______Appledore Island, Isle of Shoals, Kittery, t: 603.964.9011 • [email protected] • shoalsmarinelaboratory.org

Shoals Marine Laboratory Climate Change and the (BIOSM 2300/MEFB 507) June 24-July 1, 2019

Course Syllabus and Schedule

Faculty: Drew Bush ([email protected])

Possible Guest Instructors/Presenters: Dr. Cameron Wake, University of Dr. Joseph Salisbury, University of New Hampshire Dr. James Coyer, University of New Hampshire Dr. Porter Hoagland, Woods Hole Oceanographic Institution Dr. Andrew Ashton, Woods Hole Oceanographic Institution Members of Coastal Adaptation Workgroup

Prerequisites: Introductory biology, environmental or marine science, or environmental policy

Credit hours: 1.5 (Cornell credits) and 2 (UNH credits)

Course Objectives/Goals: Course Description Marine climatic changes will severely impact ocean-based ecosystems, coastlines, and human communities. Hands-on inquiry research in this course at the located on , ME will involve students in examining alterations to the marine environment due to global climatic changes. Students will use the Columbia University-National Aeronautics and Space Administration (NASA) Goddard Institute for Space Studies (GISS) Educational Global Climate Model (EdGCM) and smartphone applications to envision future shorelines. Guest lectures and fieldwork will be led by marine and climate scientists from University of New Hampshire and the Woods Hole Oceanographic Institution and involve examination of changes to the littoral zone, Gulf of Maine, and the world’s oceans more broadly. Topics covered in this one-week field course include: Examining the evidence that the Earth’s climate is changing, the greenhouse effect and natural forcings on global climate, climate change and sea-level rise, sea-levels and coasts of the geologic past, alterations to ocean chemistry and temperature, marine ecological impacts, human coastal impacts, and possible policy solutions. This course is targeted toward early and mid-career students with backgrounds in Earth and environmental science, marine science, or environmental policy.

Essential Course Questions 1. In what ways can the diverse methods of marine science and climate science help us to understand changes to the marine and coastal environment?

Shoals Marine Laboratory on Appledore Island, , Maine: Dedicated to undergraduate education and research in marine science since 1966

2. How can research on Appledore Island, ME help to inform the policy response to marine climate changes in the Gulf of Maine?

Learning Outcomes

General Specific Knowledge Level of Dimension Thinking 1. Be able to 1.1 Describe the processes that shape weather and Factual Understand explain how climate globally and regionally in the Gulf of Maine humans are 1.2 Evaluate the evidence of a changing global climate Factual Understand causing the and the role of humans in these changes Earth’s climate 1.3 Examine interactions between the ocean and climate Conceptual Understand and oceans to change 1.4 Identify changes to temperature/precipitation in the Factual Analyze Northeast United States 1.5 Apply knowledge of changes to an examination of the Conceptual Apply marine environment in the Gulf of Maine and on Appledore Island, ME 2. Be able to 2.1 Identify key characteristics of marine and climate Factual Evaluate employ research and what makes “good science” scientific 2.2 Explain why scientists use models, citizen science, or Procedural Understand/ process and field-based research to examine marine climate changes Evaluate modeling skills 2.3 Create, test, evaluate and communicate about a Procedural/ Create/ hypothesis about marine climate changes on Appledore Metacognitive Analyze Island, ME 3. Be able to 3.1 Describe how climate relates to the present and past Factual Understand/ describe how coastlines of the Gulf of Maine and Appledore Island, ME Analyze coastlines have 3.2 Examine how the coast of Appledore Island, ME has Conceptual Understand changed in the changed and may change in the future past and will 3.3 Analyze how sea-level rise at the Isles of Shoals may Conceptual Analyze change in the affect the human or marine environment future 4. Be able to 4.1 Describe how climate changes are altering the Gulf of Factual Understand/ identify major Maine’s physical and chemical properties Evaluate changes to the 4.2 Examine data from the Appledore Buoy, describe how Factual Apply ocean’s this data has changed during the time the Coastal Carbon physical and Group has examined it, and compare it with other data chemical sources properties 4.3 Analyze how physical and chemical changes may Conceptual Analyze alter the marine ecology of Appledore Island, ME and the Gulf of Maine 5. Be able to 5.1 Critique the regional policy response to coastal Factual Evaluate analyze climate changes in the states bordering the Gulf of Maine possible policy 5.2 Propose alternative responses that will help mitigate Metacognitive Create responses to changes or help humans adapt to them on the Isles of the Gulf of Shoals Maine’s 5.3 Analyze obstacles to individual and collective action Conceptual Analyze changing on this problem for the state governments and regional coastlines and coordinating bodies in the Gulf of Maine marine environment Course Materials: 1. Background readings and research literature will be provided for students electronically. Readings are selected from the individual course texts, peer-reviewed literature, and other relevant materials shared during the course. Students are encouraged to read ahead each night of the course. Careful note taking is essential, keeping in mind that these readings are the basis for much of the learning you will do in the course. All readings will be shared ahead of the day they are meant for.

