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Continuing of the National Ocean Sciences Bowl (NOSB) Competitions

Consortium for Ocean Leadership offsite link · Washington, District of Columbia
Funding: $1,500,000
Year: 2015
The National Ocean Sciences Bowl (NOSB), managed by The Consortium for Ocean Leadership, provides enriched science education and learning through a nationally recognized and highly acclaimed academic competition that increases high school students’ knowledge of the marine sciences, including the science disciplines of biology, chemistry, physics, and geology.

The National Ocean Sciences Bowl (NOSB), managed by The Consortium for Ocean Leadership, provides enriched science education and learning through a nationally recognized and highly acclaimed academic competition that increases high school students’ knowledge of the marine sciences, including the science disciplines of biology, chemistry, physics, and geology. The NOSB addresses a national gap in environmental and Earth sciences in K-12 education by introducing high school students to and engaging them in ocean sciences, preparing them for careers in ocean science and other science, technology, engineering and mathematics (STEM). Currently, there are 25 regions in the U.S. that compete in the NOSB, each with their own regional competitions. The regional competitions are coordinated by the Regional Coordinators, who are typically affiliated with a university in their region. Each year approximately 2,000 students from 300 schools across the nation compete for prizes and a trip to the national competition. The goal of this organization is to increase knowledge of the ocean among high school students and, ultimately, magnify the public understanding of ocean research. Students who participate are eligible to apply for the National Ocean Scholar Program.

Competition: 2015: National Ocean Sciences Competition for High School Students
Award Number: NA15SEC0080002
Grant Dates: 09/01/2015 to 08/31/2021
PI: Kristen Yarincik
State: District of Columbia   County:   District of Columbia District: DC00
Partners: Seward Association for the Advancement of Marine Science / Alaska SeaLife Center · Florida Atlantic University / Harbor Branch Oceanographic Institute · George Mason University / Center for Climate Change Communication (4C) · Pittsburgh Zoo & PPG Aquarium · San Francisco State University (SFSU) / Center for Science and Mathematics Education · University of South Florida / College of Marine Science (CMS) · NASA's Jet Propulsion Laboratory · Oregon State University (OSU) / College of Earth, Ocean, and Atmospheric Sciences · University of Alaska (UA-Fairbanks) / College of Fisheries and Ocean Sciences · University of Colorado Boulder / Cooperative Institute for Research in Environmental Sciences (CIRES) · University of Miami / Cooperative Institute for Marine and Atmospheric Studies (CIMAS) · University of New England (UNE) / Center for Excellence in the Marine Sciences (CEMS) · University of North Carolina at Chapel Hill (UNC) / Institute of Marine Science · The University of Southern Mississippi (USM) / Gulf Coast Research Laboratory · University of Washington (UW) / School of Aquatic and Fishery Sciences (SAFS) · Virginia Institute of Marine Science / Marine Advisory Services · Youngstown State University · National Sea Grant College Program / New York Sea Grant College Program · National Sea Grant College Program / Virginia Institute of Marine Science · National Sea Grant College Program / University of Connecticut · Old Dominion University (ODU) / Ocean, Earth & Atmospheric Sciences · National Sea Grant College Program / Massachusetts Institute of Technology (MIT) · National Sea Grant College Program / Texas A&M University · Michigan Sea Grant · National Sea Grant College Program / University of Washington (UW) · Stanford University / School of Earth, Energy & Environmental Sciences · Eastman Chemical Company · Savannah State University / Department of Marine & Environmental Sciences · Texas A&M University at Galveston · University of Michigan / School for Environment and Sustainability (SEAS) / CILER · The University of Texas at Austin / Marine Science Institute · National Sea Grant College Program / University of Alaska (UA-Fairbanks) / Alaska Sea Grant · National Sea Grant College Program / University of Delaware / Delaware Sea Grant · National Sea Grant College Program / University of Hawaii System / Hawaii Sea Grant · National Sea Grant College Program / University of Maine / Maine Sea Grant · National Sea Grant College Program / University of New Hampshire (UNH) / New Hampshire Sea Grant · State University of New York at Stony Brook / School of Marine and Atmospheric Sciences (SoMAS) · Rutgers University / Department of Marine and Coastal Sciences · University of San Diego / Department of Environmental & Ocean Sciences · California State University at Monterey Bay / School of Natural Sciences · University of Wisconsin (UW–Milwaukee) / School of Freshwater Sciences · University of North Carolina Wilmington (UNCW) / MarineQuest · National Renewable Energy Laboratory (NREL) · American Honda Foundation · University of Miami / Rosenstiel School of Marine and Atmospheric Science · East Carolina University (ECU) / Coastal Studies Institute ·

Resilience from the Youth Up

Michigan Sea Grant offsite link · Ann Arbor, Michigan
Funding: $497,658
Year: 2018
As climate impacts ratchet up across the United States, the Great Lakes region tends to fly under the national radar. While the Great Lakes do not experience hurricanes, rising sea levels, or large-scale wildfires, the local climate has become increasingly erratic in recent years. The region, however, is one of the most unprepared in the country to cope with these impacts. A recent Grosvenor report (2014) on climate resilience among 50 global cities ranked Detroit last among 11 U.S.

