 

154 Ocean Acoustics Education and Expertise • We have had a hard time with new employees adapting their skills to applications within certain projects. They seemed to take way more time than necessary to do simple tasks. As a result that is a fear of new hires now. • Working with teams of people who do not have a background in acoustics. • Adaptability, self-reliance. • Cultural awareness and sensitivities, different types of bias, the value of different ways of thinking and so-called “cold-eyes” reviews, the value of solid planning and execution, knowledge management, adapting to change, and a whole host of leadership topics. Prepublication Copy 

Appendix B 155 RECRUITMENT STRATEGIES: INDUSTRY RESPONDENTS What recruitment and retention strategies, if any, are currently being implemented by the field of ocean acoustics and related fields to raise the profile of careers related to ocean acoustics? This section summarizes findings from industry respondents with regards to recruitment and retention strategies and programs used, diversity strategies, as well as challenges. Recruiting Methods & Programs • Most of the 17 respondents indicated that their organization networks with potential candidates at conferences (76.5%) and/or will offer employment to interns/ fellows (70.6%) as a way to recruit potential employees. (Table 54) • While many (n=6) of the 17 respondents indicated that they utilize MTS/IEEE-OES OCEANS Conferences as a method to recruit prospective employees; most (n=12) respondents shared a variety of “other” methods such as utilizing Acoustical Society of America (e.g., conferences, job postings, etc.), recruitment firms, and reaching out to select universities to name a few. (Table 55) • 15 respondents shared in their open-ended responses a handful of methods their organization uses to ensure a diverse workforce. Responses indicated: some variation of a diverse internship or apprenticeship program where they recruit diverse students from or target the program for a diverse audience; making connections with a variety of people (e.g., professors, advisors, students, etc.) or historically diverse schools (e.g., HBCUs, community colleges, etc.). (Exhibit 11) • 12 respondents described in their open-ended answers various partnerships or strategies they plan to pursue to support hiring efforts, including: partnering in academia or with universities, visiting or planning job fairs (via utilization of colleges), and collaborating with non-profits. (Exhibit 13) Provided Support to Grow Skills • 8 respondents indicated in open-ended reflections a number of supports that their organization provides employees to help grow their skills, including: training or courses either offered in- house or externally or in which financial support is provided for access; professional development; mentoring or peer connection; and increased responsibility. (Exhibit 12) Challenges • Respondents described several challenges to attracting potential candidates to acoustics and acoustics supporting disciplines including a limited budget for hiring (23.5%), generational differences (17.6%), a lack of upward mobility (17.6%), and a non-competitive income or salary (17.6%). (Table 56) Based on your knowledge, what methods does your organization use to recruit potential employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 54 Industry Respondents (n=17) Response Frequency Percentage Networking with potential candidates at conferences 13 76.5% Offering employment to interns/fellows 12 70.6% Attending career fairs at institutions 6 35.3% Prepublication Copy 

156 Ocean Acoustics Education and Expertise None of the above 2 11.8% Other 15a 88.2% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: Advertisements; Apprenticeship program (going on 2nd year) has been invaluable. Funded by local organization for 150 hours of analyst time; Campus visits and guest lectures; Direct academic support (Data/Funding); Directly reaching out on social media; Employee Referrals; Job postings; Marketing/workshop presentations; Online technical training; Professor referrals; Recruitment firm; We plan to go to an HBCU job fair but it hasn’t happened yet; from Universities; job advertisements; open searches; social media – LinkedIn. OPEN-ENDED: What methods, if any, does your organization use to ensure a diverse workforce (e.g., age, race, gender, nationality, etc.) in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? EXHIBIT 11 Industry Respondents (n= 15) Respondents were asked, “What methods, if any, does your organization use to ensure a diverse workforce (e.g., age, race, gender, nationality, etc.) in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)?” Below is a list of all of the open- ended responses, listed in alphabetical order. NOTES: Respondents had to indicate that their organization utilized some method to recruit potential employees in the field of acoustics or acoustics supporting disciplines in order to have the option to write-in a response. • A subset of us has gone through the URGE training, but hiring diverse candidates who aren’t already classmates of current employees has largely fallen to me because I have international students and interns from programs that were specifically for underrepresented students. The intention is there but it feels like I’m the only one executing it. I’m starting to see the most senior people make connections with a wider variety of students and post docs at conferences but it’s hard to change their habits of just hanging out with each other. • Internal internship program focused on diverse students, apprenticeship program for local early career individuals from diverse groups, connection with HBCUs and community colleges, breadth of advertising, personal outreach to diverse candidates. • Reaching out to diverse candidates directly, referrals from diverse professors, advertising at schools that are historically diverse. • The lab has recently begun to engage in diverse student workforce initiatives, by participating in ASA SURIEA program and forming partnership with UT El Paso (an HSI). I know of no specific initiative targeting increasing diversity in the full-time employee workforce. There may be one, but I am ignorant of it if there is. • The organization has recently stood up a DEI office and is developing means of promoting a diverse workforce. The first effort is a DEI internship program. • The subsurface geophysics field is broad and a range of methods are used to ensure non-bias, but the field of ocean acoustics as it relates to marine life is smaller (fewer employees) with fewer recruiting opportunities. • We have started an internship program, in addition to ASA’s SUREA program. We are also intentional about diversifying the graduate students and advisors that we connect with. • We target the marketing of apprenticeship program to a diverse audience (though undergraduate program and through local organization). We would really like to establish a military recruitment as well for those transitioning out of the military. Prepublication Copy 

Appendix B 157 Based on your knowledge, which of the following programs does your organization use to recruit prospective employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? (Select all that apply) TABLE 55 Industry Respondents (n= 17) Survey Option Frequency Percentage MTS/IEEE-OES OCEANS Conferences (OCEANS) 6 35.3% Community college programs 3 17.6% UNH Acoustics Career Workshop 2 11.8% Offshore Technology Conference (OTC) 2 11.8% NSF Research Experience for Undergraduates 1 5.9% None of the above 6 35.3% Other 12a 70.6% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: ASA Conferences; Acoustical Society of America; Acoustical Society of America Conferences and Job Postings; Acoustical Society of America Student Papers; From close work with and funding of ocean science centers; Grant-based post-doctoral positions; Other conferences; PSU graduate program in acoustics; Recruitment firms; Select Universities; Summer internship programs; University visits including guest lectures. Based on your knowledge, what are the top 3 current challenges your organization faces when attempting to attract potential candidates to the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? (Select up to 3) TABLE 56 Industry Respondents (n= 17) Response Frequency Percentage Budget for hiring is limiting 4 23.5% Non-competitive income or salary 3 17.6% Lack of upward mobility 3 17.6% Generational differences 3 17.6% Benefits are not competitive or substantial for candidates 2 11.8% Lack of diversity in the workforce 2 11.8% Location is not appealing to candidates 1 5.9% Burnout (emotional, physical, and/or mental exhaustion caused by excessive work- 1 5.9% related stress) Disconnectedness (i.e., lack of connection with organization, colleagues, etc.) 1 5.9% Lack of flexibility in employment opportunity (i.e., no hybrid workplace option) 1 5.9% None of the above 2 11.8% Other a 11 64.7% NOTES: Respondents could select a maximum of three responses. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select multiple responses. a Other responses include: Generational differences; Difficulty finding qualified candidates; Lack of qualified candidates; Too Much Required Travel; Very few qualified candidates in the pool – we reject 90+%; We do not hire this specific expertise although we should; eligibility requirements (e.g., citizenship, ability to pass background checks, etc..); high cost of living area and traffic; interdisciplinary expertise; local cost of living increasing rapidly; low turnover of existing internal groups. What support, if any, does your organization provide employees to support them as they grow their acoustics and/or ocean acoustics skills? Prepublication Copy 

158 Ocean Acoustics Education and Expertise EXHIBIT 12 Industry Respondents (n= 12) Respondents were asked, “What support, if any, does your organization provide employees to support them as they grow their acoustics and/or ocean acoustics skills?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Allows for time for professional development and upward mobility in roles. • Conference attendance; Advanced in-house training within associated disciplines (e.g. statistics, experimental design, leadership, marine operations, safety; Easy access to the key science literature; participation in NOPP, Direct work on research programs with academia; work through the Sound and Marine Life JIP, on-board marine ops vessels, development of next gen technologies (e.g. marine vibroseis, IR cameras for low viz conditions); Support for students from the developing world for oceanographic education at the Bermuda Institute of Ocean Sciences. • Dedicated budgets for professional development - organized short-courses outside work hours - encouragement to participate in professional organizations, societies. • Formal and informal mentoring, progressive responsibility in team roles, access to external training in person and online. • Formal employee development program and funding, peer mentoring, post-doctoral fellowship program, intern program, apprentice program. • Increased responsibility, financial reward. Ability to interact with more peers. • Nothing formal. If I ask to do something that would help my career, I’m usually encouraged to do it and use overhead hours. So, it’s more about the employee finding opportunities and asking to take them. • The organization offers financial support equivalent to 1% of salary annually to finance continuing education efforts. • They sometimes support employees to present original research at conferences. • We offer online technical training at no cost to analysts for apprenticeship to orient them to methods, then continue working with them through process of understanding methods until they are familiar with a task, then provide feedback/check-ins, etc. Short term training doesn’t exist, it’s perpetual we have found. Please describe any partnerships or strategies your organization plans to pursue in the coming year to support hiring efforts in the field of ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics). EXHIBIT 13 Industry Respondents (n= 8) Respondents were asked, “Please describe any partnerships or strategies your organization plans to pursue in the coming year to support hiring efforts in the field of ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics).” Below is a list of all of the open- ended responses, listed in alphabetical order. • Geophysics/Oceanography/Engineering/Geoscience recruiting at select universities worldwide; partnerships with academia through research funding from the Sound and Marine Life JIP; Meeting students at international and domestic science conferences; job postings; internships. • Go to job fairs at HBCUs near where some of our current employees have their home offices. • I believe they are partnering with one or two local community and colleges in Canada for career fairs/interns. Prepublication Copy 

Appendix B 159 • In the coming years we are likely to support initiatives or issue contracts at, and to, universities that could be used to fund graduate students. • Many informal relationships with universities. • We have a collaboration with a non-profit aimed at increasing technical experience for local residents. This has been a game changer for allowing us to support an apprenticeship program. We look to extend funding to those outside of our city, but it is so far a consistent element to our program. We also rely on support/participation from research partners for project management/participation - that varies with each apprenticeship project, but we draw from our network in the community. Little more funding would go a long way to growing this program! • We have partnerships with nearby universities, where we mentor students on projects related to acoustics, remote sensing, and deep-learning. We also participate in guest lectures and training courses, when invited. Prepublication Copy 

160 Ocean Acoustics Education and Expertise FUTURE OF ACOUSTICS: INDUSTRY RESPONDENTS What is the anticipated demand for ocean acoustics expertise and supporting discipline expertise (e.g., signal processing, sound propagation modeling, marine technology) over the next decade? This section summarizes industry respondents’ perception on the future needs of ocean acoustics, including potential ways to address shortfalls and increase funding for this field of study. • Drawing on a list of identified future needs within ocean acoustics their organization intends to focus on, most of the 17 respondents selected marine animal bio-acoustics (58.8%); marine policy and management related to acoustics (47.1%); and other topics, such as active/ passive sonar development and acoustic communications to name a couple (47.1%). (Table 57) • Over 50% of respondents disagreed with the statements asking whether the number of ocean acousticians will satisfy the demands of the field in the next decade and whether the U.S. is on track to satisfy its future requirements for ocean acousticians. (Table 58) • Respondents reported a broad range of needs within the field of ocean acoustics and acoustics, such as: more cross-disciplinary training for graduate students including hands-on field experience; strengthening knowledge in computer science, signal processing, experimental design statistics, underwater acoustic system engineering, among others listed below. (Exhibit 14) • When asked about ways to meet the shortfall in the field, respondents shared ideas such as: modifying STEM programs to include courses like acoustical oceanography; increasing the number of faculty at institutions to help educate and prepare students; increasing cross- disciplinary, cross-sector (i.e., academic organizations, federally funded research centers, government laboratories), and international collaboration. (Exhibit 15) • Respondents provided the following reflections when asked about ways to increase funding for the field: expand research and development between academia, the industry, and the government; focus government funding on small businesses; support acoustics research beyond that done by the Navy; and focus on how ocean acoustics can support soundscape management and national defense. (Exhibit 16) Based on your knowledge, which of the following identified future needs within ocean acoustics does your organization intend to focus on? (Select all that apply). TABLE 57 Industry Respondents (n= 17) Survey Option Frequency Percentage Marine animal bio-acoustics 10 58.8% Marine policy and management related to acoustics 8 47.1% Global-spanning multi-purpose ocean acoustic network 7 41.2% Coupled structure/acoustic interaction 6 35.3% Specialized training in acoustical oceanography 5 29.4% Nonmammalian marine bioacoustics 4 23.5% Phase coherent acoustics 4 23.5% Noise control courses 3 17.6% Boundary interactions 2 11.8% Stochastic propagation 2 11.8% I am unable to answer this question on behalf of my organization 1 5.9% Other 8a 47.1% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Applications of machine learning in propagation, noise modeling, and sensing; Next Generation Technology Development (e.g. Marine Vibroseis); Next Generation low viz IR camera technology; Sonar Signal Prepublication Copy 

Appendix B 161 Processing; Still identifying directions; acoustic communications; active/passive sonar development; and passive acoustic monitoring. OPEN-ENDED: What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met? EXHIBIT 14 Industry Respondents (n= 12) Respondents were asked, “What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Citizens with broad experience and interest in applied work. • Cross-disciplinary training. The current model of graduate student training through degree programs does not equip students to be proficient in the field unless they come with prior training in specialized fields such physical oceanography, signal processing, or bioacoustics. • Effects of sound on marine life, particularly issues requiring expert subjects (e.g. psychoacoustics). There is an overall decline in investing in the maintenance of expert subjects, which have been critical to establishing the potential impacts of ocean noise on marine life. With a decline in expert subject availability, the skillsets related to research involving expert subjects is disappearing. • Experimental Design Statistics; Statistical Validity Interdisciplinary knowledge - e.g. the role of marine acoustics in energy exploration and production, offshore wind, primary data on mysticete hearing; offshore wind decommissioning; Cumulative stressors. • From my perspective the number of highly trained ocean acousticians is declining while it is a continuing strategic area for the US government esp. with the Arctic opening and global trade Also, oceanography and acoustics will be critical for continued energy industry e.g. offshore wind globally. • Junior (non-PhD) level analysts who can run code and process data. • My experience with new employees is that there is a lack of experience with hands-on field or experimental expertise. • Regulatory agencies are demanding more and more acoustic impact assessment, acoustic monitoring and mitigation. Personally, I think that this emphasis is misplaced, but regardless we will need to respond to this demand through consultant support. • The wind farms coming online will not be able to fulfill permit requirements of modeling and mitigation of construction noise without more graduates in acoustics very fast. Our company has one bid in, and we are maxed out with that. JASCO seems to be maxed out at 3. Unsure who can fill the other 10 farms about to get leases soon. • There is a growing need for analysts that support a mid-tier role in acoustics. Relying on Masters or PhD graduates to fill this role is untenable given the type and availability of work. Also, there is a shortfall in the appropriate pay rates for technical expertise from analysts, making it hard to retain them (or budget in any RFP). Acoustics is interdisciplinary and highly technical even at the analyst level, there needs to be appropriate salary to retain individuals. Also, there is a severe lack of training for analysts. So much to do! Prepublication Copy 

Based on your knowledge, to what extent would your organization agree with the following statements regarding the field of ocean acoustics? If you are unable to answer on behalf of your organization, please respond based on your own perspective. TABLE 58 Industry Respondents (n= 19) Unable to answer on behalf of my Strongly organization/Prefer Disagree Disagree Neutral Agree Strongly Agree not to answer No Response Within my organization’s sector, the 3 9 2 1 0 2 2 number of ocean acousticians will (15.8%) (47.4%) (10.5%) (5.3%) (0%) (10.5%) (10.5%) satisfy the demands of the field 10 years from now. Within my organization’s sector, the 4 8 2 0 0 3 2 U.S. is on track to satisfy its future (21.1%) (42.1%) (10.5%) (0%) (0%) (15.8%) (10.5%) requirements for ocean acousticians. NOTES: Percentages might not add to 100% due to rounding. 162 Prepublication Copy 

Appendix B 163 • Understanding of the theory of acoustics and how to apply it to drive innovation. Strong skills in computer science and signal processing also required. • Underwater acoustic system engineering. OPEN-ENDED: How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved? EXHIBIT 15 Industry respondents (n= 10) Respondents were asked, “How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved?” Below is a list of all of the open-ended responses, listed in alphabetical order. • 1. Introduce age-appropriate educational topics as part of STEM programs 2. Help elevate the importance of science & technology among the public - we are currently seeing a decrease in US university enrollments overall and attacks on science by some segments of society. 3. Strengthen international cooperation (this is currently one of my focus areas given my Adj, Prof position at the Norwegian University of Science and Technology and the Norwegian Technical Academy of Sciences). • I do not think the issue with expert subjects will be resolved. It would take a cultural change in the values related with keeping expert subjects. • I think the decline in acoustics faculty at the major universities (see all of those listed in our primary source list) is of major concern. The last generation stayed in their faculty positions well past their 70’s and the system is broken. • Increased 6.1/6.2 funding in S&T community, encouraged (i.e. sponsored) cooperation and participation on large-scale research programs between academic organizations, FFRDCs/UARCs, and gov’t laboratories. • Increasing technical training and/or provide U.S. based certification for those trainings that exist. Increase funding for analytical efforts. • More acoustics specific professor positions to actually teach the students who want to work in the field. I don’t think there is a lack of interest in current students. There just aren’t enough professors to train them because so few schools hire enough teachers or retain tenured teachers long since burned out who should leave or replace the retired professors with lecturers and adjunct faculty what also don’t have time or resources to teach graduate students. • Support basic ocean acoustics research. • The collapse of big tech is freeing up candidates but this work is harder and folks who went to big tech lack many important skills - are less mature and able to self manage than folks trained as scientists. • The development of acoustical oceanography courses, which include theory and practical applications, would be a good start. Broadening to scope of the field to be more inclusive might bring more candidates who lack a physics or engineering background. • Train and incentivize scientists from similar disciplines Work to increase cross-disciplinary exchange, reduced siloed academic work Better incentives for small businesses. There are a number of academic-founded small businesses popping up in this field Especially incentivize womxn-owned and POC businesses in underwater acoustics and oceanography Create competitive industry. Most government contractors are huge companies that push out small business. Prepublication Copy 

