The Greenland Ice Sheet is melting at an accelerating pace under climate change, adding new large amounts of freshwater to the ocean. This additional freshwater input has consequences not only for global sea level rise but potentially also for the structure of the North Atlantic water column and, by extension, for the global overturning circulation. While recent model studies projecting a potential weakening or shutdown of the Atlantic Meridional Overturning Circulation (AMOC) have received widespread attention, the underlying models carry inherent uncertainties, particularly with respect to how freshwater from Greenland is represented and released in these model frameworks. In this paper, we provide an accessible review of the current state of modeling approaches, ranging from ice sheet to fjord, shelf, and global scales. We discuss their respective strengths and limitations, illustrate key sources of uncertainty, and outline what this may mean for the interpretation of the simulated projections in order to provide interdisciplinary researchers with a summary of our current understanding and to highlight knowledge gaps regarding the effects of Greenland Ice Sheet melt on the ocean.
The marine science community is generating unprecedented volumes of data from advanced sensors, submersibles, and observational platforms, but fragmentation across the data ecosystem limits their discovery, value, and use. Inconsistent formats, variable at-sea workflows, and incomplete metadata, coupled with disconnected repositories and limited interoperability, hinder operational decision-making, data discovery, integration, and long-term reuse, creating inefficiencies for researchers. This paper synthesizes outcomes from the Data at Sea workshop, which brought together a cross-disciplinary community to address technical, operational, and institutional barriers spanning subsea data acquisition, near-real-time use, delivery, and stewardship. We present a collaborative framework envisioned by workshop participants for creating a more unified subsea data ecosystem built on shared tools, interoperable workflows, standardized products, improved practices, and community-driven knowledge sharing. Proposed actions include developing centralized knowledge resources, standardizing integration workflows, sharing of data processing plans, supporting data specialists, and expanding training. Reducing friction will improve operational efficiency, accelerate scientific insight, and broaden access to subsea data tools and knowledge.
Innovation in teaching practices is largely based on collegial relationships and resulting feelings of individual competence and autonomy (Thirkell, 2026). Discussion among educators is one of the best ways to develop teaching competence regarding which teaching methods to use; if and how to address topics outside of the core curriculum of a subject, for example, sustainability; what resources to use for inspiration or information; which good practices to adopt or role models to consider; how to relate to students and share responsibility for learning; and how to navigate institutional or disciplinary culture. Despite their importance, such conversations often happen “backstage,” informally at the coffee machine or in an office behind closed doors, and with trusted colleagues (Roxå and Mårtensson, 2009). This makes it challenging for new instructors to find colleagues with whom they can discuss and receive support for their teaching, and many young instructors can feel isolated, especially after moving to a new institution (Wennerberg and McGrath, 2022). Contextual knowledge of local teaching practices, local regulations and how to interpret them, others’ experiences teaching disciplinary concepts, among other things, might thus be inaccessible.
