Olivia J. Graham, Laura Griffiths, Karla Münzner, Lorena Selak, Carolina C. Barbosa, Xun Cai, Igor Ogashawara, Xinyu Sun, Audrey Thellman
The future of our planet relies on scientists' ability to effectively translate knowledge into action, and researchers have an imperative commitment to leverage their understanding. As aquatic early career researchers (ECRs), we draw upon personal experiences to share our learnings about how individuals can drive change. We showcase diverse approaches for ECRs to create meaningful impacts by connecting with other researchers, broader society, and decision-makers. At the same time, institutional challenges inhibit scientific engagement beyond academia, particularly for ECRs. Such barriers include (1) lack of value and support for engagement activities, (2) limited training opportunities, (3) research siloes, and (4) rigid funding structures. We offer potential systemic solutions, from developing and adopting new performance metrics for academic researchers to enhanced flexibility with grant timelines and spending. Academic systems need to change and so does the way scientists engage. Our future depends on it.
{"title":"Engaging Beyond Academia: A Call to Act for Environmental Scientists","authors":"Olivia J. Graham, Laura Griffiths, Karla Münzner, Lorena Selak, Carolina C. Barbosa, Xun Cai, Igor Ogashawara, Xinyu Sun, Audrey Thellman","doi":"10.1002/lob.10667","DOIUrl":"10.1002/lob.10667","url":null,"abstract":"<p>The future of our planet relies on scientists' ability to effectively translate knowledge into action, and researchers have an imperative commitment to leverage their understanding. As aquatic early career researchers (ECRs), we draw upon personal experiences to share our learnings about how individuals can drive change. We showcase diverse approaches for ECRs to create meaningful impacts by connecting with other researchers, broader society, and decision-makers. At the same time, institutional challenges inhibit scientific engagement beyond academia, particularly for ECRs. Such barriers include (1) lack of value and support for engagement activities, (2) limited training opportunities, (3) research siloes, and (4) rigid funding structures. We offer potential systemic solutions, from developing and adopting new performance metrics for academic researchers to enhanced flexibility with grant timelines and spending. Academic systems need to change and so does the way scientists engage. Our future depends on it.</p>","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"34 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lob.10667","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143431334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Scientific presentations at large conferences are often constrained to 12 minutes or less, with formats like lightning talks calling researchers to summarize their work in just 3–5 minutes. One popular short-form presentation is the Three-Minute Thesis (3MT) competition, where graduate students distill their thesis into a compelling 3-minute talk, accompanied by a single static slide, and aimed at a non-specialist audience. Launched in 2008 at the University of Queensland, Australia, 3MT competitions are now hosted by research institutions worldwide, often offering opportunities for top contenders to compete at regional, national, and international levels. While the 3MT format helps students refine their communication skills with non-specialists, its value goes beyond the competition. Scientists are frequently called upon to explain their work in a condensed and accessible way to diverse interlocutors, even within their own disciplines.</p><p>Early in 2024, the ASLO student committee invited Sandra Klemet-N'Guessan to lead a 3MT workshop at the 2024 ASLO Aquatic Science Meeting in Madison, Wisconsin, USA, given her expertise in the area. Sandra is a postdoctoral fellow at the University of Waterloo, where she is exploring wise practices for Indigenous data governance in peatlands. Sandra has been an active science communicator since 2020 and has presented, moderated, and mentored at over 15 seminars and conferences and 25 science outreach events. Sandra was also the 2023 Runner-Up Prize winner of Trent University's 3MT competition.</p><p>This workshop guided participants in learning and applying tools for delivering quick and effective talks, with the goal of drafting a 3MT presentation by the end (Fig. 1).</p><p>The workshop discussion began with the question, “What is science communication and why is it important?” Sixty-five percent of participants emphasized the importance of engaging with non-specialists, while only 15% mentioned communication with fellow scientists (Fig. 2). Half of the participants noted that effective science communication can enhance the impact and relevance of research, making its contributions to the broader community more meaningful (Fig. 2). More than half of the participants (55%) identified access to knowledge as a key goal of science communication, viewing it as both a right and a fundamental aspect of our shared humanity (Fig. 2).</p><p>Overall, participants defined science communication as the ability to share the scientific process and findings with non-specialists—those outside one's specific field or without a scientific background—in a manner that is accessible, inclusive, meaningful, and adaptable to diverse interlocutors. Participants and Sandra agreed that science communication plays a crucial role in enhancing scientific literacy by helping individuals understand the relevance of scientific research in their everyday lives. This enhanced understanding, in turn, fosters meaningful engagement between sp
