NOAA Teacher at Sea Blog

June 8, 2026June 8, 2026

Amber LaMonte: This Post Is Fishy, June 4, 2026

A close-up image of a small fish through a microscope viewer, showcasing its detailed features including fins and eyes, set against a blurred background.

Two small fish with prominent blue eyes resting on a mesh surface, surrounded by water and sediment. — *Haddock larvae in the shape of Pisces* *from a 75 m bongo sample*

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31- June 10

Mission: Northeast Ecosystem Monitoring Survey (EcoMon) Geographic Area of Cruise: Mid-Atlantic Date: June 4, 2026

Data from the Bridge

Greenwich Mean Time (GMT): 8:24 AM Latitude: 39° 02.599’ N Longitude: 072° 42.161’ W Doppler Wind Speed: 9.97 knots (kt) True Wind Speed: 3.56 knots (kt) Wave Height: 2’ Air Temperature: 15.556°C/60°F Wet Bulb Temperature: 14.5°C/58.2°F Bottom Depth: 287 m Sky: Clear

A look through a square window on a ship with water droplets on it, some rope handing down and a view of the open ocean. Superimposed on this image is the title "My Office View."

My Office View

Close-up of a navigation screen displaying marine charts, GPS coordinates, speed, and time information, with a focus on a specific waypoint labeled 'PISCES'. — *Monitors with the station track*

A student holding a paper and examining a map, with rubber duck figures placed on various locations. Another student smiles while seated at the table, engaged in the activity. — *Students plotting coordinates for Duck Current Lab*
*(photo courtesy of York High School)*

We are well into our cruise and have been sampling around the Mid-Atlantic today. Each morning, >clears throat<….at 3 am, I can plan my day from my office window. Luckily, there is high-tech navigational equipment that lets me view my Time To Go (TTG) for the upcoming station and the Estimated Time of Arrival (ETA), since I already understand coordinates and navigation. My students, however, get to label a blank map to illustrate understanding of coordinates when they complete the Duck Current lab.

The first of the drifters has been deployed, YORKYO DRIFT, at coordinates 39°50.206’N 70°35.161’W! Shout out, YHS Class of 2026, congratulations!

These are geographic coordinates in the electronic format used by maritime digital equipment. They tell you exactly where a place is on Earth using two measurements:

Latitude (39°50.206’ N)
Think of latitude like the horizontal lines on a globe (like rings around a ball).
39° (degrees) → how far north you are from the Equator
50.206’ (minutes) → a more precise measurement within that degree
N → means North of the Equator

Longitude (70°35.161’ W)
Longitude lines run up and down from pole to pole.
70° (degrees) → how far west you are from the Prime Meridian
35.161’ (minutes) → extra precision
W → means West of the Prime Meridian

Tossing (deploying) the ball (drifter) –Shout Out Class of 2026

view down the railing of NOAA Ship Pisces as Amber pushes a drifting buoy over the edge into the ocean. the buoy and its wrapped up drogue are pictured mid-air.

close-up view of the side the buoy. on the white portion Amber has used a black marker to write the words "YHS C/O 2026"

Science and Technology Log

Research

Although our focus is on areas where Atlantic Mackerel have historically been, the featured fish for this day of sampling is the monkfish. This is due to the fact that the ocean had not yet produced any larvae large enough to be distinguishable in a photo. Your Atlantic Mack girl really said no paparazzi today! Refer back to the last blog about the expert scientist in Poland identifying fish larvae.

A close-up view of a fish eggs floating in the water, displaying translucent veil. — *Monkfish Egg Veil. Photo from New England Aquarium*.

A close-up of a larval fish partially biting a white cloth, resting on a mesh surface with water and plankton. — *Juvenile monkfish*

The U.S. commercial monkfish fishery spans the Gulf of Maine to the Mid-Atlantic, extending to the continental shelf edge. Female monkfish produce large, ribbon-like egg veils that can contain over one million eggs. These veils drift near the ocean surface with prevailing currents for one to three weeks, depending on temperature, before breaking apart and releasing the developing larvae. Commercial fishing for these fish, like many species, can often result in bycatch. Trawl gear is primarily used in northern waters, while gillnets dominate in the south. Because monkfish are often caught alongside groundfish, this fishery is closely linked to the Northeast multispecies fishery. Management relies on days-at-sea limits and trip caps to ensure sustainability. There is no targeted recreational fishery and monkfish are harvested for human consumption. U.S. wild-caught monkfish is a sustainable seafood choice, supported by strict federal management and responsible harvesting practices.

Another surprise in the zooplankton samples that wanted a photo opportunity was a larval squid. The organisms found in the bongo are mostly classified as plankton. Many of you might recall that organisms that cannot swim freely against the current are considered plankton. This is the reason they appear in the bongo; most organisms that have advanced far enough in their juvenile development have the ability to swim out of the nets.

Juvenile Squid From 150 m Sample

A group of people, wearing safety gear, gather around a woman in an orange jumpsuit who is holding a small object, a squid specimen, on a boat deck. — **Teacher LaMonte showing off her cool zooplankton find** *(photo credit Katey Maranci*k)

Two students in safety goggles and gloves conducting a biology dissection of a squid specimen in a laboratory setting. — Students dissecting squid
***(photo courtesy of York High School)***

Scientific Concepts

Group of four students in a school hallway, some wearing playful costumes, with one lying on the floor and others engaging in lively interaction. — *Students completing the survivorship types lab (photo courtesy of York High School*

Most of you are already aware that when it comes to fish reproduction, it is a numbers game. Some of you remember that fish are an example of an r- strategist life history type. In general, r-selected species have short lifespans and produce many offspring that require little or no parental care, unlike the k-strategists these students were mimicking.

Diagram illustrating fish reproductive strategies categorized as Opportunistic, Periodic, and Equilibrium, featuring various fish types with labeled characteristics and color coding for different species. — Model results showing where fish species (represented by colored dots) fall among three life history strategies. (Webstory: Scientists Can Predict Traits for All Fish Worldwide)

Scientists can now model and predict growth, survival and reproductive patterns across fish species. A species’ life history strategy reflects the specific combination of traits it has evolved to thrive in its environment and ecological niche. Using a framework of traits, including size, growth rate, reproduction, lifespan and parental care, researchers have classified more than 34,000 fish species into three primary strategy types.

