Ocean Acoustics Education and Expertise (2024) / Chapter Skim
Currently Skimming:
6 Recommendations for Addressing the Gaps Between Education and Expertise and Workforce Needs
6 Recommendations for Addressing the Gaps Between Education and Expertise and Workforce Needs
Pages 76-89
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 76... ...
This analysis of the nation's challenges related to workforce performance and demand provides a timely opportunity for the ocean acoustics community to simultaneously address its present and future workforce needs. The 76 Prepublication Copy
|
From page 77... ...
Developing federal- or industry-sponsored chaired positions or similar designations can provide direct connections between the funder and sponsored researcher and help to translate between ocean acoustics research at institutes of higher education and operational or real-world applications and workforce expertise. Similarly, these sponsored positions would provide the funding industry or agency a direct relationship with the research institute to steer research programs and increase awareness of ocean acoustics programs through guaranteed funding for research and student support.
|
From page 78... ...
Recommendation 6-3: The Department of Defense and other relevant federal agencies should develop or update existing programs to better translate military experience and knowledge related to ocean acoustics gained during active-duty service to allow easier transition into civilian employment and improved retention of highly skilled military professionals in the ocean acoustics workforce. 1 The SkillBridge program offers separating military service members the opportunity to intern at a civilian organization during their last 6 months on active duty.
|
From page 79... ...
Fewer programs offer conceptual information aimed at providing high-level, contextual understanding of ocean acoustics topics that are crucial in fields such as environmental policy and ocean mapping. Conclusion 6-3: Opportunities for the engagement of those in highly technical programs with those in more conceptual or applied programs will help to shape an inclusive ocean acoustics community identity that is conducive to technical innovation in research and to address broader societal challenges.
|
From page 80... ...
Conclusion 6-4: The perception that the ocean acoustics community has limited career options can be corrected through an increase in frequency and regularity of community building programs and experiential learning opportunities, such as short courses and training programs. These programs can foster networking for ocean acousticians who often do not have many peers within their own workforce.
|
From page 81... ...
Conclusion 6-5: Because exposure to subjects at an early stage can greatly influence educational and professional trajectories, there is a need for ocean acoustics content in the lower-level core requirements for undergraduate students pursuing a range of majors in science, engineering, and environmental policy. Expansion of Technical Ocean Acoustics Topics Meeting the technical needs of the future ocean acoustics workforce will require exposing students to a broader range of topics than those typically covered.
|
From page 82... ...
Formal curricula in degree programs and short courses focused on training seasoned researchers and practitioners are 2 Marine bioacoustics covers a wide range of topics related to how sound in the ocean is used by and used to study marine life and includes aspects of hearing, communication, remote sensing of marine life, and animal behavior. Prepublication Copy
|
From page 83... ...
To encourage broader adoption of best practices in scientific computing and ocean acoustic approaches, particularly in environmental monitoring, the ocean acoustics community could provide training through both formal curricula in degree programs and training short courses. • Data management: Data management was another area highlighted in the committee's information-gathering sessions as critically needed expertise.
|
From page 84... ...
Recommendation 6-5: Institutions of higher education, in cooperation with the ocean acoustics workforce and professional societies, should develop curriculum guidelines and competencies to meet the demand for workers in both ocean acoustics research and applied ocean acoustics to ensure students receive baseline knowledge and develop the skills required for successful careers. Developing curriculum should include: • Integration of opportunities targeting first- through third-year undergraduates in science, engineering, and environmental policy to participate in hands-on learning that reinforces ocean acoustics concepts; • Effects of sound and bioacoustics content; • Acoustic propagation and soundscape modeling content; • Artificial intelligence, machine learning, and data science content; • Numerical modeling and analysis supported by high-capacity computing content; • Best practices in scientific computing; and • Data management.
|
From page 85... ...
● Ocean acoustics career skills and on-the-job training opportunities: Some career options in ocean acoustics do not require highly specialized education and expertise in upper-level math, physics, and engineering. Many such positions are available and in demand in ocean acoustics and in the supporting disciplines of signal processing, data management, and marine technology.
|
From page 86... ...
that could integrate ocean acoustics into K–12 outreach and teacher professional development programs to increase awareness of ocean acoustics content and career opportunities. Link Between Climate and Marine Ecosystem Science and Ocean Acoustics The direct connections between climate and marine ecosystem sciences and ocean acoustics are not widely known outside the ocean acoustic community.
|
From page 87... ...
The recommendations identify resources required to support research and education and preparation and recruitment of a diverse workforce. They were developed to provide stakeholders in higher education, government, industry, the ocean acoustics community, and professional societies actions to improve the quality of ocean acoustics education and training to meet the needs of the current and future workforce that requires ocean acoustics expertise and increase recruitment and retention of a diverse workforce.
|
From page 88... ...
6-5 Institutions of higher education, in cooperation with the Curriculum Colleges and ocean acoustics workforce and professional societies, Universities, should develop curriculum guidelines and competencies Ocean to meet the demand for workers in both ocean acoustics Acoustics research and applied ocean acoustics to ensure students workforce, receive baseline knowledge and develop the skills Professional required for successful careers. Developing curriculum societies should include: • Integration of opportunities targeting first- through third-year undergraduates in science, engineering, and environmental policy to participate in hands-on learning that reinforces ocean acoustics concepts; • Effects of sound and bioacoustics content; • Acoustic propagation and soundscape modeling content; • Artificial intelligence, machine learning, and data science content; Prepublication Copy
|
From page 89... ...
Federal In addition, these sectors should provide information Agencies, about ocean acoustics competencies and potential careers Ocean to increase awareness. Acoustics community 6-8 Federal agencies and blue economy industries should Awareness Federal Lackie 12, 13 dedicate financial support to ocean acoustics education agencies and training both within grant-funded programs (coupled research-education opportunities)
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.