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Shorelines respond to a number of "drivers" operating on a variety of time‐scales. For some time‐scales (e.g., seasonal), the driver‐shoreline relationship is often evident; however, at longer time‐scales (e.g., multiannual), the shoreline changes may be superimposed on changes at shorter time‐scales and thus are difficult to identify. Here, we predict shoreline evolution from storm events to decadal time‐scales, using a novel approach based on the Complete Ensemble Empirical Mode Decomposition. This approach identifies and links the primary time‐scales in the model drivers (large‐scale sea level pressure [SLP] and/or waves) with the same time‐scales in the shoreline position. The multiscale approach reproduced shoreline changes at two beaches more skillfully than a common shoreline model when SLP and wave information were used in combination. In addition, the analysis can be applied to climate indices, providing the opportunity to link longer time‐scales with climate patterns (e.g., El Niño Southern Oscillation). Plain Language Summary: Beaches are changing constantly, advancing or retreating depending for instance, on the climate and ocean conditions. Beach retreat and advance may occur in cycles (seasonally, annually, or over several decades) or because of particular events such as storms. All these changes are superimposed and difficult to disentangle. Therefore, the same beach can look completely different in summer or winter, and the changes are not the same year after year. Therefore, predicting the beach state over the following months, years, or decades is a daunting task. Here, we introduce a new approach to the prediction of shoreline changes and test it at two beaches (one in New Zealand and the other in Australia). The new approach relates changes in shoreline position with "drivers" (waves and atmospheric patterns) decomposed into time‐scales (e.g., seasonal, annual, and bi‐annual) and uses these connections to predict shoreline changes. Key Points: A novel modeling approach to shoreline prediction is presented and compared with an established model at two study sitesA decomposition of different time‐scales (from storm to climate anomalies) in shoreline and drivers is used to predict shoreline changeThe addition of sea level pressure information to wave bulk parameters as model inputs improves shoreline predictions [ABSTRACT FROM AUTHOR]

Geography and Geographical education can learn much from and with science and science education. This article particularly looks at how new explanations of beach cusp development have recently emerged. There are clear messages for us on paradigm shifts and the development of transdisciplinary understandings -- using existing disciplines and knowledge in a new way to solve a real world problem and create new ways of seeing and understanding such problems. The context discussed here commences with science and science education, but could easily be read Geography and Geographical education. The environmental issue used as the example of how and why paradigm shifts are important in the knowledge economy will be in itself of direct interest to geographical educators. There are also important lessons with regard to the alignment of curriculum intent with classroom practice and the need of professional learning to support our students and their learning. To achieve international calls for the public understanding of science and geography, many educators are pointing to the important role that school education programs play in creating scientifically literate societies of the future. However research findings reveal that even when curricular goals promote discipline literacy they are rarely translated into classroom practice. Teachers' lack of understanding of the nature of science and the unavailability of appropriate teaching and learning resources have been identified as factors contributing to the nonachievement of these goals. This paper presents an account of contemporary scientific inquiry at work to highlight key aspects of the nature of such inquiry. In the context of earth sciences the story illustrates the part paradigms play in guiding scientific endeavour and how new scientific knowledge is generated. It is hoped that such narratives can facilitate teacher professional learning as well as teacher education and serve as useful learning contexts to motivate student interest and understanding of scientific inquiry. [ABSTRACT FROM AUTHOR]

The global COVID-19 pandemic has seen extended lockdowns, isolation periods and travel restrictions across many countries around the world since early 2020. Some countries, such as Australia and New Zealand, closed their international borders in early 2020 preventing researchers travelling to other parts of the world. To facilitate the exposure of our students' work, and for them to meet international researchers, as well as foster a sense of coastal community, we started a zoominar series (seminars via Zoom) in April 2020. The Coast2Coast zoominar series had therefore humble origins but we soon discovered that there was an appetite for more widely sharing science across the coastal research disciplines. The Coast2Coast zoominar grew rapidly, attracting researchers from many countries around the world who presented and attended fortnightly online seminars. In just one year and a half we had 38 presentations with roughly 1900 attendees, creating a sense of community and belonging for the researchers involved. In early 2021, two of the co-authors, Giovanni (GC) and Ana (AVC) decided to expand and take this sense of community further creating the Coast2Cast podcast series, where researchers are asked research and non-research questions. In only 7 months, the podcasts have attracted more than 3700 listeners. Importantly, while the main prerequisite was high-quality and impactful research, diversity and inclusion were also a priority in selecting and inviting speakers for the zoominars and guests for the podcast. Importantly, our survey results suggest that there is a place for online events similar to Coast2Coast and Coast2Cast in a pandemic-free future, and that the coastal community involved has greatly benefited from such initiatives. • Two new online initiatives provided unexpected benefits during the COVID-19 pandemic. • Both initiatives contributed to creating a sense of community and belonging for the researchers involved. • The main prerequisite was high-quality and impactful research. • Diversity and inclusion were considered a priority, thus increasing diversity and inclusion. • Our results suggest that there is a place for short online events in a pandemic-free future. [ABSTRACT FROM AUTHOR]