Fish Life Cycle

Egg Stage
From spawning → hatching
Eggs vary in size, shape, and color depending on the species.
Inside the egg, an embryo develops.
Scientists identify eggs by observing:
- Egg size and shape
- The yolk (food supply)
- Embryo development

Yolk-Sac Stage
From hatching → yolk used up
Newly hatched fish are called larvae.
They carry a yolk sac that provides food.
Some species skip this stage and hatch more developed.

magnified view of a larval fish in a sample dish — Left: *Mychtophidae (Lantern Fish) larvae from a 200 m bongo sample*.
Right: adult lantern fish. Photo from Woods Hole Oceanographic Institution
(Creature Feature: Lanternfishes/)

a lantern fish, with a narrow body, rounded head and hints of bioluminescence, photographed against a black background. possibly underwater. — Left: *Mychtophidae (Lantern Fish) larvae from a 200 m bongo sample*.
Right: adult lantern fish. Photo from Woods Hole Oceanographic Institution
(Creature Feature: Lanternfishes/)

Preflexion Stage (featured in the Mychtophidae larvae above)
After yolk is gone → tail begins bending
Larvae begin feeding on their own.
Scientists observe:
- Body shape
- Early fin development (you can see the fin begin to develop in the Mychotophidae above)
- Color patterns (you can see the color begin to develop in the Mychotophidae above)

Flexion Stage
The tail (notochord) bends upward. The tail fin starts forming.

Postflexion Stage
Tail fully formed → before metamorphosis
Fins and body features continue developing.
It becomes easier to identify the species.

Transformation Stage
The fish changes from larva to juvenile.
Changes may include:
- Body shape
- Color patterns
- Fin position
- Development of scales

Juvenile Stage
Young fish → adulthood
The fish looks like a small adult. This stage ends when the fish can reproduce.

Methodology

A close-up of multiple Mauve jellyfish in a pot, with its translucent purple body resting on a layer of mixed plankton and water. — Mauve Jellyfish from a 200 m bongo station

Plankton span an extraordinary size range, from just a few micrometers to several centimeters or more. In general, phytoplankton (plant-like organisms) are the smallest, while zooplankton tend to be larger, though both groups exhibit variability in size. What may appear as minor differences to the human eye often translate into significant biological contrasts; for instance, a cylindrical organism measuring 3 mm in length has approximately 27 times the body volume of a similar organism measuring 1 mm. At each station, we conduct a double oblique tow with a bongo net diameter suitable for capturing zooplankton. Sometimes we end up with a large quantity of big zooplankton like these Mauve Jellyfish.

Plankton nets are designed to sample large volumes of water, concentrating organisms into a manageable sample size for analysis. Although plankton are often highly abundant, collecting a representative sample, particularly for less common species, requires filtering large volumes of seawater.

Close-up view of a metallic container with a blue and white fabric inside, featuring a transparent syringe-like device (flowmeter) resting on top. — *Flowmeter at opening of one bongo net*

By equipping nets with flowmeters, researchers can accurately estimate the volume of water passing through the net. This enables plankton counts to be standardized as a concentration per unit volume. For example, if 200 organisms are collected from a tow that filtered 2 cubic meters of seawater, the resulting concentration is 100 organisms per cubic meter. Standardizing measurements in this way allows for equivalent comparisons across samples, even when the filtered volumes differ.

Careers

Katey Marancik studies the ecology of ichthyoplankton collected through long-term monitoring programs on the Northeast U.S. shelf. She earned a B.S. in marine biology at the University of North Carolina (UNC) and her M.S. in biology at East Carolina University (ECU). Her work focuses on improving larval fish identification through refined taxonomic descriptions, as well as examining patterns in abundance, distribution and environmental relationships.

In addition to her research, Katey is a published scientist who uses visual communication as a tool to make scientific concepts clearer and more accessible to both specialized and broader audiences. Some of her illustrations of Hake have been published to update the morphological descriptions of the larval stage in the Northeast United States Continental Shelf. The work she does reinforces the value of the natural sciences and real-world observations. The analysis and coordination of ichthyoplankton sampling adds validity to the digital sampling of water quality parameters conducted during ecosystem monitoring surveys. In a world of high tech and AI, be a natural scientist. Katey is truly an environmental steward of our oceans.

A woman sitting at a desk with multiple computer monitors and equipment, speaking into a microphone in a control room. There are papers and tools visible on the desk. — *Watch Chief Katey Marancik, a Research Fishery Biologist with NOAA, radioes the deck crew the depths for bongo sampling.*

Illustration of different stages of fish development: A shows a larval fish at 2.2 mm, B at 3.3 mm, C at 4.3 mm, and D at 6 mm, with corresponding images of each stage. — *Watch Chief Katey Marancik, a Research Fishery Biologist with NOAA, radioes the deck crew the depths for bongo sampling.*

Personal Log

Some mornings, I immediately have to put on my foul-weather gear and head out onto the deck because the ship is stopped at one of our sampling stations. Other mornings, I grab a coffee and open my computer to blog. But regardless of how my shift begins, I get to see the first light of day around 4:15 am, and I feel as though I could quite literally seize the day! Watching the sun rise is just something special, an unused part of the day just for yourself. On my usual morning commute across the Chesapeake Bay Bridge-Tunnel, I often wish to just stop and watch the day begin.

view into a storage area with a rack of orange coats and overalls and a shelf of hard hats; we can also see boots and buckets nearby

view of a metal table containing lab equipment

Amber, wearing her Teacher at Sea beanie, takes a selfie by a railing of the ship at sunrise; calm waters are illuminated by orange pastels.

1 & 2- Foul Weather Gear that I don about 8 times a day. 3 – The wet lab. 4 – Beautiful sunrise on stern. 5 – My Emergency Billet Locations.

We participate in safety drills on the ship just like we do when we are in school, except… one is called “Man Overboard”! For that drill, we have to go to the top level of the ship, called the Fly Bridge, and point to the person we see in the water. Unless we can spot the person before the Fly Bridge, in which case we stay and point and yell “man overboard.”

A small rescue boat navigating through calm ocean waters, with crew members visible on a larger vessel in the foreground. — *Rescue boat coming back after “Man Overboard” drill*

Did You Know?

NOAA vessel discharges are governed by EPA Vessel Incidental Discharge Act (VIDA) regulations and international MARPOL standards, with requirements determined by proximity to shore. On this sail date we had sampling stations closer inshore and the NOAA Ship Pisces had to follow different discharge plans based on our locations.

