Ocean Observatories and the Role of Federal Ocean Education Networks Lisa Rom Ocean Sciences National Science Foundation Gisèle Muller-Parker Ocean Sciences National Science Foundation Atziri Ibanez National Estuarine Research Reserve System National Oceanic and Atmospheric Administration Marlene Kaplan National Marine Sanctuary Foundation Vicki Clark Virginia Sea Grant College of William & Mary, Virginia Institute of Marine Science Abstract- Recommendations of the Integrated Ocean Observing System (IOOS) and Ocean Research Interactive Observatory Networks (ORION) education communities for coordination of ocean observing education efforts include collaborations with existing ocean and coastal educational networks. The ocean observing systems provide a focus around which the efforts of various Federally-funded ocean education networks can be coordinated. This paper explores the connections that exist and highlights opportunities for collaboration. The education networks addressed include the National Oceanic and Atmospheric Administration’s (NOAA) National Estuarine Research Reserve System (NERRS), the National Marine Sanctuaries Program (NMSP), Sea Grant Educators Network (SGEN), and the National Science Foundation’s (NSF) Centers for Ocean Sciences Education Excellence (COSEE). Some initial collaborations among these networks exist. For example, NERRS and NMSP are working together with the IOOS and ORION to bring the NERRS data to the education community. The COSEE network is also beginning to coordinate with NASA and NOAA networks on a national level. This cross-network collaboration will strengthen overall national efforts to promote ocean and coastal education and will lead to a far greater educational impact on the general public and on our nation’s formal educational system. Successful use of the ocean observing systems for educational and public outreach purposes will also amplify the value of these systems to our nation. I. INTRODUCTION A number of existing national ocean, coastal and Great Lakes education networks are beginning to use data produced from ocean observing platforms for educational purposes. The data collected from various platforms, including physical, chemical, geological and biological parameters, are used by educators to stimulate interest in science, technology engineering and mathematics (STEM), specifically in ocean and coastal sciences. In addition, it is recognized that important information about the technology used to collect, store and process the data and the people who service the platforms will stimulate student and public interest in technology and cyberinfrastructure [1, 2]. The sustained nature of these platforms and continuous access to the data generated about the ocean means that children, educators, adults, and family groups will be able to participate in hands- on citizen science projects in their backyard or on the other side of the world, view dynamic visuals and visualizations that allow them to encounter the oceans and coasts in four- dimensions, and engineer their own instruments, platforms, or remote vehicles. These activities will only be possible through a focused effort among educators and scientists to consider the role of ocean observing systems in the education programs of existing ocean and coastal educational networks and implement coordinated projects that bring these data to the classroom and to the public [1, 3]. As the operation of existing and planned ocean observing platforms are organized via national and international governmental efforts such as the Integrated Ocean Observing System (IOOS) and the Global Ocean Observing System