Required Texts (Provided Electronically) 1. Chapters 1,2,7 and 8 from Dessler, A. (2015). Introduction to modern climate change. New York, NY: Cambridge University Press. 2. Chapter 8 from Peterson, J., Sack D., & Gabler R. (2016) Physical Geography (11th Edition). Boston, MA: Nelson Education. 3. Other individual class course readings as assigned on syllabus.

2. The course will culminate with a paper presentation for the Shoals Marine Laboratory community based on your laboratory assignments. The professor will provide instructions and a rubric for how you will be evaluated for each of the assignments and the final paper presentation.

3. Please bring your personal laptop (it’s recommended that each student have one to work with).

Assignments & Grading: The final mark for the course will be based on:

Final Exam = 25% Laboratory Assignments = 25% Final Project = 25% (Paper = 15%; Oral 10%) Attendance (Based on Practice Exam/Practice Quiz Completion) = 10%

More information on each assignment will be provided before each one begins. The instructor will also provide rubrics at the start of each graded project listed above (with the exception of exams). You will work on Laboratory Assignments during class lab sessions with their completion on your own time to be graded on a simple (V-, V, V+) scale. Ungraded instructor feedback will also be provided on practice quizzes and collected in-class handouts. The practice quizzes, readings, laboratory assignments, and ungraded work provide a place to practice with course skills, ideas, and materials.

Note to Students: It is your responsibility to keep all assessed material for at least one month in the event of your wanting to request a grade review. All such requests should be submitted in writing to the course instructor with no new material. Requests must be accompanied with a one-to-two sentence explanation for why the grade should be changed. Please note that re-grade requests can result in both a positive and negative change in point scores.

Expectations and Conduct: Students are responsible for fully understanding all of the information presented in this syllabus. If there are any questions regarding this information, it is the student’s responsibility to bring it to the instructor’s attention. In addition, students are responsible for attending all activities associated with this course and completing all assignments. Students are responsible for asking questions anytime they need clarification (remember, there is no such thing as a bad question).

Every student is responsible for their own behavior – specifically in being respectful and collegial to other students and with instructors. Students are responsible for fully understanding and adhering all of the information presented in the Appledore Island Handbook (http://www.shoalsmarinelaboratory.org/about-appledore). 1. Personal Technology. Do not use cell phones or similar devices in the classroom or during course activities. If you take notes with your computer or tablet, disable wireless access during lecture. 2. Computer Facilities. The lab has a few desktop computers in the Laighton Library; please treat this shared facility with respect. Printers are available, but please limit printing to your FINAL document (if required). 3. Transmission of Course Materials. Students are not authorized to replicate, reproduce, copy or transmit lectures and course materials presented, or derivative materials including class notes, for sale or free distribution to others without written consent of the instructors who are the original source of the materials. 4. Academic Integrity. Any work submitted must be your own. Uncredited use of another person’s words, data or images is considered plagiarism, a serious violation of the Code, whether the material comes from another student, a web site, or a published paper. Students must adhere to Cornell’s and UNH’s Policies for Academic Integrity, Honesty, and Plagiarism: i. Cornell and high school students: http://cuinfo.cornell.edu/aic.cfm ii. UNH: https://www.unh.edu/student-life/academic-honesty-policy 5. Disabilities & ADA Accommodation: As Appledore Island is a remote location and any special arrangements need time and planning in order to be enacted, Shoals Marine Laboratory appreciates early notification for accommodation requests. Students with disabilities requesting accommodations must contact the appropriate disabilities services office: i. Cornell and high school students: https://sds.cornell.edu/forms ii. UNH and all other college students: https://www.unh.edu/studentaccessibility 6. Mental Health: Shoals Marine Laboratory cares about you and your well-being. If you experience unusual personal or academic stress during the course or need to talk with someone about a personal problem, seek support from your instructors as soon as possible. In addition, any SML staff is available for consultation 24/7 and are committed to making students feel safe, comfortable, welcome, and included at all times on Appledore Island. Find staff in the office on the second floor of Hamilton Hall between 8am-7pm or knock on the door of Bartels House after hours.