Inshore (< 3 NM): Discharge controls are most restrictive within U.S. state waters. Untreated sewage (blackwater) is prohibited and must be processed through an approved Marine Sanitation Device (MSD) or retained in holding tanks. Graywater discharge is tightly limited and, in some sanctuary areas, fully prohibited. Additional protections apply in marine protected areas; for example, both treated and untreated blackwater discharges are banned within 12 nautical miles of the Papahānaumokuākea Marine National Monument.

Offshore (> 3 NM): Regulations allow greater flexibility but remain controlled. Treated sewage may be discharged using an approved MSD, while untreated sewage is only permitted beyond 12 nautical miles from land. Graywater discharge (excluding toilet & kitchen is generally allowed in open waters beyond 3 nautical miles. Food waste must be macerated to less than one inch and discharged outside 3 nautical miles; unprocessed waste is restricted to distances greater than 12 nautical miles.

https://www.epa.gov/vessels-marinas-and-ports/vessel-incidental-discharge-act-vida

A document outlining the PISCES Plan of the Day for June 5, 2026, including a schedule of operations, training, and meetings, accompanied by a station list and weather summary. — *NOAA Ship Pisces plan of the day*

June 5, 2026June 5, 2026

Jennifer Widdig: Readying for Life Aboard a Research Vessel, June 2, 2026

NOAA Teacher at Sea
Jennifer Widdig
Aboard NOAA Ship Thomas Jefferson
June 17 – June 30, 2026

Mission: Hydrographic Survey

Geographic Area of Cruise: Lake Erie and Lake Ontario

Date: June 2, 2026

A New Adventure Begins

Welcome! My name is Jen, and I call the small town of Minford, Ohio, home. For the past decade, I have had the privilege of teaching a variety of life science courses at Pickaway-Ross Career & Technology Center in Chillicothe, Ohio. While environmental and animal sciences have been at the heart of my teaching career, I am now preparing for a brand-new chapter that is as exciting as it is unfamiliar.

This upcoming school year, I will be stepping into a role that is not only new to me but also new to our school. My focus will be supporting students through online coursework across multiple subject areas while helping ensure they earn the credentials necessary for graduation. It is a unique opportunity to combine education, technology, and student success in ways I have never experienced before, and I am eager to see where this path leads.

One thing I have learned throughout my career is to embrace opportunities that challenge me to grow. That mindset has taken me far beyond the walls of a classroom. Over the years, I have had the incredible opportunity to travel to Belize, Tanzania, Malaysia, and Peru. These experiences allowed me to collaborate with educators and researchers, participate in meaningful projects, volunteer in communities around the world, and gain perspectives that continue to influence both my personal and professional life.

Amazon Rainforest, Peru
Amazon Rainforest, Peru
Belize Classroom
Malaysia
Belize
Malaysia
Orphanage in Tanzania, Africa
Orphanage in Tanzania, Africa
Belize Classroom
Amazon Rainforest, Peru

Now, I am preparing for an entirely different kind of adventure.

For two weeks, I will be living and working aboard a research hydrography vessel on Lakes Erie and Ontario. Unlike my previous international experiences, this opportunity will immerse me in the daily life of a scientific research crew as they collect data, map underwater features, and contribute to our understanding of the Great Lakes. It is a chance to experience science in action, learn from experts in the field, and gain firsthand knowledge of the technology and research that support navigation, environmental monitoring, and resource management.

As someone who has spent years teaching science, I am excited to step into the role of learner once again. There is something humbling and inspiring about leaving your comfort zone and diving into an entirely new environment especially when that environment happens to be a research vessel floating across two of North America’s most significant freshwater ecosystems.

As I prepare to trade lesson plans for lake charts and classrooms for the deck of a research vessel, I am reminded that some of the best learning happens when we step into unfamiliar territory. This blog will serve as a real-time account of that experience. I’ll share the sights, the science, the challenges, and the unexpected moments that come with living aboard a hydrographic survey vessel. From learning the day-to-day operations of the crew to exploring the technology used to map the lake floor. I hope you’ll join me as I navigate life aboard the Thomas Jefferson, explore the science of the Great Lakes, and embrace this adventure one day at a time.

Mapping the Ocean with NOAA’s Teacher at Sea Program

Before embarking on my adventure, I want to share some information about the agency, program and vessel.

NOAA Ship Thomas Jefferson (Credit: NOAA)

NOAA’s Teacher at Sea Program is an exciting opportunity that allows educators to step out of their schools and onto research vessels to experience real-world science firsthand. The organization behind this adventure is NOAA, the National Oceanic and Atmospheric Administration. NOAA is a federal agency within the U.S. Department of Commerce that studies and protects our oceans, atmosphere, weather, climate, and coastal resources. From forecasting hurricanes and tracking marine life to mapping the ocean floor, NOAA’s mission is to better understand our planet and help keep people safe.

Since 1990, more than 850 teachers have participated in NOAA’s Teacher at Sea Program, joining scientists aboard research vessels and bringing their experiences back to classrooms across the country. Teachers become part of the science team, helping collect data while sharing photos, blogs, and lessons that connect students to real scientific discoveries.

Teachers selected for the program observe and actively participate. Depending on the mission, they may deploy equipment, record scientific observations, monitor instruments, assist with data collection, and take part in safety drills. Research operations run 24 hours a day, and teachers often work alongside scientists during 12-hour shifts.

For my mission, I will be aboard NOAA Ship Thomas Jefferson, a hydrographic survey vessel. The 208-foot ship can travel nearly 19,200 nautical miles and remain at sea for up to 45 days. The Thomas Jefferson is essentially a floating science laboratory. Its mission is to map the seafloor, support maritime commerce, improve coastal resilience, and provide data used to update the nation’s nautical charts. These charts help ships navigate safely through coastal waters and busy ports.

Hydrography is the study and measurement of underwater features and navigable waterways. Just as cartographers create maps of mountains and rivers on land, hydrographers map the hidden landscape beneath the water’s surface. Their work helps identify shallow areas, underwater hazards, shipwrecks, and other features important to safe navigation.

To “see” underwater, the Thomas Jefferson uses advanced technology. Side-scan sonar sends sound waves across the seafloor to create detailed images of underwater objects. Multibeam echo sounders measure water depths with incredible precision and create three-dimensional maps of the ocean floor. The ship also carries smaller survey boats that can reach shallow areas inaccessible to the larger vessel.

