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Can You Be Science Literate Without Being Ocean Literate?
Strang, C., Decharon, A., & Schoedinger, S. (2007). Can you be science literate without being ocean literate? Current: The Journal of Marine Education, 23(1), 7-9.

The Ocean Literacy Campaign is changing the way educators and the public think about ocean sciences education: teaching ocean sciences is not just enrichment, but is essential to science literacy. Read about how the Ocean Literacy Campaign is bringing about a paradigm shift in the way educators and the public think about Ocean Sciences Education.   DOWNLOAD (854 KB) >>
College science students learning to communicate science in informal settings

Tran, L. U., Randol, S., Halversen, C., & Strang, C. (2009). College science students learning to communicate science in informal settings. Poster presented at the American Educational Research Association Annual Meeting.

Increasingly scientists are urged to engage and communicate with the public about scientific issues more effectively. Some argue that science graduates need to know how to communicate their scientific knowledge with the public as science and technology advances arise at unprecedented rates (Leshner, 2007). Even though such a requirement adds “yet another element to overtaxed research training programs,” the knowledge and skills of communication are needed for future scientists (Leshner, 2007, p. 161). There are a limited number of university courses for science students that prepare them to communicate their research with the general public, media, and K-12 schoolchildren and teachers (Warren, Weiss, Wolfe, Friedlander, & Lewenstein, 2007; Lally, Brooks, Tax, & Dolan, 2007). We report on a course--Communicating Ocean Sciences to Informal Audiences--that is taught at six universities in the US, and uses informal science education institutions (ISEIs) as a means to connect science students with the public. For this investigation, we seek to understand how university-level science students engage with the public in hands-on activities in ISEIs and how visitors respond to these students.

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

Strang, C., Dorph, R., & Halversen, C. (2005). Communicating ocean sciences: a course that improves education & public outreach. Paper presented at the Marine Technology Society Conference.

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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COSEE Network Evaluation

Seaman, M., Dorph, R., Kwan, P., & Parsons, C. & (2007). COSEE network evaluation. Current: The Journal of Marine Education, 23(1), 21-23.

Read about how the COSEE Network evaluates its programs to understand the collective impact of the local Centers on ocean sciences education nationally.

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COSEE One Pager - California

COSEE California is a partnership between the Lawrence Hall of Science at University of California, Berkeley; Scripps Institution of Oceanography; College of Exploration, San Diego Unified School District and the University of Hawaii at Manoa. We focus on developing approaches to engage scientists and educators in promoting ocean literacy that can serve as models for wide dissemination.

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