There are several approaches to professional training in this field. Some authorities believe that a 

 Bachelor's or even Master's degree in oceanography may be less meaningful in an oceanographer's career 

 than one in biology, chemistry, physics, or other basic science. A broadly trained oceanographer may 

 move about freely in the marine sciences. In contrast, some educators note the time saved by the 

 undergraduate student early introduced to the marine curricula. In such a rapidly expanding field as 

 marine science and technology, there is room for both types of educational experience. 



At the graduate level, two types of programs should be offered— one in which a student spends an 

 average of four to six years as an aide or assistant in the research activities of his major professor and one 

 in which he concentrates on course work and his own research, thus completing his formal education in 

 the minimum time. Here is a problem endemic to many fields but particularly germaine to the marine 

 sciences because of the tradition that a graduate student spends years of apprenticeship before receiving 

 his degree. Also, financial assistance to the student is usually conditioned upon his performing a research 

 assistant's tasks. More fellowships are needed for aiding graduate students wishing to pursue a more 

 intensive program of study in order to reduce the time needed to meet degree requirements. 



Opportunities for postgraduate study by persons with advanced degrees in the basic sciences or 

 engineering are required for those who wish to work in the marine sciences. The National Academy of 

 Sciences has noted the need for ocean scientists who can bridge the gap between the classical and the 

 marine sciences. The trained scholar with feet in both camps is much in demand, and the postdoctoral 

 scientist entering oceanography with a Ph.D. degree in one of the basic sciences meets this need. Ample 

 funds should be available for this type of advanced student to work at major institutions throughout the 

 Nation. 



At the undergraduate level, student demand must be met for general courses in marine subjects and 

 for establishing majors in these fields. Baccalaureate degrees in marine science were offered at five 

 institutions in the 1967-68 academic year and three Bachelor's programs in ocean engineering were 

 offered. In addition, two institutions offered Bachelor's degrees in fisheries. Since the need for ocean 

 specialists is growing, particularly for ocean survey work, holders of Bachelor's degrees should be able to 

 find suitable positions for some time. Other graduates may be expected to become teachers at the 

 secondary level or, with further training, at the college level. 



At another educational level are the mid-career training programs, particularly for those in the marine 

 science field whose jobs are so limited as to provide a narrow perspective of marine developments. Many 

 Federal employees are within this group, along with business and industry administrators, teachers, and 

 researchers concentrated on one highly specialized aspect of the field. 



For such persons, refresher courses might be provided by the National Science Foundation (NSF); 

 Office of Naval Research; the Department of Health, Education and Welfare, etc., possibly during the 

 summer, including some shiptime experience. Federally funded sabbaticals also would make possible 

 longer-term, mid-career training programs. 



We are conscious of the need for different kinds and levels of training, and this study recommends 

 that funds be made available in the annual Federal oceanographic budget specifically for mid-career 

 programs at National and regional university centers. These programs would provide opportunity for 

 instruction, discussion, experience, and formulation of plans and policies in marine-related matters. 

 Participants would come from government, industry, business, and the universities for periods of a 

 week or two to several months. The programs might provide opportunity to spend time aboard ship for 

 instructional cruises. 



At a fourth level are the technical training programs of two years' duration or less. The first program 

 of this type began in 1959; several others now exist, and the number of graduates, although small, is 

 gradually rising. Within the next few years, the number of such technical training programs is expected 

 to increase. 



Officials at existing institutions believe that marine technician training is specialized, implying that 

 transferability is sometimes difficult and that some shorter training courses do not qualify as adequate 

 preparation for a technician's specialty. The success of these institutions has prompted other schools to 

 begin technician training, including a two-year course started recently for fisheries technicians. 



IV-9 



