Most educational institutions have discontinued undergraduate 
training in oceanography, reasoning that at least an undergraduate 
degree in fundamental sciences is necessary for effective work in the 
highly competitive oceanography of the future. A Ph. D. in oceanog- 
raphy may be too specilized if it exerts a negative influence on the 
intellectual level of oceanography. This is reflected in research pro- 
grams, in vaguely defined objectives that purportedly justify world- 
encircling expeditions and even in lack of focus on proposed national 
programs in oceanography. The limitations of depth in graduate 
training in oceanography have caused concern in some academic 
oceanographic centers. Consequently, a broad background in basic 
sciences is required for admission to some graduate schools. It is also 
increasingly common for advanced training in basic science and 
mathematics to form an integral component of graduate education in 
oceanography. This is a very promising development which may 
eventually produce a larger percentage of Ph. D.’s in oceanography 
capable of full, productive careers in research and training. Another 
hopeful development is the establishment of educational programs 
in the broad area of environmental sciences. The close linkage of 
oceanography with other environmental sciences and with basic 
sciences has been illustrated throughout this report and supports the 
thesis that classical Ph, D. training in oceanography will not serve the 
purposes of ocean science and technology in the years ahead. 
If oceanographers receive most of their education in basic science, 
mathematics, and environmental sciences, it may be possible to educate 
them in places other than oceanographic laboratories. If a biology 
department in any university has a few or even one professor interested 
in the oceans, he can direct thesis research and produce students capable 
of undertaking careers as oceanographers. The actual research may 
require some use of special facilities in an oceanographic or marine 
biology laboratory. However, it may be even more dependent on a 
reactor or an advanced computer which may be available at the univer- 
sity but not at the marine laboratory. The need for special facilities 
provides one reason for organizing associations of universities and 
oceanographic laboratories. Arrangements can be made for joint 
degrees, exchange of lecturers or some other appropriate relationship. 
In this way the number of students trained in basic science with marine- 
oriented theses could be substaintially increased at a relatively low 
cost. Rather than establishing new oceanographic laboratories, nu- 
merous existing ones could be expanded to accommodate visiting grad- 
uate students and professors. The Panel believes that restricting 
education to a few oceanographic institutions will exert a debilitating 
effect on long-term development of oceanography. We would prefer 
to see a wide variety of institutions throughout the country have a few 
faculty members interested in oceanography and capable of directing 
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