Abstract
How (Not) to Run an Oceanography Field Course
Highlights
In the past I have written in this journal about the importance of fieldwork to oceanography students, how it is often the most enjoyable part of our degree course, and where as much is learned from students’ mistakes as from being told in a regimented way how to proceed with a survey
This experience is often facilitated by what sits behind such a field course, involving a massive organizational effort where mistakes are not an option—from both a safety as well as an experience perspective
As our two-week summer field course came to an end last month, one of my colleagues suggested I should write this column about the background effort in the organizational side of student fieldwork to provide a perspective
Summary
In the past I have written in this journal about the importance of fieldwork to oceanography students, how it is often the most enjoyable part of our degree course, and where as much is learned from students’ mistakes as from being told in a regimented way how to proceed with a survey. As our two-week summer field course came to an end last month, one of my colleagues suggested I should write this column about the background effort in the organizational side of student fieldwork to provide a perspective.
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