or collective redistirbution other or collective or means this reposting, of machine, is bySociety, photocopy article only anypermitted of withSociety.Send portion theall approvalOceanographycorrespondence P to: [email protected] The of or Th e in Oceanography published been This has article Special Issue Feature

Fantasy or Fiction , VolumeSociety. 3, a quarterlyOceanography 21, Number C The journal of Waking Up to the Public’s lack of Understanding

By Ellen Prager opyright 2008 by The Oceanography Society.Oceanography A opyright 2008 by The ll rights reserved. P reserved. ll rights ermission is granted to in teaching copy this and research. for use article R

Once upon a time, in a land ignorance, and even worse, indifference, all but a few, including the educator faraway, there was a society in which about the environment and, specifically, in the bunch, explained or agreed that people understood and were excited the ocean. They were a diverse group of global warming is due to sun shining 1931, R O Box about science, especially ocean science. individuals in terms of ethnicity, afflu- through the hole. “Nooooooo!”

I first dreamed of this place a few years ence, and education; they were brought That’s me knocking my head on the wall M D 20849-1931, U ockville, epublication, systemmatic reproduction, ago as I sat behind a wall of one-way together by an ocean-related industry to behind the glass. Several people said glass watching as group after group of assess their responses to and understand- they did not think that the environment coastal residents participating in a mar- ing of certain environmental and ocean affected them personally and, while keting research activity revealed their issues. My horror reached a peak when many of the individuals present were S A .

66 Oceanography Vol.21, No.3 The Monterey Bay Aquarium show- cases the ocean’s wonders and provides an effective vehicle to reach the public. Photo courtesy of Mike Quigley

aware of ocean issues, they had little enthusiastically suggested that overfish- this high-level news representative is an knowledge or understanding of the sci- ing and fisheries decline were excellent example of the media “gatekeepers” who ence involved. topics for coverage, given their relevance control what is and is not covered by Several years later I once again to everyday life in terms of health, the major media outlets and in the medium longed for that far off world of ocean economy, and jobs. The network execu- from which, I am sorry to say, most science understanding. I was in New tive’s response was, as I remember it, members of the public get their science York discussing a potential partner- “Fish? There’s a problem with fish? When and technology information—television ship with a major television network to I go to the market, there are plenty of (National Science Foundation, 2008). cover ocean- and earth-science stories. I fish.” That deal was not to be done. Sadly, These are not extreme cases, rather

Oceanography September 2008 67 Box 1. Become a Stakeholder in K-12 Education By Sarah Schoedinger, National Oceanic and Atmospheric Administration, Office of Education

Much of what is taught content and skills. Furthermore, the cur- curriculum is overburdened, so the today in K–12 schools across the United riculum lacks coherence across, and even answer is not to add more standards States is driven by local or state stan- within, grade levels. and testing requirements to address our dards and even more so by the required These large challenges will not be parochial interests. Rather, work with tests that assess students’ proficiency in solved through a single course of action the teachers, the science coordinators, math, reading, and science. In theory, at one level in our decentralized edu- and the superintendents to figure out holding school-system decision makers cational system. So, what can members how oceanography, which provides a and practitioners accountable for student of the oceanography community offer? real-world context for integrating core learning is a good idea. In practice, it Become a more active stakeholder in the concepts in biology, chemistry, and is an educational disaster in the mak- system. Get engaged in decision making physics, can help them keep their stu- ing because the tests generally do not about K–12 education at local and/or dents engaged in acquiring the scientific assess the knowledge and skills that state levels. Partner with K–12 teach- knowledge and skills that will serve them really matter—understanding the nature ers and/or schools to provide access to and our society well now and in the of scientific endeavor and the applica- the world of oceanography—the data future (for more ideas, see Feller, 2008). tion of core content knowledge using and information, the research tools, critical-thinking skills. Additionally, and probably, most importantly, the Reference our K–12 science curriculum today is “a real-world experiences that got most Feller, R.J., C.R. Lotter, and J.E. Singer. 2008. An awak- ening (Part II): How you can help science educa- mile wide and an inch deep” in terms of of us interested in the field. The K–12 tion. Oceanography 21(2):68–71.