As climate impacts ratchet up across the United States, the Great Lakes region tends to fly under the national radar. While the Great Lakes do not experience hurricanes, rising sea levels, or large-scale wildfires, the local climate has become increasingly erratic in recent years. The region, however, is one of the most unprepared in the country to cope with these impacts. A recent Grosvenor report (2014) on climate resilience among 50 global cities ranked Detroit last among 11 U.S. cities for adaptability and only better than three cities for overall resilience, which incorporates both climate vulnerability and adaptability factors. Of U.S. cities with more than 100,000 residents, Detroit has the highest percentage of African-American residents (80.7%, U.S. Census 2016). Still recovering from bankruptcy, the city also has a 39% poverty rate, which impacts over 56% of children (ibid). These socio-economic factors, coupled with other environmental justice concerns, such as a centrally located incinerator and an asthma rate of 15.5% among adults resulting in over 3,000 hospitalizations annually, make Detroit residents particularly vulnerable to climate impacts. This project will address the urgent need to increase resilience by working with high school students and teachers in Detroit and southeast Michigan to increase their awareness of climate change and develop projects that help their schools and neighborhoods become resilient to increased occurrence and intensity of heat waves, storm events, and flooding. Using NOAA assets, including GLISA localized climate data and Sea Grant outreach and education expertise, high school students and teachers will partner with climate scientists to explore local climate impacts firsthand and to develop resilience strategies and projects that protect vulnerable households and neighborhoods and contribute to broader sustainability initiatives. The City of Detroit seeks this involvement as it ramps up a new Office of Sustainability and seeks proposals to develop the city's first Sustainability Framework. The effort is a partnership with EcoWorks, Great Lakes Integrated Sciences + Assessments (GLISA), Michigan Sea Grant (MISG), Southeast Michigan Stewardship Coalition (SEMIS), Eastern Michigan University, Civic Research Services, Inc., and the National Oceanic and Atmospheric Administration (NOAA). In each of the next three years, 200 students from various high schools in the Detroit and Ypsilanti areas will participate in weekly activities related to the grant. The four primary objectives of the program include: 1) Engage students in assessing and quantifying climate vulnerabilities of their schools, neighborhoods, and surrounding community. 2) Using a place-based education (PBE) model, prepare educators to engage students in creating plans and completing projects that increase community resilience. 3) Empower high school students to teach residents about local climate impacts and increase understanding of resilience strategies to mitigate extreme weather events or other environmental hazards. 4) Contribute to the completion and implementation of local sustainability and climate action plans in Southeast Michigan.

Award Number: NA18SEC0080006
Grant Dates: 10/01/2018 to 09/30/2021
PI: Michael Fraker
State: Michigan   County:   Washtenaw District: MI12
Partners: Eastern Michigan University · National Wildlife Federation (NWF) / Great Lakes Regional Center · NOAA National Weather Service (NWS) · Southeast Michigan Stewardship Coalition (SEMIS) · EcoWorks · Great Lakes Integrated Sciences + Assessments (GLISA) · Ypsilanti Public School District · City of Detroit / Office of Sustainability · City of Ypsilanti · Detroit Public Schools Community District · Michigan State University (MSU) Extension · Washtenaw County Administration / Water Resources Commissioner's Office · Huron-Clinton Metroparks / Lake Erie · American Society of Adaptation Professionals (ASAP) · Ann Arbor Public Schools · Detroit City Council / Green Task Force · Detroiters Working for Environmental Justice · Michigan Climate Action Network · Detroit Greenways Coalition · WSP Detroit · Michigan Aerospace Corporation · Porter Family Foundation · Izzie, LLC · Huron River Watershed Council · Clinton River Watershed Council · Charter Township of Ypsilanti ·

HEARTForce: Hazard Education, Awareness & Resilience Taskforce

Funding: $500,000
Year: 2018
Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities.