{"title":"We Can All 3MT: Student Science Communication Workshop on Quick and Effective Talks","authors":"Sandra Klemet-N'Guessan, Abigail Kreuser","doi":"10.1002/lob.10670","DOIUrl":"10.1002/lob.10670","url":null,"abstract":"<p>Scientific presentations at large conferences are often constrained to 12 minutes or less, with formats like lightning talks calling researchers to summarize their work in just 3–5 minutes. One popular short-form presentation is the Three-Minute Thesis (3MT) competition, where graduate students distill their thesis into a compelling 3-minute talk, accompanied by a single static slide, and aimed at a non-specialist audience. Launched in 2008 at the University of Queensland, Australia, 3MT competitions are now hosted by research institutions worldwide, often offering opportunities for top contenders to compete at regional, national, and international levels. While the 3MT format helps students refine their communication skills with non-specialists, its value goes beyond the competition. Scientists are frequently called upon to explain their work in a condensed and accessible way to diverse interlocutors, even within their own disciplines.</p><p>Early in 2024, the ASLO student committee invited Sandra Klemet-N'Guessan to lead a 3MT workshop at the 2024 ASLO Aquatic Science Meeting in Madison, Wisconsin, USA, given her expertise in the area. Sandra is a postdoctoral fellow at the University of Waterloo, where she is exploring wise practices for Indigenous data governance in peatlands. Sandra has been an active science communicator since 2020 and has presented, moderated, and mentored at over 15 seminars and conferences and 25 science outreach events. Sandra was also the 2023 Runner-Up Prize winner of Trent University's 3MT competition.</p><p>This workshop guided participants in learning and applying tools for delivering quick and effective talks, with the goal of drafting a 3MT presentation by the end (Fig. 1).</p><p>The workshop discussion began with the question, “What is science communication and why is it important?” Sixty-five percent of participants emphasized the importance of engaging with non-specialists, while only 15% mentioned communication with fellow scientists (Fig. 2). Half of the participants noted that effective science communication can enhance the impact and relevance of research, making its contributions to the broader community more meaningful (Fig. 2). More than half of the participants (55%) identified access to knowledge as a key goal of science communication, viewing it as both a right and a fundamental aspect of our shared humanity (Fig. 2).</p><p>Overall, participants defined science communication as the ability to share the scientific process and findings with non-specialists—those outside one's specific field or without a scientific background—in a manner that is accessible, inclusive, meaningful, and adaptable to diverse interlocutors. Participants and Sandra agreed that science communication plays a crucial role in enhancing scientific literacy by helping individuals understand the relevance of scientific research in their everyday lives. This enhanced understanding, in turn, fosters meaningful engagement between sp","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"181-183"},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/lob.10670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth D. Hetherington, Clarissa Anderson, Liliana Bastian, Naomi Boon, Nan-Chin Chu, Ceci Rodriguez Cruz, Hayley Drennon, Andrew Gates, Brandon Gertz, Kelly D. Goodwin, Svenja Halfter, Kerry Howell, Ella Howes, Vanessa Lopes, Tinah Martin, Terrence McConnell, Pei-Yuan Qian, Sarah Seabrook, Leslie Smith, Glen Snyder, Karen I. Stocks, Rosalynn Sylvan, Dawn Wright, Lisa A. Levin
The current United Nations Decade of Ocean Science for Sustainable Development (2021–2030; hereafter, the Decade) offers a unique opportunity and framework to globally advance ocean science and policy. Achieving meaningful progress within the Decade requires collaboration and coordination across Decade Actions (Programs, Projects, and Centres). This coordination is particularly important for the deep ocean, which remains critically under-sampled compared to other ecosystems. Despite the limited sampling, the deep ocean accounts for over 95% of Earth's habitable space, plays a crucial role in regulating the carbon cycle and global temperatures, and supports diverse ecosystems. To collectively advance deep-ocean science, we gathered representatives from 20 Decade Actions that focus at least partially on the deep ocean. We identified five broad themes that aim to advance deep-ocean science in alignment with the Decade's overarching 10 Challenges: natural capital and the blue economy, biodiversity, deep-ocean observing, best practices in data sharing, and capacity building. Within each theme, we propose concrete objectives (termed Cohesive Asks) and milestones (Targets) for the deep-ocean community. Developing these Cohesive Asks and Targets reflects a commitment to better coordination across deep-ocean Decade Actions. We aim to build bridges across deep-ocean disciplines, which encompass natural science, ocean observing, policy, and capacity development.