they illustrate well the unfortunate people’s knowledge of ocean-related wealth. The public includes our political reality of the world in which we live. terms and their ability to answer five representatives who decide how the Research shows that although many basic, multiple-choice, ocean-science nation invests its federal and state dol- people may be aware of ocean and envi- questions. Less than one-third of those lars and what our governing policies ronmental issues, they don’t understand sampled knew what the term bycatch should be. Members of the public sit on the science involved (AAAS, 2005; meant, and overall the results were school boards, deciding what is and is Coyle, 2005; NSF, 2008). In one national poor. In a similar study restricted to not taught in our nation’s classrooms. survey about ocean and coastal literacy, Oregonians, only 10% of the coastal Members of the public make up local only some 14% of the people questioned residents and 8% of the noncoastal resi- land and water planning boards, govern- felt they were informed or very well dents could correctly answer basic ques- ing important decisions that affect our informed, 52% said they were somewhat tions about the ocean, fisheries, El Niño, coasts and oceans. The power brokers of informed, and about 33% responded marine life, and , resulting in industry and the media are part of the that they were not informed (Steel, a median score of about 2.5 or an “F” public as are the world’s great philan- 2006). The same survey then tested by public-school grading standards thropists. The public includes parents (Lach and Steel, 2005). who help determine their children’s Ellen Prager ([email protected]) is The bottom line: the public is failing exposure to the ocean and to science. Chief Scientist, NOAA’s Aquarius Base when it comes to understanding ocean And the students we want to draw into in , FL, operated by the University science, and we should be worried, very ocean science careers, or at least educate of North Carolina at Wilmington and a worried. The public is not some nebu- to be ocean literate and caring, are part freelance writer. She is based in Miami. lous body without influence, power, or of the public. The public has enormous

68 Oceanography Vol.21, No.3 Scientists Chris Marten and Niels Lindquist (diver) and Congresswoman Ileana Ros-Lehtinen video conference live with schoolchildren from under the sea in NOAA’s Aquarius undersea research station. Photo courtesy of Bob Care

2006 National Ocean Sciences Bowl com- petitors explore pools of the California coast with ocean scientists and educators. Photo courtesy of Mike Quigley

power to shape the future of the ocean of problems that include overfishing, for a smaller percentage of the federal and ocean science. habitat loss, nonpoint source pollution, research budget. The excitement of and Today, even more than in the past, harmful algal blooms, invasive spe- investment in and the fact that most of the public has so cies, and climate change. The need for undersea technology development so little understanding of ocean science scientific information to find prevalent in the 1960s and 1970s seems is extremely troublesome, given the to these problems and better manage but a distant dream. chronic underinvestment in ocean our influence on the sea has increased Other careers, many of which are science, the emergence of impacts both in scale and urgency. So, too, has more lucrative and visible, are also now stemming from our long-term use the need for individuals to make wise luring students away from the natural and misuse of the sea, the revolution choices as consumers, voters, and in sciences. For example, with the popular- in information access, and increased behaviors that affect our coasts and ity of television’s CSI, forensic science is competition for students and money. ocean. Today, as a result of chronic now one of the hottest classes on cam- Degradation of the ocean has been underinvestment, much of our ocean pus and in career choices. Over the past occurring since humans first began to science infrastructure is aging and in two decades, we have also experienced exploit its resources; however, over the shamefully poor condition. Furthering a revolution in information technology last two decades, the cumulative impact the problem is that we are living in an that has brought great benefit to science, of our activities has become increas- era of budget shortfalls combined with but has also helped to propagate pseu- ingly apparent. Growing scientific costly international and domestic issues. doscience, myths, misunderstandings, documentation and notable societal Ocean science is now low on the nation’s and purposeful deceptions regarding effects have heightened our awareness list of priorities, leaving us to compete the environment and ocean. Debate can

Oceanography September 2008 69 Box 2. Engaging the News Media By Dan Vergano, USA Today

