This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive engagement (IE) lectures and the use of the Student-Centered Activities for Large Enrollment for Undergraduate Programs (SCALEUP) model. These two methods provide different levels of faculty-student engagement, and the results of this study show that both methods have positive effects.