Hydrographic data has many uses beyond navigation. Scientists use it to study marine habitats, determine whether the seafloor consists of sand, mud, or rock, support dredging and construction projects, and assist with routing underwater cables and pipelines.

As I prepare to step aboard the Thomas Jefferson, I can’t help but feel a mix of excitement, curiosity, and gratitude. This experience is so much more than a professional development opportunity. I get a chance to become a student again, learning directly from scientists and crew members who dedicate their lives to exploring and understanding our oceans. I’ll have the opportunity to see hydrography in action, witness cutting-edge technology mapping parts of the seafloor, and experience life aboard a NOAA research vessel firsthand. Most importantly, I’ll be able to bring these experiences back to my students, sharing not only the science but also the adventure, teamwork, and discovery that happen beyond the walls of a classroom.

June 3, 2026June 3, 2026

Amber LaMonte: Learning to Play the Bongos, June 2, 2026

two pairs of conical nets are suspended above the water at sunrise; the sun illuminates the nets as orange above the darker blue calm waters — Bongo set-up consisting of big and baby bongo sizes being deployed at sunrise

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31 – June 10, 2026

Mission: Northeast Ecosystem Monitoring Survey (EcoMon)
Geographic Area of Cruise: Southern New England
Date: June 2, 2026

Data from the Bridge
Greenwich Mean Time (GMT): 9:23 AM
Latitude: 40° 18.872’ N
Longitude: 070° 30.000’ W
Doppler Wind Speed: 9.97 knots (kt)
True Wind Speed: 1.56 knots (kt)
Wave Height: 4’
Air Temperature: 11.11°C/52°F
Wet Bulb Temperature: 8.3°C/46.9°F
Bottom Depth: 98 m
Sky: Clear

view up through the mast and rigging at a column of nautical flags strung vertically down a line

screenshot from Marine Traffic website showing all of the ship traffic southeast of Massachussetts; Pisces is selected, and a sidebar off to the right displays basic info

NOAA Ship Pisces’ call sign
https://www.noaa.gov/organization/administration/nao-201-6-official-flags-of-noaa https://www.marinetraffic.com/

As we set sail, the NOAA Ship Pisces displays its unique combination of signal flags as the call sign. Remember, you can follow along in real time on the Marine Traffic site.

Science and Technology Log

Research

The data collected from the Ecosystem Monitoring (EcoMon) survey is used by numerous research facilities, as well as the scientists at NOAA. Since NOAA is a federal agency, the data they collect is publicly available. Additionally, many research facilities, such as Woods Hole Oceanographic Institute (WHOI), University of Rhode Island (URI) and the Northeast Fisheries Science Center, work collaboratively and will utilize ship time on the vessel when space is available. On this expedition, URI is on board, utilizing the chem lab to run an Imaging Flow Cytobot (IFCB).

The focus for the NOAA science team is on collecting and processing samples to monitor the ecosystem health of the Northeast Atlantic Ocean and ground truth to the imaging provided by the National Aeronautics and Space Administration (NASA). The data includes plankton samples (both zooplankton and phytoplankton), inorganic carbon, nutrients, conductivity (salinity), temperature and depth (CTD).

The primary study organism for this survey, with set sampling goals, is the Atlantic Mackerel. Given the sampling equipment size & techniques, the goal is to collect Atlantic Mackerel larvae or eggs. Since this focus is on fish, the samples can be referred to as ichthyoplankton. These samples will be sent to Poland, where scientists with expertise in identifying fish larvae will process them and then share the data as part of an ongoing scientific collaboration.

close up view - through a microscope - of a larval fish in a gooey substrate. the fish has a striking light blue eye that stands out from the speckled tan surroundings of the plankton sample. — *A gadiform fish larva in a plankton sample*

Scientific Concepts

We use Bongo nets to monitor ecosystem health. By lowering them deep into the water column, we can sample organisms that migrate vertically, staying in the dark depths during the day and rising to feed at night. When we haul the nets up, we typically find zooplankton like krill, along with fish larvae and copepods. Analyzing these communities provides valuable insight into primary productivity at the base of the food web, helps identify spawning locations and estimate adult stock sizes, tracks the movement of larval fish to and from nursery habitats, and reveals patterns in ocean current transport.

Tracking the distribution and abundance of these tiny organisms gives us critical data on the base of the food web. This helps us gauge the overall health of the ecosystem and predict the survival of larger, dependent species like whales. Speaking of whales… I have been pulled away from writing this blog several times today to go running (ummm, I mean briskly walking) up four flights of stairs to catch glimpses! We spotted hundreds of Short-Beaked dolphins, Risso’s dolphins, a fin whale, and pilot whales. We have also seen numerous seabird species and several Mola Molas, aka Sunfish! I need a bumper sticker that says, “I break for marine wildlife”. Trying to take photos but with fast-moving organisms, slow-moving Mrs. LaMonte, and a large moving ship is a super challenge!

a black-and-white dolphin mid-leap above bright cerulean waters, followed by at least one other dolphin beneath the water's surface — View of *Short-Beaked Dolphins* off the bow of the ship from the flying deck

Methodology

a simple map of the northeastern United States showing proposed tracklines along the coast as far north as New Hampshire and as far south as Delaware. the x-axis ranges from 77 degrees West to 64 degrees West, while the y-axis ranges from about 35 degrees North to 45 degrees North. the track lines are dotted with occasional larger dots marking proposed sampling locations. — *Proposed cruise track for sampling*

Prior to the mission, the scientists propose a cruise track to stop at the optimal sampling locations, or stations, for their research focus. After setting up their experimental design, the science team submits the proposal to request ship time and resources to complete all planned sampling. Due to ship scheduling constraints, the team often needs to revise the plan to strategically collect data at sites where they can obtain the most valuable data. This survey track was adjusted to include key sites where Atlantic Mackerel are known to spawn. The blue dots represent standard bongo stations; the red dots are for water sampling only and red dots with a black circle indicate both water sampling and bongos. The green dots in Southern New England are bongo stations specifically within wind energy areas.

