Abstract After completing their aquatic‐science related graduate program, many aquatic scientists find themselves in a position as a professor or other instructor. In these roles, pedagogy and curriculum development, implementation, and assessment become a core part of the job description. Having spent years honing their research ability in aquatic sciences, and with a new emphasis on teaching related concepts, it makes sense that some instructors would seek to integrate educational research into their research program and contribute to the body of knowledge about how we train the next generation of aquatic scientists. From publishing peer‐reviewed curricula to classroom intervention studies, this article will provide a framework to help aquatic scientists expand their research skills into the classroom setting.
Alanna L. Lecher (Fri,) studied this question.