Communities in Colorado are increasingly experiencing major disruptions from environmental hazards, such as fire, flood, drought and extreme heat. With this rise in hazardous events, there is a pressing need for communities increase their resilience. An interdisciplinary team from the Cooperative Institute for Research in Environmental Sciences (CIRES) Education & Outreach Program at the University of Colorado at Boulder is developing and implementing an innovative, action-oriented youth engagement project targeting rural Colorado students, teachers and communities. Our engagement model empowers youth i) to envision community resilience through immersive scenario-based role play based on a solid understanding of the relevant science, ii) to learn about natural hazards through engaging Colorado-focused lessons, iii) to initiate conversations about hazard preparedness from within communities, and iv) to develop and implement student-led resilience action projects. The project team is developing instructional materials for middle and high school students: four lesson plans focused on different hazards (fire, flood, drought, extreme heat), four complementary scenario-based role-play games with a focus on youth empowerment and a teacher workshop based on these materials. Each school implementation follows a sequence in which the lesson plan activities are conducted, followed by a scenario-based role play game and reflection. Building on their experience with the game, students develop resilience strategies for their community and present those at a community Resilience Expo. The project has the following three objectives: 1) Increase Colorado secondary teachers’ knowledge and confidence to teach about local natural hazards, and to facilitate discussions about community resilience; 2) Increase Colorado youth’s understanding of natural hazards, their community’s vulnerability, and their involvement in resilience planning efforts, and 3) Enhance the capacity and empowerment of young people in Colorado to engage in dialogue with their peers, families, and community stakeholders about community resilience issues and identify, develop, and implement resilience actions. A needs assessment disseminated to Colorado teachers guides the project team in the development of all instructional materials and allows for customizing the content to teacher needs. The project evaluation explores the efficacy of the program model and studies the impact of the project activities on students and teachers. Specifically, the evaluation studies students’ confidence and ability to engage in dialogue around community resilience, level to which students increase their understanding of natural hazards and resilience planning, and the ways in which teachers increase their content knowledge and confidence in teaching about natural hazards. The project fills a critical gap in Colorado’s resilience planning which does not include teachers and youth. The project is guided by partners from the NOAA RISA program Western Water Assessment, seven NOAA science advisors, Science on the Sphere collaborators, and is being implemented together with over 20 community partners, school partners and collaborators from across Colorado. Over the course of the three-year program, the project activities will train and support 140 teachers, engage 400+ students and result in 11 Resilience Expo events across Colorado, from primarily rural communities. The instructional units and the games will be used in classrooms with 600+ students.

Award Number: NA18SEC0080007
Grant Dates: 10/01/2018 to 10/31/2022
PI: Anne Gold (Reuther)
State: Colorado   County:   Boulder District: CO02
Partners: Earth Force · NOAA Earth System Research Laboratory (ESRL) · Natural History Museum of the Adirondacks / The Wild Center · NOAA Climate Program Office (CPO) · NOAA National Weather Service (NWS) Boulder, Colorado Forecast Office · NOAA National Weather Service (NWS) Pueblo, Colorado Forecast Office · NOAA National Ocean Service (NOS) / NOAA Planet Stewards · Foothills United Way · City of Boulder / Office of Emergency Management · University of Massachusetts (UMASS) Lowell / Climate Change Initiative · Wild Rose Education · Roaring Fork School District No. Re-1 / Glenwood Springs Middle School · Montrose County Re-1j School District / Montrose High School · Gunnison Watershed Re1J School District / Gunnison Middle School · Early College of Arvada · St. Vrain Valley Re 1j School District / Westview Middle School · Estes Park R-3 School District / Estes Park High School · Estes Park R-3 School District / Estes Park Middle School · Garfield County / Community Development · Gunnison County / Office of Emergency Management · City of Arvada / Office of the City Manager · City of Longmont / Public Works & Natural Resources · Larimer County / Office of Emergency Management · City of Boulder / Resilient Boulder · Colorado Department of Public Safety · Colorado Department of Natural Resources · Colorado Department of Local Affairs · University of Colorado Boulder / CIRES / Education & Outreach · Mountain Studies Institute · University of Colorado Boulder / CIRES / Western Water Assessment · Adams State University / Luter Bean Museum / Salazar Rio Grande del Norte Center · Northeast Colorado BOCES · Western Colorado University · Republican River Water · Colorado State University / Colorado Water Center (CoWC) · Lower South Platte Water Conservancy District · Grand County Wildfire Council · Upper Colorado River Watershed Group · NOAA Earth System Research Laboratory (ESRL) / Chemical Sciences Laboratory (CSL) · NOAA Earth System Research Laboratory (ESRL) / Physical Sciences Laboratory (PSL) ·

Increasing Sea-Level Rise Resilience in the Northern Gulf of Mexico

Funding: $449,076
Year: 2020
Sea-level rise (SLR) will disproportionately affect the northern Gulf of Mexico (nGOM; coastal Mississippi, Alabama, and northwest Florida) due to a confluence of socioeconomic challenges (e.g., vulnerable industry, low per capita income, low level of educational attainment, etc.), higher than average rates of SLR, and low-lying topography. Resilience of nGOM social, economic, and cultural resources in the face of SLR requires an informed and engaged constituency and leadership that understands their risks, SLR adaptation options, and the civic processes required for action.