Looking at the map, you can see where NOAA scientists have divided the area by latitude, since this yields similarities in coastal temperatures. First, the region is divided into the subregions of the Gulf of Maine, Southern New England and Mid-Atlantic. Then those subregions are ordered by bathymetry (measurements of the seafloor). Upper, middle, and lower shelves have different zone characteristics, such as light and temperature. The shelf regions are then mathematically divided (thanks to geometry) to enable more uniform population calculations.

a man wearing a hard hat, life vest, and blue gloves stands on the deck of a ship near a railing, facing away from the camera. he reaches his hands up to hold a line extending out of the frame above his head. Two nets, metal rings a the top and long mesh socks extending down the length of the deck, lay on deck ready for deployment. — *AB (Able Seaman) Nick Granozio raises the bongo setup over the edge of the ship* during sunrise with moon still up

a view of two computer monitors, one mounted above the other, in a lab. the top monitor displays several video feeds, while the bottom monitor displays a nautical chart and baythmetry model — *Monitors with the track locations with parameters and video feed of the bongo deployments*

Within the site divisions, some locations are designated sites that each science team consistently samples for ecosystem health as ongoing reference points. Additionally, there are 3-5 sites within that strata that are then randomly sampled during each cruise. Samples at Station 23-SNE-5, with 23 representing the strata, SNE representing the geographic region and 5 representing the random sample site, are the ones being collected at this station.

The plankton samples are collected using bongos, a pulley system equipped with a cable that deploys the nets into the water column. Typically, at the codend (narrow end), a detachable collection bucket captures and retains the zooplankton sample, enabling efficient transport to the laboratory for further analysis.

For missions in the open waters of the North Atlantic Ocean, a modification has been made: folding the cod end and tightly securing it with nylon rope. This way prevents cracked sample bottles or striking hazards from rough seas and strong ocean currents.

Once the bongo has been raised back up by the AB (Able Body) deck crew, we then hose them down thoroughly with seawater, rinsing down any plankton stuck to the top of the net into the codend. Untie the rope, rinse through a sieve, and then store in either formalin or ethanol, depending on the study purpose. In addition to the main big bongos, a set of baby bongos are sent down. The nets for both the big and baby plankton tows come in various sizes and are changed out depending on the specifications for each sampling station.

Amber hoses down the bongo nets
Student plankton nets
Plankton in sieve
Emptying sieve
AB Todd Fatkin deploying the bongo nets

Playing (hosing) the big bongos. 2. A look back at our student-designed plankton tows last year. (Photo courtesy of York High School.) Little did I know that I needed to teach you all how to play the bongos! 3. & 4. Preserving plankton in formalin. 5. AB-F Deck Crew Todd Fatkin deploying bongos.

Careers

a woman in an orange life vests stands in the engine room of NOAA Ship Pisces, wearing a life vest. in front of her are a large cooler and a plastic bin with a fitted lid. she points to a hose attached to a large piece of equipment and watches another crewmember, the view of whom mostly obscured by the equipment. — *Watch Chief Amanda Jacobsen, a Biological Lab Technician with NOAA, troubleshoots a leak*

Amanda Jacobsen serves as a Watch Chief for this mission. Displaying excellent teamwork skills to repair a seawater hose leak that occurred as we initially set sail, she recognized there was no time to waste and located the leak and an alternate flow route prior to the ship’s engineering team arriving.

Based at the NOAA Fisheries laboratory in Rhode Island, Amanda regularly participates in NOAA research cruises like this one. She developed a strong interdisciplinary foundation with coursework spanning biology, chemistry, physics, environmental science and environmental law.

She is also currently pursuing her master’s degree in marine biology at the University of Massachusetts Dartmouth. Her graduate research focuses on the energy content of plankton and its role within the marine food web. Understanding energy flow at the base of the food pyramid is essential for managing and sustaining all higher trophic levels. This background now informs a comprehensive understanding of marine ecosystems and the many factors that influence them.

Personal Log

portrait photo of a young woman standing at the railing of the ship and smiling for the camera. the water is calm blue-gray and the sky is filled with clouds. — *Ava Cieplinski, recent marine biology*
*graduate from URI*

My shipmate Ava, a Rhode Island local, gave me a narrated tour of Narragansett Bay as the ship began its underway operations. She recently graduated with a B.S. in marine biology and has worked in various field study roles with the state in and around local waterways.

Narragansett Bay, situated along the northern edge of Rhode Island Sound, spans approximately 147 miles. It is the largest estuary in New England, serving as a vast natural harbor that supports both environmental diversity and maritime activity. The bay also encompasses a small archipelago formed by the melting of glaciers after the last ice age. As the ice sheet stalled and retreated, the region became ice-free about 14,000 years ago. A shifting mix of sea-level rise and land rebound alternately flooded and exposed the landscape. Rising seas eventually inundated the valley, permanently transforming it into an estuary.

selfie photo of Amber, wearing a green hard hat and orange life vest, standing at the railing of the ship at sunrise. the water is a beautiful aquamarine and the sunrise is orange-yellow, fading to blue. — Amber at sea

I think being at sea is absolutely magnificent! I am assigned to the 3 AM to 3 PM shift and getting up at 2 AM is not even suitable for early sea birds, but my commute to work is 60 seconds and I wouldn’t want to miss a single sunrise out on the North Atlantic Ocean! I boarded the ship with my sea legs all ready to go and we have had great weather with fair winds. The entire team has been so welcoming, both science and ship crew and I feel like a special guest. Look for the next post when I share about boat life and safety.

Did You Know?

The ichthyoplankton samples that are sent to Poland are part of a legacy project collaboration that has been ongoing for over 50 years. The project began when, after World War II, there were government funds remaining in Poland that held more value being used in Poland than converting back to U.S. dollars. Polish scientists had developed expertise in fish larval taxonomy as part of monitoring commercial and local fish populations. These scientists began training and collaborating with scientists in American waters, and the partnership between our governments remains to this day.

June 2, 2026June 2, 2026

Mandy Freeman: Be the Scallop In a Sea of Sand Dollars, May 26, 2026

view of the seafloor as seen by an underwater camera. the seafloor is densely dotted with small dark circles which are sand dollars. toward the top right of the image, there is a single larger circle of a lighter orange-brown color: this is the scallop.

NOAA Teacher at Sea

Mandy Freeman

Aboard NOAA Ship Henry B. Bigelow

May 19 – May 29, 2026

Mission: Sea Scallop HabCam Survey

Geographic Area of Cruise: Northeast Atlantic Ocean

Date: May 28, 2026

Weather Data from Georges Bank
Latitude: 41° 59. 926′ N
Longitude: 067° 11. 176′ W

Science and Technology

Why survey scallops? The fishery stock assessments study the size and age composition of approximately 40 fish and invertebrate species in the New England/Mid-Atlantic area. This data informs stakeholders and policymakers of the abundance of each species, the impact of the fishing industry, and evaluates biological aspects of the ecosystem. (Fishery Stock Assessments in New England and the Mid-Atlantic) The data collected by NOAA and other sources (including commercial and recreational fishermen) is then used to determine sustainable harvest levels for each species (See graphic below). Find more information HERE.