Daily Schedule: Note: Daily Schedule is subject to change based on weather, boat availability, tides, instructor’s discretion, etc. Some guest lectures may be conducted over video conferencing technology. Swim breaks, sunset on the deck project check-in discussions, and strolls to be taken as needed. Day Each Day’s Topics, Activities and Labs Readings and Assignments Day 1 Arrival on Appledore Island, ME and Fire/Water - Chapter 1 and 2. Dessler, Andrew Speech E. Introduction to Modern Climate 1. Walk and discussion outdoors: Introduction to Change. New York: Cambridge Appledore Island, ME, sustainability, and the history University Press, 2015. of the Isles of Shoals - Chapter 8. Peterson, J., Sack D., & 2. Lecture: Introduce course design and strategies Gabler R. (2016) Physical 3. Sunset activity outdoors on the deck: What’s the Geography (11th Edition). Boston, difference between climate and weather? How does MA: Nelson Education. the ocean affect weather and climate? (Examining the Köppen climate classification) 4. Supervised project work time (On your own or with me): Designing hypotheses about Appledore Island, ME Day 2 Morning - Chapter 7 and 8. Dessler, A.E. 1. Activity outdoors: Geology Walk (Part 1) (2015). Introduction to Modern 2. Outdoor on the deck discussion: What makes Climate Change. New York: good science? Cambridge University Pres. 3. Lab 1: Introducing EdGCM - Oreskes, N. (2015).“Climate 4. Lecture/Discussion: Examining the evidence Change: How do we know we’re not climate is changing: Instrumental record, ocean wrong?” Holiday Lecture. Changing temperature records, satellite record, changes in Planet: Past, Present, Future. ice/snow, and sea level change Howard Hughes Medical Institute. (Watch at: Afternoon http://media.hhmi.org/hl/12Lect4.htm 5. Activity outdoors: Geology Walk (Part 2) l) 6. Lab 2: Learn post-processing of data, time-series graph making, maps, and difference plotting with Lab assignment one due EdGCM 7. Lecture/Discussion: Examine factors the shape global climate in relation to evidence of change, including the role of humans 8. Lab 3 (On your own): Use built in scenarios of climate change to model snow and ice cover melt that will help drive sea-level rise with EdGCM

Evening 9. Evening Rock Talk Day 3 Morning - Readings assigned from Porter 1. Supervised project work time (On your own or Hoagland with me): Working on research into marine climate changes at Appledore Island, ME Lab assignment two due 2. Guest lecture/discussion: Porter Hoagland

Afternoon 3. Lab 4: Tracing sea-level change on topographic maps of Appledore Island, ME 4. Sea-level Follow-up with Artist-in-Residence Drawing and/or mapping Appledore Island’s possible future shoreline 5. Lab 5 (With me and on your own): NOAA’s Office for Coastal Management Digital Coast Sea Level Rise Viewer and The New Hampshire Coastal Adaptation Workgroup’s New Hampshire Viewer and Resource Library

Evening 6. Supervised project work time (On your own or with me): Working on research into marine climate changes at Appledore Island, ME Day 4 Morning Readings assigned from Jim Coyer 1. Activity outdoors: Contributing to citizen science by photographing Appledore Island’s shoreline for the Lab assignment three due Immersed in Science “See It Rise” smartphone application Project research question and 2. Supervised project work time (On your own or hypotheses must be approved by with me): Working on research into marine climate course instructor. When changes at Appledore Island, ME completed, you will be given the 3. Guest-led lecture with Jim Coyer: How Changing final exam essay topic sea-levels and ocean physical/chemical properties impacts marine life and ecology

