Subject 1999 - 2010 : Marine geology and oceanography
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| Title | Author | Volume | Page # |
| Using a historical controversy to teach critical thinking: The meaning of "theory", and the status of scientific knowledge | Montgomery, K. | 57 | 214-221 |
| Design and assessment of an introductory geomicrobiology course of non-geology majors | Hernandez-Machado, B. & Casillas-Martinez, L. | 57 | 23-32 |
| To attract, engage, mentor, and sustain: Outcomes from the Minority Students Pursuing Higher Degrees of Success (MSPHDs) in Earth System Science Pilot Project | Pyrtle, A.J. and Williamson Whitney, V.A. | 56 | 24-32 |
| Earth data, science writing and peer review in a large general-education oceanography class | Prothero, W.A. Jr. and Kelly, G.J. | 56 | 61-72 |
| The effect of using inquiry and multiple representations on introductory geology students' conceptual model development of coastal eutrophication | McNeal, K.S. and others | 56 | 201-211 |
| Synthesizing process and pedagogy in the development of a field marine science course for K-8 teachers | Schwimmer, R.A. and Hester, P.R. | 56 | 399-400 |
| Students' conceptual understandings of science after participating in a high-school marine-science course | Lambert, J | 53 | 531-539 |
| A winter field-based course on limnology and paleolimnology | Rodbell, D.T. and Gremmillion, P.T | 53 | 494-500 |
| Cover photograph of Union College students and faculty sampling sediment from frozen Ballston Lake, New York | Rodbell, D.T. and Gremmillion, P.T | 53 | 485 |
| Designing undergraduate research experiences for nontraditional student learning at sea | Gawel, J.E., and Greengrove, C.L | 53 | 31-36 |
| Maintaining a small-group discussion focus while bringing international issues into the large classroom | Rice-Snow, S. and Fluegeman, R.H | 52 | 260-265 |
| On the practical aspects of incorporating field-based projects into introductory oceanography | Reynolds, R.W | 52 | 218-223 |
| Increasing diversity in the marine sciences through the minorities in marine scieence undergraduate program | Bingham, B.L., Sulkin, S.D., Strom S., and Muller-Parker, G | 51 | 474-480 |
| Use of the lava lamp as an analogy in the geoscience classroom | Tolley, S.G. and Richmond, S.D | 51 | 217-220 |
| Moonsnail project: A scientific collaboration with middle-school teachers and students | Hansen, T.A., Kelley, P.H., and Hall, J.C | 51 | 35-38 |
| Using online homework to engage students in a geoscience course for general education | Grove, K | 50 | 566-574 |
| Introducing problem formulation and spatial analysis with an example in global warming and sea level rise | Orndorff, R.L | 50 | 357-362 |
| Transferable elements of the education program Sea Semester | McClennen, C.E. and Meyer, A.W | 50 | 266-270 |
| Cover photograph of SEA Semester students on the deck of Westward | McClennen, C.E. and Meyer, A.W | 50 | "237, 239" |
| Developing a teaching assistant preparation program in the School of Oceanography, University of Washington | McManus, D.A | 50 | 158-168 |
| Applying argumentation analysis to assess the quality of university oceanography students' scientific writing | Takao, A.Y., Prothero, W.A. and Kelly, G.J | 50 | 40-48 |
| Using quasi real-time data from the World -Wide Web | McManus, D.A | 48 | 597-598 |
| An ocean-density demonstration |