[1] We discuss connections between inner-shelf and mid-shelf circulation near Point Conception, California, as well as the wind forcing of inner-shelf circulation. Point Conception marks the southern edge of a major upwelling zone that extends from Oregon to central California. The coastline makes a sharp eastward turn at Point Conception, and the Santa Barbara Channel to the east is generally assumed to be an upwelling shadow. Consistent with this regional division, inner-shelf currents are strongly correlated with wind north of Point Conception, but not in the Santa Barbara Channel. One exception to this generalization is a location in the Santa Barbara Channel, near a pass that cuts through the coastal mountains, where local winds have a dominant cross-shore component and directly drive cross-shore currents over the inner shelf. Inner-shelf currents in the Santa Barbara Channel, when compared with mid-shelf currents in that area, are weaker, but strongly correlated. By contrast, inner-shelf currents north of Point Conception show a far greater incidence of poleward flow than is seen over the mid-shelf in that area. Poleward flow events, lasting 1-5 days, transport warm water from the Santa Barbara Channel around Point Conception to the central California coast. These events are associated with relaxation of the generally equatorward wind, but not always with mid-shelf flow reversals.

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A recent survey of students entering a college‐level course in introductory oceanography reveals that they feel a strong connection with, and curiosity about, the ocean. To guide this inherent curiosity into understanding and stewardship, educators need to know the ‘hooks,’ the topics and concepts that catch students' interests. According to a survey of 119 students at North Carolina State University‐Raleigh, some useful hooks are students' personal, emotional connection with the ocean, human impacts (especially pollution), exotic biology and cool technology. Survey results further indicate that students already are gaining ocean knowledge from a wide variety of sources, and that the topics of interest to them can be organized using the Essential Principles of Ocean Literacy [Centers for Ocean Sciences Education Excellence (COSEE), 2005]. The students' general awareness of ocean science is a good basis upon which to build.

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