2020
How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting
Glessmer, M.S. 2020. Oceanography 33(4):130–132, https://doi.org/10.5670/oceanog.2020.417.
A Viral Shift in Higher Education?
Boxall, S. 2020. Oceanography 33(3):78–79, https://doi.org/10.5670/oceanog.2020.314.
Project EDDIE: Using Real Data in Science Classrooms
Soule, D. 2020. Oceanography 33(2):163–164, https://doi.org/10.5670/oceanog.2020.201.
The Bureaucratic Oaf
Boxall, S. 2020. Oceanography 33(1):92-93, https://doi.org/10.5670/oceanog.2020.114.
2019
How to Help Your Students Ask More and Better Questions
Zrada, M., K.A. Kastens, and M. Turrin. 2019. Oceanography 32(4):204–206, https://doi.org/10.5670/oceanog.2019.404.
How (Not) to Run an Oceanography Field Course
Boxall, S. 2019. Oceanography 32(3):142–144, https://doi.org/10.5670/oceanog.2019.304.
Dr. No (or Yes?)
Boxall, S. 2019. Oceanography 32(1):237–238, https://doi.org/10.5670/oceanog.2019.106.
2018
Leveraging Student Experience with Water for Active Learning in a Large Introductory Oceanography Classroom
Freeman, R. 2018. Oceanography 31(4):182–183, https://doi.org/10.5670/oceanog.2018.423.
You Say Color, I Say Colour, She Says Colugo
Boxall, S. 2018. Oceanography 31(3):104–105, https://doi.org/10.5670/oceanog.2018.315.
Are You a Marine Major or Minor?
Boxall, S. 2018. Oceanography 31(1):148–149, https://doi.org/10.5670/oceanog.2018.103.
2017
STEMSEAS: A Vehicle for the US Academic Fleet to Serve Undergraduates from Diverse Backgrounds
Cooper, S.K., and J.C. Lewis. 2017. Oceanography30(4):146–148, https://doi.org/10.5670/oceanog.2017.405.
Inspiration: The Source and the Drive
Boxall, S. 2017. Oceanography 30(3):126–127, https://doi.org/10.5670/oceanog.2017.305.
Learning Science in a Post-Truth World
Boxall, S. 2017. Oceanography 30(1):108–109, https://doi.org/10.5670/oceanog.2017.105.
2016
Course Design Principles for Enhancing Student Learning
Arthurs, L. 2016. Oceanography 29(4):207–208, https://doi.org/10.5670/oceanog.2016.93.
Why Wet Students Are the Best: The Ins and Outs of Fieldwork
Boxall, S. 2016. Oceanography 29(3):226–228, http://dx.doi.org/10.5670/oceanog.2016.71.
Polar Oceanography: Engendering Students with a Sense of Place and a Sense of Time
Roesler, C.S. 2016. Oceanography 29(2):293–295, http://dx.doi.org/10.5670/oceanog.2016.29.
Higher and Higher in Education
Boxall, S. 2016. Oceanography 29(1):104–105, http://dx.doi.org/10.5670/oceanog.2016.24.
2015
How Broad is Your Course?
S. Boxall. 2015. Oceanography 28(3):228–229, http://dx.doi.org/10.5670/oceanog.2015.74.
2014
How to Run Amok—Or Is It a MOOC?
S. Boxall. 2014. Oceanography 27(4):175–176, http://dx.doi.org/10.5670/oceanog.2014.101.
A Student Bestiary
T. Garrison. 2014. Oceanography 27(3):154–155, http://dx.doi.org/10.5670/oceanog.2014.80.
A Public Perception of Our Ocean
S. Boxall. 2014. Oceanography 27(2):236–238, http://dx.doi.org/10.5670/oceanog.2014.60.
Why Teach What When?
T. Garrison. 2014. Oceanography 27(1):236–237, http://dx.doi.org/10.5670/oceanog.2014.30.
2013
The Ocean in Schools
S. Boxall. 2013. Oceanography 26(4):161–163, http://dx.doi.org/10.5670/oceanog.2013.86.
Time for Time Series
S. Boxall. 2013. Oceanography 26(2), http://dx.doi.org/10.5670/oceanog.2013.24.
Words Are Important
T. Garrison. 2013. Oceanography 26(1):106–107, http://dx.doi.org/10.5670/oceanog.2013.14.
2012
Don’t Be Too Critical in Thinking About Our Students’ Abilities
S. Boxall. 2012. Oceanography 25(4):72–74, http://dx.doi.org/10.5670/oceanog.2012.109.
Starting Thoughts…
T. Garrison. 2012. Oceanography 25(3):226–227, http://dx.doi.org/10.5670/oceanog.2012.100.
Why Do Today What Will Be Even Better Tomorrow?
