Regional Coastal Ocean Observatories: New Education Initiatives Scott Glenn, Oscar Schofield, Mike DeLuca & Dale Haidvogel Institute of Marine and Coastal Sciences (IMCS) Rutgers University Science web site http://marine.rutgers.edu/cool Operational web site http://www.thecoolroom.org

An Integrated Observatory 30 X 30 km LEO CPSE An Integrated Observatory

New Jersey Shelf Observing System (NJ-SOS) 300km x 300km Began in 2001 Satellites, RADAR, Gliders

Rutgers University Marine Remote Sensing L-Band Operational since 1992 X-Band To be installed in 2003 L-band currently tracks: NOAA-12, 16, 17 SeaWiFS FY1-C, FY1-D X-band will track: MODIS Aqua/Terra Oceansat Radarsat ADEOS 2 HY1

UMaine/Bigelow Physical/Optical Mooring

Nested Multi-Static CODAR Array Beach Buoys Boats

Slocum Autonomous Glider – Webb Research Jan 14, 2003

New York Harbor Economic Impact $ 30 Billion NJDOT Maritime Operations Budget $300 Million Harbor Science Budgets $3 Million

Alaska CODAR Florida Glider Deployment

Collaborating to expand to Philippines for study in Luzon Strait Actively expanded to Bergen, Norway Collaborating to expand to Philippines for study in Luzon Strait

National Network of Regional Observatories Are there models for linked regional centers? 121 Offices Nationwide 34 Coastal Offices 25 Offices Nationwide

Regional Observation & Forecast Center Startup Costs 1 XBand Satellite Dish $0.5 M 5 CODARs Installed @ $200K $1.0 M 10 Glider AUVs w/sensors @ $100K $1.0 M Chase Boat, Vehicles, Computers, etc. $0.5 M Total: $3.0 M Operational Costs Salary, Fringe, Overhead 24/7 Watch Forecasters 5 Satellite Tech 1 CODAR Tech 2 Glider Tech 2 Computer Tech 1 Electronics Tech 1 Modeler 1 Director 1 Secretary 1 Salary Total 15 @ $150K/year $2.25 M/year Repairs, Maintenance & Training $0.75 M/year Total: $3.0 M/year For 25 National Centers - $75M startup Annual Operating Costs (375people) - $75M

New Education Initiatives at Rutgers University 1) K-12 -- Mid-Atlantic Center for Ocean Science Education Excellence (MA – COSEE) Central Themes - Applications of Coastal Observatories 2) Undergraduate -- New Course for Non-Majors Interdisciplinary theme that uses Coastal Observatories 3) Masters in Operational Oceanography Provide hands-on training in a collaborative Coastal Observatory 4) Ph.D. in Coupled Atmosphere/Ocean/Biological Modeling Includes Ph.D. research in a growing network of Coastal Observatories

The Mid-Atlantic Center for Ocean Science Education Excellence (COSEE) Rutgers University – Institute of Marine & Coastal Sciences (IMCS) University of Maryland – Center for Environmental Science Hampton University Stevens Institute of Technology- Center for Improved Engineering & Science Education (CIESE) New York Aquarium Virginia Institute of Marine Science (VIMS) WordCraft Chesapeake Bay Foundation

Mid-Atlantic COSEE Promote life long learning using coastal observing systems in NJ, NY, MD, and VA Promote the effective use of information technology Foster inclusion of underrepresented groups in the ocean sciences Facilitate professional development for K-12 educators Develop, identify, and distribute exemplary curricula Promote the education of public audiences

Curriculum Development & Enhancement C.O.O.L. Classroom www.coolclassroom.org Introductory Lessons Problem Based Lessons Data Collection & Analysis

Masters in Operational Oceanography Rutgers University Masters in Operational Oceanography To educate masters level operators and users of coastal observatories by providing background training and collaborative hands-on experience within an operating coastal observatory. Duration: 3 summers, 2+ academic years Requirements: 24 course credits, 6 research credits Master Thesis defense Purpose: Partners: Stevens Institute of Technology - New Jersey California Polytechnic State University Mote Marine Laboratory – Florida University of Alaska – Fairbanks Norway: Nansen Environmental and Remote Sensing Center (NERSC) Institute of Marine Research Norwegian Meteorological Institute

Rutgers University Masters in Operational Oceanography Rutgers Courses (3 credits each) plus an ongoing User Seminar Series Background Core Courses (9 credits) Physical Oceanography (PO) – IMCS Faculty Biological Oceanography (BO) – IMCS Faculty Chemical Oceanography (CO) – IMCS Faculty Marine Geology (MG) – Geology Faculty Earth System History (ESH) – Paul Falkowski Operational Core Courses (9 credits) Coastal Ocean Observing Systems (COOS) – Scott Glenn & Oscar Schofield Ocean Data Analysis (ODA) – Robert Chant Coastal Ocean & Estuarine Dynamics (COED) – John Wilkin & Dale Haidvogel Optional Courses (6 credits) Remote Sensing (RS) – Jim Miller & Scott Glenn Waves, Current & Sediment Transport (WCST) – Scott Glenn Estuarine and Sediment Processes (ESP) – Robert Chant Numerical Modeling I & II (NM-I; NM-II) – Dale Haidvogel Microbial Dynamics (MD) – Oscar Schofield Large Scale Dynamics (LSD) – Dale Haidvogel Radiative Transfer (RT) – Dana Lane