Forgive the marine meta- Because you enjoy lots of competition back to the Hubble photo. The astrono- phor (and the preachy tone), but and your competitors—astronomers, mers have NASA’s media machinery at ocean scientists are swimming against a climate scientists, politicians, and movie their disposal. The big-name science riptide of competing news. Getting your stars—make it easy to run their stories. It journals push stem cells, human origins, findings in front of the public requires a helps to think like a reporter if you want and microbes. Even the physicists send sharklike approach to survival—fast and one to take your news bait instead. out a weekly run-down of interesting opportunistic—rather than waiting for a News stories are stories first, news a new findings in their field. newsman’s net to sweep your results into close second. The first question every Don’t get me wrong. NOAA and the the limelight. reporter asks is: What’s the story? In sci- marine labs on the coasts make very On the front lines of collapsing fisher- ence news, the story is usually that some good efforts, with fellowships, sea trips, ies, climate change, and ocean acidifica- smart folks have discovered something and the like, to reach out to reporters. tion, ocean scientists have a big story to fascinating, and that’s a fine story. The But you have a real opportunity to get tell. People flock to aquariums, remem- second question is: Why does it matter? more news out, considering the chal- ber , and last year read If your story doesn’t have some implica- lenges the oceans face, if you think of about a Pulitzer Prize that went to a tions for our readers, we can’t run it what you do as a news story and if you Los Angeles Times series on the health of (unless it has a really cool picture). make it respectable for your field’s lead- the ocean. So why isn’t there more ocean Regarding competition, you have to ing lights to make news. The astrono- science news in the newspaper? make things easy for reporters, or else it’s mers aren’t going to wait for you.

foster scientific advancement; however, The Audience powerful economic valuations is effec- now it can also be misused to create When it comes to outreach and tive. For example, the national ocean doubt and suspicion of science and sci- education, one size does not fit all. economy generated $138 billion dollars entists in the public eye. For all of these Recognizing your target audience and in 2004 (Judy Kildow, National Ocean reasons, today, we in the ocean science the interests it represents is critical for Economics Project, pers. comm., 2008), community need to engage the public effective engagement. For instance, and consumers annually spend over and promote a better understanding of while ideologically our political rep- $50 billion dollars on seafood, which the ocean and ocean science. resentatives should care most about ranks number two, just behind oil, in what is best for the nation both in the the US trade deficit. After I made a Hitting the Bull’s-Eye short and long term, let’s face it: their presentation on ocean and coastal issues To more effectively reach, inform, and attention is usually on short-term crisis in Southwest Florida, a wealthy banker engage the public, we need to take management and what matters most to said to me that he had never heard the advantage of knowing where people get their constituents. When talking ocean ocean and coasts described in quantita- their information, effectively target the science on Capitol Hill, it is useful to tive economic terms and that it made various audiences involved, and invest in consider links to hot-button issues and him realize the true risks his community both traditional and innovative outreach the economy, jobs, human health, and faced due to recurrent algal blooms, and education activities. We must also quality of life, especially in a member’s beach erosion, and overfishing. make such efforts of more value within home district. When presenting to a Getting the message right for multiple our own community. group of business leaders, incorporating audiences is critical. A portion of society

