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.


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. 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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