Studying the Ocean: Past, Present, and Future

At 1.33 billion cubic km and covering roughly one third of Earth’s total surface area, the global ocean is the largest body of water in the world. The ocean has intrigued mankind throughout history, and scientists have spent decades observing it to unravel its mysteries. This course is designed to introduce students to the basic principles of oceanography through theory, observations and applications from its humble beginnings using ships and Nansen bottles, up through the advent of satellites and complex numerical models.

The first module is centered on general characteristics of the ocean, with emphasis on how the global ocean and its properties fit into the climate system. This includes, for example, distributions and budgets temperature and salinity. The reasons why water is so special and crucial for life are also discussed in detail. Students will complete at home experiments to understand hydrogen bonding and the greenhouse effect.

The second module introduces theoretical physical oceanography. This includes the governing equations of motion for fluids, and a description from small scale phenomena such waves to large scale phenomena such as oceanic gyres and meridional overturning circulation. You will complete at home experiments to understand how winds and density play a role in fluid motion.

The third module will entail more specialized lectures. Topics include ocean biogeochemistry, the carbon cycle, and paleoceanography. Biophysical interactions will be introduced, which links the physical motion of module 2 with the biogeochemical reactions of module 3. You will complete at home experiments to understand how ice cores are formed at what scientists can learn from them.

The final module focuses on the impact of changes in the climate system on the ocean, and how numerical models can help isolate and predict the response of the ocean to these changes. The end of the module will contain a remote interview with a scientist, where a variety of oceanographers and marine scientists will answer questions posed by students. Additionally students will present their final projects.

You will be exposed to a variety of STEM subjects such as mathematics, physics, chemistry, and biology, as well as gain valuable hands-on experience such as creating and analyzing their own ice cores. In addition, students will refine presentation, analytical reading and writing abilities. Above all, students will practice critical thinking and develop independent research skills.

Exposure to computer programming, calculus, basic chemistry and physics will be helpful, but not necessary. These will all be used extensively throughout the course, however introductory and supplemental material will be provided, and the level of rigor will be adjusted to suit the class needs based on feedback from the students.

Studying the Ocean from the Classroom to the Bay

At 1.33 billion cubic km and covering roughly one third of Earth’s total surface area, the global ocean is the largest body of water in the world. It’s mysteries have intrigued mankind over the course of history. Scientists have spent decades observing and understanding the wonders of the ocean. This course is designed to introduce students to the basic principles of oceanography through theory, observations and applications from its humble beginnings using Nansen bottles, up through the advent of satellites, automated vehicles, and drones. Basic physical and biogeochemical theory will allow students to explore satellite data and modeling techniques.

This course explores the basic principles of oceanography through theory, observations and applications. The first week is centered on theoretical physical oceanography and general characteristics of the ocean. This includes global ocean properties such as typical temperature and salinity profiles and distributions, the governing equations of motion, simplified balance equations, a description from small scale phenomena such waves to large scale phenomena such as oceanic gyres and meridional overturning circulation. A field trip to Narragansett Bay will take place where students will take a boat tour of the bay and make conductivity-temperature-depth (CTD) casts to observe temperature, salinity, and density profiles, launch a sediment grabber, view marine organisms on a microscope from a plankton tow, and view larger marine life from a bottom trawl.

The secondweek will entail more specialized lectures. The first two days introduce ocean biogeochemistry with emphasis on the carbon cycle and paleooceanography. The next two days focus on climate dynamics and air-sea interaction. On one of the preceding days a panel of scientists will visit so that students may ask questions to experts in the field. The last day will consist of a poster session attended by faculty, graduate students, and postdocs from the Earth, Environmental, and Planetary sciences department at Brown.

Students will be exposed to a variety of STEM subjects such as mathematics, physics, geology, chemistry, biology, and climatology, as well as gain valuable hands-on observational and computational experience. In addition, students will refine presentation, analytical reading and writing abilities. Above all, students will practice critical thinking and develop independent research skills.

