This study uses a coupled physical-biogeochemical model to examine the impacts of extreme discharge events and climate change on the carbonate system of the York River Estuary, a tidal tributary of the Chesapeake Bay. The recent year-to-year variability in calcium carbonate saturation state (Ω) driven by changing river inputs is comparable to reductions due to 50 years of climate change. During recent record high river runoff events (e.g., May 2018), drastic reductions in Ω are associated with increased net community respiration and net advection of high dissolved inorganic carbon river water, with increased CO2 outgassing playing a minor counteracting role. These large disruptions have a lasting effect that can be measured up to one month after a single extreme event. Additionally, shallow shoals of the lower York River Estuary, where most oyster reefs are located, exhibit fewer days with Ω < 1 and recover faster after a high discharge event compared to other locations within the estuary.

Building collaborative relationships between scientists and educators is an important step in improving climate change education. By providing real-world data and hands-on experiences, scientists can assist students in connecting marine processes with changes in marine and human communities. A recent project focused on understanding effects of ocean acidification on American lobsters is a strong case study for extended collaboration between scientists and educators. Three main tools were used to develop educational materials: an internship to provide hands-on research experience for science teachers, multimedia content for sharing information about the project, and the Virginia Scientist Educator Alliance (VASEA) to provide training for lesson plan design. Together, these project components can serve as a roadmap for scientists and educators looking to improve ocean acidification education.