Activity Bingo: Nudging Students to Make the Most Out of Fieldwork
By M.S. Glessmer, L. Latuta, F. Saltalamacchia, and K. Daae

The Soft Approach to Software
By S. Boxall

Collaborative Sketching to Support Sensemaking: If You Can Sketch It, You Can Explain It
By K. Daae and M.S. Glessmer

Teaching Oceanography by Engaging Students in Civic Activism
By B.C. Monger

Co-Creating Learning in Oceanography
By M.S. Glessmer and K. Daae

Marine Mystery Organisms: Learning Marine Ecology with Whales, Not Flashcards
By R. Freeman

Diversifying the Ocean Sciences: Thoughts on the Challenge Ahead
By C. Garza

A New Way of Learning
By S. Boxall

How to Teach Motivating and Hands-On Laboratory and Field Courses in a Virtual Setting
By M.S. Glessmer

A Viral Shift in Higher Education?
By S. Boxall

Project EDDIE: Using Real Data in Science Classrooms
By D. Soule

The Bureaucratic Oaf
By S. Boxall

How to Help Your Students Ask More and Better Questions
By M. Zrada, K.A. Kastens, and M. Turrin

How (Not) to Run an Oceanography Field Course
By S. Boxall

Dr. No (or Yes?)
By S. Boxall

Leveraging Student Experience with Water for Active Learning in a Large Introductory Oceanography Classroom
By R. Freeman

You Say Color, I Say Colour, She Says Colugo
By S. Boxall

Are You a Marine Major or Minor?
By S. Boxall

STEMSEAS: A Vehicle for the US Academic Fleet to Serve Undergraduates from Diverse Backgrounds
By S.K. Cooper and J.C. Lewis

Inspiration: The Source and the Drive
By S. Boxall

Learning Science in a Post-Truth World
By S. Boxall

Course Design Principles for Enhancing Student Learning
By L. Arthurs

Why Wet Students Are the Best: The Ins and Outs of Fieldwork
By S. Boxall

Polar Oceanography: Engendering Students with a Sense of Place and a Sense of Time
By C.S. Roesler

Higher and Higher in Education
By S. Boxall

How Broad is Your Course?
By S. Boxall

How to Run Amok—Or Is It a MOOC?
By S. Boxall

A Student Bestiary
By T. Garrison

A Public Perception of Our Ocean
By S. Boxall

Why Teach What When?
By T. Garrison

The Ocean in Schools
By S. Boxall

Time for Time Series
By S. Boxall

Words Are Important
By T. Garrison

Don’t Be Too Critical in Thinking About Our Students’ Abilities
By S. Boxall

Starting Thoughts…
By T. Garrison

Why Do Today What Will Be Even Better Tomorrow?
By S. Boxall

Doing More With Less
By T. Garrison

How Often Do You Plagiarize in Class?
By S. Boxall

In Praise of Teaching Assistants
By T. Garrison

E-Learning: Is It All It’s Hyped Up To Be?
By S. Boxall

Examining Our Examinations
By T. Garrison

A Sum of All Knowledge, or A Knowlege of All Sums?
By S. Boxall

Teaching and Learning in the Age of Distractions
By T. Garrison

A Public Education
By S. Boxall

Your Course Outline—A Critical Document
By T. Garrison

Health and Safety in the Learning Environment
By S. Boxall

In Praise of Travel
By T. Garrison

Working Away From Home—The Longer-Term Option
By S. Boxall

Teaching Strategies that Hook Classroom Learners
By R.J. Feller and C.R. Lotter

Working Away From Home—The First Installment
By S. Boxall

Thinking About the Endgame
By T. Garrison

Assess ‘Til We Drop?
By S. Boxall

An Awakening (Part II): How You Can Help Science Education
By R.J. Feller, C.R. Lotter, and J.E. Singer

An Awakening (Part I)
By R.J. Feller

Oceanographers are Talented—Eventually
By S. Boxall

110 Misconceptions About the Ocean
By R.J. Feller

The Times, They Are a Changin’
By T. Garrison

Teaching Environmental Sciences in an Evolving World
By M. Tomczak

Ocean Literacy—An In-Depth Top Ten
By T. Garrison

Embrace the Web!
By M. Tomczak

Back to Basics, With a Twist
By T. Garrison

How Good Are Your Data?
By M. Tomczak

Boiling for Science
By T. Garrison

The Importance of Being Quantitative
By M. Tomczak

Method First, Results Later
By T. Garrison

Catering to the Multitudes
By M. Tomczak

Connecting with Today’s Freshmen
By T. Garrison

Why We Have to Teach Scientific Ethics in the Oceanography Classroom
By M. Tomczak

A Watery Road to Critical Thought: Oceanography’s Place in Science Education
By T. Garrison

Education for the Transition from Student to Scientist
By M. Tomczak

Planning for General Oceanography: Course Thoughts
By T. Garrison

Undergraduate Oceanography Education in a Global World
By M. Tomczak

Undergraduate Oceanography Education in a Global World
By M. Tomczak

In the Oceanography Classroom
By T. Garrison

When Will You Speak Out for Ocean Sciences Education?
By D.A. McManus

How Do Instructors Change the Way They Teach?
By D.A. McManus

Who Will Teach Our Children About the Ocean?
By D.A. McManus

Are Ph.D. Students Able to Explore Career Paths That Their Advisors Disparage?
By D.A. McManus

Why Is It So Hard To Reform Ocean Sciences Education?
By D. McManus

What Do Statistics on Graduate Education in Oceanography Tell Us?
By D.A. McManus

Why Should Our Students be Interested in What We Teach Them?
By D.A. McManus

What is the Purpose of the Ph.D. Degree Program?
By D.A. McManus

Let’s Begin With Some Questions
By D.A. McManus