70 Oceanography Vol.21, No.3 Box 3. Getting Ocean News Stories Assigned to a Reporter Jeff Burnside, Reporter, WTVJ NBC 6, Miami will respond emotionally to the plight of the sea’s charismatic megafauna, and some people may understand the need “Out of sight, out of mind” remains the biggest challenge to sustain marine biodiversity. A small in getting ocean stories into television news. “Once you scuba dive,” said percentage of the population may even famed ocean advocate Jean Michel Cousteau in a recent TV interview, be convinced that the ocean is a critical “you become an ambassador of the seas.” But the challenge remains to component of the planet’s life support excite all those people who haven’t yet seen the ocean from under the system, but for many people these mes- waves. And that, in turn, becomes the big challenge for television report- sages just do not resonate. We have been ers who want to air more ocean-related stories. using them for years and look where we As a reporter based in Miami and surrounded on three sides by are today! We also need to create and ocean, marine issues are literally all around me. Yet news manag- use messaging that connects individu- ers or the “gatekeepers of the news” hold on to the misperception als to the ocean through the things that that, given the vastness of the ocean, there couldn’t possibly be a real influence them on an everyday basis— crisis. To be sure, it is a parallel to the challenge scientists face with for example, health, safety, jobs, quality the general public. of life, and recreation. And we need to What helps to get ocean-related stories assigned? A front-page display find more ways to make ocean science on Nature or Science or another peer-reviewed journal helps convince relevant, understandable, and, yes, even news managers. Because the news business is often a victim of group entertaining. We need to capitalize on think, once an ocean issue lands on the cover of a weekly news magazine the gee-whiz factor of undersea adven- (see US News’s “Empty Oceans”) or the top of the The New York Times ture and discovery, take advantage of the front page, then other media outlets quickly race to report on it. surprise, humor, and wonder involved Then there’s the “gee whiz” factor: a story so cool that it cannot be in ocean science. How we deliver our missed. When I was invited to do a live broadcast from inside Aquarius, message is also important. As scientists, the world’s only undersea research laboratory, managers couldn’t resist. we spend years learning the language of So, while the “gee whiz” was winning the attention of viewers (and news our trade. In communicating with the managers), I included in the story a heavy dose of bona fide news about public, we must do away with the jargon ocean science. and forego the technical details we, as Scientists shouldn’t have to convince TV reporters or their news man- scientists, find so fascinating and focus agers of bona fide stories. But here’s what helps: on what the public will understand and • Provide hard-to-get video. find compelling. • Offer a scientist or researcher who can give a good television interview. • Make contacts with television reporters whose work you think is better Effective Outreach than the others, and develop those contacts over time. and Education • Exclusivity helps. As in the past, we face many challenges • The story must be new or must have a significant new development. in reaching the public. Some have • Is there a villain such as a major polluter or someone who’s done some- changed due to the nature of society thing wrong? Perhaps there is an investigative element. today, others remains as difficult as ever. • Will it have a direct impact on viewers (i.e., seafood, closed beaches, One area in which significant progress boating restrictions, the economy, coastal development)? has been made is in informal education. • If the reporter has time, take him/her out in the field. Today, there are more aquariums, nature The pendulum is swinging back toward more stories about science parks, and opportunities for people to and the environment. So, act now. Don’t wait for someone to call you. learn about the ocean than ever before. An estimated 135 million people visit

Oceanography September 2008 71 Box 4. Finding Good Ocean Information on the Web By Alan Boyle, Science Editor, MSNBC.com

All of us are swimming in a rising sea scientific value, but there are also pearls through complex topics and offering up of information nowadays. So, how do out there just waiting to be picked up. the freshest, tastiest, meatiest morsels. we keep from ? Over the past Here are a few suggestions for finding (Put MSNBC.com on your list!) decade, the rise of the Internet has made the richest beds: • Find an online habitat. An entire the bounty of scientific research more • Rely on trusted guides. Science writers ecosystem is growing up around the accessible—so much so that it is easy (and science-minded readers) often news in the form of social network- to get overwhelmed. Just looking at the build up a trusted network of sources ing sites such as Facebook as well as 33,000 e-mail messages currently sitting that can point them toward the good discussion forums such as Newsvine. in my in-box is overwhelming, even stuff. For writers, these might be Track down a forum or a blog that though I know a lot of them are flotsam experts on oceanography or climatol- caters to your topic of interest (The and jetsam that I haven’t gotten around ogy who have proved helpful in the Plankton Forums? Oceana?), find out to cleaning out. So it is with the Internet: past. For readers, these might be pub- what people are talking about—and lots of information is of dubious lications that do a good job of sorting then jump in!

zoos and aquariums each year, and nature among the main reasons they Jeff Burnside of WTVJ/NBC 6, and Alan research suggests that they come away chose science as a career (Gladfelter, Boyle of MSNBC write of the challenges better informed, feeling more con- 2002). We need to continue to support involved and provide excellent advice nected to nature, and seeing themselves and further invest in places of and pro- about bringing ocean science to the pub- as part of the in conservation grams for informal ocean education and lic through print, broadcast, and Internet (Falk et al., 2007). Aquariums now host opportunities for people of all ages to outlets. Though to some it may seem education programs specifically directed experience nature firsthand. blasphemous, we should also try to work at school children and provide excel- more closely with the entertainment lent hands-on inquiry and experiential Formal Education industry to embed ocean science—as learning opportunities. Due to budget Today, there are numerous challenges accurately as possible—into popular film, and liability issues, however, field trips to be met in the arena of formal educa- television, and online programming. to centers of informal education have tion with regard to ocean science. One become more difficult for educators to of the biggest is just getting the topic Increased Value undertake. Meanwhile, as Richard Louv into the curriculum. In Box 1, ocean Lip service is simply not enough! The (2002) describes in his book, Last Child education expert Sarah Schoedinger, rhetoric about the importance of ocean in the Woods, fewer and fewer kids now from the National Oceanic and outreach and education has grown have the opportunity to experience Atmospheric Administration, takes a significantly in the past decade, yet the nature firsthand. Spending time as a look at some of today’s challenges and investment in related activities remains child outdoors in relatively wild places solutions with regard to ocean science far less plentiful. To improve the nation’s can help to build an appreciation for and formal education. ocean science IQ, we need to invest in and curiosity about the environment, the people, programs, and activities to and, according to Louv, may also com- Working with the Media do so. Support is needed to sustain and bat problems of obesity and possibly If information and reach are power, expand existing efforts that have proven attention deficit syndrome. Many ocean then the media reign supreme. In effective. Funding is also needed to try scientists cite childhood experiences in Boxes 2–4, Dan Vergano of USA Today, new and innovative things. Within our