164 Ocean Acoustics Education and Expertise OPEN-ENDED: Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics. EXHIBIT 16 Industry respondents (n= 10) Respondents were asked, “Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics.” Below is a list of all of the open-ended responses, listed in alphabetical order. • 1. Visit Shipping, E&P companies, Offshore Wind Companies, Fisheries, Navies, etc. to develop long lasting cooperative bonds - understand needs and potential gaps, Joint problem-solving. 2. Expand NOPP and similar leveraged programs with a parallel education of the aforementioned industry sectors. 3. Expand Academia-Industry-Government R&D consortia. 4. Shift a % of university funds from high $ sports programs to STEAM programs 5. Help elevate expertise within African nations; Partner with the African Union or similar cross-boundary organizations. 5. • Focus more government funding to small business and contracting − existing, and also incentivize new businesses/promote needs Either R&D funding or stimulus to the growing renewable energy industry in the areas of marine protection and noise pollution, and reward R&D investment in new technologies (e.g., wave energy or similar). • Frankly China a Russia are doing all that is needed to encourage US funding. But in the open literature that presents a problem as the work is stovepiped and civilian agencies are disinterested in funding areas they perceive as well funded. • Get NSF to realize the Navy isn’t the end all of acoustics research. • I think soundscape management and national defense are the two key issues. Public awareness of the unhealthy status of the oceans regarding noise and some congressional acknowledgement that we no longer exhibit submarine superiority. Both of this can only be addressed with a robust academic system generating expert ocean acousticians. Of course, people with degrees need jobs. • I think that with limited funding for all environmental effects, less should be spent on speculative acoustic science and more should be spent on the real, known impactful issues happening in the marine environment. This obsession with ocean acoustics is detracting from the more pressing issues in the ocean, e.g., vessel strike avoidance technologies, protected species tracking, providing ropeless gear to the global fishing fleet that is 100% ready for prime time, removing ghost gear etc. • If only I knew! I think that leveraging private sector interest in the blue economy might be a viable path to increasing funding. The issue is that most private sector funding opportunities involve equipment or proprietary analytical systems, not necessarily analysis funding. There needs to be a shift in the paradigm associated with big ocean data concepts to include not just the data collection, but also the interpretation of those data into meaningful data products. Uplink/World Economic Forum is a good example of something moving in that direction that involves private support. Additionally, the cabled array observatories are so invaluable data collection wise, but there is again, not thought into funding the analysis of that data and relies on academia interest. Needs to be more of a consideration for opportunities via NSF/other entities that fund the establishment of cabled array networks. My two cents! • Support basic ocean acoustics research. • The field needs to be more clear about what kind of scientific answers can be solved with acoustics. Woods Hole Oceanographic Institute is doing a great job in marketing their ocean twilight zone program and generating easy to understand messaging to the general public. This Prepublication Copy 

Appendix B 165 will generate more interest in young people to pursue topics related to this aspect of ocean science. • Unfortunately, much of the funding related to my organizations work in marine acoustics is related to regulatory frameworks. Without pressure from regulatory agencies to fill knowledge gaps, I’m not sure what will promote the field of ocean acoustics above other policy-driven funding needs. Prepublication Copy 

166 Ocean Acoustics Education and Expertise FEDERAL RESPONDENTS This section of the report summarizes the survey responses for 29 federal respondents, defined as individuals who work for government (non-military), military, and defense organizations. Of the total federal respondents, 75.9% completed the survey with the remaining having partially completed the survey. Additionally, though respondents were asked to respond to the survey on behalf of their institution, 69% indicated they would complete the survey as an individual based on their own experiences in their field. This section is divided into five subsections: Background; State of Acoustics Education; Mentorships, Internships, Apprenticeships, & Competencies; Recruitment Strategies; and Future of Acoustics. Each subsection starts with summary bullet points followed by descriptive statistics for each survey question. Prepublication Copy 

Appendix B 167 BACKGROUND: FEDERAL RESPONDENTS This section summarizes background information for 29 federal respondents and their institution/ organization including their institution/organization name, sector, region, and respondent time in role. • Over half of federal respondents (55.2%) are from defense/military organizations compared to the 44.8% operating in other government institutions. (Table 60) • Most of the respondents from the defense/military sector are at organizations in fields related to defense (50%) or research (37.5%). (Table 61) o Nearly half of government (non-military) respondents (46.2%) are from research-related organizations. • Over half of respondents hold senior staff positions (37.9%) or technical staff positions (27.6%). (Table 62) • Most respondents have either been in their role for over nine years (41.4%) or 1-3 years (34.5%). (Table 63) • The majority of respondents (79.3%) indicated that their organization has more than 500 employees. (Table 64) • Over one-third of respondents (34.5%) indicated that their organization is nationally, rather than regionally, based. (Table 65) Institution/Organization Name TABLE 59 Federal Respondents (n= 29) Response Frequency Percentage Bureau of Ocean Energy Management (BOEM) 4 13.8% Office of Naval Research 3 10.3% National Oceanic and Atmospheric Administration (NOAA) 2 6.9% Naval Postgraduate School (NPS) 2 6.9% US Naval Research Laboratory 2 6.9% Areté Associates 1 3.4% BAE Systems and URI affiliate 1 3.4% Department of Defense 1 3.4% Department of the Navy 1 3.4% JHU/APL 1 3.4% Marine Mammal Commission 1 3.4% Naval Oceanographic Office 1 3.4% NIWC Pacific 1 3.4% NOAA Fisheries 1 3.4% NOAA/NEFSC 1 3.4% Ocean Associates Inc, contracted to NOAA PIFSC 1 3.4% RDA Inc. 1 3.4% Sea grant/Department of Energy 1 3.4% United States Navy/Naval Oceanographic Office 1 3.4% Applied Research Laboratories - University of Texas 1 3.4% University of Colorado Boulder / NOAA NCEI 1 3.4% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Which of the following best describes your institution/organization's sector? Prepublication Copy 

168 Ocean Acoustics Education and Expertise TABLE 60 Federal Respondents (n= 29) Response Frequency Percentage Defense/Military 16 55.2% Government (non-military) 13 44.8% NOTES: Percentages might not add to 100% due to rounding. Which of the following best describe the discipline-related field(s) to which your organization is related? TABLE 61 Federal Respondents (n= 29) Survey Item Response Frequency Percentage Defense/Military Defense 8 50.0% (n= 16) Research 6 37.5% Policy 1 6.3% Technology 1 6.3% Government (non-military) Research 6 46.2% (n= 13) Other 3 a 23.1% Regulation 3 23.1% Policy 1 7.7% NOTES: Percentages might not add to 100% due to rounding. a Respondents shared additional discipline-related fields that their institution/organizations are involved in including: Data Stewardship; Independent, science-based oversight of domestic and international policies and actions of federal agencies addressing human impacts on marine mammals and their ecosystems; and government-non-military. Which of the following best describes your role within your organization? TABLE 62 Federal Respondents (n= 29) Response Frequency Percentage Senior staff member (e.g., Program Officer, Manager, etc.) 11 37.9% Technical staff member (e.g., Engineer, Data analyst, etc.) 8 27.6% Other 4a 13.8% Executive leadership team member (e.g., President, Vice President, CEO) 3 10.3% Supporting staff member (e.g., Assistant) 3 10.3% NOTES: Percentages might not add to 100% due to rounding. a Other responses included: Research Scientist; Professor; Scientific Program Officer, but not senior staff. How long have you been in this role? TABLE 63 Federal Respondents (n= 29) Response Frequency Percentage Less than 1 year 2 6.9% 1-3 years 10 34.5% 4-6 years 3 10.3% 7-9 years 2 6.9% More than 9 years 12 41.4% NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 

Appendix B 169 Approximately how large is your organization? TABLE 64 Federal Respondents (n= 29) Response Frequency Percentage Fewer than 10 employees 1 3.4% 10-49 employees 2 6.9% 250-499 employees 3 10.3% 500-999 employees 8 27.6% More than 1000 employees 15 51.7% NOTES: Percentages might not add to 100% due to rounding. In which region is your institution/organization based? TABLE 65 Federal Respondents (n= 29) Response Frequency Percentage National - Please specify the headquarters location 10a 34.5% South Atlantic (Includes Delaware, District of Columbia, Florida, Georgia, 8 27.6% Maryland, North Carolina, South Carolina, Virginia, and West Virginia) West (Includes California, Oregon, Washington) 3 10.3% Pacific (Includes Alaska and Hawaii) 2 6.9% New England (Includes Connecticut, Maine, Massachusetts, New Hampshire, 2 6.9% Rhode Island, and Vermont) Mountain (Includes Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, 2 6.9% Utah, and Wyoming) East South Central (Includes Alabama, Kentucky, Mississippi, and Tennessee) 1 3.4% West South Central (Includes Arkansas, Louisiana, Oklahoma, and Texas) 1 3.4% NOTES: Percentages might not add to 100% due to rounding. a Respondents that indicated their organization/institution was nationally based, noted that their headquarters were located in Washington DC; Arlington, VA; Stennis Space Center, MS; Sterling, VA; both Washington DC and Sterling; and multiple places across the US. Prepublication Copy 

170 Ocean Acoustics Education and Expertise STATE OF ACOUSTICS EDUCATION: FEDERAL RESPONDENTS What is the current state and presence of education (e.g., degree programs, short courses, training programs, etc.) for acoustics and supporting disciplines that eventually lead into ocean acoustics in the United States? This section of the survey asked federal respondents about the state of acoustics education. Below we share the key takeaways that help describe the current state and presence of acoustics education and supporting disciplines including findings on the educational background of employees as well as DEI, recruitment, and retention. Educational Background of Employees • Most of the 27 respondents indicated that their organization had employees identified as having ocean acoustics expertise (88.9%) and/ or that formally studied a supporting discipline related to acoustics or ocean acoustics (88.9%). (Table 66) o Most also indicated their organization had employees who formally studied acoustics (85.2%) and/ or ocean acoustics (85.2%) as well as were identified as having acoustics expertise (81.5%). • Few respondents confirmed they had access to data on employees from their organization considered to be acousticians (n=3) or ocean acousticians (n=3). (Tables 67 and 68) o Of those that indicated they had such data (n=3), respondents were evenly split that 0%, 1%-10%, and 11%-25% of the employees at their organization were considered acousticians. o This was slightly improved when asked about those considered ocean acousticians where 2 out of 3 claimed as much for 1%-10% of employees. • Only 3 respondents had access to data on employees from their organization considered to be acousticians, but they identified 6 different academic institutions from which most of their technical staff with acoustics expertise received their terminal degrees. Many of these institutions were located on the east coast of the United States. (Table 69) DEI, Recruitment, and Retention • Only 5 respondents indicated having access to data on staff’s (whose job relates to acoustics) future plans. Most respondents (n=4) claimed that 1%-10% of their technical staff were expected to retire within the next five years. (Table 70) o When asked about staff’s future plans to pursue higher education 3 expected none of their staff would leave within the next five years while 2 out of 5 felt 1%-10% would leave. (Table 71) • 27 respondents chose to respond to DEI, recruitment, and retention statements about prospective employees. (Table 72) • Respondents had the most agreement with the statements below. (Table 72) o The statement “Prospective employees (candidates that submit a resume or interview with your organization) in acoustics represent a broad range of regions from the United States” had 14 respondents indicate either strongly agree or agree. o The statement “Prospective employees (candidates that submit a resume or interview with your organization) in acoustics supporting disciplines represent a broad range of regions from the United States” had 12 respondents indicate either strongly agree or agree. • Respondents had the most disagreement with the statements below. (Table 72) Prepublication Copy 

Appendix B 171 o The statement “The current racial/ethnic composition of prospective employees (candidates that submit a resume or interview with your organization) in acoustics is diverse” had 16 respondents convey some degree of disagreement. o The statement “My organization has effective recruitment strategies aimed at increasing the diversity of prospective employees in acoustics” had 15 respondents convey some degree of disagreement. Which of the following statements apply to your organization? TABLE 66 Federal Respondents (n= 27) Response Frequency Percentage My organization has employees who formally studied a supporting discipline related to 24 88.9% acoustics or ocean acoustics (engineering, physics, oceanography, etc.). My organization has employees who have been identified as having ocean acoustics 24 88.9% expertise. My organization has employees who formally studied acoustics (e.g., course, training, 23 85.2% certificate program, or formal degree). My organization has employees who formally studied ocean acoustics (e.g., course, training, 23 85.2% certificate program, or formal degree). My organization has employees who have been identified as having acoustics expertise (e.g., 22 81.5% knowledge from formal programs or field experience). NOTES: Respondents could select all that applied. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. Approximately what percentage of employees are considered acousticians? TABLE 67 Federal Respondents (n= 3) Response Frequency Percentage 0% 1 33.3% 1%-10% 1 33.3% 11%-25% 1 33.3% NOTES: Respondents had to indicate that their organization has employees that formally studied acoustics. They also had to confirm that they had access to information on considered acousticians at their organization. Percentages might not add to 100% due to rounding. Approximately what percentage of employees are considered ocean acousticians? TABLE 68 Federal Respondents (n= 3) Response Frequency Percentage 1%-10% 2 66.7% 11%-25% 1 33.3% NOTES: Respondents had to indicate that their organization has employees that formally studied ocean acoustics or has ocean acoustics expertise. They also had to confirm that they had access to information on those considered ocean acousticians at their organization. Percentages might not add to 100% due to rounding. Identify the academic institutions from which the highest number of your technical staff with ocean acoustics expertise received their terminal degrees. Prepublication Copy 

172 Ocean Acoustics Education and Expertise TABLE 69 Federal Respondents (n= 3) Response Frequency Penn State 2 Catholic University of America 1 MIT 1 U New Hampshire 1 U of Miami 1 University of Michigan 1 NOTES: Respondents could name up to five response. Respondents had to indicate that their organization has employees that formally studied ocean acoustics. They also had to confirm that they had access to information on those considered ocean acousticians at their organization. Approximately what percentage of your technical staff whose job relates to acoustics are expected to retire within the next five years? TABLE 70 Federal Respondents (n= 5) Response Frequency Percentage 1%-10% 4 80% 11%-25% 1 20% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Approximately what percentage of your technical staff whose job relates to acoustics are expected to pursue higher education over the next five years? TABLE 71 Federal Respondents (n= 5) Response Frequency Percentage 0% 3 60% 1%-10% 2 40% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). TABLE 72 Federal Respondents (n= 29) Unable to answer on behalf of my Strongly Strongly organization/Prefer No Disagree Disagree Neutral Agree Agree not to answer Response The current racial/ethnic composition of 6 10 4 1 1 5 2 prospective employees (candidates that submit a (20.7%) (34.5%) (13.8%) (3.4%) (3.4%) (17.2%) (6.9%) resume or interview with your organization) in acoustics is diverse. The current gender composition of prospective 0 9 4 7 2 5 2 employees (candidates that submit a resume or (0%) (31%) (13.8%) (24.1%) (6.9%) (17.2%) (6.9%) interview with your organization) in acoustics is diverse. Prospective employees (candidates that submit a 1 4 3 12 2 5 2 resume or interview with your organization) in (3.4%) (13.8%) (10.3%) (41.4%) (6.9%) (17.2%) (6.9%) acoustics represent a broad range of regions from the United States. My organization has effective recruitment 4 11 1 4 1 6 2 strategies aimed at increasing the diversity of (13.8%) (37.9%) (3.4%) (13.8%) (3.4%) (20.7%) (6.9%) prospective employees in acoustics. My organization has effective retention 2 8 6 4 1 6 2 strategies aimed at increasing the diversity of (6.9%) (27.6%) (20.7%) (13.8%) (3.4%) (20.7%) (6.9%) prospective employees in acoustics. My organization is actively seeking to recruit 1 5 3 8 3 7 2 more prospective employees that are (3.4%) (17.2%) (10.3%) (27.6%) (10.3%) (24.1%) (6.9%) underrepresented in the field of acoustics. The current racial/ethnic composition of 3 11 6 2 1 4 2 prospective employees (candidates that submit a (10.3%) (37.9%) (20.7%) (6.9%) (3.4%) (13.8%) (6.9%) resume or interview with your organization) in acoustics supporting disciplines is diverse. The current gender composition of prospective 0 9 3 9 2 4 2 employees (candidates that submit a resume or (0%) (31%) (10.3%) (31%) (6.9%) (13.8%) (6.9%) interview with your organization) in acoustics supporting disciplines is diverse. continued Prepublication Copy 173 

TABLE 72 continued Unable to answer on behalf of my Strongly Strongly organization/Prefer No Disagree Disagree Neutral Agree Agree not to answer Response Prospective employees (candidates that submit a 1 3 5 11 1 6 2 resume or interview with your organization) in (3.4%) (10.3%) (17.2%) (37.9%) (3.4%) (20.7%) (6.9%) acoustics supporting disciplines represent a broad range of regions from the United States. My organization has effective recruitment strategies 3 9 0 5 1 9 2 aimed at increasing the diversity of prospective (10.3%) (31%) (0%) (17.2%) (3.4%) (31%) (6.9%) employees in acoustics supporting disciplines. My organization has effective retention strategies 2 8 2 6 1 8 2 aimed at increasing the diversity of prospective (6.9%) (27.6%) (6.9%) (20.7%) (3.4%) (27.6%) (6.9%) employees in acoustics supporting disciplines. My organization is actively seeking to recruit more 1 5 1 6 5 9 2 prospective employees that are underrepresented in (3.4%) (17.2%) (3.4%) (20.7%) (17.2%) (31%) (6.9%) the field of acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. 174 Prepublication Copy 