Sea-level rise (SLR) will disproportionately affect the northern Gulf of Mexico (nGOM; coastal Mississippi, Alabama, and northwest Florida) due to a confluence of socioeconomic challenges (e.g., vulnerable industry, low per capita income, low level of educational attainment, etc.), higher than average rates of SLR, and low-lying topography. Resilience of nGOM social, economic, and cultural resources in the face of SLR requires an informed and engaged constituency and leadership that understands their risks, SLR adaptation options, and the civic processes required for action. Multiple formal and informal needs assessments have identified specific educational and informational gaps that act as barriers to SLR action in nGOM coastal communities. To address the SLR resilience barriers identified by nGOM stakeholders and decision-makers, the project team will implement a comprehensive and diverse education program that engages multiple sectors within coastal communities including youth, educators, municipal officials, concerned citizens, and non-participants (i.e., those who have not yet been engaged in dialogue around SLR resilience). The goal of the project is science and civics literate constituencies in the northern Gulf of Mexico that can actively support cultures, economies, and ecosystems that are resilient to SLR. This goal will be achieved by developing an inclusive SLR education program that spans ages, locations, and demographics. There are three categories of project activities targeting different community sectors: 1) educator workshops encouraging application of an existing SLR curriculum for high school students; 2) Community Connection Dialogues that connect community leaders working on SLR with engaged constituents to inform and empower future action; and 3) pop-in immersive SLR experiences at “every day” locations (e.g., baseball games, art walks) to reach those without the means/motivation to engage in SLR resilience. The SLR curriculum, Community Connection Dialogues, and Pop-Ins are three parts of a whole that work to bring community members at all levels of understanding and engagement into the conversation and direct them towards the next step in their pathway to SLR community resilience. This work is being led by Mississippi State University in partnership with the Mississippi-Alabama Sea Grant Consortium, Dauphin Island Sea Lab, Alabama School of Mathematics and Science, Gulf of Mexico Alliance, and the University of South Alabama. Collaborators from across the region will include the Mississippi State University Gulf Coast Community Design Studio, the five Gulf National Estuarine Research Reserves, Audubon Nature Institute, 350 Pensacola, League of Women Voters of Mobile, EEECHO, Ocean Springs Environmental Committee, UF/IFAS, Perdido & Pensacola Bays Estuary Program, Better Growth Mobile, Cities of Ocean Springs, MS and Pensacola, FL, Counties of Jackson, MS and Santa Rosa, FL, and the GoM Climate and Resilience Community of Practice.

Award Number: NA20SEC0080010
Grant Dates: 07/01/2021 to 09/30/2024
PI: Renee Collini
State: Mississippi   County:   Harrison District: MS04
Partners: Dauphin Island Sea Lab (DISL) · National Estuarine Research Reserve (NERR) Rookery Bay · National Sea Grant College Program / Mississippi-Alabama Sea Grant Consortium · National Estuarine Research Reserve (NERR) Apalachicola · National Estuarine Research Reserve (NERR) Grand Bay · National Estuarine Research Reserve (NERR) Mission-Aransas · National Estuarine Research Reserve (NERR) Weeks Bay · 350 Pensacola · Better Growth Mobile, Inc. · Education, Economics, Environmental, Climate and Health Organization (EEECHO) · League of Women Voters (LWV) of Mobile · Gulf Coast Community Design Studio · Escambia County / Pensacola & Perdido Bays Estuary Program · University of Florida / IFAS / Extension Escambia County · Jackson County / Utility Authority · City of Ocean Springs · City of Pensacola · Santa Rosa County / Board of County Commissioners · Audubon Nature Institute · Friends of Rookery Bay · University of South Alabama · Alabama School of Math And Science ·

The National Ocean Sciences Bowl: Using An Academic Competition To Engage High School Students in Ocean Science Education and STEM Career Preparation

Consortium for Ocean Leadership offsite link · Washington, District of Columbia
Funding: $300,000
Year: 2020
The National Ocean Sciences Bowl (NOSB) is a program that uses a quiz bowl competition, along with supporting educational activities for students and teachers, to develop the next generation of ocean scientists, stewards, and leaders. The NOSB is managed by the Consortium for Ocean Leadership, a Washington, D.C. based non-profit and supported by 25 research institutions, federal laboratories, state Sea Grant programs, and aquaria across the United States. The NOSB develops knowledgeable ocean stewards that understand the ocean’s impact on daily life and the importance of scientific research.