S. Boxall. 2012. Oceanography 25(2):222–223, http://dx.doi.org/10.5670/oceanog.2012.62.
Doing More With Less
T. Garrison. 2012. Oceanography 25(1):299–210, http://dx.doi.org/10.5670/oceanog.2011.32.
2011
How Often Do You Plagiarize in Class?
S. Boxall. 2011. Oceanography 24(4):134–135, http://dx.doi.org/10.5670/oceanog.2011.106.
In Praise of Teaching Assistants
T. Garrison. 2011. Oceanography 24(3):309, http://dx.doi.org/10.5670/oceanog.2011.85.
E-Learning: Is It All It’s Hyped Up To Be?
S. Boxall. Oceanography 24(2):212–213, http://dx.doi.org/10.5670/oceanog.2011.45.
Examining Our Examinations
T. Garrison. 2011. Oceanography 24(1):176–177, http://dx.doi.org/10.5670/oceanog.2011.16.
2010
A Sum of All Knowledge, or A Knowlege of All Sums?
S. Boxall. 2010. Oceanography 23(4):162–164, http://dx.doi.org/10.5670/oceanog.2010.16.
Teaching and Learning in the Age of Distractions
T. Garrison. 2010. Oceanography 23(3):180–181, http://dx.doi.org/10.5670/oceanog.2010.36.
A Public Education
S. Boxall. 2010. Oceanography 23(2):130–132, http://dx.doi.org/10.5670/oceanog.2010.56.
Your Course Outline—A Critical Document
T. Garrison. 2010. Oceanography 23(1):220–221, http://dx.doi.org/10.5670/oceanog.2010.102.
2009
Health and Safety in the Learning Environment
S. Boxall. 2009. Oceanography 22(4):242–243, http://dx.doi.org/10.5670/oceanog.2009.116.
In Praise of Travel
T. Garrison. 2009. Oceanography 22(3):268–269, http://dx.doi.org/10.5670/oceanog.2009.89.
Working Away From Home—The Longer-Term Option
S. Boxall. 2009. Oceanography 22(2):258–260, http://dx.doi.org/10.5670/oceanog.2009.59.
Teaching Strategies that Hook Classroom Learners
R.J. Feller and C.R. Lotter. 2009. Oceanography 22(1):234–237, http://dx.doi.org/10.5670/oceanog.2009.28.
2008
Working Away From Home—The First Installment
S. Boxall. 2008. Oceanography 21(4):202–204, http://dx.doi.org/10.5670/oceanog.2008.25.
Thinking About the Endgame
T. Garrison. 2008. Oceanography 21(3):96–97, http://dx.doi.org/10.5670/oceanog.2008.43.
Assess ‘Til We Drop?
S. Boxall. 2008. Oceanography 21(2):66–67, http://dx.doi.org/10.5670/oceanog.2008.58.
An Awakening (Part II): How You Can Help Science Education
R.J. Feller, C.R. Lotter, and J.E. Singer. 2008. Oceanography 21(2):68–71, http://dx.doi.org/10.5670/oceanog.2008.59.
An Awakening (Part I)
R.J. Feller. 2008. Oceanography 21(1):105–109, http://dx.doi.org/10.5670/oceanog.2008.74.
2007
Oceanographers are Talented—Eventually
S. Boxall. 2007. Oceanography 20(4):168–169, http://dx.doi.org/10.5670/oceanog.2007.21.
110 Misconceptions About the Ocean
R.J. Feller. 2007. Oceanography 20(4):170–173, http://dx.doi.org/10.5670/oceanog.2007.22.
The Times, They Are a Changin’
T. Garrison. 2007. Oceanography 20(3):125–126, http://dx.doi.org/10.5670/oceanog.2007.39.
Teaching Environmental Sciences in an Evolving World
M. Tomczak. 2007. Oceanography 20(2):196–198, http://dx.doi.org/10.5670/oceanog.2007.70.
Ocean Literacy—An In-Depth Top Ten
T. Garrison. 2007. Oceanography 20(1):198–199, http://dx.doi.org/10.5670/oceanog.2007.96.
2006
Embrace the Web!