Appendix B 175 MENTORSHIPS, INTERNSHIPS, APPRENTICESHIPS, & COMPETENCIES: FEDERAL RESPONDENTS What competencies are needed to fulfill the anticipated demand for ocean acoustics expertise over the next decade? How can the field of academia (e.g., undergraduate, graduate, training, etc.) help meet the industry’s needs? This section covers responses from federal respondents with regards to mentorships, internship, apprenticeships, and competencies needed to fulfill anticipated demand for ocean acoustic. The following sections includes opportunities respondents’ organizations offer to employees for growing their skills, whether graduates have the knowledge, experience, and skills to perform their job successfully, and skills and competencies needed to be successful. Opportunities Offered to Employees • The majority of federal respondents (n=23) indicated that their organizations offer conferences/workshop attendance to employees interested in practicing/growing their acoustics skills. This is closely followed by research opportunities in a lab (n=14), and short-term courses or trainings (n=14). (Table 73) • 22 respondents listed in their open-ended responses a variety of content foci related to the growth opportunities their organization offers, including but not limited to: broadly underwater acoustics, a variety of acoustic and ocean science/technology, oceanography, survey design, acoustic data processing, data analysis and data analytics/statistics, and marine mammal science and marine mammal acoustics. (Exhibit 17) Graduate Knowledge, Skills, and Experience to Perform Job Successfully • Of the 25 respondents, many (n=18) either agreed or strongly agreed that arriving graduates have sufficient research experience. Fourteen at least agreed that graduates with a degree in acoustics or acoustic supporting disciplines arrive on the job with knowledge to perform their job successfully. Eleven at least agreed that graduates arrive on the job with sufficient field skills. (Table 75) Critical Skills and Competencies • There were 24 respondents to questions regarding the skills needed by employees to be successful and skills organizations need to develop in their employees to be successful. (Table 76) o Most (83.3%) respondents selected data analysis as a needed skill while 50.0% selected it as a skill their organization develops. This was followed by at sea field experience in data collection where 75.0% indicated it as a needed skill and 50.0% as one the organization develops; acoustic propagation/ soundscape modelling where 66.7% selected it as needed skills and 45.8% as skills the organization develops; and fundamentals of acoustics (physics behind acoustics) where 66.7% selected it as needed skills and 37.5% as a skill the organization develops. Which of the following opportunities does your organization offer to employees interested in practicing/growing their skills related to acoustics? Prepublication Copy 

176 Ocean Acoustics Education and Expertise TABLE 73 Federal Respondents (n= 25) Response Frequency Percentage Conferences/workshop attendance 23 92.0% Research opportunities in a lab within my organization or within a nearby partner 14 56.0% (university or federal/government lab) Short-term courses or trainings 14 56.0% Mentorship opportunity with a staff member from my organization 13 52.0% Intensive internal training for new hires 5 20.0% Year-long internship/apprenticeship/fellowship 4 16.0% Semester-long internship/apprenticeship/fellowship 3 12.0% Summer internship/apprenticeship/fellowship 2 8.0% Other 8a 32.0% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Applied training opportunities, Support for graduate school, acoustics certification, graduate school scholarships while working at the lab, masters degree from UNH, pay for advanced degrees, sponsored academic work, summer internship program offered to non-employes/current university students. Please describe the focus/topic of the selected opportunities that your organization offers. EXHIBIT 17 Federal respondents (n= 22) Respondents were asked, “Please describe the focus/topic of the selected opportunities that your organization offers.” Below is a list of all of the open-ended responses, listed in alphabetical order. NOTES: Respondents had to indicate that their organization offered opportunities to employees interested in practicing/growing their skills related to acoustics in order to have the option to write-in a response. • Broadly underwater acoustics and applications. • Company covers ASA dues and will cover costs to attend conferences. • Education, Lab experience, and research. • Employees attend a wide variety of acoustic and ocean science/technology conferences. • Generally, now you have to come on board with ocean acoustic experience and then we further grow knowledge and experience through Individual Development Plans which may include training, conferences, field research, or similar depending on the individual’s needs. • Oceanography and Ocean acoustics. • Program Officers can select attendance at any number of conferences. Just a matter of priority in terms of time as much as funding. There is an active mentor program that is well advertised. There is a Research Opportunities for Program Officers (ROPO) program that allows up to 20% of hours dedicated to research with a partnering institution. Easier to avoid conflict of interest if the institution if govt like NRL. • Sea grant affiliated universities offer a variety of trainings and courses for internal and external students. • The opportunities are all organized by me and through me so I work to offer them but we don’t have any actual acoustics related opportunities other than conferences. • There have been opportunities to study survey design, acoustic data processing and post- processing, and currently wide-band data analysis and data analytics/statistics are desired topics. • Various related to national defense, safety of navigation and resource protection. • We are multi-disciplinary; acoustics is one of a large array of scientific and technical subjects. Prepublication Copy 

Appendix B 177 • We attend conference and workshops that usually have an acoustics component as part of the overall theme. And, we are encouraged to participate in professional development courses. These could be acoustics based if needed. • We focus on continuing education credits that will directly address gaps in knowledge of oceanography or acoustics. These are required for lower grade levels to be eligible for advancement. • For new hires they offer an acoustics coursework based certificate (or even perhaps masters degree) from Penn State I believe. I know of one person who has taken that. They also help early professionals to work on their masters degree in local universities, not specifically for Acoustics (although the one I know has at UNH). • Marine mammal science and marine mammal acoustics. • Topics related to acoustics and policy. Approximately what percentage of employees who participate in the selected opportunities does your organization promote based on the expertise acquired in professional development? TABLE 74 Federal Respondents (n= 24) Response Frequency Percentage 0% 3 12.5% 1%-10% 3 12.5% 51%-75% 1 4.2% 91%-100% 1 4.2% I am unable to answer this question on behalf of my organization. 16 66.7% NOTES: Respondents had to indicate that their organization offers employees conferences/ workshops, intensive internal training for new hires, mentorship, research opportunities, internship/ apprenticeship/ fellowship, and/ or short-term courses or training. Percentages might not add to 100% due to rounding. OPEN-ENDED: Please describe the type of training(s) or support(s) that your organization provides or recommends to employees in order for them to strengthen the competencies selected above. EXHIBIT 18 Federal respondents (n= 16) Respondents were asked, “Please describe the type of training(s) or support(s) that your organization provides or recommends to employees in order for them to strengthen the competencies selected above.” Below is a list of all of the open-ended responses, listed in alphabetical order. • Any desire to participate in graduate courses or field courses is always encouraged and, to my knowledge, always approved. • Employees are primarily joining our organization with these skills already. We have non- employee students that are involved in our organization but they are typically graduate students at the university that is part of a cooperative institute so they are receiving their training there. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). If you are unable to answer on behalf of your organization, please respond based on your own experience the field of acoustics and acoustics supporting disciplines. TABLE 75 Federal Respondents (n= 25) Unable to answer on behalf of my Strongly Strongly organization/ Prefer No Disagree Disagree Neutral Agree Agree not to answer Response Graduates with a degree in acoustics or 1 2 2 9 5 6 4 acoustics supporting disciplines arrive on (3.4%) (6.9%) (6.9%) (31.0%) (17.2%) (20.7%) (13.8%) the job with knowledge to perform their job successfully. Graduates with a degree in acoustics or 1 1 4 7 4 8 4 acoustics supporting disciplines arrive on (3.4%) (3.4%) (13.8%) (24.1%) (13.8%) (27.6%) (13.8%) the job with sufficient field skills to perform their job successfully. Graduates with a degree in acoustics or 1 0 1 15 3 5 4 acoustics supporting disciplines arrive on (3.4%) (0%) (3.4%) (51.7%) (10.3%) (17.2%) (13.8%) the job with sufficient research experience to perform their job successfully. NOTES: Percentages might not add to 100% due to rounding. 178 Prepublication Copy 

What are the most important critical skills and competencies that employees from your organization need to be successful in their role related to acoustics and/or ocean acoustics? (Select all that apply). and What are the top skills or competencies related to acoustics and/or ocean acoustics that your organization finds itself needing to support its employees to strengthen through on-the-job training or external training? TABLE 76 Federal Respondents (n= 24) Skills Needed Skills Developed Skills and Competencies Frequency Percentage Frequency Percentage Data Analysis (time series analysis, machine learning, etc.) 20 83.3% 12 50.0% At sea or field experience in data collection 18 75.0% 12 50.0% Acoustic Propagation/Soundscape Modelling 16 66.7% 11 45.8% Fundamentals of Acoustics (physics behind acoustics) 16 66.7% 9 37.5% Understanding of metadata needed to support acoustic measurements and recordings 15 62.5% 7 29.2% Digital Signal Processing 13 54.2% 10 41.7% Marine Policy related to underwater sound 12 50.0% 9 37.5% Ocean noise variability and sound budgets 12 50.0% 9 37.5% Sound Propagation (differences in air vs water) 11 45.8% 8 33.3% Marine Bioacoustics (marine mammal, fish and invertebrate sound reception and production, 11 45.8% 7 29.2% Animals use of sound underwater, Effects of sound on marine life) Archiving large acoustic datasets 11 45.8% 6 25.0% Remote sensing with acoustic technology (integration/deployment with other technologies) 11 45.8% 4 16.7% Expertise in calibrating acoustic systems 10 41.7% 8 33.3% Soundscape Analysis 10 41.7% 7 29.2% Expertise in calibrating acoustic systems 10 41.7% 8 33.3% Understanding the effects of sound on the environment 10 41.7% 5 20.8% People’s use of sound underwater and related technologies 5 20.8% 4 16.7% None of the above 0 0% 3 12.5% Other (please describe) 3a 12.5% 1b 4.2% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Technical knowledge and experience: Understanding Oceanographic Impacts on Acoustic Propagation (with and without modeling). b Other responses include: Technical knowledge and experience. Prepublication Copy 179 

180 Ocean Acoustics Education and Expertise • Extensive mentoring or teaming with more experienced staff. Short courses (both internal and external) and opportunities for graduate course work. • I work for a small business. • Mentoring via experienced staff and participation in at-sea data collection and analyses • Most of our acoustic staff come already well-schooled and trained in either bio or physics side of issue. Most need policy training and also learning how to work more across the bio and physics interface. • Mostly on-the-job training. Inter-facility interactions and collaborations (i.e., participate on cruises or work with scientists in other regions). Short training courses (e.g., ICES, universities). • Navy has internal training and partners with other organizations. • No training is offered. • Nothing particular. We are provided the opportunity to find and take training in any field we like. • SQL, python, bash scripting. • University courses. There are simply not many courses on offer other than those at UNH at the moment. • We are a program management group and very diverse. The question doesn’t really apply • We can train people in the above competencies, but it is impossible to hire new employees educated in this field. • We have a few Navy-centric training and short-course sessions to understand operational impact of acoustics. We additionally leverage online acoustics, oceanographic, math, physics, and hydrographic courses. • For mid-career employees they expect to learn much of what they are missing by themselves. for early-career employees the opportunities previously described are offered. Are there any non-technical skills (i.e. ability to work in teams, adaptability, self-reliance, etc.) that your organization perceives potential employees lack for jobs in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? Potential employees refer to candidates that submit a resume or interview with your organization. EXHIBIT 19 Federal respondents (n= 15) Respondents were asked, “Are there any non-technical skills (i.e. ability to work in teams, adaptability, self-reliance, etc.) that your organization perceives potential employees lack for jobs in acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Ability to work in Teams, ability to learn outside of normal scope. • Adaptability and flexibility can be an issue. Self-motivation can be an issue. • Enthusiasm for scientific discovery. • Many applicants would benefit from stronger skills in presenting and documenting technical work. • New employees often suffer from imposter syndrome and are scared of failing or of admitting failure. We need them to have had more experience trying something, having that thing not work out, and improving the methodology to try again or recognizing it will not work and moving on to the next problem. • No more than other technical disciplines we hire for but sometimes applicants needs more development in people skills. Prepublication Copy 

Appendix B 181 • ONR is a very large organization, so difficult to answer for the organization. Job openings with a focus or need in acoustics are once or twice a decade. Related areas like signal processing are similar. These are small groups of program officers with relatively low turnover. • Persons with specific technical abilities often struggle to see beyond their narrow area of expertise required to advance areas, such as ocean acoustics, that are highly interdisciplinary. Teaming and/or knowledge of multiple disciplines and how they interact is often required. Not having this can yield misleading interpretations or results. • Self-reliance, ability to learn and troubleshoot independently, • It is possible that non-technical skills are not great in these specialists. We have seen that. But a generalization can’t be made. We would prefer folks that hit the ground running with useful tools and do not need to continue to focus on their thesis work. • Oceanography. Prepublication Copy 

182 Ocean Acoustics Education and Expertise RECRUITMENT STRATEGIES: FEDERAL RESPONDENTS What recruitment and retention strategies, if any, are currently being implemented by the field of ocean acoustics and related fields to raise the profile of careers related to ocean acoustics? This section summarizes findings from federal respondents with regards to recruitment and retention strategies and programs used, diversity strategies, as well as challenges. Recruiting Methods & Programs • The majority of the 24 respondents (79.2%) indicated that their organization networks with potential candidates at conferences as a method used to recruit potential employees in the field of acoustics or acoustics supporting disciplines. (Table 77) • 22 respondents indicated a variety of methods their organization uses to ensure a diverse workforce in their open-ended Reponses. Responses indicated themes such as that as part of the federal government they have hiring procedures that promote diversity and using career fairs that emphasize diversity as well as NOAA fellowships. (Exhibit 20) • While many (n=6) of the 24 respondents note that they use MTS/IEEE-OES OCEANS Conferences to recruit prospective employees, most (n=8) respondents wrote-in responses, including: Acoustic Society of America, and SMART Fellowship to name specific ones. (Table 78) • 13 respondents described in their open-ended answers various partnerships or strategies they plan to pursue to support hiring efforts, including: academic institutional partnerships (i.e., collaborating with graduate programs) and hosting ocean acoustics conferences and DOD meeting. (Exhibit 22) Provided Support to Grow Skills • 12 respondents indicated in open-ended reflections a number of supports that their organization provides employees to help grow their skills, including: continued training and opportunities for course work or short courses, access to literature, mentorship, and developing an Individual Development Plan. (Exhibit 21) Challenges Respondents described several challenges to attracting potential candidates to acoustics and acoustics supporting disciplines, including a non-competitive income or salary (37.5%); a limited budget for hiring (33.3%); and a complex or strenuous hiring process (29.2%). (Table 79) Based on your knowledge, what methods does your organization use to recruit potential employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 77 Federal Respondents (n= 24) Response Frequency Percentage Networking with potential candidates at conferences 19 79.2% Offering employment to interns/fellows 14 58.3% Attending career fairs at institutions 8 33.3% a Other 18 75.0% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. Prepublication Copy 

Appendix B 183 a Other responses include: bringing on details from other Navy organizations that eventual come on board full time; bringing on intergovernmental personnel act (IPAs) that can transition to federal service; collaborations with some of the graduate programs; contract employees are a large pool of potential permanent employees; networking across agencies and facilities; networking at universities, including mentoring students; social network; USAJOBS; bioacoustics list-serves; details, Intergovernment Personnel Act; direct hire; job advertisements; Listserves; reaching out to graduate program mentors at universities; recommendations from colleagues. OPEN-ENDED: What methods, if any, does your organization use to ensure a diverse workforce (e.g., age, race, gender, nationality, etc.) in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? EXHIBIT 20 Federal respondents (n= 22) Respondents were asked, “What methods, if any, does your organization use to ensure a diverse workforce (e.g., age, race, gender, nationality, etc.) in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)?” Below is a list of all of the open- ended responses, listed in alphabetical order. NOTES: Respondents had to indicate that their organization utilized some method to recruit potential employees in the field of acoustics or acoustics supporting disciplines in order to have the option to write-in a response. • Ensuring that job postings are distributed through a wide diversity of organizations, including underrepresented communities. • Our DEI effort applies to all disciplines. • Recruiting at career fairs that emphasize diversity. • Requiring broader impacts or DEIJ writing sections. • The agency does not put efforts to ensure a diverse workforce in ocean acoustics field. • The cadre associated acoustics or acoustics supporting disciplines, depending on the definition of “acoustics supporting” is fairly small but it is diverse as defined in the question with the exception of nationality, due to U.S. clearance requirements, and age which tends to be on the higher side with most program officers in their 50s and 60s. Program Officer is mostly a transition opportunity from a previous 15-20 year career that provides foundational experience for the position. This combined with low turnover (two Program Officers in the acoustics or acoustics supporting disciplines cadre having passed away on the job in the past year; one was around 70 years old and the other was over 80 years old). With this preface in mind and small sample size, the methods that have been used to ensure a diverse workforce are likely similar to those used by university admissions officers to ensure a diverse student body. • The federal government has hiring procedures in place to promote diversity. Most often though, the racial diversity of candidates is quite low but gender diversity is becoming 50/50 (I realize this does not account for all genders, but this is one area where I see progress towards diversity). • There is an effort always to have both a diverse set of interviewees and a diverse set of interviewers. We do not however get much diversity racially in the interviewees (mostly white male and some white females). Same for the interviewers although there are some (myself). This is an issue. • To my knowledge we do not explicitly pursue any specific groups, including underserved populations. Resume reviews are careful to not consider age, race, gender, nationality, etc. but we are not proactive in trying to get those unrepresented groups to apply or even to increase awareness of opportunities. • We are a US Government institution. Prepublication Copy 

184 Ocean Acoustics Education and Expertise • We encourage applications from everyone. • We have a new initiative agency wide to help promote more diversity in hiring but still new. Some deals with reaching underrepresented schools. Some may include early internship opportunities to encourage engagement in the field. • Ad hoc. • Hiring interns through NOAAs undergraduate internship programs, working with graduate students funded by NOAA fellowships. Based on your knowledge, which of the following programs does your organization use to recruit prospective employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? (Select all that apply) TABLE 78 Federal Respondents (n= 24) Survey Option Frequency Percentage MTS/IEEE-OES OCEANS Conferences (OCEANS) 6 25.0% NOAA Ernest F. Hollings Scholarship 4 16.7% NOAA Undergraduate Scholarship Program 4 16.7% NSF Graduate Fellowship 2 8.3% UNH Acoustics Career Workshop 2 8.3% Community college programs 1 4.2% NSF Research Experience for Undergraduates 1 4.2% ROV Competitions 1 4.2% None of the above 10 41.7% Other 8a 33.3% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: Acoustical Society of America; Direct knowledge of academic programs and students; SMART Fellowship; Students/colleagues at research institutions (e.g., WHOI, Scripps); USAJOBS; University graduates (e.g., UNH, U Washington, Florida International). Based on your knowledge, what are the top 3 current challenges your organization faces when attempting to attract potential candidates to the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? (Select up to 3) TABLE 79 Federal Respondents (n= 24) Response Frequency Percentage Non-competitive income or salary 9 37.5% Budget for hiring is limiting 8 33.3% Hiring process is complex or strenuous 7 29.2% Lack of diversity in the workforce 5 20.8% Location is not appealing to candidates 4 16.7% Lack of upward mobility 2 8.3% Burnout (emotional, physical, and/or mental exhaustion caused by excessive 2 8.3% work-related stress) Disconnectedness (i.e., lack of connection with organization, colleagues, etc.) 2 8.3% Lack of flexibility in employment opportunity (i.e., no hybrid workplace option) 2 8.3% Benefits are not competitive or substantial for candidates 1 4.2% None of the above 1 4.2% Other 8a 33.3% Prepublication Copy 