This image has four sections with arrows to show the progression from data analysis to stock assessments to management advice to healthy fish stocks. Commercial data, recreational data, and scientific data inform stock assessments and are represented by outlines of the three different types of vessels. Stock assessments answer questions including, “How are the stocks doing now?” and “What are the future projections?” and this section has outlines of fish and a fishing net. Stock assessments inform management advice, the next section, with icons for licenses/permits, fishing seasons, gear, quotas, and size limits. The final section and overall goal is “healthy fish stocks” with line drawings of fish on a plate for sustainable seafood, fish below a fishing vessel to represent future jobs, and a squid, lobster, and urchins to represent healthy oceans and marine life. — An infographic shows the progression from data analysis to stock assessments to management advice to healthy fish stocks. Commercial data, recreational data, and scientific data inform stock assessments. Stock assessments answer questions including, “How are the stocks doing now?” and “What are the future projections?” Stock assessments inform management advice. The final section and overall goal is “healthy fish stocks” which provide sustainable seafood, future jobs, and healthy oceans and marine life.
Credit: NOAA Fisheries

How is this survey conducted? The Atlantic Sea Scallop survey has four main components: dredge, trawl, a long-range autonomous underwater vehicle (AUV), and Habitat Mapping Camera (HabCam).
– A dredge has a metal frame with a chain-mesh bag that collect scallops off the sea floor, like raking leaves in your yard.
– The trawl uses a net to scoop up swimming scallops without digging into the sediment.
– The HabCam, what I worked with on this survey, is a boat-towed camera system that takes continuous paired photos, 5-6 pairs per second, as it moves through the water (NOAA survey preparation materials).
– The Autonomous Underwater Vehicle (AUV), “Stella,” has the same camera system as the HabCam, but can be programmed to operate without a human pilot.

(Read this for more details: Long-Running Sea Scallop Survey Diversifies for the Future)

“Approximately 4 million images of the ocean bottom are collected during an annual survey. Humans are annotating about 1 in 50 of the images.” (NOAA Fisheries)

What is a HabCam? Watch THIS VIDEO!

What do the HabCam images LOOK like? The HabCam system captures high-resolution images and transmits them to a computer for processing and annotating. This is what that looks like from the pilot station:

NOAA HabCam Live Image Capture during Scallop Survey

Can you guess what these images are? Some examples of images captured by HabCam!

octopus well-camouflaged on the seafloor, as seen by an underwater camera — HabCam Image 1

lobster, visible as a dark silhouette, on the seafloor next to a rock, as seen by underwater camera — HabCam Image 1

What areas were sampled? NOAA uses past data to determine the sampling tracks. This was what our survey track looked like for this trip.

Planned Scallop Survey Track – Credit: Preparation Materials NOAA Fisheries

photo of a computer monitor displaying the live track patterns of NOAA Ship Henry B. Bigelow overlaid on a nautical chart. The track travels mostly in straight lines north and then south, slowly making its way east. — Live Track Pattern

The Atlantic Sea Scallop Management Program is broad and complex, involving many different aspects of research, management, and monitoring. You can read more about it at the NOAA Sea Scallop Management page.

Personal Log

On NOAA Ship Henry B. Bigelow, there are both two- and four-person staterooms. Megan and Kristen are on day shift, so I usually only see them during watch changes. Sandy, however, is on night shift with me.

portrait of a woman wearing a brown coat and a navy beanie, smiling straight at the camera for a photo. behind her, we see a green field extend down to a line of trees along a shoreline; beyond the trees, blue water; and on the other side of the water, golden fields. — Sandy Sutherland, Research Fishery Biologist. Photo courtesy of Sandy Sutherland.

Sandy Sutherland is a research fishery biologist at the Northeast Fisheries Science Center. She earned a bachelor’s degree from Eckerd College and a master’s degree from University of Rhode Island Graduate School of Oceanography. She started her career as an outdoor educator with Nature’s Classroom.

At the Northeast Fisheries Science Center Woods Hole lab, Sandy conducts age determinations for haddock and Atlantic mackerel and measures growth rings for sea scallops. Using a dissecting microscope, she determines the age of fish earbones (otoliths) — a process she says feels a bit like playing a video game. She also conducts research related to age determinations and created Excel templates used to calculate measures of age precision.

She says important skills for this type of work include paying close attention to detail, writing legibly, and being able to see how all the pieces fit together to understand the “big picture.”

When she’s not working, Sandy enjoys birding, reading, and volunteering at science fiction conventions such as Readercon. Although she can’t choose a favorite bird, she says she would be especially excited to spot any species of albatross.

Did you know sea scallops can swim?

They rapidly clap their shells together to move away from predators, like sea stars. And we can actually “see” this from the HabCam images! In the image below, the sea scallop appears to be swimming away from a predator. A swimming scallop can be identified by the two dark “shadows” visible on either side of it. Can you see the predator???!

an underwater view of an orange and yellow scallop captured in motion above the seafloor. we can see a couple sand dollars and a purple sea star resting on the seafloor. — Swimming Sea Scallop from HabCam

Careers at Sea

Jonathan kneels on an old wooden dock, holding a fish in two hands and smiling for the camera. a yellow fishing pole rests in front of his knees. behind him is gray-blue water, specks of small boats, and a distant tree-lined shore. — Jonathan Duquette, Biological Science Technician. Photo courtesy of Jonathan Duquette.

Meet Jonathan Duquette, a Biological Science Technician with the Ecosystems Surveys Branch at the NOAA Northeast Fisheries Science Center. He specializes in shellfish surveys involving Atlantic sea scallops, Atlantic Northern Shrimp, Ocean Quahogs, and Atlantic Surfclams. Jonathan plays an integral role in critical research initiatives, including the high-resolution HabCam (Habitat Camera Array) and sea scallop dredge surveys. His work at sea and ashore supports the rigorous monitoring, data analysis, and ecological assessments essential for sustainable fisheries management and marine ecosystem conservation in the Northeast.

