Cutting Edge > Oceanography > Workshop 2013 > Session Choices

Choose Your Sessions for the Teaching Oceanography June Workshop

To help us plan our concurrent sessions, please complete the following form by June 10.

We are asking for your first, second, and third choices for sessions. We will do everything we can to assign everyone to their first choice session. However, supplies are limited for some sessions, and it's much better for group discussion and interactions if we have equitable distribution. Thank you for your understanding. We also understand that for some participants, there is one session that is more valuable than all the others and you would be very disappointed if you missed it. Therefore, if there is a session you absolutely want to attend and none of the other options are desired, please indicate such by not picking a second and third choice. We will do all we can to accommodate everyone's choices.

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Contact Information

(Please Note: Your email address is what we use to track your application and participation in the workshop. Be sure to use the same email address in all forms relating to your workshop participation.)
Concurrent Sessions I: Teaching Oceanography Case StudiesCase Study Sessions: 20-30 minutes of presentation, 15-25 minutes of Q&A and interactive: how to incorporate into your class
  • Google Earth & Monterey Bay - Alfred Hochstaedter
    Use Google Earth to student seacliff retreat in the Monterey Bay area and more (participants required to have laptops with Google Earth installed).
  • Marine Sediments/Paleooceanography - Kristen St. John
    Review pedagogy and exercises related to case studies (published in Reconstructing Earth's Climate History: Inquiry-based Exercises for Lab and Class).
  • Coral Reef Ecology - John Fitzpatrick
    Stimulate and engage students in the process of science through the interactive study of coral reefs -- including ecological concepts, basic statistics, and environmental conservation. Examine major anthropogenic threats that are driving coral reef decline worldwide and learn what we can do to reduce stress on coral reefs worldwide, even if we are in landlocked states.
  • Using Tsunami to Measure the Depth of the Pacific Ocean - Martin Farley
    Recreate an analysis originally done by A.D. Bache in 1855, with better data including data from the 1964 Alaska Good Friday Earthquake tsunami and more recent tsunamis.

Concurrent Sessions II: Bringing Oceanography into the Classroom - Principles/Tools/Techniques
  • Misconceptions in Oceanography - Kathryn Hoppe, Stephanie Jaeger, Hilary Lackey
    Explore common misconceptions in introductory oceanography and strategies for overcoming them.
  • Teaching Oceanography in Landlocked Regions: challenges and solutions - David Kobilka & Janelle Sikorski
    Hear about the presenters' experiences teaching oceanography-related content in land-locked regions. Work together to identify challenges and barriers to student learning in such classrooms. Help develop a list of resources and strategies to help overcome the challenges of teaching students oceanography-related content in a land-locked classroom.
  • Building Underwater Remotely Operated Vehicles (ROVs) - Debra Woodall
    Review and experience a demonstration on how to design, engineer, and build a fully functional underwater ROV.
  • Going to Sea - a Unique Experience for Ocean Scientists - Bob Chen
    Explore models for efficient seagoing experiences for undergraduates as well as strategies to attempt to participate in these experiences in the classroom. There are few disciplines that have such a powerful experience as going to sea. Whether students participate on a 2-hour cruise around the harbor, a 1-day sampling trip, or a 10-day research expedition, going to sea is invaluable in allowing students to participate in "real" oceanography.

Concurrent Sessions III: Go to Class 1: Be a student participating in a 2-hour lab
  • OOI Lab Builder: Ocean Acidification & Hurricanes - Janice McDonnell & Scott Glenn
    Explore the Lesson Lab Builder (LLB), a tool developed for undergraduate professors to design laboratories and problem-based activities using archived and real time data. Two prototype lessons including topics such as ocean acidification and hurricanes will be demonstrated using the LLB software. The LLB is part of a suite of undergraduate focused learning tools being developed by the NSF-funded Ocean Observing Initiative Education and Public Engagement (OOI EPE) group.
  • Anomalous behavior in the equatorial Pacific - Becca Walker
    Use Pacific SST, wind, and precipitation data from 1999-2011 to characterize the positive, negative, and neutral phases of ENSO. Then consider ENSO's influence on coastal upwelling and natural hazards. (This lab is an example of a module in production as part of the InTeGraTe curriculum development project.)
  • Isostasy: From a floating idea to dynamic understanding - Stephen Schellenberg
    Scaffold from the concept of density to Archimedes' Principle to dynamic isostasy to develop a process-based understanding of regional to global bathymetric and topographic patterns.
  • Density-driven circulation - Elizabeth Gordon
    Develop a hypothesis about what is likely to happen to thermohaline circulation as Arctic ice continues to melt, and design your own experiment using simple materials to test your hypothesis. Communicate findings in a report, which describes methods in a way that someone else could follow, and makes connections between this simple lab experiment and the 'big picture' of density-driven circulation. This is a lab that is aligned with the general education 'problem solving' objective and is evaluated by a rubric.