Appendix B 185 NOTES: Respondents could select a maximum of three responses. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select multiple responses. a Other responses include: Applied research is not appealing to candidates; Candidates must have a strong GPA and be excited about scientific discovery.; Cost of living at many facilities make it difficult to attract young candidates; Data management in acoustics can be a hard sell; Few people have the desired background; knowledge of profession; since the acoustician job is niche and there is not a high demand (nor a large number of candidates) this is a difficult position to fill successfully. OPEN-ENDED: What support, if any, does your organization provide employees to support them as they grow their acoustics and/or ocean acoustics skills? EXHIBIT 21 Federal respondents (n= 12) Respondents were asked, “What support, if any, does your organization provide employees to support them as they grow their acoustics and/or ocean acoustics skills?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Access to literature. • Continued training. Some academic opportunities for further academic study. I am on the military side. Our training track is different. • Mentorship is a large component of support and growth for employees. • Paid coursework and limited conference attendance. • The aforementioned ROPO program provides an excellent opportunity to do that. • Up to employee to make them. • We work with each employee to create an Individual Development Plan which includes training and other experiences to increase their expertise but also learn leadership and similar skills. • Many opportunities for course work, short courses, time to read textbooks or journals, teaming with more experienced staff. • The support can be better. they do work directly with experts and that support is good. however it is not higher level usually, more focused on the current tasks at hand. OPEN-ENDED: Please describe any partnerships or strategies your organization plans to pursue in the coming year to support hiring efforts in the field of ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics). EXHIBIT 22 Federal respondents (n= 13) Respondents were asked, “Please describe any partnerships or strategies your organization plans to pursue in the coming year to support hiring efforts in the field of ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics).” Below is a list of all of the open- ended responses, listed in alphabetical order. • Get the word out early about potential job openings and “cast a wide net”. • I believe there are partnerships with some academic institutions. I am on the military side. Our training track is different. • No current plants to hire • The aforementioned IPA and Detail opportunities provide trial runs from both the ONR and candidate perspective. Prepublication Copy 

186 Ocean Acoustics Education and Expertise • Trying to set up informal collaborations with a graduate program to have one of their interested students join us for an internship to really get a feel for the type of work we do and see if it will be a good fit • Hosting ocean acoustics conferences and DOD meetings, contacts suggest candidates. • None identified. hard to partner since all positions for hiring in the US govt have to be competed (generally). Prepublication Copy 

Appendix B 187 FUTURE OF ACOUSTICS: FEDERAL RESPONDENTS What is the anticipated demand for ocean acoustics expertise and supporting discipline expertise (e.g., signal processing, sound propagation modeling, marine technology) over the next decade? This section summarizes federal respondents’ perception on the future needs of ocean acoustics, including potential ways to address shortfalls and increase funding for this field of study. • Among the list of identified future needs within ocean acoustics, respondents were asked to select all the needs that their organization intends to focus on. Though not every respondent answered this question, the top two selected future needs were marine policy and management related to acoustics (39.1%) as well as marine animal bio-acoustics (34.8%). (Table 80) • Notably, some (30.4%) respondents felt they were unable to answer this question on behalf of their institution. • Roughly 40% of respondents expressed disagreement that the supply of ocean acousticians will meet the demand in the next decade and that the U.S. is on track to satisfy its future requirements for ocean acousticians. (Table 81) • Federal respondents reported the following needs in the field: requiring that acoustics be taught in all undergraduate STEM programs; supporting skills development in areas like signal processing; focusing on faculty retention; increasing cross-disciplinary collaboration (engineering, policy, humanities, ethics); and strengthening the connection between the ocean science community and ocean acoustics. (Exhibit 23) • When asked about ways to meet the shortfalls of the field, respondents shared the following: building a community of practice that strengthens engagement and greater connection between ocean science and ocean acoustics; focusing on the foundational education and skills needed by students (mathematical physics, data analytics, field methodology, among others); increased funding for institutions and programs to hire more staff and do more research; and integrated ocean acoustics into K-12 science curriculums. (Exhibit 24) • Respondents shared the following ideas to increase funding for the field: building congressional support to understand the connection between ocean acoustics and climate impact or maritime infrastructure and generating more awareness among the public. (Exhibit 25) Based on your knowledge, which of the following identified future needs within ocean acoustics does your organization intend to focus on? OPEN-ENDED: What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met? EXHIBIT 23 Federal respondents (n= 13) Respondents were asked, “What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met?” Below is a list of all of the open-ended responses, listed in alphabetical order. • Analysts and data managers to deal with the huge increase in incoming data. • Better understanding of principals on the end user and policy front. DOSITS has helped. • Education for engineers on overlap with “softer sciences” e.g. policy, humanities, ethics etc. • I think networks and distributed systems and better signal processing for bioacoustics. • Increase funding and education. Stop the trend of acoustician’s leaving academia to become contractors. Prepublication Copy 

188 Ocean Acoustics Education and Expertise TABLE 80 Federal respondents (n= 23) Survey Option Frequency Percentage Marine policy and management related to acoustics 9 39.1% Marine animal bio-acoustics 8 34.8% Boundary interactions 6 26.1% Coupled structure/acoustic interaction 5 21.7% Phase coherent acoustics 5 21.7% Specialized training in acoustical oceanography 4 17.4% Stochastic propagation 4 17.4% Global-spanning multi-purpose ocean acoustic network 3 13.0% Nonmammalian marine bioacoustics 3 13.0% Noise control courses 2 8.3% I am unable to answer this question on behalf of my organization 7 30.4% Other 6a 26.1% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: ATR; Complex scattering fields from small targets; DSP; Data analytics; Fisheries and plankton acoustics; and all areas of ocean acoustics including education and training. • Much stronger two-way connections between the broader ocean science community and ocean acoustics; broader, more rigorous, and more widely accessible training in fundamental ocean acoustics; better contributions from acoustics toward fundamental ocean science questions (e.g., climate, geo-hazards, earth systems/structure and hydrothermal circulation, origins of life, human/ocean interaction). • Need more trained professionals in modeling aspects. Finding more bioacousticians (although still limited) but comparably fewer physical acoustics/modelers. • Ocean Acoustics is largely absent in the Ocean Climate Action Plan. • PAM analysts for offshore wind. • Personnel willing to work in a classified space and to go out to sea for several months each year. • Recognition that Acoustics is a fundamental physics-based discipline that should be a required undergraduate course for all STEM focused students. • Retaining talent in the field beyond post doc. There need to be more job opportunities. • Two needs: 1. Technical level knowledge and expertise. 2. Data analytics (e.g., AI). OPEN-ENDED: How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved? EXHIBIT 24 Federal respondents (n= 11) Respondents were asked, “How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved?” Below is a list of all of the open-ended responses, listed in alphabetical order. • As needed postdocs from EE and Physics if you can make the opportunity look attractive. • Better marketing of the industry. Lots of applications on the private side. • By engaging the next generation of ocean acousticians in fundamental ocean science questions and providing them the foundations that all ocean acousticians need to have. Today’s competent ocean acoustician needs to have had formal graduate-level training in mathematical physics, data Prepublication Copy 

Appendix B 189 analytics, and field methodologies at a minimum (you could easily add to this list), and this needs to be done in a way that we foster a cohesive community of practice. We are not doing a good job of broadly engaging the next generation of ocean scientists in ocean acoustics - we are treading water at a small handful of institutions. Prepublication Copy 

Based on your knowledge, to what extent would your organization agree with the following statements regarding the field of ocean acoustics? If you are unable to answer on behalf of your organization, please respond based on your own perspective. TABLE 81 Federal Respondents (n= 29) Unable to answer on behalf of my Strongly organization/Prefer No Disagree Disagree Neutral Agree Strongly Agree not to answer Response Within my organization’s sector, 3 9 4 1 1 5 6 the number of ocean acousticians (10.3%) (31%) (13.8%) (3.4%) (3.4%) (17.2%) (20.7%) will satisfy the demands of the field 10 years from now. Within my organization’s sector, 2 9 5 0 1 6 6 the U.S. is on track to satisfy its (6.9%) (31%) (17.2%) (0%) (3.4%) (20.7%) (20.7%) future requirements for ocean acousticians. NOTES: Percentages might not add to 100% due to rounding. 190 Prepublication Copy 

Appendix B 191 • Hire more staff. • Increase focus on “hard” sciences at foundational levels and make salaries competitive. • Increase funding at DoD institutions such as NPS to drive ocean acoustic (UW) education, even for non-DoD employees. Universities will target more general ocean sciences. • Increased budget to expand and sustain monitoring programs. Increased budget to support analysis of data from those monitoring programs. Increased budget to steward and provide access to those data. • More graduate level programs. Infusing ocean acoustics into secondary school programs to get kids interested early, esp. with an emphasis on underrepresented schools. Mentorships. Increased budgets to hire more staff. • Recognize the Ocean Acoustics is more than just a defense science requiring engineering solutions. • See above: Acoustics is a quantitative tool used in everything except a vacuum to understand the spatial and temporal conditions at all scales. Ask yourself: If I don’t understand the physics of acoustics, what am I doing with this ubiquitous set of tools? • Technical level employees need a career that adjusts to changes in lifestyle (e.g., family) and job satisfaction. One way may be to have techs rotate among several groups/divisions within the organizations so that the techs do not get burned out with only doing one type of job. This will most likely require different funding mechanisms and policies (i.e., not stovepipe funding) Introduce ocean acoustics in science and statistical courses taught at universities and high schools. OPEN-ENDED: Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics. EXHIBIT 25 Federal respondents (n= 12) Respondents were asked, “Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics.” Below is a list of all of the open-ended responses, listed in alphabetical order. • Connection to what is going on in the private side (Minerals, Survey, Petroleum, etc.). • Convince the US Government to require University STEM programs to provide an acoustics course that must be successfully completed for graduation. • Develop and offer multi-disciplinary courses in computer science, electrical engineering and oceanography to demonstrate skills in complex real-time propagation and complicated ocean acoustic problems. • Dr. Rick Spinrad said NOAA is a $22-billion agency with an $8-billion dollar budget. If I knew how to attract more funding, I would be the head of NOAA :) I think there is a correspondence between economic priority and funding, and an overall connection to an activity that is economically important may increase funding. I work in fisheries and fisheries is economically important on the coasts, but still well below other facets of the economy and is small relative to the national GDP. One aspect that is changing is offshore energy development (e.g., offshore wind), and as that grows, the need for acoustic scientists and engineers will grow to monitor the technology as well as the environment. • Flip the script: rather than have ocean science inform ocean acoustics, have ocean acoustics directly participate in fundamental ocean science questions. As a community, we nibble at the edges of this, but we need to do more. Prepublication Copy 

192 Ocean Acoustics Education and Expertise • For government to act it must come with appropriated funding. Working through Congress to establish ocean acoustic positions and programs ALONG WITH sufficient funding could make government a leader in driving growth in this sector. Bigger government programs also lend to more private sector work and opportunities. • Increase public awareness that US is a maritime nation reliant on sea lanes for international trade and increasingly dependent on marine-sourced energy. Build out congressional support for understanding climate impacts and threats to maritime infrastructure and highlight the use of acoustics as monitoring systems to ensure health and longevity of those systems. • Increased buy in from NSF as well as federal funding agencies on the value of ocean acoustics in supporting policy so that they support and expand the breadth of projects focused on acoustics/ocean acoustics. • Make it a national defense priority. • Sound touches every sector involved with the oceans, yet few in leadership have any working knowledge of acoustics. Need to establish, then care and feed the pipeline from k-2 through leadership. • Talk to people in the navy about this. • There is a complicated synergy between the job market, related degrees, singing up for classes, tuition payments, and hiring faculty. Prepublication Copy 

Appendix B 193 PROFESSIONAL SOCIETY RESPONDENTS This section of the report summarizes the survey responses for 3 professional society respondents. Of the total professional society respondents, 2 of the 3 completed the survey with the remaining having partially completed the survey. Additionally, though respondents were asked to respond to the survey on behalf of their institution, one respondent indicated they would complete the survey as an individual based on their own experiences in their field. This section is divided into five subsections: Background; State of Acoustics Education; Mentorships, Internships, Apprenticeships, & Competencies; Recruitment Strategies; and Future of Acoustics. Each subsection starts with summary bullet points followed by descriptive statistics for each survey question. Prepublication Copy 

194 Ocean Acoustics Education and Expertise BACKGROUND: PROFESSIONAL SOCIETY RESPONDENTS This section summarizes background information for 3 professional society respondents and their institution/organization including their institution/organization name, sector, region, and respondent tenure. • All respondents (n=3) identify their role as professional society staff members. (Table 83) • Two-thirds of professional society respondents (n=2) have been in their role for 4-6 years. (Table 85) • All of the respondents’ (n=3) professional societies have more than 1,000 members. (Table 86) Institution/Organization Name TABLE 82 Professional Society Respondents (n= 3) Response Frequency Percentage Acoustical Society of America 1 33.3% Marine Technology Society 1 33.3% UNOLS 1 33.3% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Institution/ Organization’s Sector? TABLE 83 Professional Society Respondents (n= 3) Response Frequency Percentage Professional Society (e.g., ASA, AGU, MTS, THSOA) 3 100% NOTES: Percentages might not add to 100% due to rounding. Which of the following best describes your role? TABLE 84 Professional Society Respondents (n= 3) Response Frequency Percentage Professional society staff 3 100% NOTES: Percentages might not add to 100% due to rounding. How long have you been in this role? TABLE 85 Professional Society Respondents (n= 3) Response Frequency Percentage 1-3 years 1 33.3% 4-6 years 2 66.6% NOTES: Percentages might not add to 100% due to rounding. Approximately how many total members are part of your professional society? TABLE 86 Professional Society Respondents (n= 3) Response Frequency Percentage More than 1000 members 3 100% NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 

Appendix B 195 In which region is your institution/organization based? TABLE 87 Professional Society Respondents (n= 3) Response Frequency Percentage a National - Please specify the headquarters location 1 33.3% Middle Atlantic (Includes New Jersey, New York, and Pennsylvania) 1 33.3% International - Please specify the country 1b 33.3% NOTES: Percentages might not add to 100% due to rounding. a The respondent that indicated their organization/institution was nationally based, noted that their headquarters were located in Washington. b The respondent that indicated their organization/institution was internationally based noted that they were based out of the United States. STATE OF ACOUSTICS EDUCATION: PROFESSIONAL SOCIETY RESPONDENTS What is the current state and presence of education (e.g., degree programs, short courses, training programs, etc.) for acoustics and supporting disciplines that eventually lead into ocean acoustics in the United States? This section of the survey asked professional society respondents about the state of acoustics education. Due to the low response rate and respondents unable to confirm access to information to complete portions of the survey, our findings on the state of education from the professional society perspective are limited. • 2 of the 3 respondents indicated that their professional society did not offer educational or professional development opportunities in acoustics, ocean acoustics, or supporting disciplines. (Table 88) • All 3 respondents selected strongly agree or agree to the following statements. (Table 89) o “My professional society is actively seeking to recruit more student members that are underrepresented in the field of acoustics supporting disciplines;” o “My professional society is actively seeking to increase the gender diversity of professional members (non-students) in the field of acoustics supporting disciplines;” and o “My professional society is actively seeking to increase the racial/ethnic diversity of professional members (non-students) in the field of acoustics supporting disciplines.” Which of the following statements apply to your professional society? TABLE 88 Professional Society respondents (n= 3) Response Frequency Percentage My professional society offers courses and/or short courses in acoustics 1 33.3% My professional society offers courses and/or short courses that include content 1 33.3% on ocean acoustics My professional society offers educational opportunities in supporting disciplines that 1 33.3% inform acoustics content My professional society offers professional development opportunities in acoustics 1 33.3% (conference workshops, dedicated conference spaces, online modules, tutorials, etc.). None of the above. 2 66.7% NOTES: Respondents could select all that applied. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. Prepublication Copy 

Please rate the extent to which your professional society would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). TABLE 89 Professional Society Respondents (n= 3) Unable to answer on behalf of my professional Strongly society/Prefer not No Disagree Disagree Neutral Agree Strongly Agree to answer response The current racial/ethnic composition of 0 1 0 1 0 1 0 student members who participate in (0%) (33.3%) (0%) (33.3%) (0%) (33.3%) (0%) professional societies is diverse. The current gender composition of student 0 1 0 1 0 1 0 members who participate in professional (0%) (33.3%) (0%) (33.3%) (0%) (33.3%) (0%) societies is diverse. Student members who participate in 0 0 1 1 0 1 0 professional societies represent a broad range (0%) (0%) (33.3%) (33.3%) (0%) (33.3%) (0%) of regions from the United States. My professional society is actively seeking to 0 0 0 1 1 1 0 recruit more student members that are (0%) (0%) (0%) (33.3%) (33.3%) (33.3%) (0%) underrepresented in the field of acoustics. My professional society is actively seeking to 0 0 0 2 1 0 0 recruit more student members that are (0%) (0%) (0%) (66.7%) (33.3%) (0%) (0%) underrepresented in the field of acoustics supporting disciplines. The current racial/ethnic composition of 1 1 0 0 0 1 0 professional members (non-students) is (33.3%) (33.3%) (0%) (0%) (0%) (33.3%) (0%) diverse. The current gender composition of 0 1 1 0 0 1 0 professional members (non-students) is (0%) (33.3%) (33.3%) (0%) (0%) (33.3%) (0%) diverse. Professional members (non-students) 0 0 0 2 0 1 0 represent a broad range of regions from the (0%) (0%) (0%) (66.7%) (0%) (33.3%) (0%) United States. My professional society is actively seeking to 0 0 0 2 0 1 0 increase the gender diversity of professional (0%) (0%) (0%) (66.7%) (0%) (33.3%) (0%) members (non-students) in the field of acoustics. 196 Prepublication Copy 

TABLE 89 continued Unable to answer on behalf of my professional Strongly society/Prefer not No Disagree Disagree Neutral Agree Strongly Agree to answer response My professional society is actively seeking to 0 0 0 2 1 0 0 increase the gender diversity of professional (0%) (0%) (0%) (67.7%) (33.3%) (0%) (0%) members (non-students) in the field of acoustics supporting disciplines. My professional society is actively seeking to 0 0 0 1 1 1 0 increase the racial/ethnic diversity of (0%) (0%) (0%) (33.3%) (33.3%) (33.3%) (0%) professional members (non-students) in the field of acoustics. My professional society is actively seeking to 0 0 0 1 2 0 0 increase the racial/ethnic diversity of (0%) (0%) (0%) (33.3%) (67.7%) (0%) (0%) professional members (non-students) in the field of acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 197 

