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CTDs, devices that measure salinity (via conductivity), temperature, and depth in the ocean, are essential for almost all marine scientific research, whether oceanography, ecology, conservation, or management. But CTDs are often cost-prohibitive, making this essential tool of ocean science inaccessible to the majority of ocean knowledge seekers. The OpenCTD is a low-cost, open-source oceanographic instrument, built from relatively accessible components, that allows ocean knowledge seekers to collect data on salinity, temperature, and depth in waters as deep as 140 m, with depth accurate to <1 cm, temperature to ±0.1°C, and a salinity error rate of 1%, with a 90% response time of 1 second. The OpenCTD is an open, adaptable platform that allows users to integrate other sensors (e.g., dissolved oxygen, pH) to fit their specific needs or questions. The utility of the OpenCTD for both STEM education and community oceanography is demonstrated in real-world case studies. The OpenCTD offers researchers, community groups, educators, managers, and other ocean knowledge seekers the ability to collect baseline data about their local waters at a fraction of the cost of commercial alternatives and, for most use cases, with comparable data quality. [ABSTRACT FROM AUTHOR]

GEOTRACES is an international endeavor to elucidate the biogeo-chemical cycles of trace elements and their isotopes in the ocean. Inherently, this interdisciplinary program provides ample opportunities for students to develop professional, academic, and seagoing skills. This perspective recalls first-hand experiences gained from five years in the GEOTRACES community, spanning undergraduate and graduate research, including international engagement in Germany and seagoing oceanography in the South Pacific and Southern Ocean. Description of these opportunities reveals the framework that makes the GEOTRACES program a success and the culture that will ensure its ongoing legacy. [ABSTRACT FROM AUTHOR]

The article explores the advantages of cooperative learning in the field of oceanography. It explains that cooperative learning, which involves structured group work, can lead to better learning outcomes and positive experiences for students. The article highlights the importance of positive interdependence and individual accountability in successful group work. It also discusses various strategies and cooperative learning structures that can be used to promote these principles, including the well-known Jigsaw technique. The article specifically focuses on the application of the Jigsaw technique in oceanography education, providing examples and practical considerations for implementation. Overall, the author emphasizes the benefits of cooperative learning in enhancing student engagement and comprehension. [Extracted from the article]