72 Oceanography Vol.21, No.3 The author face-to-face with a goliath grouper at the Aquarius, where outreach and educa- tion are part of the mission. Photo courtesy of

Scientists go black tie. CNN’s Miles O’Brien moderates a panel on ocean issues and exploration with , Larry Madin (WHOI Director of Research), author Ellen Prager, and underwater photographer during a 2008 event for the Explorers Club. Photo courtesy of Craig Chesek

own community, outreach and educa- it won’t happen on its own. In the real References tion efforts need to be valued above a world, we can only reap what we sow. American Association for the Advancement of Science. 2005. AAAS Survey Report. http://www. pat on the back. Related and effective Get out there and talk to groups outside aaas.org/news/releases/2004/aaas_survey_report. activities should be viewed positively the ocean science community. Visit pdf. Last accessed June 2, 2008. Coyle, K. 2005. Environmental Literacy in America: in tenure evaluations, promotions, your local Rotary or garden club, offer What Ten Years of NEETF/Roper Research and and proposal reviews. Criterion Two a presentation to regional leadership Related Studies Say About Environmental Literacy in the U.S. The National Environmental Education (Broader Impacts) on National Science groups, and make yourself available as & Training Foundation, Washington, DC, 128 pp. Foundation proposals (see www.nsf.gov/ a resource to your local school boards, Falk, J.H., E.M Reinhard, C.L. Vernon, K. pubs/gpg/broaderimpacts.pdf) should business community, and political repre- Bronnenkant, N.L. Deans, and J.E. Heimlick. 2007. Why Zoos & Aquariums Matter: Assessing be taken seriously, and partnerships sentatives. Give a talk at a nearby school the Impact of a Visit. Association of Zoos & with educators or outreach specialists and invite local media to a luncheon Aquariums, Silver Spring, MD, 24 pp. Gladfelter, E.H. 2002. Agassiz’s Legacy: Scientists’ should include funding for their efforts. discussion of regional issues or potential Reflections on the Value of Field Experience. Oxford Outreach and education should also be stories. And if you are in a position of University Press, New York, 437 pp. Lach, D., and B. Steel. 2005. Survey results give insight seen as a worthy and respectable career leadership, say a dean or department into public attitudes about coastal issues. Available path for young scientists. This is not to chair, take the reins and increase the online at: http://seagrant.oregonstate.edu/ say that every ocean scientist should be worth of outreach and education efforts, makingadifference/stories/LachandSteelSoA.html. Last accessed June 2, 2008. doing outreach and education, but those reward those who are effective, and Louv, R. 2006. Last Child in the Woods: Saving Our who have the communication skills and invest for the future. Only by engaging Children from Nature-Deficit Disorder. Algonquin Books, Chapel Hill, North Carolina, 334 pp. desire should receive encouragement, the public in ocean science and making National Science Foundation, Division of Science support, and investment. a convincing case for its importance can Resources Statistics. 2008. Science and Engineering we garner the support and get the influ- Indicators 2008. National Science Foundation, Arlington, VA, 134 pp. Conclusion ence, students, and investment we so Steel, B.S. 2006. Ocean and coastal literacy in the Having a public that is informed and desperately need. United States. Sea Technology 47(7):45–48. engaged in ocean science does not have to be a thing of fantasy or fiction, but

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