198 Ocean Acoustics Education and Expertise MENTORSHIPS, INTERNSHIPS, APPRENTICESHIPS, & COMPETENCIES: PROFESSIONAL SOCIETY RESPONDENTS What competencies are needed to fulfill the anticipated demand for ocean acoustics expertise over the next decade? How can the field of academia (e.g., undergraduate, graduate, training, etc.) help meet the industry’s needs? This section asked professional society respondents about mentorships, internships, apprenticeships, and competencies as it related to ocean acoustic expertise. Due to the low response rate and respondents unable to confirm access to information to complete portions of the survey, findings from the professional society perspective are limited. • 2 respondents indicated their professional society provides mentorship opportunities with experienced professors/researchers. (Table 90) • All respondents selected fundamentals of acoustics (physics behind acoustics) as the most important critical skills needed for someone interested in acoustics and/ or ocean acoustics. Only one respondent noted that their society helps develop the skill. (Table 91) o 2 out of 3 respondents also selected people’s use of sound underwater and related technologies as a needed skill. Based on your knowledge, which of the following opportunities are available for members from your professional society interested in acoustics to practice/grow their skills? TABLE 90 Professional Society Respondents (n= 3) Response Frequency Percentage Mentorship opportunities with experienced professors/researchers 2 66.7% Fellowships 1 33.3% Internships in an industry-related organization 1 33.3% Research opportunities in a lab (with a partner university or government) 1 33.3% Tutorials related to acoustic topics 1 33.3% None of the above 1 33.3% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. Prepublication Copy 

What are the most important critical skills and competencies that someone interested in acoustics and/or ocean acoustics needs to be successful in the field? and What are the top skills or competences related to acoustics and/or ocean acoustics that your professional society helps student members develop and master through its activities, programs, and other opportunities? TABLE 91 Professional Society Respondents (n= 3) Skills Needed Skills Developed Skills and Competencies Frequency Percentage Frequency Percentage Fundamentals of Acoustics (physics behind acoustics) 3 100.0% 1 33.3% People’s use of sound underwater and related technologies 2 66.7% 0 0.0% Acoustic Propagation/Soundscape Modelling 1 33.3% 0 0.0% At sea or field experience in data collection 1 33.3% 0 0.0% Data Analysis (time series analysis, machine learning, etc.) 1 33.3% 0 0.0% Digital Signal Processing 1 33.3% 0 0.0% Field skills 1 33.3% 0 0.0% Marine Policy related to underwater sound 1 33.3% 0 0.0% Ocean noise variability and sound budgets 1 33.3% 0 0.0% Understanding of metadata needed to support acoustic measurements and recordings 1 33.3% 0 0.0% None of the above 0 0.0% 2 66.7% Other (please describe) 1a 33.3% 1b 33.3% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that apply. a Other responses include: completely dependent on field of acoustics. b Other responses include: Science communication. Prepublication Copy 199 

200 Ocean Acoustics Education and Expertise RECRUITMENT STRATEGIES: PROFESSIONAL SOCIETY RESPONDENTS What recruitment and retention strategies, if any, are currently being implemented by the field of ocean acoustics and related fields to raise the profile of careers related to ocean acoustics? This section summarizes findings from professional society respondents regarding recruitment and retention strategies. Due to the low response rate and respondents unable to confirm access to information to complete portions of the survey, findings from the professional society perspective are limited. • All three respondents indicated the “lack of membership diversity” as a challenge faced when attempting to recruit potential members to acoustics and acoustics supporting disciplines. (Table 92) o 2 out of 3 respondents also noted disconnectedness (i.e., lack of connection with other members, etc.) as a top challenge. Based on your knowledge, what are the top 3 challenges your professional society faces when attempting to recruit potential members to acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 92 Professional Society Respondents (n= 3) Survey Option Frequency Percentage Lack of membership diversity 3 100.0% Disconnectedness (i.e., lack of connection with other members, etc.) 2 66.7% Costs associated with membership 1 33.3% Lack of professional society staff diversity 1 33.3% Other 2a 66.7% NOTES: Respondents could select a maximum of three responses. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select multiple responses. a Other responses include: Too many competing societies; unfamiliar with the field of acoustics. Prepublication Copy 

Appendix B 201 FUTURE OF ACOUSTICS: PROFESSIONAL SOCIETY RESPONDENTS What is the anticipated demand for ocean acoustics expertise and supporting discipline expertise (e.g., signal processing, sound propagation modeling, marine technology) over the next decade? This section summarizes professional society respondents’ perception on the future needs of ocean acoustics. Unfortunately, there were too few responses that did not meet the data sharing threshold. These included questions pertaining to the future needs of ocean acoustics that professional societies intend to focus on, the growing needs in the field that are not currently being met, the potential solutions to shortfalls in acoustic/ocean acoustics, and the potential ways to attract more funding in acoustics/ocean acoustics. As noted below, the only question that did meet the data sharing threshold shows that professional society respondents were primarily unable to answer statements related to the future of ocean acoustics. Prepublication Copy 

Based on your knowledge, to what extent would your professional society agree with the following statements regarding the field of ocean acoustics? If you are unable to answer on behalf of your professional society, please respond based on your own perspective. TABLE 93 Professional Society respondents (n= 3) Unable to answer on behalf of my Strongly organization/Prefer Disagree Disagree Neutral Agree Strongly Agree not to answer No Response Within my organization’s sector, 0 0 0 0 0 2 1 the number of ocean acousticians (0%) (0%) (0%) (0%) (0%) (66.7%) (33.3%) will satisfy the demands of the field 10 years from now. Within my organization’s sector, 0 0 0 0 0 2 1 the U.S. is on track to satisfy its (0%) (0%) (0%) (0%) (0%) (66.7%) (33.3%) future requirements for ocean acousticians. NOTES: Percentages might not add to 100% due to rounding. 202 Prepublication Copy 

Appendix B 203 ALL RESPONDENTS This section of the report summarizes the survey responses to comparable questions that were answered by two or more respondent types. This can allow for easier analysis across the respondent types to understand similar or different perspectives that professionals in the field may share. It should be noted that there are varying sample sizes across the respondent types, which should be factored in when making comparative observations. Similar to the sections above, this section is divided into five subsections: Background; State of Acoustics Education; Mentorships, Internships, Apprenticeships, & Competencies; Recruitment Strategies; and Future of Acoustics. Each subsection starts with summary bullet points followed by descriptive statistics for each survey question that two or more respondent types answered. Prepublication Copy 

204 Ocean Acoustics Education and Expertise BACKGROUND: ALL RESPONDENTS This section summarizes background information for respondents and their institution/organization including their institution/organization name, sector, region, and respondent tenure. This section includes combined responses from the academic, industry, federal, and professional society survey takers. • Most (35.5%) survey takers were academic respondents from public academic institutions. (Table 95) • Nearly forty percent of industry and federal respondents (39.6%) hold senior staff positions. (Table 96) • For each respondent type, the largest number of respondents have been in their role for more than 9 years. (Table 97) • Many respondents’ institutions/organizations were based in the West (n=21) and the South Atlantic (n=17). (Table 99) Institution/Organization Name TABLE 94 Academic Respondents (n= 59), Industry Respondents (n= 19), Federal Respondents (29), Professional Society Respondents (n= 3) Response Frequency Percentage Applied Research Laboratories at the University of Texas at Austin 6 5.5% Brigham Young University 4 3.6% Bureau of Ocean Energy Management (BOEM) 4 3.6% Naval Postgraduate School 4 3.6% Office of Naval Research 3 2.7% University of New Hampshire 3 2.7% University of Washington 3 2.7% APL-UW 2 1.8% Applied Ocean Sciences 2 1.8% JASCO Applied Sciences 2 1.8% National Oceanic and Atmospheric Administration (NOAA) 2 1.8% Oregon State University 2 1.8% University of Massachusetts Dartmouth 2 1.8% University of Michigan 2 1.8% Woods Hole Oceanographic Institution (WHOI) 2 1.8% Pennsylvania State University 2 1.8% University of Victoria 2 1.8% Acoustical Society of America 1 0.9% Applied Physics Lab - University of Washington 1 0.9% Areté Associates 1 0.9% ARiA 1 0.9% ARL - Penn State University 1 0.9% ASL Environmental Sciences 1 0.9% BAE Systems and URI affiliate 1 0.9% Center for Coastal and Ocean Mapping Univ of NH 1 0.9% Cornell University 1 0.9% Department of Defense 1 0.9% Department of the Navy 1 0.9% Duke University 1 0.9% EnerGeo Alliance 1 0.9% ExxonMobil 1 0.9% Prepublication Copy 

Appendix B 205 George Mason University 1 0.9% GEORGIA TECH 1 0.9% Great Lakes Water Studies Institute 1 0.9% Institute of Oceanography, National Taiwan University 1 0.9% JHU/APL 1 0.9% Johns Hopkins University Applied Physics Laboratory 1 0.9% Joliet Junior College 1 0.9% Kongsberg Discovery 1 0.9% Kraken Robotics 1 0.9% Luna Innovations 1 0.9% Marine Mammal Commission 1 0.9% Marine Technology Society 1 0.9% MBARI 1 0.9% Mote Marine Laboratory 1 0.9% National Marine Mammal Foundation 1 0.9% Naval Oceanographic Office 1 0.9% Naval Research Lab 1 0.9% NCPA, University of Mississippi 1 0.9% New Jersey Institute of Technology 1 0.9% NIWC Pacific 1 0.9% NOAA Fisheries 1 0.9% NOAA/NEFSC 1 0.9% Northeastern University 1 0.9% NPS 1 0.9% Ocean Associates Inc, contracted to NOAA PIFSC 1 0.9% Ocean Science Analytics 1 0.9% Penn State Graduate Program in Acoustics 1 0.9% Portland State University 1 0.9% RDA Inc. 1 0.9% RWE 1 0.9% Scripps Institution of Oceanography, UC San Diego 1 0.9% Sea grant/dept of energy 1 0.9% Stony Brook University 1 0.9% Syracuse University 1 0.9% The University of Alabama 1 0.9% The University of Vermont 1 0.9% Tremology Lab / Center for Cellular Construction 1 0.9% UCSD/SIO 1 0.9% United States Navy/Naval Oceanographic Office 1 0.9% Univ Illinois Urbana champaign 1 0.9% Univ of Miami retired 1 0.9% University of Colorado Boulder / NOAA NCEI 1 0.9% University of Louisiana at Lafayette, Department of Physics 1 0.9% University of New Orleans 1 0.9% University of Rhode Island 1 0.9% University of South Florida/College of Marine Science 1 0.9% University of Texas at Austin 1 0.9% UNOLS 1 0.9% US Naval Research Laboratory 1 0.9% NOTES: This is a fill-in question. Percentages might not add to 100% due to rounding. Prepublication Copy 

206 Ocean Acoustics Education and Expertise Which of the following best describes your institution/ organization’s sector? TABLE 95 Academic Respondents (n= 59), Industry Respondents (n= 19), Federal Respondents (n= 29), Professional Society Respondents (n= 3) Survey Type Response Frequency Percentage Academic Academic Institution (public) 39 35.5% Academic Institution (private) 13 11.8% Other (academic) 7a 6.4% Academic Total 59 53.6% Industry Industry/Business Organization (for-profit) 12 10.9% Non-profit (not including academic institution) 4 3.6% Other 3b 2.7% Industry Total 19 17.3% Federal Defense/Military 16 14.5% Government (non-military) 13 11.8% Federal Total 29 26.4% Professional Professional Society (e.g., ASA, AGU, MTS, THSOA) 3 2.7% Society Professional Society Total 3 2.7% NOTES: Percentages might not add to 100% due to rounding. a Other academic responses included: University Affiliated Research Center (UARC) and Defense Graduate Institution. b Other industry responses included: Arts/Science Collaboration; Not-for-profit university-affiliated research center (UARC); and NAVY UARC at public university. Which of the following best describes your role within your organization? TABLE 96 Industry respondents (n= 19), Federal respondents (n= 29) Industry Federal Response Frequency Percentage Frequency Percentage Senior staff member (e.g., Program Officer, Manager, etc.) 8 16.7% 11 22.9% Technical staff member (e.g., Engineer, Data analyst, etc.) 4 8.3% 8 16.7% Executive leadership team member (e.g., President, 6 12.5% 3 6.3% Vice President, CEO) Supporting staff member (e.g., Assistant) 0 0.0% 3 6.3% Other 1a 2.1% 4b 8.3% NOTES: Percentages might not add to 100% due to rounding. a Other industry responses included: Technical Sales Manager b Other federal responses included: Research Scientist; Professor; Scientific Program Officer, but not senior staff. How long have you been in this role? TABLE 97 Academic respondents (n= 59), Industry respondents (n= 19), Federal respondents (n= 29) Professional Society respondents (n= 3) Response Academic Industry Federal Professional Society Less than 1 year 0 5 2 0 1-3 years 12 2 10 1 4-6 years 8 6 3 2 7-9 years 6 0 2 0 More than 9 years 33 6 12 0 Prepublication Copy 

Appendix B 207 Approximately how large is your organization? TABLE 98 Industry respondents (n= 19), Federal respondents (n= 29) Industry Federal Response Frequency Percentage Frequency Percentage Fewer than 10 employees 3 15.8% 1 3.4% 10-49 employees 4 21.1% 2 6.9% 100-249 employees 5 26.3% 0 0.0% 250-499 employees 2 10.5% 3 10.3% 500-999 employees 1 5.3% 8 27.6% More than 1000 employees 4 21% 15 51.7% NOTES: Percentages might not add to 100% due to rounding. IN WHICH REGION IS YOUR INSTITUTION/ORGANIZATION BASED? TABLE 99 Academic respondents (n= 59), Industry respondents (n= 19), Federal respondents (n= 29), Professional Society respondents (n= 3) Professional Response Academic Industry Federal Society East North Central (Includes Illinois, Indiana, Michigan, 5 0 0 0 Ohio, and Wisconsin) East South Central (Includes Alabama, Kentucky, 2 0 1 0 Mississippi, and Tennessee) International - Please specify the country 3a 6b 0 1c Middle Atlantic (Includes New Jersey, New York, and 8 0 0 1 Pennsylvania) Mountain (Includes Arizona, Colorado, Idaho, Montana, 4 0 2 0 Nevada, New Mexico, Utah, and Wyoming) National - Please specify the headquarters location 0 4d 10e 1 New England (Includes Connecticut, Maine, Massachusetts, 11 0 2 0 New Hampshire, Rhode Island, and Vermont) Pacific (Includes Alaska and Hawaii) 0 0 2 0 South Atlantic (Includes Delaware, District of Columbia, 5 4 8 0 Florida, Georgia, Maryland, North Carolina, South Carolina, Virginia, and West Virginia) West (Includes California, Oregon, Washington) 14 4 3 0 West South Central (Includes Arkansas, Louisiana, 7 1 1 0 Oklahoma, and Texas) a Academic respondents that indicated their organization/institution was internationally based noted that they were based out of Canada and Taiwan. b Industry respondents that indicated their organization/institution was internationally based noted that they were based out of Canada; United States; Germany; Norway; and one respondent noted that they are based out of the United States Canada; Australia; and Europe. c Professional Society respondents that indicated their organization/institution was internationally based noted that they were based out of the United States. d Industry respondents that indicated their organization/institution was nationally based, noted that their headquarters were located in Washington DC; Dallas; TX, Rhode Island; and Virginia. e Federal respondents that indicated their organization/institution was nationally based, noted that their headquarters were located in Washington DC; Arlington, VA; Stennis Space Center, MS; Sterling, VA; both Washington DC and Sterling; and multiple places across the US. Prepublication Copy 

208 Ocean Acoustics Education and Expertise STATE OF ACOUSTICS EDUCATION: INDUSTRY VS. FEDERAL What is the current state and presence of education (e.g., degree programs, short courses, training programs, etc.) for acoustics and supporting disciplines that eventually lead into ocean acoustics in the United States? This section of the report compares federal and industry responses about the state of acoustics education, including findings related to the educational background of employees, DEI, recruitment, and retention, where applicable. Because academic and professional society respondents answered different sets of questions related to the state of acoustics education, their responses are not comparable and are therefore not included in this section. Educational Background of Employees • Most respondents from both industry and federal institutions indicated that their organization had employees with some background in acoustics and/ or ocean acoustics. Respondents most often reported that their organizations had employees who formally studied a supporting discipline related to acoustics or ocean acoustics (100% industry and 88.9% federal), employees who had been identified as having ocean acoustics expertise (82.4% industry and 88.9% federal), and/ or employees who formally studied acoustics (82.4% industry and 85.2% federal). (Table 100) • Few respondents confirmed they had access to information on who at their organizations are considered to be acousticians (only 5 industry and 3 federal respondents) or ocean acousticians (only 3 for both industry and federal). DEI, Recruitment, and Retention • Only 5 federal and 5 industry respondents indicated that they have access to data on the future plans of staff whose jobs relate to acoustics. Most respondents (3 industry and 4 federal) claimed that 1%-10% of their technical staff were expected to retire within the next five years. (Table 103) o When asked about staff’s future plans to pursue higher education, neither group indicated that more than 10% of their staff would leave within the next five years. (Table 104) • Federal and industry respondents had the most agreement with some of the same statements such as, “Prospective employees (candidates that submit a resume or interview with your organization) in acoustics supporting disciplines represent a broad range of regions from the United States.” (Table 105) o They also disagreed with the statement, “The current racial/ethnic composition of prospective employees (candidates that submit a resume or interview with your organization) in acoustics is diverse.” Which of the following statements apply to your organization? TABLE 100 Industry Respondents (n= 17), Federal Respondents (n= 27) Industry Federal Response Frequency Percentage Frequency Percentage My organization has employees who formally studied a 17 100% 24 88.9% supporting discipline related to acoustics or ocean acoustics (engineering, physics, oceanography, etc.). My organization has employees who have been 14 82.4% 24 88.9% identified as having ocean acoustics expertise. Prepublication Copy 