M. Tomczak. 2006. Oceanography 19(4):182–184, http://dx.doi.org/10.5670/oceanog.2006.36.
Back to Basics, With a Twist
T. Garrison. 2006. Oceanography 19(3):144–145, http://dx.doi.org/10.5670/oceanog.2006.55.
How Good Are Your Data?
M. Tomczak. 2006. Oceanography 19(2):148–150, http://dx.doi.org/10.5670/oceanog.2006.84.
Boiling for Science
T. Garrison. 2006. Oceanography 19(1):184–186, http://dx.doi.org/10.5670/oceanog.2006.103.
2005
The Importance of Being Quantitative
M. Tomczak. 2005. Oceanography 18(4):136–138, http://dx.doi.org/10.5670/oceanog.2005.19.
Method First, Results Later
T. Garrison. 2005. Oceanography 18(3):80–81, http://dx.doi.org/10.5670/oceanog.2005.32.
Catering to the Multitudes
M. Tomczak. 2005. Oceanography 18(2):256–259, http://dx.doi.org/10.5670/oceanog.2005.63.
Connecting with Today’s Freshmen
T. Garrison. 2005. Oceanography 18(1):247–249, http://dx.doi.org/10.5670/oceanog.2005.76.
2004
Why We Have to Teach Scientific Ethics in the Oceanography Classroom
M. Tomczak. 2004. Oceanography 17(4):207–209, http://dx.doi.org/10.5670/oceanog.2004.21.
A Watery Road to Critical Thought: Oceanography’s Place in Science Education
T. Garrison. 2004. Oceanography 17(3):79–81, http://dx.doi.org/10.5670/oceanog.2004.36.
Education for the Transition from Student to Scientist
M. Tomczak. 2004. Oceanography 17(2):121–123, http://dx.doi.org/10.5670/oceanog.2004.60.
Planning for General Oceanography: Course Thoughts
T. Garrison. 2004. Oceanography 17(1):118–119, http://dx.doi.org/10.5670/oceanog.2004.76.
2003
Undergraduate Oceanography Education in a Global World
M. Tomczak. 2003. Oceanography 16(4):104–105, http://dx.doi.org/10.5670/oceanog.2003.19.
Undergraduate Oceanography Education in a Global World
M. Tomczak. 2003. Oceanography 16(3):134–135, http://dx.doi.org/10.5670/oceanog.2003.46.
In the Oceanography Classroom
T. Garrison. 2003. Oceanography 16(1):32–33, http://dx.doi.org/10.5670/oceanog.2003.56.
2002
When Will You Speak Out for Ocean Sciences Education?
D.A. McManus. 2002. Oceanography 15(4):42–43, http://dx.doi.org/10.5670/oceanog.2002.07.
How Do Instructors Change the Way They Teach?
D.A. McManus. 2002. Oceanography 15(3):34–35, http://dx.doi.org/10.5670/oceanog.2002.15.
Who Will Teach Our Children About the Ocean?
D.A. McManus. 2002. Oceanography 15(2):98–99, http://dx.doi.org/10.5670/oceanog.2002.28.
Are Ph.D. Students Able to Explore Career Paths That Their Advisors Disparage?
D.A. McManus. 2002. Oceanography 15(1):142–143, http://dx.doi.org/10.5670/oceanog.2002.48.
2001
Why Is It So Hard To Reform Ocean Sciences Education?
D. McManus. 2001. Oceanography 14(4):130–131, http://dx.doi.org/10.5670/oceanog.2001.16.
What Do Statistics on Graduate Education in Oceanography Tell Us?
D.A. McManus. 2001. Oceanography 14(3):92–93, http://dx.doi.org/10.5670/oceanog.2001.29.
Why Should Our Students be Interested in What We Teach Them?
D.A. McManus. 2001. Oceanography 14(2):50–51, http://dx.doi.org/10.5670/oceanog.2001.48.
What is the Purpose of the Ph.D. Degree Program?
D.A. McManus. 2001. Oceanography 14(1):88–89, http://dx.doi.org/10.5670/oceanog.2001.54.
2000
Let’s Begin With Some Questions
D.A. McManus. 2000. Oceanography 13(3):118–119, http://dx.doi.org/10.5670/oceanog.2000.23.