Masters in Operational Oceanography Rutgers University Masters in Operational Oceanography Sample Class Schedules

Masters in Operational Oceanography Coastal Ocean Observing Systems: Rutgers University Masters in Operational Oceanography Coastal Ocean Observing Systems: Provides hands-on experience in the operation of critical sensors and systems. Structure: Meets once per week for a double period. Each group of sensors or systems is covered using a similar approach. Manufacturer’s participation anticipated. Week 1 – Background theory – Single period Hands on lab set up and test – Single period Week 2 – Shipboard use – Early morning plus Double Period Week 3 - Data recovery, processing and display – Double period Data retrieval and conversion manufacture’s software, Processing and plotting (Matlab),Web Display (html) Topics: Sensors and systems are divided into complimentary groups. Overview of Observing Systems, Relation to Models, Forecasting and Adaptive Sampling, GPS Navigation, Thermister Strings 2. Physical Sensors – ex. CTD, ADCP 3. Optical Sensors – ex. OBS, LISST, AC-9 4. Gliders 5. CODAR (no boat trip) 6. Satellites (no boat trip)

Masters in Operational Oceanography Rutgers University Masters in Operational Oceanography BUDGET 2003 Startup 1) Building modifications for X-Band Dish                   $100 K 2) COOLroom modifications & computers                  $100 K 3) Salary support - new course development $ 50 K 2003-2004 Academic Year 1) 6 students @ $50 K each                                     $300 K 2) Operating Costs                                                   $100 K 3) Salary support – course development & teaching $100 K 2004-2005 Academic Year 1) 12 Students @ $50 K each                                    $600 K 2) Operating Costs                                                    $150 K 3) Salary support – course development & teaching $100 K 2005-2006 Academic Year 1) 18 Students @ $50 K each                                    $900 K 2) Operating Costs                                                    $200 K 3) Salary support – course development & teaching $100 K

Graduate Curriculum in Atmosphere/Ocean Dynamics IMCS Board Meeting January 29, 2003

Coupled Circulation-Ecosystem Model for Regional Climate Studies

Statistical Approximation ESSE Flow Diagram + DY0/N ^ ESSE Smoothing via Statistical Approximation DE0/N + + DP0/N - - Performance/ Analysis Modules Field Initialization Y0 Central Forecast Ycf(-) ^ Most Probable Forecast + Ymp(-) ^ Shooting Synoptic Obs Measurement Model A Posteriori Residules dr (+) Historical, Synoptic, Future in Situ/Remote Field/Error Observations d0R0 Sample Probability Density + - Select Best Forecast - Measurement Model Data Residuals Measurement Error Covariance Mean OA via ESSE ^ Ensemble Mean d-CY(-) + Options/ Assumptions ^ + eq{Yj(-)} Minimum Error Variance Within Error Subspace (Sequential processing of Observations) Gridded Residules ^ Y(-) + - j=1 ^ ^ Y(+) Y(+) Y1 Yj Yq Scalable Parallel Ensemble Forecast Y1 Yj Yq ^ - + + - Perturbations + E(-) P(-) Error Subspace Initialization ^ SVDp - + + + - E0 P0 +/- ^ j=q Normalization uj(o,Ip) with physical constraints Continuous Time Model Errors Q(t) Adaptive Error Subspace Learning Key Convergence Criterion Continue/Stop Iteration Breeding Peripherals Analysis Modules E(+) P(+) Ea(+) Pa(+) Field Operation Assumption

EcoSim 2.0 Model Formulation Cocco-litho-phores Dino- flagellate Sediment Detritus Pelagic Diatoms G. breve Tricho-desmium Benthic Flora Synecho- coccus Relict DOM Predator Closure Lysed Iron NH4 NO3 CO2 Air/Sea Excreted Dust Physical Mixing and Advection Light Copepod Ciliates Hetero- Flagellet Bacteria Viruses EcoSim 2.0 Model Formulation N2 PO4 SiO4

Atmosphere/Ocean Curriculum: Goals Unified treatment of atmosphere/ocean dynamics and modeling Joint curriculum between IMCS and Environmental Sciences Participation of Research Faculty with salary support from ICR Strong computational component Applications to coupled climate, biophysical modeling, data assimilation Explore partnerships with Princeton University, GFDL

Atmosphere/Ocean Curriculum: Courses Dynamics: Atm/Ocn, Coastal and Estuarine, Sediment Transport, Boundary Layers Climate: Physical Climatology, Climate Modeling, Biogeochemical Cycles Modeling: Numerical Modeling, Geophysical Data Analysis, Data Assimilation, Phys/Bio Modeling Interdisciplinary: Atm Chemistry, Atm Radiation, Bio / Chem / Physical Oceanography Observing Systems: Remote Sensing, MOO courses

Summary Coastal Observatories – Expanding Worldwide – Need People Educational Opportunities – Ph.D.s to Continue Development Masters to Deploy/Operate and to Use Products Education of Future Users – Undergrad Non-Majors & K-12 What’s Missing? – Funding Stream for the Masters