Jonathan has had a lifelong obsession with the sea, sharks, and fishing since an early age. After graduating with a BS in Marine Biology from the University of New England, Jonathan became a fisheries observer collecting data for the federal government on vessels in Alaska. After working as an observer on King Crab fishing vessels (think TV’s “Deadliest Catch”), longline vessels, and Scallop fishing vessels, he returned to the East Coast where he worked as a sternman on lobster fishing vessels in Boothbay Harbor Maine. In 2003, Jonathan joined the Ecosystems Surveys Branch at NOAA’s Northeast Fisheries Science Center, a role that continues today.

I asked him if he had any advice for “his younger self.” He said, “I’d tell myself that persistence pays off, and that you’re really never gonna be done learning, it’s a lifelong pursuit. Don’t be afraid of making mistakes, that’s part of the journey.”

Fun fact: While on a research cruise in 2024, Jonathan and other scientists discovered an ice-age jawbone from a Walrus, off the coast of Virginia! Read about his exciting discovery HERE!

a thick curved bone, smooth and white in some areas and dark and degraded in others, sits on a white table surface in a lab. in the background we can see typical lab equipment: a sink, chemicals, etc. — The right jawbone of a walrus, possibly thousands of years old, discovered during a NOAA dredge survey in 2024. Credit: NOAA Fisheries/Jonathan Duquette

Zach wears a baseball cap, a black hoodie sweater, and orange foul-weather gear coveralls. he stands, hands in pockets, for a photo at the foot of a ramp or gangway leading down from an old wooden shack covered in fishing floats. — Zach Fyke, Biological Science Technician. Photo courtesy of Zach Fyke.

Meet Zach Fyke, he is a Biological Science Technician with the Northeast Fisheries Science Center Ecosystems Survey Branch. He graduated from Michigan State University in 2017 with a degree in Fisheries and Wildlife. After college, he began his marine science career as a fisheries observer based out of Point Judith, Rhode Island, before taking on several positions within NOAA Fisheries. Today, he primarily works on shellfish surveys involving Atlantic sea scallops, Atlantic Northern Shrimp, Ocean Quahogs, and Atlantic Surfclams.

Interestingly, Zach originally planned to be an educator, but after an elective Intro-Biology course, he found himself declaring into the major of Fisheries and Wildlife. Near the time Zach was graduating with a degree in Fisheries, a college professor at Michigan State University, who had worked at the Woods Hole lab in the 90’s, encouraged him to “try somewhere new for a few years.” This was a driving factor on why Zach moved to the East coast to begin a career in Marine Fisheries. Zach describes himself as an “average student,” but says he always enjoyed hands-on activities and learning by doing. That passion for fieldwork and adventure eventually led him to a career at sea.

His advice to students interested in science careers is simple: don’t be afraid to move away and try something new. Some of the best opportunities are found outside of your comfort zone.

When he’s not working, Zach enjoys photography and has recently started photographing birds. He jokes that birding is a lot like “real-life Pokémon.” His favorite bird is the Belted Kingfisher.

Personal Reflection

Scallops may blend into the seafloor until they suddenly swim off in a burst of movement — a fitting reminder that sometimes growth happens when we are willing to move beyond what feels comfortable. Whether it’s learning to annotate images, transitioning to night shift, or piloting the HabCam, this journey has been a reminder to BE the Scallop in a sea of sand dollars.

May 26, 2026May 28, 2026

Mandy Freeman: Life Between Sunrises and Humpbacks, May 24, 2026

NOAA Teacher at Sea

Mandy Freeman

Aboard NOAA Ship Henry B. Bigelow

May 19 – May 29, 2026

Mission: Sea Scallop HabCam Survey

Geographic Area of Cruise: Northeast Atlantic Ocean

Date: May 24, 2026

Weather Data from 13 miles due East of Monomoy Point, Massachusetts
Latitude: 41 32.7776 ° N
Longitude: 069 42.0435 ° W
Wind Speed: 12.5 knots E
Air Temperature: 10.5 °C (50.9°F)

Science and Technology Log

The Habitat Mapping Camera System (HabCam) has been taking LOTS of pictures of the life near the sea floor. As part of the nightshift, my duties include annotating the HabCam images, driving the HabCam vehicle as Pilot, and serving as Co-Pilot.

Annotating images involves identifying and measuring scallops, as well as identifying other animals like round fish, flat fish, skates, crabs and whelks.

As Co-Pilot, there are several monitors with varying data from both the ship and the HabCam that must be watched in order to see obstacles on the path to avoid a collision. The depth of the HabCam is controlled by a “joy stick” that deploys and retracts the cable attached to the frame surrounding the HabCam. Ideally the camera should be kept within 2 meters from the ocean bottom.

As the Pilot, I must constantly monitor and adjust for the ever-changing distance from the seafloor to keep the HabCam from touching bottom. Some areas are easy to navigate, while others are rocky with “surprise” boulders.

BEFORE Annotations

National Oceanic and Atmospheric Administration (NOAA) places a strong emphasis on producing reliable, standardized research data, so I was required to watch a training video, pass a verbal quiz, and then take a 200 image test to ensure my annotations met those standards.

view of a desktop computer at a workstation. we cannot really interpret anything on the screen. a sea scallop shell rests on the table off to the side. — Training and a test before I could annotate images

screenshot of an underwater view of a scallop on the seafloor — Live Sea Scallop from training session

Mandy sits at a corner desk with an array of computer monitors and a control panel with a joystick. she faces the screens intently as she grips the joystick with her right hand — Mandy piloting the HabCam

Mandy stands on deck in front of the HabCam, a large apparatus housing underwater cameras. she wears an orange hard hat and orange life vest. — Mandy standing on deck with the HabCam

Drifter Buoys

Through NOAA’s Adopt a Drifter Program, I also had the opportunity to deploy two drifter buoys while aboard the NOAA Ship Henry B. Bigelow. The mission of this program is “to connect classrooms around the world with NOAA data, and provide a real-life, interactive classroom experience to teach students about ocean science” (Adopt a Drifter Program). After decorating the buoys, we deployed both buoys from the starboard side of the ship at 5:21 AM and 5:22AM on Friday, May 22, 2026. As soon as I have a link to track them, I will post here!

If you or your school would like to adopt a drifter buoy, you can find out more information HERE.