Afternoon 4. Activity Outdoors: Algae identifying shoreline walk 5. Lab 6 (With me and on your own): Mapping human uses of the Gulf of Maine using the Northeast Ocean Data Portal

Evening 6. Sea-level follow-up with Artist-in-Residence: Drawing Appledore Island’s possible future shoreline and/or Supervised project work time (On your own or with me): Working on research into marine climate changes at Appledore Island, ME 7. Film: Chasing Ice by James Balog Day 5 Morning - Jacobson, G.L., I.J. Fernandez, 1. Supervised project work time (On your own or P.A. Mayewski, and C.V. Schmitt with me): Working on research into marine climate (editors). 2009. Maine’s Climate changes at Appledore Island, ME Future: An Initial Assessment. 2. Lecture/Discussion: Changing climate, changing Orono, ME: University of Maine. oceans https://climatechange.umaine.edu/m 3. CTD Casting on R/V Kingsbury: Examining ainesclimatefuture/ physical and chemical changes to the ocean - Fernandez, I.J., C.V. Schmitt, S.D. Birkel, E. Stancio , A.J. Pershing, Afternoon J.T. Kelley, J.A. Runge, G.L. 4. Lab 7 (With me and on your own): Quantifying Jacobson, and P.A. Mayewski. precipitation and temperature in the Northeast United 2015. Maine’s Climate Future: 2015 States; Using EdGCM to examine how it might Update. Orono, ME: University of change Maine. 24pp.

Evening Lab assignment four due 5. Lab 8: Examining our CTD data and Gulf of Maine physical and chemical data 6. Sea-level Follow-up with Artist-in-Residence: Drawing Appledore Island’s possible future shoreline and/or Supervised project work time (On your own or with me): Working on research into marine climate changes at Appledore Island, ME Day 6 Morning Catch up on your readings 1. Guest presentation: Members of the New Hampshire Coastal Adaptation Workgroup Lab assignment five due 2. Guest lecture/discussion: Porter Hoagland 3. Guest-led boat-ride, walk, and discussion with Porter Hoagland: Energy development and the Star Island, NH solar array

Afternoon/Evening Choice of Options: 4. Supervised project work time: Working on research into marine climate changes at Appledore Island, ME 5. Sea-level Follow-up with Artist-in-Residence: Drawing Appledore Island’s changed shoreline Day 7 Morning Final paper presentation 1. Supervised project work time: Complete your symposium final paper and presentation

Afternoon/Evening 2. Final paper and presentation symposium at Shoals Marine Laboratory 3. Discussion: Wrapping up the course and course trivia review game with popcorn/soda before the post exam 4. Final exam Day 8 1. Depart Appledore Island, ME Final paper due by midnight

Tides for Gosport Harbor (best approximation for Appledore Island) can be found here: http://nh.usharbors.com/monthly-tides/New%20Hampshire/Gosport%20Harbor

Reminder about meal times: Monday-Saturday: Breakfast = 7:30am, Lunch = 12:30pm, Dinner = 6:00pm Sunday: Brunch = 10:00am, Dinner = 5:00pm

First day of the course: Check-in at the SML dock in Portsmouth, NH= 1pm Depart Portsmouth = 2:45pm Arrive on Appledore Island = ~4pm Welcome & Orientation, “Fire & Water” talk with SML Staff = ~4:30-5pm

Weekly events: Every Tuesday is a “Rock Talk” (island-wide guest speaker’s seminar): ~8-9pm Every Wednesday is “Food Run” (all courses are asked to participate): ~4:00-4:30pm Sunday mornings before brunch, students are expected to work together to tidy their dorm rooms and shared dorm spaces. Adding this to your syllabus (say, ~9-10am) is a big help to SML staff! Sunday evening / Monday morning before departure: SML students will be asked to fill out course evaluations. Adding ~1hr to your syllabus on the final days of your course helps ensure that students take the time to provide valuable feedback to SML!

Last day of the course: Students are asked to be packed up and have their luggage ready on their dorm porch immediately following breakfast (ready for pick-up by 8:30am by SML staff). Departing courses should gather at the SML dock between 9:15-9:30am prior to departure. Departure from Appledore Island for Portsmouth = 9:45am Expected arrival back in Portsmouth = ~10:30-11am