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Scientific Process in Practice, an Activity Based Seminar for Beginning Ocean Science Majors
11.07.2012    

Scientific Process in Practice was a 2 hour long, weekly seminar designed to complement a field course for incoming oceanography majors (sophomores and juniors). Through hands-on activities, this seminar aimed to help students succeed in the field and later science courses.

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Want to Be a Good Researcher? Try Teaching
10.20.2011    

Graduate students in the sciences who both teach and conduct research show greater improvement in their research skills than do those who focus exclusively on laboratory work, says a report to be published in the August 19 issue of Science.

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Oceans of Opportunities for Undergraduates, Graduate Students and Post-Docs
10.17.2011    

Opportunities offered through COSEE Center Partners for undergraduates, graduate students and post-docs.

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The Psychology of Climate Change Communication
09.11.2011    

Intended for anyone who communicates about climate change, the guide’s purpose is to assist communicators in reaching two key audiences - the general public and decision makers from government and business - more effectively.

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Tips for Graduate Students: Prepping to Work with Teachers and Students
09.10.2011    

UMaine graduate student Carrie Armbrecht shares her secrets for a successful teaching experience.

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Communicating Ocean Sciences: A Course That Improves Education & Public Outreach
01.07.2009    

Together educators and ocean scientists have developed and teach a university course entitled Communicating Ocean Sciences that is now being taught in several institutions of higher education nationwide. The course is designed for undergraduate and graduate science students interested in improving their ability to communicate about complex science concepts. This paper focuses on the content, outcomes, and potential of the Communicating Ocean Sciences course.

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Temperature and Deep Ocean Circulation
04.06.2008    

This lesson explores the relationship between density and ocean currents. Deep ocean currents are caused by differences in water temperature and salinity (density). In this experiment, the students will hypothesize the cause of ocean currents and then develop a model to help explain the role that temperature plays in deep ocean currents.

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Excavating Your Recycling Bin: Model of the Fossil Record
12.13.2007    

Scientists use layers of rock with embedded fossils to glean information about the past. These layers of rock are called strata. This simple activity simulates how scientists study the past (using a paper recycling bin and worksheet) to make the connection with students that fossil layers were deposited in a known order (deepest records are oldest), and that the collection of accurate data is critical.

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Potential Effects of Amazon Deforestation on Tropical Climate
11.03.2007    

This report describes the results of a study in which climate modeling was used to examine the effects of deforestation in the Amazon basin. The study concluded that changes in land surface properties (loss of forest cover) cause changes in the mean surface wind stress in the tropical Pacific, which in turn results in increased variability of El Nino/Southern Oscillation (ENSO) events.

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Diffusion at Work: An Interactive Simulation
09.15.2007    

This hands-on Oceanography article describes an activity that helps students better understand the nonintuitive concept of diffusion and introduces them to a variety of diffusion-related processes in the ocean. As part of this activity, students also practice data collection and statistical analysis (e.g., average, variance, and probability distribution functions).

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