Appendix B 209 My organization has employees who formally studied 14 82.4% 23 85.2% acoustics (e.g., course, training, certificate program, or formal degree). My organization has employees who formally studied 13 76.5% 23 85.2% ocean acoustics (e.g., course, training, certificate program, or formal degree). My organization has employees who have been 14 82.4% 22 81.5% identified as having acoustics expertise (e.g., knowledge from formal programs or field experience). NOTES: Respondents could select all that applied. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. Approximately what percentage of employees are considered acousticians? TABLE 101 Industry Respondents (n= 3), Federal Respondents (n= 3) Industry Federal Response Frequency Percentage Frequency Percentage 0% 0 0% 1 33.3% 1%-10% 2 66.7% 1 33.3% 11%-25% 1 33.3% 1 33.3% NOTES: Respondents had to indicate that their organization has employees that formally studied acoustics. They also had to confirm that they had access to information on considered acousticians at their organization. Percentages might not add to 100% due to rounding. Approximately what percentage of employees are considered ocean acousticians? TABLE 102 Industry Respondents (n= 3), Federal Respondents (n= 3) Industry Federal Response Frequency Percentage Frequency Percentage 1%-10% 2 66.7% 2 66.7% 11%-25% 0 0% 1 33.3% 26%-50% 1 33.3% 0 0% NOTES: Respondents had to indicate that their organization has employees that formally studied ocean acoustics or has ocean acoustics expertise. They also had to confirm that they had access to information on those considered ocean acousticians at their organization. Percentages might not add to 100% due to rounding. Approximately what percentage of your technical staff whose job relates to acoustics are expected to retire within the next five years? TABLE 103 Industry Respondents (n= 5), Federal Respondents (n= 5) Industry Federal Response Frequency Percentage Frequency Percentage 0% 2 40% 0 0% 1%-10% 3 60% 4 80% 11%-25% 0 0% 1 20% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Approximately what percentage of your technical staff whose job relates to acoustics are expected to pursue higher education over the next five years? Prepublication Copy 

210 Ocean Acoustics Education and Expertise TABLE 104 Industry Respondents (n= 5), Federal Respondents (n= 5) Industry Federal Response Frequency Percentage Frequency Percentage 0% 3 60% 3 60% 1%-10% 2 40% 2 40% NOTES: Respondents had to confirm that they had access to information that can help identify an approximate percentage of staff, whose job relates to acoustics, that their organization expects to retire or pursue higher education in the next five years. Percentages might not add to 100% due to rounding. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). TABLE 105 Industry respondents (n= 19), Federal respondents (n= 29) Unable to answer on behalf of my Strongly Strongly organization/Prefer Survey Statement Survey Type Disagree Disagree Neutral Agree Agree not to answer No Response The current racial/ethnic Federal 6 10 4 1 1 5 2 composition of prospective (20.7%) (34.5%) (13.8%) (3.4%) (3.4%) (17.2%) (6.9%) employees (candidates that Industry 3 8 1 1 0 4 2 submit a resume or interview (15.8%) (42.1%) (5.3%) (5.3%) (0%) (21.1%) (10.5%) with your organization) in acoustics is diverse. The current gender composition Federal 0 9 4 7 2 5 2 of prospective employees (0%) (31%) (13.8%) (24.1%) (6.9%) (17.2%) (6.9%) (candidates that submit a resume Industry 2 4 2 5 1 3 2 or interview with your (10.5%) (21.1%) (10.5%) (26.3%) (5.3%) (15.8%) (10.5%) organization) in acoustics is diverse. Prospective employees Federal 1 4 3 12 2 5 2 (candidates that submit a resume (3.4%) (13.8%) (10.3%) (41.4%) (6.9%) (17.2%) (6.9%) or interview with your Industry 2 3 1 5 2 4 2 organization) in acoustics (10.5%) (15.8%) (5.3%) (26.3%) (10.5%) (21.1%) (10.5%) represent a broad range of regions from the United States. My organization has effective Federal 4 11 1 4 1 6 2 recruitment strategies aimed at (13.8%) (37.9%) (3.4%) (13.8%) (3.4%) (20.7%) (6.9%) increasing the diversity of Industry 1 3 2 4 0 7 2 prospective employees in (5.3%) (15.8%) (10.5%) (21.1%) (0%) (36.8%) (10.5%) acoustics. My organization has effective Federal 2 8 6 4 1 6 2 retention strategies aimed at (6.9%) (27.6%) (20.7%) (13.8%) (3.4%) (20.7%) (6.9%) increasing the diversity of Industry 1 2 1 5 1 7 2 prospective employees in (5.3%) (10.5%) (5.3%) (26.3%) (5.3%) (36.8%) (10.5%) acoustics. My organization is actively Federal 1 5 3 8 3 7 2 seeking to recruit more (3.4%) (17.2%) (10.3%) (27.6%) (10.3%) (24.1%) (6.9%) prospective employees that are Industry 1 1 0 6 2 7 2 underrepresented in the field of (5.3%) (5.3%) (0%) (31.6%) (10.5%) (36.8%) (10.5%) acoustics. Prepublication Copy 211 

The current racial/ethnic Federal 3 11 6 2 1 4 2 composition of prospective (10.3%) (37.9%) (20.7%) (6.9%) (3.4%) (13.8%) (6.9%) employees (candidates that Industry 5 4 2 2 1 3 2 submit a resume or interview (26.3%) (21.1%) (10.5%) (10.5%) (5.3%) (15.8%) (10.5%) with your organization) in acoustics supporting disciplines is diverse. The current gender composition Federal 0 9 3 9 2 4 2 of prospective employees (0%) (31%) (10.3%) (31%) (6.9%) (13.8%) (6.9%) (candidates that submit a resume Industry 2 3 4 5 0 3 2 or interview with your (10.5%) (15.8%) (21.1%) (26.3%) (0%) (15.8%) (10.5%) organization) in acoustics supporting disciplines is diverse. Prospective employees Federal 1 3 5 11 1 6 2 (candidates that submit a resume (3.4%) (10.3%) (17.2%) (37.9%) (3.4%) (20.7%) (6.9%) or interview with your Industry 1 2 2 7 1 4 2 organization) in acoustics (5.3%) (10.5%) (10.5%) (36.8%) (5.3%) (21.1%) (10.5%) supporting disciplines represent a broad range of regions from the United States. My organization has effective Federal 3 9 0 5 1 9 2 recruitment strategies aimed at (10.3%) (31%) (0%) (17.2%) (3.4%) (31%) (6.9%) increasing the diversity of Industry 1 3 2 4 0 7 2 prospective employees in (5.3%) (15.8%) (10.5%) (21.1%) (0%) (36.8%) (10.5%) acoustics supporting disciplines. My organization has effective Federal 2 8 2 6 1 8 2 retention strategies aimed at (6.9%) (27.6%) (6.9%) (20.7%) (3.4%) (27.6%) (6.9%) increasing the diversity of Industry 1 2 1 5 1 7 2 prospective employees in (5.3%) (10.5%) (5.3%) (26.3%) (5.3%) (36.8%) (10.5%) acoustics supporting disciplines. My organization is actively Federal 1 5 1 6 5 9 2 seeking to recruit more (3.4%) (17.2%) (3.4%) (20.7%) (17.2%) (31%) (6.9%) prospective employees that are Industry 1 1 1 7 0 7 2 underrepresented in the field of (5.3%) (5.3%) (5.3%) (36.8%) (0%) (36.8%) (10.5%) acoustics supporting disciplines. NOTES: Percentages might not add to 100% due to rounding. 212 Prepublication Copy 

Appendix B 213 MENTORSHIPS, INTERNSHIPS, APPRENTICESHIPS, & COMPETENCIES: ALL RESPONDENTS What competencies are needed to fulfill the anticipated demand for ocean acoustics expertise over the next decade? How can the field of academia (e.g., undergraduate, graduate, training, etc.) help meet the industry’s needs? This section of the report comparatively reflects on the opportunities for mentorship, internships, and apprenticeships related to ocean acoustics, as well as the knowledge and skills needed to be successful in the field, as reported by federal, industry, academic, and professional society respondents. Below we share the key takeaways from this comparison. Opportunities Offered to Employees • The majority of both federal (92.0%) and industry (88.2%) respondents indicated that their organization offers “conferences/workshops attendance” opportunities to interested employees. (Table 106) Graduate Knowledge, Skills, and Experience to Perform Job Successfully • Federal and industry respondents had high agreement with statements about job readiness after graduation. This was particularly true for the statement, “Graduates with a degree in acoustics or acoustics supporting disciplines arrive on the job with sufficient research experience to perform their job successfully” where 18 federal respondents and 11 industry respondents at least agreed. (Table 108) Critical Skills and Competencies • Amongst academic, federal, industry, and professional society respondents, most indicated data analysis as the skill needed by employees to be successful in their role. Many respondents also selected data analysis as the skill they support employees in developing. (Table 109) Which of the following opportunities does your organization offer to employees interested in practicing/growing their skills related to acoustics? TABLE 106 Federal Respondents (n= 25); Industry Respondents (n= 17) Federal Industry Responses Frequency Percentage Frequency Percentage Conferences/workshop attendance 23 92.0% 15 88.2% Research opportunities in a lab within my 14 56.0% 6 35.3% organization or within a nearby partner (university or federal/government lab) Short-term courses or trainings 14 56.0% 7 41.2% Mentorship opportunity with a staff member from my 13 52.0% 11 64.7% organization Intensive internal training for new hires 5 20.0% 7 41.2% Year-long internship/apprenticeship/fellowship 4 16.0% 4 23.5% Semester-long internship/apprenticeship/fellowship 3 12.0% 5 29.4% Prepublication Copy 

214 Ocean Acoustics Education and Expertise Summer internship/apprenticeship/fellowship 2 8.0% 8 47.1% Other 8a 32.0% 2b 11.8% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Applied training opportunities; Support for graduate school; acoustics certification; graduate school scholarships while working at the lab; masters degree from UNH; pay for advanced degrees; sponsored academic work; summer internship program offered to non-employes/current university students. b Other responses include: Flexibility to clock in for overhead to attend virtual seminars; support pursuit of graduate education/degrees at nearby universities. Approximately what percentage of employees who participate in the selected opportunities does your organization promote based on the expertise acquired in professional development opportunities? TABLE 107 Federal Respondents (n= 24); Industry Respondents (n= 16) Federal Industry Response Frequency Percentage Frequency Percentage 0% 3 12.5% 3 18.8% 1%-10% 3 12.5% 1 6.2% 11%-25% 0 0% 1 6.2% 26%-50% 0 0% 1 6.2% 51%-75% 1 4.2% 0 0% 91%-100% 1 4.2% 0 0% I am unable to answer this question 16 66.7% 10 62.5% on behalf of my organization. NOTES: Respondents had to indicate that their organization offers employees conferences/ workshops, intensive internal training for new hires, mentorship, research opportunities, internship/ apprenticeship/ fellowship, and/ or short-term courses or training. Percentages might not add to 100% due to rounding. Prepublication Copy 

Please rate the extent to which your organization would agree with the following statements regarding the field of acoustics and acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics). If you are unable to answer on behalf of your organization, please respond based on your own experience the field of acoustics and acoustics supporting disciplines. TABLE 108 Federal Respondents (n= 29); Industry Respondents (n= 19) Unable to answer on behalf of my organization/ Strongly Strongly Prefer not to Statement Survey Type Disagree Disagree Neutral Agree Agree answer No Response Graduates with a degree in acoustics or Federal 1 2 2 9 5 6 4 acoustics supporting disciplines arrive (3.4%) (6.9%) (6.9%) (31.0%) (17.2%) (20.7%) (13.8%) on the job with knowledge to perform Industry 0 1 2 11 0 3 2 their job successfully. (0.0%) (5.3%) (10.5%) (57.9%) (0.0%) (15.8%) (10.5%) Graduates with a degree in acoustics or Federal 1 1 4 7 4 8 4 acoustics supporting disciplines arrive (3.4%) (3.4%) (13.8%) (24.1%) (13.8%) (27.6%) (13.8%) on the job with sufficient field skills to Industry 0 2 4 6 2 3 2 perform their job successfully. (0.0%) (10.5%) (21.1%) (31.6%) (10.5%) (15.8%) (10.5%) Graduates with a degree in acoustics or Federal 1 0 1 15 3 5 4 acoustics supporting disciplines arrive (3.4%) (0.0%) (3.4%) (51.7%) (10.3%) (17.2%) (13.8%) on the job with sufficient research Industry 0 0 3 9 2 3 2 experience to perform their job (0.0%) (0.0%) (15.8%) (47.4%) (10.5%) (15.8%) (10.5%) successfully. NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 215 

What are the most important critical skills and competencies that employees from your organization need to be successful in their role related to acoustics and/or ocean acoustics? (select all that apply). And what are the top skills or competencies related to acoustics and/or ocean acoustics that your organization finds itself needing to support its employees to strengthen through on-the-job training or external training? TABLE 109 Academic Respondents (n= 40); Federal Respondents (n= 24); Industry Respondents (n= 17); Professional Society Respondents (n= 3) Academic Federal Industry Professional Society Skills Skills Skills Skills Skills Skills Skills Skills Needed Developed Needed Developed Needed Developed Needed Developed Skills and Competencies Frequency Frequency Frequency Frequency Frequency Frequency Frequency Frequency Acoustic Propagation/Soundscape Modelling 32 18 16 11 11 13 1 0 Archiving large acoustic datasets 14 6 11 6 8 5 0 0 At sea or field experience in data collection 26 20 18 12 10 8 1 0 Data Analysis (time series analysis, machine learning, 39 37 20 12 15 9 1 0 etc.) Digital Signal Processing 33 29 13 10 11 6 1 0 Expertise in calibrating acoustic systems 16 15 10 8 7 5 0 0 Field skills 23 16 0 0 0 0 1 0 Fundamentals of Acoustics (physics behind acoustics) 35 28 16 9 10 6 3 1 Marine Bioacoustics (marine mammal, fish and 16 16 11 7 12 10 0 0 invertebrate sound reception and production, Animals use of sound underwater, Effects of sound on marine life) Marine Policy related to underwater sound 3 5 12 9 7 7 1 0 Ocean noise variability and sound budgets 15 13 12 9 6 3 1 0 People’s use of sound underwater and related 14 9 5 4 6 3 2 0 technologies Remote sensing with acoustic technology 22 17 11 4 12 6 0 0 (integration/deployment with other technologies) Soundscape Analysis 12 11 10 7 7 4 0 0 Sound Propagation (differences in air vs water) 20 14 11 8 6 3 0 0 Understanding of metadata needed to support acoustic 15 9 15 7 9 3 1 0 measurements and recordings 216 Prepublication Copy 

Understanding the effects of sound on the environment 21 9 10 5 11 4 0 0 None of the above 0 0 0 3 0 0 0 2 No Response 19 19 5 4 2 2 a Other (please describe) 10 5b 3c 1d 8e 5f 1g 1h NOTES: Respondents could select all that applied. They could also write-in responses. a Other responses for skills needed included: Application to national defense; Data presentation; Experience designing experiments; Mob/Demob; Project applications; Scientific methods in Acoustics; Sediment acoustics; Ultrasound technology; Vibration and radiation of sound; and knowledge of transducers, properties b Other responses for skills developed included: Applications to national defense; Medical Ultrasonics; None of the above; Sediment acoustics; and Transduction, Transducers c Other responses include: Technical knowledge and experience: Understanding Oceanographic Impacts on Acoustic Propagation (with and without modeling); basic transduction principles and differences; physical oceanography. d Other responses include: Technical knowledge and experience. e Other responses include: Acoustic monitoring technologies; General capability in operating software and data management skills; Global regulatory issues; New technology development for safeguarding marine mammals, turtles, fish during operations; Note that not one person needs all these skills, we just have projects across several PIs that include these skills; Note that not one person needs all these skills, we just have projects across several PIs that include these skills; Sound mitigation measures during operations; Sound-structure interaction. f Other responses include: Acoustic mitigation/attenuation; Acoustic monitoring technology; Experimental Design; Received levels and potential impacts on marine life; Statistics & Statistical Validity. g Other responses include: completely dependent on field of acoustics. h Other responses include: Science communication. Prepublication Copy 217 

218 Ocean Acoustics Education and Expertise RECRUITMENT STRATEGIES: FEDERAL AND INDUSTRY RESPONDENTS What recruitment and retention strategies, if any, are currently being implemented by the field of ocean acoustics and related fields to raise the profile of careers related to ocean acoustics? This section shares high-level takeaways related to recruitment methods and programs and challenges faced in recruiting, as reported by federal and industry respondents. Recruiting Methods & Programs • The majority of federal (79.2%) and industry (76.5%) respondents indicated that their organization networks with potential candidates at conferences as a method used to recruit potential employees. (Table 110) • 25% of federal and 35.3% of industry respondents noted that they use MTS/IEEE-OES OCEANS Conferences (OCEANS) to recruit prospective employees. (Table 111) Challenges In sharing the challenges their organization faces in attracting potential candidates, most federal respondents (37.5%) indicated a non-competitive income or salary compared to 17.6% of industry respondents. (Table 112) o For most industry respondents (23.5%), a limited budget for hiring was a top challenge as it was for 33.3% of federal respondents. Based on your knowledge, what methods does your organization use to recruit potential employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 110 Federal Respondents (n= 24); Industry Respondents (n= 17) Federal Industry Response Frequency Percentage Frequency Percentage Networking with potential candidates at conferences 19 79.2% 13 76.5% Offering employment to interns/fellows 14 58.3% 12 70.6% Attending career fairs at institutions 8 33.3% 6 35.3% None of the above 0 0% 2 11.8% Other 18a 75% 15b 88.2% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Bringing on Details from other Navy Organizations that eventual come on board full time; Bringing on Intergovernmental Personnel Act (IPAs) that can transition to Federal Service; Collaborations with some of the graduate programs; Contract employees are a large pool of potential permanent employees; Networking across agencies and facilities; Networking at universities, including mentoring students; Not sure probably some of all of these; Social network; USA JOBS postings; USAJobs; bioacoustics list-serves; details, Intergovernment Personnel Act; direct hire; job advertisements; listserves; reaching out to graduate program mentors at universities; recommendations from colleagues. b Other responses include: Advertisements; Apprenticeship program (going on 2nd year) has been invaluable. Funded by local organization for 150 hours of analyst time; Campus visits and guest lectures; Direct academic support (Data/Funding); Directly reaching out on social media; Employee Referrals; Job postings; Marketing/workshop presentations; Online technical training; Professor referrals; Recruitment firm; We plan to go to an HBCU job fair but it hasn’t happened yet; from Universities; job advertisements; open searches; social media – LinkedIn. Prepublication Copy 