Concurrent Sessions IV: Go to Class 2: Be a student participating in an interactive lecture/discussion section(Series of short, 5-15-minute activities/demonstrations used in lecture/discussion sections.)
  • Biological Oceanography
    • Phylogenetic Trees - Susan Richardson
      Reconstruct an imaginary racecourse from a set of eight file cards with stamps on them. The correct map is discussed in the context of phylogenetic trees and their terminology. Activity comes from Goldsmith, 2003 can be used in discussions of evolution and/or marine biodiversity.
    • Critter Du Jour? - Cynthia Venn
      Examine an ocean critter or critter part and try to guess what it is. Then see pictures of the whole organism in its habitat and talk a little about the organism's lifestyle, where they live, their economic value, and current issues. Examine how this critter's life needs and issues tie into topics like sound, light, temperature structure, ocean depths, etc. This 5-minute weekly focus on biology piques student interest and introduces them to "underappreciated" invertebrates they might otherwise miss.
    • Invertebrate Model - Alex Turra
      Build a model to represent anything related to invertebrate morphology, functioning and/or behavior (using basic and cheap materials). Models should be self-explanatory, biologically correct, and able to be manipulated.
  • Seawater
    • Hydrogen Bonding - Elizabeth Nagy-Shadman
      Compare and contrast the behavior of droplets of water and oil l to understand polarity and hydrogen bonding.
    • What is in the Water? - Bob Chen
      Investigate, like ocean scientists, what is in seawater, e.g. every element in the periodic table, 1000s of molecules including caffeine, ibuprofen, and DDT, and carbon sequestered by intertidal wetlands. This simple activity allows students to explore their own water sample while learning key concepts about water, scientific observation, and the practice of science.
    • Make it melt faster! - Mirjam Glessmer
      Explore how melting of ice cubes floating in water is influenced by the salinity of the water. Important oceanographic concepts like density and density driven currents are visualized and can be discussed on the basis of this experiment.
  • Seafloor Mapping & More
    • Google Earth: Oceans - Beth Dushman
      Explore the basics of using Google Earth-based activities in lecture or lab. We will cover the basics of creating placemarks and .kmz files and explore some of the useful layers and datasets available for Google Earth. Examples will include shoreline changes due to longshore transport, geological features from the South Texas Coast, bathymetry and volcanoes at mid-ocean ridges and subduction zones, and earthquakes at plate boundaries. (participants will find this most useful if they have laptops with Google Earth installed)
    • Paper Plates: Make Your Own Spreading Center - Katherine Shaw
      Build a small, cheap, model of seafloor spreading and use it to determine why important changes in oceanic lithosphere are correlated with distance from the mid-ocean ridge.
    • Is that True? -Steven Hovan
      Ask students to research the "truth" behind statements from recent news articles and provide their opinion about what is "true". Examples include statements about hurricane intensity increases due to global warming, Coriolis effect and southern hemisphere, etc.
  • Atmosphere & Currents
    • Atmospheric Pressure and Surface Wind Patterns - Jacqueline Boucher
      Consider solar insolation, air composition, and air density to deduce the pattern of atmospheric circulation on a water-covered, non-rotating planet surrounded by suns.
    • Summary of ocean gyre circulation and implications for global primary productivity - Megan Jones
      Demonstrate understanding of surface circulation in ocean gyres and how it is related to broad patterns of global primary productivity by completing a schematic sea surface map and sea surface profile of the Atlantic Ocean. This simple visual framework allows students to see any misconceptions they have about the relationship/connection between surface circulation and primary productivity and to correct them.
    • Mapping Paleocurrents - Using the Past to Understand the Present - Laurie Grigg
      Working back from the present, reconstruct the location of past surface currents based on the location of the continents and global atmospheric circulation patterns. Also consider the importance of oceanic gyres in global heat transport by identifying warm and cold currents, as well as, areas that in the past were isolated from hemisphere-scale gyres and as a result, experienced unusually cold or warm conditions.