{"title":"Deepening the Decade: Collaborative Action for Advancing Deep-Ocean Science and Policy in the United Nations Decade of Ocean Science for Sustainable Development","authors":"Elizabeth D. Hetherington, Clarissa Anderson, Liliana Bastian, Naomi Boon, Nan-Chin Chu, Ceci Rodriguez Cruz, Hayley Drennon, Andrew Gates, Brandon Gertz, Kelly D. Goodwin, Svenja Halfter, Kerry Howell, Ella Howes, Vanessa Lopes, Tinah Martin, Terrence McConnell, Pei-Yuan Qian, Sarah Seabrook, Leslie Smith, Glen Snyder, Karen I. Stocks, Rosalynn Sylvan, Dawn Wright, Lisa A. Levin","doi":"10.1002/lob.10662","DOIUrl":"10.1002/lob.10662","url":null,"abstract":"<p>The current United Nations Decade of Ocean Science for Sustainable Development (2021–2030; hereafter, the Decade) offers a unique opportunity and framework to globally advance ocean science and policy. Achieving meaningful progress within the Decade requires collaboration and coordination across Decade Actions (Programs, Projects, and Centres). This coordination is particularly important for the deep ocean, which remains critically under-sampled compared to other ecosystems. Despite the limited sampling, the deep ocean accounts for over 95% of Earth's habitable space, plays a crucial role in regulating the carbon cycle and global temperatures, and supports diverse ecosystems. To collectively advance deep-ocean science, we gathered representatives from 20 Decade Actions that focus at least partially on the deep ocean. We identified five broad themes that aim to advance deep-ocean science in alignment with the Decade's overarching 10 Challenges: natural capital and the blue economy, biodiversity, deep-ocean observing, best practices in data sharing, and capacity building. Within each theme, we propose concrete objectives (termed Cohesive Asks) and milestones (Targets) for the deep-ocean community. Developing these Cohesive Asks and Targets reflects a commitment to better coordination across deep-ocean Decade Actions. We aim to build bridges across deep-ocean disciplines, which encompass natural science, ocean observing, policy, and capacity development.</p>","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"149-158"},"PeriodicalIF":0.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Message From the President: All Hands-On Deck","authors":"Susanne Menden-Deuer","doi":"10.1002/lob.10669","DOIUrl":"10.1002/lob.10669","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"170-171"},"PeriodicalIF":0.0,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Eric. Wolanski, and Michael J. Kingsford [eds.]. 2024. Oceanographic Processes of Coral Reefs: Physical and Biological Links in the Great Barrier Reef, 2nd ed. Boca Raton, FL and Abingdon, Oxon, UK: \u0000CRC Press. ISBN 978-1-032-34074-6 (Paperback), xxvi + 458 p. £89.99","authors":"Robert A. B. Mason","doi":"10.1002/lob.10663","DOIUrl":"10.1002/lob.10663","url":null,"abstract":"","PeriodicalId":40008,"journal":{"name":"Limnology and Oceanography Bulletin","volume":"33 4","pages":"190-191"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142641236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}