Prerequisites: Exposure to computer programming, calculus, basic chemistry and physics will be helpful, but not necessary. These will all be used extensively throughout the course, however introductory and supplemental material will be provided, and the level of rigor will be adjusted to suite the class needs based on feedback from the students.

• Solo-taught: Summer 2020
• Co-taught with Abigail Bodner: Summer 2018-2019


Course Information Read About Our Course in the CARTHE blog

Studying the Ocean from the Blackboard to Drones

At 1.33 billion cubic km and covering roughly one third of Earth’s total surface area, the global ocean is the largest body of water in the world. It’s mysteries have intrigued mankind over the course of history. Scientists have spent decades observing and understanding the wonders of the ocean. This course is designed to introduce students to the basic principles of oceanography through theory, observations and applications from its humble beginnings using Nansen bottles, up through the advent of satellites, automated vehicles, and drones. Basic physical and biogeochemical theory will allow students to explore satellite data and modeling techniques.

This course explores the basic principles of oceanography through theory, observations and applications. The first week is centered on theoretical physical oceanography and general characteristics of the ocean. This includes global ocean properties such as typical temperature and salinity profiles and distributions, the governing equations of motion, simplified balance equations, a description from small scale phenomena such waves to large scale phenomena such as oceanic gyres and meridional overturning circulation. A field trip to Narragansett Bay will take place where students will take a boat tour of the bay and make conductivity-temperature-depth (CTD) casts to observe temperature, salinity, and density profiles, launch a sediment grabber, view marine organisms on a microscope from a plankton tow, and view larger marine life from a bottom trawl.

The secondweek will entail more specialized lectures. The first two days introduce ocean biogeochemistry with emphasis on the carbon cycle and paleooceanography. The next two days focus on climate dynamics and air-sea interaction. On one of the preceding days a panel of scientists will visit so that students may ask questions to experts in the field. The last day will consist of a poster session attended by faculty, graduate students, and postdocs from the Earth, Environmental, and Planetary sciences department at Brown.

Students will be exposed to a variety of STEM subjects such as mathematics, physics, geology, chemistry, biology, and climatology, as well as gain valuable hands-on observational and computational experience. In addition, students will refine presentation, analytical reading and writing abilities. Above all, students will practice critical thinking and develop independent research skills.

Prerequisites: Exposure to computer programming, calculus, basic chemistry and physics will be helpful, but not necessary. These will all be used extensively throughout the course, however introductory and supplemental material will be provided, and the level of rigor will be adjusted to suite the class needs based on feedback from the students.

• Solo-taught: Summer 2020
• Co-taught with Abigail Bodner: Summer 2018-2019


Course Information Read About Our Course in the CARTHE blog

I was a Harry Hess Postdoctoral Fellow at Princeton University working in Prof. Laure’s Resplandy’s group to understand the biophysical processes that initiate and maintain coastal dead zones in the Indian ocean through oberservations and modelling. I received my PhD from the Department of Earth, Environmental and Planetary Sciences at Brown University in 2020, where I was a GoMRI scholar funded by the Consortium for Advanced Research on Hydrocarbon Transport in the Environment. My research utilized egional observational platforms to calculate upper ocean statistics to quantify physical impacts on oil distributions in the Gulf of Mexico as well as the transport and dispersion of nutrients, pollution, and oyster parasites in Narragansett Bay. I use structure functions, alongside other statistics, to isolate key scales and processes. Additionally I am interested in the utility of structure functions in a biogeochemical context. I am developing theory and validating it with a realistic regional ocean model to see what structure functions can tell us about reactive tracers in a turbulent fluid.

I have a B.A. in Applied Mathematics and also in Earth Science from Northeastern Illinois University where I was a MaPs Scholar.  I am passionate about teaching and outreach, and have worked as a Mathmatics Enrichment Workshop Peer Leader, as well as an EMERGE Peer Leader throughout my undergraduate career. More recently, I have worked with Vartan Gregorian Elementary School in Providence, RI teaching 2nd and 3rd graders various science concepts, and have twice co-taught an introductory oceanography course through Summer@Brown to high school students intending to apply to colleges in the near future.

I also enjoy making music, cooking, and baking science themed cakes.