ocean_classroom_tnThe Oceanography Classroom

The articles below are from a recurring column in Oceanography magazine, providing guidance and insight on education in the oceanography classroom.


Dr. No (or Yes?)
Boxall, S. 2019. Dr. No (or Yes?). Oceanography 32(1):237–238, https://doi.org/10.5670/oceanog.2019.106.


Leveraging Student Experience with Water for Active Learning in a Large Introductory Oceanography Classroom
Freeman, R. 2018. Leveraging student experience with water for active learning in a large introductory oceanography classroom. 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. You say color, I say colour, she says colugo. 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.


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. Inspiration: The source and the drive. Oceanography 30(3):126–127, https://doi.org/10.5670/oceanog.2017.305.

Learning Science in a Post-Truth World
Boxall, S. 2017. Learning science in a post-truth world. Oceanography 30(1):108–109, https://doi.org/10.5670/oceanog.2017.105.


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. Polar oceanography: Engendering students with a sense of place and a sense of time. Oceanography 29(2):293–295, http://dx.doi.org/10.5670/oceanog.2016.29.

Higher and Higher in Education
Boxall, S. 2016. Higher and higher in education. Oceanography 29(1):104–105, http://dx.doi.org/10.5670/oceanog.2016.24.


How Broad is Your Course?
S. Boxall. 2015. Oceanography 28(3):228–229, http://dx.doi.org/10.5670/oceanog.2015.74.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


Let’s Begin With Some Questions
D.A. McManus. 2000. Oceanography 13(3):118–119, http://dx.doi.org/10.5670/oceanog.2000.23.

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