OPEN-ENDED: What methods, if any, does your organization use to ensure a diverse workforce (e.g., age, race, gender, nationality, etc.) in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? EXHIBIT 26 Federal respondents (n=22); Industry respondents (n=15) Federal Respondent Responses Industry Respondent Responses • Ensuring that job postings are distributed through a wide diversity of • A subset of us has gone through the URGE training, but hiring diverse organizations, including underrepresented communities. candidates who aren’t already classmates of current employees has largely • Our DEI effort applies to all disciplines. fallen to me because I have international students and interns from programs • Recruiting at career fairs that emphasize diversity. that were specifically for underrepresented students. The intention is there but it feels like I’m the only one executing it. I’m starting to see the most • Requiring broader impacts or DEIJ writing sections. senior people make connections with a wider variety of students and post • The agency does not put efforts to ensure a diverse workforce in ocean docs at conferences but it’s hard to change their habits of just hanging out acoustics field. with each other. • The cadre associated acoustics or acoustics supporting disciplines, depending • Internal internship program focused on diverse students, apprenticeship on the definition of “acoustics supporting” is fairly small but it is diverse as program for local early career individuals from diverse groups, connection defined in the question with the exception of nationality, due to U.S. with HBCUs and community colleges, breadth of advertising, personal clearance requirements, and age which tends to be on the higher side with outreach to diverse candidates. most program officers in their 50s and 60s. Program Officer is mostly a • Reaching out to diverse candidates directly, referrals from diverse professors, transition opportunity from a previous 15-20 year career that provides advertising at schools that are historically diverse. foundational experience for the position. This combined with low turnover (two Program Officers in the acoustics or acoustics supporting disciplines • The lab has recently begun to engage in diverse student workforce initiatives, cadre having passed away on the job in the past year; one was around 70 by participating in ASA SURIEA program and forming partnership with UT years old and the other was over 80 years old). With this preface in mind and El Paso (an HSI). I know of no specific initiative targeting increasing small sample size, the methods that have been used to ensure a diverse diversity in the full-time employee workforce. There may be one, but I am workforce are likely similar to those used by university admissions officers to ignorant of it if there is. ensure a diverse student body. • The organization has recently stood up a DEI office and is developing means • The federal government has hiring procedures in place to promote diversity. of promoting a diverse workforce. The first effort is a DEI internship Most often though, the racial diversity of candidates is quite low but gender program. diversity is becoming 50/50 (I realize this does not account for all genders, • The subsurface geophysics field is broad and a range of methods are used to but this is one area where I see progress towards diversity). ensure non-bias, but the field of ocean acoustics as it relates to marine life is • There is an effort always to have both a diverse set of interviewees and a smaller (fewer employees) with fewer recruiting opportunities. diverse set of interviewers. We do not however get much diversity racially in • We have started an internship program, in addition to ASA’s SUREA the interviewees (mostly white male and some white females). Same for the program. We are also intentional about diversifying the graduate students and interviewers although there are some (myself). This is an issue. advisors that we connect with. • To my knowledge we do not explicitly pursue any specific groups, including • We target the marketing of apprenticeship program to a diverse audience underserved populations. Resume reviews are careful to not consider age, (though undergraduate program and through local organization). We would race, gender, nationality, etc. but we are not proactive in trying to get those really like to establish a military recruitment as well for those transitioning unrepresented groups to apply or even to increase awareness of opportunities. out of the military. • We are a US Government institution. Prepublication Copy 219 

• We encourage applications from everyone. • We have a new initiative agency wide to help promote more diversity in hiring but still new. Some deals with reaching underrepresented schools. Some may include early internship opportunities to encourage engagement in the field. Ad hoc. • Hiring interns through NOAAs undergraduate internship programs, working with graduate students funded by NOAA fellowships. 220 Prepublication Copy 

Appendix B 221 Based on your knowledge, which of the following programs does your organization use to recruit prospective employees in the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 111 Federal Respondents (n=24); Industry Respondents (n=17) Federal Industry Response Frequency Percentage Frequency Frequency MTS/IEEE-OES OCEANS Conferences (OCEANS) 6 25% 6 35.3% NOAA Ernest F. Hollings Scholarship 4 16.7% 0 0% NOAA Undergraduate Scholarship Program 4 16.7% 0 0% UNH Acoustics Career Workshop 2 8.3% 2 11.8% NSF Graduate Fellowship 2 8.3% 0 0% Community college programs 1 4.2% 3 17.6% NSF Research Experience for Undergraduates 1 4.2% 1 5.9% ROV Competitions 1 4.2% 0 0% Offshore Technology Conference (OTC) 0 0% 2 11.8% Other 8a 33.3% 12b 70.6% None of the above 10 41.7% 6 35.3% NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a Other responses include: Acoustical Society of America; Direct knowledge of academic programs and students; Not sure; SMART Fellowship; Students/colleagues at research institutions (e.g., WHOL Scripps); USAJobs; University graduates (e.g., UNH, U Washington, Florida International). b Other responses include: ASA Conferences; Acoustical Society of America; Acoustical Society of America Conferences and Job Postings; Acoustical Society of America Student Papers; From close work with and funding of ocean science centers; Grant-based post-doctoral positions; Other conferences; PSU graduate program in acoustics; Recruitment firms; Select Universities; Summer internship programs; University visits including guest lectures. Based on your knowledge, what are the top 3 current challenges your organization faces when attempting to attract potential candidates to the field of acoustics or acoustics supporting disciplines (e.g., physics, engineering, oceanography, geophysics)? TABLE 112 Federal respondents (n=24); Industry respondents (n=17) Federal Industry Response Frequency Percentage Frequency Percentage Non-competitive income or salary 9 37.5% 3 17.6% Budget for hiring is limiting 8 33.3% 4 23.5% Hiring process is complex or strenuous 7 29.2% 0 0% Lack of diversity in the workforce 5 20.8% 2 11.8% Location is not appealing to candidates 4 16.7% 1 5.9% Lack of upward mobility 2 8.3% 3 17.6% Lack of flexibility in employment opportunity (i.e., no 2 8.3% 1 5.9% hybrid workplace option) Burnout (emotional, physical, and/or mental exhaustion 2 8.3% 1 5.9% caused by excessive work-related stress) Disconnectedness (i.e., lack of connection with 2 8.3% 1 5.9% organization, colleagues, etc.) Prepublication Copy 

222 Ocean Acoustics Education and Expertise Benefits are not competitive or substantial for candidates 1 4.2% 2 11.8% Generational differences 0 0% 3 17.6% None of the above 1 4.2% 2 11.8% Other 8a 33.3% 11b 64.7% NOTES: Respondents could select a maximum of three responses. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select multiple responses. a Other responses include: Applied research is not appealing to candidates; Candidates must have a strong GPA and be excited about scientific discovery; Cost of living at many facilities make it difficult to attract young candidates; Data management in acoustics can be a hard sell; Few people have the desired background; Unknown, we are not hiring; knowledge of profession; since the acoustician job is niche and there is not a high demand (nor a large number of candidates) this is a difficult position to fill successfully. b Other responses include: Generational differences; Difficulty finding qualified candidates; Lack of qualified candidates; Too Much Required Travel; Very few qualified candidates in the pool – we reject 90+%; We do not hire this specific expertise although we should; eligibility requirements (e.g., citizenship, ability to pass background checks, etc..); high cost of living area and traffic; interdisciplinary expertise; local cost of living increasing rapidly; low turnover of existing internal groups. Prepublication Copy 

OPEN-ENDED: What support, if any, does your organization provide employees to support them as they grow their acoustics and/or ocean acoustics skills? EXHIBIT 27 Federal Government respondents (n=12); Industry respondents (n=12) Federal Respondent Responses Industry Respondent Responses • Access to literature. • Dedicated budgets for professional development - organized short-courses • Continued training. Some academic opportunities for further academic study. outside work hours - encouragement to participate in professional I am on the military side. Our training track is different. organizations, societies. • Mentorship is a large component of support and growth for employees. • Allows for time for professional development and upward mobility in roles. • Paid coursework and limited conference attendance. • Conference attendance; Advanced in-house training within associated • The aforementioned ROPO program provides an excellent opportunity to do disciplines (e.g. statistics, experimental design, leadership, marine operations, that. safety; Easy access to the key science literature; participation in NOPP, Direct work on research programs with academia; work through the Sound • Up to employee to make them. and Marine Life JIP, on-board marine ops vessels, development of next gen • We work with each employee to create an Individual Development Plan technologies (e.g. marine vibroseis, IR cameras for low viz conditions); which includes training and other experiences to increase their expertise but Support for students from the developing world for oceanographic education also learn leadership and similar skills. at the Bermuda Institute of Ocean Sciences. • Many opportunities for course work, short courses, time to read textbooks or • Formal and informal mentoring, progressive responsibility in team roles, journals, teaming with more experienced staff. access to external training in person and online. • The support can be better. they do work directly with experts and that support • Formal employee development program and funding, peer mentoring, post- is good. however it is not higher level usually, more focused on the current doctoral fellowship program, intern program, apprentice program. tasks at hand. • Increased responsibility, financial reward. Ability to interact with more peers. • Nothing formal. If I ask to do something that would help my career I’m usually encouraged to do it and use overhead hours. So, it’s more about the employee finding opportunities and asking to take them. • The organization offers financial support equivalent to 1% of salary annually to finance continuing education efforts. • They sometimes support employees to present original research at conferences. • We offer online technical training at no cost to analysts for apprenticeship to orient them to methods, then continue working with them through process of understanding methods until they are familiar with a task, then provide feedback/check-ins, etc. Short term training doesn’t exist, it’s perpetual we have found. Prepublication Copy 223 

OPEN-ENDED: Please describe any partnerships or strategies your organization plans to pursue in the coming year to support hiring efforts in the field of ocean acoustics, acoustics, or supporting disciplines (e.g., physics, engineering, oceanography, geophysics). EXHIBIT 28 Federal respondents (n=13); Industry respondents (n= 7) Federal Respondent Responses Industry Respondent Responses • Get the word out early about potential job opening and “cast a wide net.” • Geophysics/Oceanography/Engineering/Geoscience recruiting at select • I believe there are partnerships with some academic institutions. I am on the universities worldwide; partnerships with academia through research funding military side. Our training track is different. from the Sound and Marine Life JIP; Meeting students at international and • No current plants to hire. domestic science conferences; job postings; internships. • The aforementioned IPA and Detail opportunities provide trial runs from • Go to job fairs at HBCUs near where some of our current employees have both the ONR and candidate perspective. their home offices. • Trying to set up informal collaborations with a graduate program to have one • I believe they are partnering with one or two local community and colleges in of their interested students join us for an internship to really get a feel for the Canada for career fairs/interns type of work we do and see if it will be a good fit. • In the coming years we are likely to support initiatives or issue contracts at, • Hosting ocean acoustics conferences and DOD meetings, contacts suggest and to, universities that could be used to fund graduate students. candidates. • Many informal relationships with universities. • None identified. hard to partner since all positions for hiring in the US govt • No plans at this time. have to be competed (generally). • We have a collaboration with a non-profit aimed at increasing technical experience for local residents. This has been a game changer for allowing us to support an apprenticeship program. We look to extend funding to those outside of our city, but it is so far a consistent element to our program. We also rely on support/participation from research partners for project management/participation - that varies with each apprenticeship project but we draw from our network in the community. Little more funding would go a long way to growing this program! • We have partnerships with nearby universities, where we mentor students on projects related to acoustics, remote sensing, and deep-learning. We also participate in guest lectures and training courses, when invited. 224 Prepublication Copy 

Appendix B 225 FUTURE OF ACOUSTICS What is the anticipated demand for ocean acoustics expertise and supporting discipline expertise (e.g., signal processing, sound propagation modeling, marine technology) over the next decade? This section summarizes respondents’ perception on the future needs of ocean acoustics across academic, industry, federal, and professional society respondents in instances where the data threshold was met. • Industry and federal respondents both reported marine animal bio-acoustics and marine policy and management related to acoustics as the top two future needs within ocean acoustics that their organization intends to focus on. While academic respondents also reported marine animal bio- acoustics as a top need, they reported boundary interactions as their second highest top need (when excluding “Other”). (Table 113) • Academic, industry, and federal respondents were all more likely to express some level of disagreement when asked about the future supply and demand of ocean acousticians and whether the U.S. was on track to satisfy its future requirements for ocean acousticians. (Table 114) o Notably, federal respondents tended to express more neutrality and agreement when compared to academic or industry respondents. • Across all survey respondent types, some of the more common open-ended survey responses about the future of ocean acoustics/acoustics included: increasing public awareness of the role that ocean acoustics plays in climate change and national safety to generate greater buy-in on the need for additional funding; building congressional/policymaker support; modifying academic programs to strengthen students’ foundational skills; and obtaining more funding to support graduate students, retain faculty, and conduct more research. More detailed responses can be found below. Prepublication Copy 

BASED ON YOUR KNOWLEDGE, WHICH OF THE FOLLOWING IDENTIFIED FUTURE NEEDS WITHIN OCEAN ACOUSTICS DOES YOUR INSTITUTION/ORGANIZATION INTEND TO FOCUS ON? TABLE 113 Academic Respondents (n= 38), Industry Respondents (n= 17), Federal Respondents (n= 23), Professional Society Respondents (n= 2)a Academic Industry Federal Professional Society Response Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage Boundary interactions 10 26.3% 2 11.8% 6 26.1% N/A N/A Coupled structure/acoustic interaction 5 13.2% 6 35.3% 5 21.7% N/A N/A Global-spanning multi-purpose ocean 7 18.4% 7 41.2% 3 13.0% N/A N/A acoustic network Marine animal bio-acoustics 16 42.1% 10 58.8% 8 34.8% N/A N/A Marine policy and management related 4 10.5% 8 47.1% 9 39.1% N/A N/A to acoustics Noise control courses 5 13.2% 3 17.6% 2 6.9% N/A N/A Nonmammalian marine bioacoustics 6 15.8% 4 23.5% 3 13.0% N/A N/A Phase coherent acoustics 8 21.1% 4 23.5% 5 21.7% N/A N/A Specialized training in acoustical 9 23.7% 5 29.4% 4 17.4% N/A N/A oceanography Stochastic propagation 2 5.3% 2 11.8% 4 17.4% N/A N/A I am unable to answer this question on 9 23.7% 1 5.9% 7 30.4% N/A N/A behalf of my institution Other 12b 31.6% 8c 47.1% 6d 26.1% N/A N/A NOTES: Respondents could select all that applied. They could also write-in responses. Percentages will not necessarily add up to 100% because respondents were allowed to select all that applied. a There were 2 responses for this question which is below the data sharing threshold. b Other responses for Academic respondents include: Computational acoustics; National defense applications, i.e. sonar, passive surveillance; Propagation phenomena; Signal processing for DCLT; Sonar signal processing; Transducer design; machine learning for sound propagation modeling; seabed acoustics and machine learning for seabed characterization; sensor integration and data processing; and wind energy impacts (noise, construction, etc). c Other responses for Industry respondents include: Applications of machine learning in propagation, noise modeling, and sensing; Next Generation Technology Development (e.g. Marine Vibroseis); Next Generation low viz IR camera technology; Sonar Signal Processing; Still identifying directions; acoustic communications; active/passive sonar development; and passive acoustic monitoring. d Other responses for Federal respondents include: ATR; Complex scattering fields from small targets; DSP; Data analytics; Fisheries and plankton acoustics; and all areas of ocean acoustics including education and training. 226 Prepublication Copy 

Based on your knowledge, to what extent would your institution/organization agree with the following statements regarding the field of ocean acoustics? If you are unable to answer on behalf of your institution/organization, please respond based on your own perspective. TABLE 114 Academic respondents (n= 38), Industry respondents (n= 17), Federal respondents (n= 23), Professional Society respondents (n= 3) Strongly Prefer not to Statement Survey Type Disagree Disagree Neutral Agree Strongly Agree answer No Response 10 years from now, the US supply Academic 13 18 1 2 0 4 21 of ocean acousticians will satisfy (22%) (30.5%) (1.7%) (3.4%) (0.0%) (6.8%) (35.6%) the demand. Industry 3 9 2 1 0 2 2 (15.8%) (47.4%) (10.5%) (5.3%) (0%) (10.5%) (10.5%) Federal 3 9 4 1 1 5 6 (10.3%) (31%) (13.8%) (3.4%) (3.4%) (17.2%) (20.7%) Professional 0 0 0 0 0 2 1 Society (0%) (0%) (0%) (0%) (0%) (66.7%) (33.3%) The US is on track to satisfy its Academic 16 15 2 1 0 4 21 future requirements for ocean (27.1%) (25.4%) (3.4%) (1.7%) (0%) (6.8%) (35.6%) acousticians. Industry 4 8 2 0 0 3 2 (21.1%) (42.1%) (10.5%) (0%) (0%) (15.8%) (10.5%) Federal 2 9 5 0 1 6 6 (6.9%) (31%) (17.2%) (0%) (3.4%) (20.7%) (20.7%) Professional 0 0 0 0 0 2 1 Society (0%) (0%) (0%) (0%) (0%) (66.7%) (33.3%) NOTES: Percentages might not add to 100% due to rounding. Prepublication Copy 227 