Lewisville High School side of buoy

close-up of the buoy portion of the drifter showing the orange outline of a cat's paw and the words "c/o 1998, 2020" — Clemson University side of buoy (Mandy is a 1998 & 2020 graduate of Clemson)

close up of the buoy portion of the drifter showing a sticker of the state of South Carolina with a moon and palm tree from the state flag, and a NOAA Teacher at Sea Program sticker — Representing Mandy’s home state of South Carolina and the NOAA Teacher at Sea Program

three people stand on the deck of ship, in front of the railing, at sunrise. Mandy is in the center. Andrew and Tommi to her left and right each hold up a heavy drifting buoy, which consists of the float, cable, and folded up drogue. All three wear hard hats and life vests. — Andrew Merlino (Survey Tech) and Tommi Truong (Able Seaman) assisted Mandy in the deployment of the buoys (Image courtesy of Kristen Jabanoski)

Mandy and Tommi, wearing hard hats and life vests, stand at the railing of the ship at sunrise and watch as the drifting buoy flies through the air toward the water. Tommi's arms are still extended from tossing. With low lighting, this photo is a little out of focus. — Deployment (Image courtesy of Zach Fyke, NOAA Watch Chief)

view of the drifting buoy in the water: a round blue and white float, attached to a cable, attached to a folded "drogue" or fabric tail. the cardboard packaging will dissolve and allow the drogue to extend. we can just barely see the Lewisville High School sticker. — Buoy In (Image courtesy of Zach Fyke, NOAA Watch Chief)

Personal Log

Ship living isn’t all that bad, but night shift has been an adjustment! I am in a stateroom with three other ladies; two of us are on night shift (11:30 PM – 11:30 AM) and two are on day shift (11:30 AM-11:30 PM). When you leave for watch, it is common courtesy to NOT return to the stateroom when your bunkmates are sleeping. *It’s a good idea to set your things out before going to bed so your essentials aren’t left behind!*

close up view of a single lower stateroom bunk. we can see a nightlight mounted to the wall, a curtain drawn aside, and the ladder up to the top bunk

view of lockers in the stateroom, with luggage and backpacks visible on the floor in front of them.

view of a small desk and chair tucked next a locker in the stateroom. above the desk is a window with blackout curtains.

view of four bunks, stacked in pairs, in the shared stateroom. each bunk has its own curtain. we can also see a sink and a locker.

view of the head (bathroom) with toilet, shower, sink

My stateroom: four berths, storage lockers, desk, head

What day is it? Not really sure…But I have thoroughly enjoyed getting to know the crew and learning how the HabCam collects images of sea life and how NOAA uses this data to inform the local fisheries. More about the crew later!

I’ve had the opportunity to see some amazing sunrises…

view of sunrise over the railing of NOAA Ship Henry B. Bigelow. the water is calm and gray. an orange sun peeks over low gray clouds and illuminates parts of the horizon; it adds a golden tinge to the otherwise gray water

view over the railing at calm gray waters, cloudy gray skies, but a riotous streak of neon red-orange right at the horizon

And today, we had the honor of watching humpback whales while SNOW fell!

All humpback whale images courtesy of Zach Fyke.

Did You Know?

The Humpback whale can weigh up to about 40 tons, grow to around 60 feet (18 meters) long, and live roughly 80–90 years. They are known for their long migrations, complex songs, and acrobatic behaviors such as breaching and tail slapping. Humpback whales are found in oceans worldwide and feed mainly on small fish and krill (Humpback Whales – NOAA). They are also called the “singing whale,” because the male mating song can change from year to year and can last as long 30 minutes (Fun Facts About Wonderful Whales).

Although humpback whale populations are increasing, they remain on the endangered species list. Their greatest threats include entanglement in fishing gear and marine debris, vessel strikes, harassment from boats, ocean noise, and changing climate conditions (Humpback Overview – NOAA).

Did you know different animals (and fish) make specific sounds? Watch the following video to learn more about how NOAA Fisheries uses Passive Acoustic Monitoring to study not only the humpback whale, but many different types of sea life! Listening for Whales. Visit the NOAA Mammals: Sounds in the Ocean site to hear the differences between 32 mammals including the humpback whale and the minke whale!

Careers at Sea

portrait of a man in a fleece with a shoulder bag strap standing at a ship's railing at sunrise or sunset — Rhett Finley, NOAA Passive Acoustics Branch in the Northeast
(Credit Rhett Finley)

Meet Rhett Finley, a fieldwork team lead from the NOAA Passive Acoustics Branch in the Northeast. Rhett grew up in Tulsa, OK and developed a passion for science at just 6 or 7 years old. By the age of ten, he already knew he wanted to become a marine biologist, inspired by the nature documentaries he watched growing up. He later attended Texas A&M University at Galveston, where he earned a Bachelor of Science degree in Marine Biology.

When I asked Rhett how he became drawn to the field of bioacoustics, he said “it was because of its versatility and noninvasive nature and the ability to integrate it with other scientific disciplines, like genetics. This approach is an effective means of collecting detailed data on threatened species especially in remote or difficult to access areas and therefore can contribute to well-informed conservation management efforts for those species and their respective habitats.”

His job with the NOAA Fisheries Passive Acoustics Branch involves:
– placing underwater microphones (hydrophones) in designated areas, such as wind farm areas and marine sanctuaries
– assists with analyzing and interpreting acoustic data, which is visualized in the form of spectrograms (picture below).

His current focus is on the minke whale (Balaenoptera acutorostrata). More information on this whale found here. The goal of this NOAA division is to “use passive acoustic technologies to study the behavior and movements of marine animals, their contribution to the ocean soundscape, and how they are affected by human-made sounds” (Passive Acoustic Research in the Northeast)

a graph showing frequency (Hz) v time (m:ss). sounds show up as yellow or green markings against a darker purple background. annotations point out a humpback whale song (markings in a patter that extend the full length of the x-axis); North Atlantic right whale upcalls (a few vertical markings toward the left side of the x axis) and sei whale downsweep doublet (two curved downward markings toward the right side of the x-axis.) in the low frequency values there are a lot of scattered green markings from ship noise. — Spectrogram showing unique calls by multiple species including humpback whale song, North Atlantic right whale upcalls, and a sei whale downsweep doublet with low-frequency ship noise overlapping.
Credit: NOAA Fisheries

Interested in this type of career? NOAA offers internships to both undergraduate and graduate students, as well as high school students! Check out the opportunities and scholarships available HERE!

For more information and great pictures, check out the NOAA Fisheries New England/Mid-Atlantic Facebook page! Or their Instagram page.