The National Ocean Sciences Bowl (NOSB) is a program that uses a quiz bowl competition, along with supporting educational activities for students and teachers, to develop the next generation of ocean scientists, stewards, and leaders. The NOSB is managed by the Consortium for Ocean Leadership, a Washington, D.C. based non-profit and supported by 25 research institutions, federal laboratories, state Sea Grant programs, and aquaria across the United States. The NOSB develops knowledgeable ocean stewards that understand the ocean’s impact on daily life and the importance of scientific research. The program fosters use of the ocean as an interdisciplinary vehicle to teach science and mathematics and encourages its inclusion in curricula. It encourages and support the involvement of under-represented and geographically diverse communities in ocean science. Lastly, it provides students interactive education that develops critical thinking and skills for the workforce and exposes them to ocean science professionals and career opportunities. These objectives are achieved through a fast-paced and engaging quiz bowl competition that is supplemented by career mentoring events, yearly competition themes, and experiential field trips to help students gain a broader and deeper understanding of ocean science content than they would in a traditional classroom setting. The primary audience of the NOSB is high school students and teachers (formal educators serving as coaches). Secondary audiences include the academic and professional ocean science community, many of whom serve as mentors or volunteers, and students who benefit from the participation of their teachers and schools even though they have not participated in a competition. Each year, the NOSB directly engages approximately 2,000 students from 325 schools in 34 states plus the District of Columbia through 25 regional competitions. The top team from each region then competes in the national final competition, which changes location each year. The NOSB’s focus on ocean science is crucial as our nation’s need for an ocean-literate society is increasing given growing environmental challenges as well as opportunities in a sustainable ocean-based economy. Formal coursework in ocean and environmental sciences is not prevalent in most U.S. schools; thus, the NOSB fills a critical role in engaging high school students in ocean learning and expands their knowledge of the ocean’s role in issues affecting our nation’s citizens, such as a changing climate, extreme weather events, coastal resilience, food provision and security, and our economy. The NOSB supports NOAA’s Education Strategic Plan goals of a Science-Informed Society, Conservation and Stewardship, and Future Workforce. NOSB students are introduced to ocean-related STEM fields and career pathways. The NOSB also engages all participants in the competition and other program elements, resulting in ocean science and environmental awareness and increased interest in stewardship of ocean resources within these audiences. The program operates with the involvement of the ocean science research, education, and technology community, including NOAA laboratories and Sea Grant programs.

Award Number: NA20SEC0080019
Grant Dates: 10/01/2020 to 09/30/2025
PI: Kristen Yarincik
State: District of Columbia   County:   District of Columbia District: DC00
Partners: Pittsburgh Zoo & PPG Aquarium · University of South Florida / College of Marine Science (CMS) · Oregon State University (OSU) / College of Earth, Ocean, and Atmospheric Sciences · University of Alaska (UA-Fairbanks) / College of Fisheries and Ocean Sciences · The University of Southern Mississippi (USM) / Gulf Coast Research Laboratory · Virginia Institute of Marine Science / Marine Advisory Services · Youngstown State University · National Sea Grant College Program / Virginia Institute of Marine Science · Old Dominion University (ODU) / Ocean, Earth & Atmospheric Sciences · National Sea Grant College Program / Massachusetts Institute of Technology (MIT) · National Sea Grant College Program / Texas A&M University · Michigan Sea Grant · National Sea Grant College Program / University of Alaska (UA-Fairbanks) / Alaska Sea Grant · National Sea Grant College Program / University of Delaware / Delaware Sea Grant · National Sea Grant College Program / University of Florida / Florida Sea Grant · National Sea Grant College Program / University of Maine / Maine Sea Grant · National Sea Grant College Program / New Jersey Sea Grant Consortium · National Sea Grant College Program / Oregon State University / Oregon Sea Grant · State University of New York at Stony Brook / School of Marine and Atmospheric Sciences (SoMAS) · Rutgers University / Department of Marine and Coastal Sciences · University of San Diego / Department of Environmental & Ocean Sciences · California State University at Monterey Bay / School of Natural Sciences · University of Wisconsin (UW–Milwaukee) / School of Freshwater Sciences · University of Colorado Boulder / CIRES / Education & Outreach · University of Maine / School of Marine Sciences · University of Miami / Rosenstiel School of Marine and Atmospheric Science · East Carolina University (ECU) / Coastal Studies Institute ·