OPEN-ENDED: What is a growing need in the field of acoustics and/or ocean acoustics that is currently not being met? EXHIBIT 29 Academic respondents (n= 27), Industry respondents (n= 12), Federal respondents (n= 13), Professional Society respondents (n= 0) Academic Respondent Responses Industry Respondent Responses Federal Respondent Responses • How to develop robust machine learning and AI • Citizens with broad experience and interest in • Better understanding of principals on the end applications that can function well in the complex applied work. user and policy front. DOSITS has helped. and dynamic ocean environment. • Cross-disciplinary training. The current model • Education for engineers on overlap with • AI/ML applications within acoustics Numerical of graduate student training through degree “softer sciences” e.g. policy, humanities, acoustician Field Experimentalist. programs does not equip students to be ethics etc. • Acoustics and artificial intelligence/machine proficient in the field unless they come with • I think networks and distributed systems and learning. prior training in specialized fields such physical better signal processing for bioacoustics. oceanography, signal processing, or • Application of AI to acoustics. Accessibility to bioacoustics. • Increase funding and education. Stop the trend large datasets. of acoustician’s leaving academia to become • Array signal processing Sonar systems • Effects of sound on marine life, particularly contractors. issues requiring expert subjects (e.g. engineering Transducer Design. psychoacoustics). There is an overall decline in • Much stronger two-way connections between • Broadly speaking, the number of unfilled the broader ocean science community and investing in the maintenance of expert subjects, employment positions within industry and ocean acoustics; broader, more rigorous, and which have been critical to establishing the research laboratories is large and growing. There more widely accessible training in potential impacts of ocean noise on marine life. is a clear need to have students trained in this fundamental ocean acoustics; better With a decline in expert subject availability, the field. I think the breadth of the open positions contributions from acoustics toward skillsets related to research involving expert does not require students to be trained with some fundamental ocean science questions (e.g., subjects is disappearing. narrowly defined skill set. Instead, there is a broad climate, geo-hazards, earth systems/structure need across all the sub-disciplines of ocean • Experimental Design Statistics; Statistical and hydrothermal circulation, origins of life, Validity Interdisciplinary knowledge - e.g. the human/ocean interaction). acoustics. role of marine acoustics in energy exploration • Capability to carry out research in ocean acoustics and production, offshore wind, primary data on • Need more trained professionals in modeling in other than shallow coastal waters. aspects. Finding more bioacousticians mysticete hearing; offshore wind (although still limited) but comparably fewer • Funding to support grad students and visibility of decommissioning; Cumulative stressors. physical acoustics/modelers. ocean acoustics as a career path. • From my perspective the number of highly • General public knowledge of the field. trained ocean acousticians is declining while it • Ocean Acoustics is largely absent in the Ocean Climate Action Plan. • Greater diversity of funding sources. is a continuing strategic area for the US government esp with the Arctic opening and • PAM analysts for offshore wind. • Hydrographic survey work represents 100’s of global trade Also, oceanography and acoustics • Personnel willing to work in a classified space available jobs at any one time. Geophysical, will be critical for continued energy industry eg and to go out to sea for several months each hydrographic, positioning, infrastructure markets offshore wind globally. year. have been, are, and will continue to accelerate. • Junior (non-PhD) level analysts who can run • Recognition that Acoustics is a fundamental • I think there is a broader need for those with code and process data. physics-based discipline that should be a strong training in acoustics but the support is • My experience with new employees is that required undergraduate course for all STEM insufficient and individuals across a broad range there is a lack of experience with hands-on field focused students. of disciplines are asked to fill the role without or experimental expertise. • Retaining talent in the field beyond post doc. There need to be more job opportunities. 228 Prepublication Copy 

enough background. I’m not sure the need is • Regulatory agencies are demanding more and • Two needs: 1. Technical level knowledge and growing, but it certainly isn’t being met. more acoustic impact assessment, acoustic expertise. 2. Data analytics (e.g., AI). • Lack of funding? monitoring and mitigation. Personally I think • Analysts and data managers to deal with the • Majority of jobs are in private sector or that this emphasis is misplaced, but regardless huge increase in incoming data. government agencies (NOAA, BOEM, etc). Few we will need to respond to this demand through faculty opportunities outside a few institutions consultant support. with historically large acoustics groups. • The wind farms coming online will not be able to • National defense active and passive sonar fulfill permit requirements of modeling and mitigation of construction noise without more • Replacement of retiring professionals in Navy graduates in acoustics very fast. Our company has labs and defense firms. one bid in and we are maxed out with that. • Technician training for support of acoustics JASCO seems to be maxed out at 3. Unsure who projects. Focus on students not wanting to earn a can fill the other 10 farms about to get leases bachelor’s degree. soon. • The US Navy need is clearly not being met. Also, • There is a growing need for analysts that support the ability to use acoustics as an oceanographic a mid-tier role in acoustics. Relying on Master’s tool on all scales is falling short. or PhD graduates to fill this role is untenable • Too few students and faculty compared to foreign given the type and availability of work. Also, competitors. there is a shortfall in the appropriate pay rates for • Tracking environmental change/variability technical expertise from analysts, making it hard through acoustic means. to retain them (or budget in any RFP). Acoustics is interdisciplinary and highly technical even at • US citizens with experience/training in ocean the analyst level, there needs to be appropriate acoustics and signal processing expertise. salary to retain individuals. Also there is a severe • Understanding the impact of sound on ocean lack of training for analysts. So much to do! health. How does shipping, oil exploration and • Understanding of the theory of acoustics and how other human activities impact marine life? Much to apply it to drive innovation. Strong skills in of the ocean is unexplored; how can acoustic computer science and signal processing also remote sensing techniques be used with required. autonomous vehicles to improve this? • Underwater acoustic system engineering. • Very small percentage gets fundamental acoustics education. • We don’t have enough graduating PhD students to fulfill all the job demands I received. • Climate change impacts on ocean acoustics. • Experimentation as a result of the shift in more computation/modeling. • Maintaining a skilled research workforce in acoustics – particularly propagation and defense- related acoustic issues. Prepublication Copy 229 

OPEN-ENDED: How might any projected shortfalls in the ability of the U.S. to satisfy its future requirements for acoustics and/or ocean acousticians be resolved? EXHIBIT 30 Academic respondents (n= 28), Industry respondents (n= 10), Federal respondents (n= 11), Professional Society respondents (n= 0) Academic Respondent Responses Industry Respondent Responses Federal Respondent Responses • The pipeline to graduate work in ocean acoustics • Introduce age-appropriate educational topics as part • As needed postdocs from EE and Physics if you can needs to be increased. - A nationwide campaign to of STEM programs 2. Help elevate the importance make the opportunity look attractive. advertise career paths in ocean acoustics to students of science & technology among the public - we are • Better marketing of the industry. Lots of beginning in high school with a heavy emphasis currently seeing a decrease in US university applications on the private side. towards sophomores and juniors. enrollments overall and attacks on science by some segments of society. 3. Strengthen international • By engaging the next generation of ocean • Better recruiting efforts as a community. acousticians in fundamental ocean science cooperation (this is currently one of my focus areas • Better understanding of what schools that focus on given my Adj, Prof position at the Norwegian questions and providing them the foundations that the applied use of acoustics in industry are doing. all ocean acousticians need to have. Today’s University of Science and Technology and the Listening to market needs and projecting skills gaps competent ocean acoustician needs to have had Norwegian Technical Academy of Sciences). going forward. Equal emphasis on applied and formal graduate-level training in mathematical theoretical pathways. • I do not think the issue with expert subjects will be physics, data analytics, and field methodologies at a resolved. It would take a cultural change in the minimum (you could easily add to this list), and • For funding agencies to realize how quickly we are values related with keeping expert subjects. falling behind and strengthen efforts to support and this needs to be done in a way that we foster a recruit students (and faculty) in acoustics. • I think the decline in acoustics faculty at the major cohesive community of practice. We are not doing universities (see all of those listed in our primary a good job of broadly engaging the next generation • Formal education programs are lacking. The lack of source list) is of major concern. The last generation of ocean scientists in ocean acoustics - we are education stems from a lack of sponsor support stayed in their faculty positions well past their 70’s treading water at a small handful of institutions. focused on training students instead of established and the system is broken. • Increase focus on “hard” sciences at foundational faculty and the broad reliance on soft money researchers to fill research role. • Increased 6.1/6.2 funding in S&T community, levels and make salaries competitive. encouraged (i.e. sponsored) cooperation and • Increase funding at DoD institutions such as NPS to • Funding for ocean acoustics research outside of the participation on large-scale research programs Office of Naval Research. drive ocean acoustic (UW) education, even for non- between academic organizations, FFRDCs/UARCs, DoD employees. Universities will target more • Greater support for basic research in acoustics. and gov’t laboratories. general ocean sciences. • Include acoustics based remote sensing methods in • Increasing technical training and/or provide U.S. • Increased budget to expand and sustain monitoring undergraduate ocean engineering classes. Initiate based certification for those trainings that exist. programs. Increased budget to support analysis of certification programs for ocean engineers who are Increase funding for analytical efforts. data from those monitoring programs. Increased required to satisfy federal regulations for ocean noise. Initiate acoustics short courses for policy • More acoustics specific professor positions to budget to steward and provide access to those data. actually teach the students who want to work in the • More graduate level programs. Infusing ocean makers on ocean noise and acoustic methods for field. I don’t think there is a lack of interest in acoustics into secondary school programs to get climate change monitoring. current students. There just aren’t enough kids interested early, esp with an emphasis on • Increase number of practitioners, especially young professors to train them because so few schools hire underrepresented schools. Mentorships. Increased ones. enough teachers or retain tenured teachers long budgets to hire more staff. • Increased funding/support for graduate students in since burned out who should leave or replace the • Recognize the Ocean Acoustics is more than just a ocean acoustics; increased funding for ocean retired professors with lecturers and adjunct faculty defense science requiring engineering solutions. acoustics research (which then will increase # of what also don’t have time or resources to teach grad student / post-docs). graduate students. 230 Prepublication Copy 

• Increased graduate research assistantships. • Support basic ocean acoustics research. • See above: Acoustics is a quantitative tool used in • Increased research funding to make this discipline • The collapse of big tech is freeing up candidates but everything except a vacuum to understand the viable/competitive for young faculty looking to this work is harder and folks who went to big tech spatial and temporal conditions at all scales. Ask meet challenging tenure requirements. Also more lack many important skills - are less mature and yourself: If I don’t understand the physics of outreach to make high school students and able to self manage than folks trained as scientists. acoustics, what am I doing with this ubiquitous set undergrads aware of opportunities in this field. of tools? • The development of acoustical oceanography • Increased support for and participation from courses, which include theory and practical • Technical level employees need a career that community colleges - including partnerships with applications, would be a good start. Broadening to adjusts to changes in lifestyle (e.g., family) and job transfer institutions with acoustics programs. scope of the field to be more inclusive might bring satisfaction. One way may be to have techs rotate more candidates who lack a physics or engineering among several groups/divisions within the • It’s a free market… If Administration saw organizations so that the techs do not get burned out significant revenue opportunities or explosive background. with only doing one type of job. This will most student growth. Acoustics at institutions is most • Train and incentivize scientists from similar likely require different funding mechanisms and directly related to the individual actions of faculty disciplines Work to increase cross-disciplinary policies (i.e., not stovepipe funding) Introduce interested in its disciplines. Since the dominant exchange, reduced siloed academic work Better ocean acoustics in science and statistical courses employers of engineering and physical science incentives for small businesses. There are a number taught at universities and high schools. graduates are DoD and Defenses Industry and of academic-founded small businesses popping up universities claim to pay attention to Industrial in this field Especially incentivize womxn-owned • Hire more staff. Advisory Boards, I suppose that DoD could link and POC businesses in underwater acoustics and research funding with requirements (or at least oceanography Create competitive industry. Most requests) to have institutions commit to more government contractors are huge companies that faculty and course offerings in Acoustics push out small business. disciplines. • More underwater acoustics research funding for fundamental research and education particularly through NSF and NASEM; more graduate programs in acoustics. • National investment in students and faculty to participate in formal degree programs. • Need a stronger advertising campaign • Provide ongoing consistent support for research at institutions with Acoustics programs to continue to build those up, and include an emphasis in in the research areas advertised at funding agencies (ONR, NSF, NOAA, etc.). • Recruitment of students for acoustics as a primary role and not as a supporting discipline to another field like engineering/physics. • Students worry about future employment. They also consider the excitement that the field generates. They would like to be assured that there are multiple opportunities for employment either with the ONR/Navy or outside of it. Prepublication Copy 231 

• Targeted fellowship programs and/or Scholarship for Service programs with DoD labs. • The Government and Foundations should provide more funding for graduate studies in ocean acoustics. • There needs to be a concerted effort to train more students at the graduate level and to provide “on- the-job” training (distance education and/or short courses) to help current professionals develop professionally. • We need to either have more U.S. students going to graduate school ( and have an interest in ocean acoustics), or we need more industry opportunities for ocean acousticians that do not require U.S. citizenship. We need more efforts to capture the popular interest in ocean sciences such that more students become interested in ocean acoustics. • Climate change impacts on sound propagation and animal communication. • Increase funding from Federal Agencies so faculty can hire more students. • More faculty, more courses and more students. • Need both advertisement that acoustics has the potential for a life long career and a commitment to have the sustained funding to meet the advertisement. 232 Prepublication Copy 

OPEN-ENDED: Please provide any suggestions on how to attract more funding to the field of acoustics and/or ocean acoustics. EXHIBIT 31 Academic respondents (n= 17), Industry respondents (n= 10), Federal respondents (n= 12), Professional Society respondents (n= 0) Academic Respondent Responses Industry Respondent Responses Federal Respondent Responses • Emphasize threat to national security that falling • Visit Shipping, E&P companies, Offshore Wind • Connection to what is going on in the private side behind poses. Companies, Fisheries, Navies, etc to develop long (Minerals, Survey, Petroleum, etc.). • Encourage the NSF to fund acoustics-based ocean lasting cooperative bonds - understand needs and • Convince the US Government to require University research and education projects. Educate policy potential gaps, Joint problem-solving. 2. Expand STEM programs to provide an acoustics course that makers on the critical role of acoustics for climate NOPP and similar leveraged programs with a must be successfully completed for graduation. change monitoring, remote sensing of ocean parallel education of the aforementioned industry sectors. 3. Expand Academia-Industry-Government • Dr. Rick Spinrad said NOAA is a $22-billion biology, ocean noise mitigation and marine biology agency with an $8-billion dollar budget. If I knew protection. R&D consortia. 4. Shift a % of university funds how to attract more funding, I would be the head of from high $ sports programs to STEAM programs • Engage with congressional staff. 5. Help elevate expertise within African nations; NOAA :) I think there is a correspondence between • Ensure that the policy makers understand that ocean economic priority and funding, and an overall Partner with the African Union or similar cross- acoustics has unique national security ramifications. connection to an activity that is economically boundary organizations. 5. important may increase funding. I work in fisheries • I know NUWC would offer more SMART • Focus more government funding to small business and fisheries is economically important on the scholarships if they were given the resources. DOD and contracting - existing, and also incentivize new coasts, but still well below other facets of the could set aside some minimum number of these businesses/promote needs Either R&D funding or economy and is small relative to the national GDP. fellowships for acoustics and ocean acoustics in stimulus to the growing renewable energy industry One aspect that is changing is offshore energy future funding. in the areas of marine protection and noise development (e.g., offshore wind), and as that • I think the distribution of acoustics funding to pollution, and reward R&D investment in new grows, the need for acoustic scientists and limited numbers of preferred researchers (in the technologies (eg wave energy or similar). engineers will grow to monitor the technology as ocean acoustics world) is likely as important as the • Frankly China a Russia are doing all that is needed well as the environment. amount of funding. Simply put, you have to be in to encourage US funding. But in the open literature the club. • Flip the script: rather than have ocean science that presents a problem as the work is stovepiped inform ocean acoustics, have ocean acoustics • Increase private and federal interest in the field of and civilian agencies are disinterested in funding directly participate in fundamental ocean science acoustics and ocean acoustics. areas they perceive as well funded. questions. As a community, we nibble at the edges • Launch an ad campaign to help the public better • Get NSF to realize the Navy isn’t the end all of of this, but we need to do more. understand the vital role the oceans play in our acoustics research. • For government to act it must come with planet’s health, our national security, and individual • I think soundscape management and national appropriated funding. Working through Congress to livelihoods. defense are the two key issues. Public awareness of establish ocean acoustic positions and programs • Lobby congressional delegations to support the unhealthy status of the oceans regarding noise ALONG WITH sufficient funding could make ocean/Navy research efforts with targeted and some congressional acknowledgement that we government a leader in driving growth in this appropriations for workforce development. no longer exhibit submarine superiority. Both of sector. Bigger government programs also lend to • More early and mid-career awards in Acoustics. this can only be addressed with a robust academic more private sector work and opportunities. More active participation at NSF. Building regional system generating expert ocean acousticians. Of • Increase public awareness that US is a maritime centers. course, people with degrees need jobs. nation reliant on sea lanes for international trade • More public announcements related to acoustics. • I think that with limited funding for all and increasingly dependent on marine-sourced environmental effects, less should be spent on energy. Build out congressional support for speculative acoustic science and more should be understanding climate impacts and threats to Prepublication Copy 233 

• Other government agencies need to recognize the spent on the real, known impactful issues maritime infrastructure and highlight the use of potential of acoustics. ONR does a great job, but it happening in the marine environment. This acoustics as monitoring systems to ensure health would be great of NOAA, NSF, and NASA also obsession with ocean acoustics is detracting from and longevity of those systems. were partners. Students see the singular agency as a the more pressing issues in the ocean, e.g., vessel • Increased buy in from NSF as well as federal limiting factor. strike avoidance technologies, protected species funding agencies on the value of ocean acoustics in tracking, providing ropeless gear to the global supporting policy so that they support and expand • The DoD should recognize how vulnerable the U.S. fishing fleet that is 100% ready for prime time, is becoming as we lose the edge in underwater the breadth of projects focused on acoustics/ocean removing ghost gear etc. acoustics. acoustics. • The amount of funding made available for acoustic • If only I knew! I think that leveraging private sector • Sound touches every sector involved with the interest in the blue economy might be a viable path oceans, yet few in leadership have any working impact studies in terms of wind energy to increasing funding. The issue is that most private knowledge of acoustics. Need to establish, then development in the US is laughable. It’s by far the sector funding opportunities involve equipment or care and feed the pipeline from k-2 through best technology to study the impacts on fish proprietary analytical systems, not necessarily leadership. populations (either via active or passive analysis funding. There needs to be a shift in the monitoring) and the only thing BOEM specifies for paradigm associated with big ocean data concepts • Talk to people in the navy about this. fish monitoring is trawl/traps. • There is a complicated synergy between the job to include not just the data collection, but also the • To secure more funding, the value of ocean interpretation of those data into meaningful data market, related degrees, singing up for classes, acoustics needs to be more visible and elevated. products. Uplink/World Economic Forum is a good tuition payments, and hiring faculty. • Via strategic distribution across NSF, DOD and example of something moving in that direction that • develop and offer multi-disciplinary courses in making it more accessible for institutions across the involves private support. Additionally, the cabled computer science, electrical engineering and country outside CA and MA. array observatories are so invaluable data collection oceanography to demonstrate skills in complex • We need more effort in getting the general public wise, but there is again, not thought into funding real-time propagation and complicated ocean interested in ocean sciences. Funding often goes the analysis of that data and relies on academia acoustic problems. together with public interest (e.g., space programs). interest. Needs to be more of a consideration for • make it a national defense priority. opportunities via NSF/other entities that fund the establishment of cabled array networks. My two cents! • Support basic ocean acoustics research • The field needs to be more clear about what kind of scientific answers can be solved with acoustics. Woods Hole Oceanographic Institute is doing a great job in marketing their ocean twilight zone program and generating easy to understand messaging to the general public. This will generate more interest in young people to pursue topics related to this aspect of ocean science. • Unfortunately, much of the funding related to my organizations work in marine acoustics is related to regulatory frameworks. Without pressure from regulatory agencies to fill knowledge gaps, I’m not sure what will promote the field of ocean acoustics above other policy-driven funding needs. 234 Prepublication Copy