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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.

  • Jen, wearing a safari hat and a backpack, takes a selfie at one end of a narrow wooden bridge suspended over a valley
    Amazon Rainforest, Peru
  • Jen, wearing an orange life jacket, holds up a string of fish hooked by their mouths; she sits on a boat next to other people
    Amazon Rainforest, Peru
  • Jen and two other women sit in chairs in a classroom. Jen is speaking, using her hands to gesture something, while the two women look on.
    Belize Classroom
  • Jen takes a selife from the front of a large canoe containing at least six other adults. they are on a brown river in a tropical setting. across the river, along the shore, are buildings with large wooden balconies extending over the water
    Malaysia
  • Jen, wearing a headlight and a backpack, poses for a photo in front of a wooden walkway extending into a large cave
    Belize
  • four people, facing away from the camera, make their way through dense jungle
    Malaysia
  • Jen helps a child look at a photo on a digital camera. beyond, we can see dusty ground, a bus pulling up behind a large tree, and a village.
    Orphanage in Tanzania, Africa
  • Jen helps two children look at a photo on a digital camera.
    Orphanage in Tanzania, Africa
  • view of a classroom containing furniture but no people
    Belize Classroom
  • a wooden footbridge suspended over a ravine
    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, a large white ship, underway. we can see the NOAA logo, the letters N O A A, and the ship's number, S 222, on the hull. the sky is cloudy and gray, and the water is calm and gray.
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. 

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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
the NOAA flag features the NOAA logo, inside a red equilateral triangle, inside a white circle, surrounded by navy blue.
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.

  • Gallery Image
    Amber hoses down the bongo nets
  • Gallery Image
    Student plankton nets
  • Gallery Image
    Plankton in sieve
  • Gallery Image
    Emptying sieve
  • Gallery Image
    AB Todd Fatkin deploying the bongo nets
  1. 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.

Read more: https://mir.gdynia.pl/pliki/osrodek/biuletyn/biulet3-00a.pdf

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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 2
arms of a starfish, as well as a clam shell and some sand dollars, on the seafloor as seen by an underwater camera
HabCam Image 3
squid on the seafloor as seen by an underwater camera
HabCam Image 4
colorful sea star with many arms, and some sand dollars, on the seafloor as seen by an underwater camera
HabCam Image 5
field of sand dollars on the seafloor, as seen by an underwater camera
HabCam Image 6
sea of jellyfish swimming in all different directions and orientations; their centers glow yellow-orange in the light and their tentacles appear purplish; as seen by an underwater camera
HabCam Image 7
a sea urchin surrounded by sand dollars on the seafloor, as seen by an underwater camera
HabCam Image 8

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

a presentation slide titled "Sampling Location," featuring a map inset of the ocean east of Cape Cod. the x-axis shows longitude (-70 degrees W to -67 degrees W) while the y-axis shows latitude (40.5 degrees N to 42 degree N). two green dots mark the starting locations of different HabCam tracks. a blue line with arrows snakes back and forth in a boxy pattern to fill a branching shape surrounded by a black outline; this shows the Habcam track. outside of the map, we see the NOAA Fisheries logo.
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.

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.
A scallop, toward the top right, in a field of sand dollars on the seafloor

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

Teacher Mandy Freeman stands on a pier in front of NOAA Ship Henry B. Bigelow. She wears a Lewisville Lions t-shirt and sunglasses. On the ship's hull, we can see the NOAA logo, the letters N O A A, and the ship's number, R 225. The sky is solid blue and cloudless.





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.

close up of buoy portion of drifter showing a sticker that reads Lewisville High School, Richburg, SC and has a logo of a blue lion, the school's mascot
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)
Mandy stands near the railing of NOAA Ship Henry B. Bigelow wearing a hard hat and life vests. She gives a thumbs up and smiles at the camera. We can partially see another science team member standing behind Mandy.
Deployed! 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
view over the railing at very dark water, purple-black, and dark cloudy sky, as a line of bright pink-red appears just at the horizon

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

  • a gray whale fluke pokes up above choppy gray waters
  • a humpback whale falls back toward the ocean's surface after breaching, its pectoral fins reaching toward the sky. the water is gray and choppy.
  • a humpback whale breaches above choppy gray water
  • a gray whale tail extends vertically above choppy gray waters

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.

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Amber LaMonte: Real, Relevant & A Return to the Sea May 28th, 2026

NOAA Teacher at Sea

Amber LaMonte

Aboard NOAA Ship Pisces

May 31 – June 10, 2026

Introduction

My name is Amber LaMonte, and for the past 19 years, I have been teaching science at York High School in Yorktown, Virginia. During which time, I have taught Biology, Ecology, AP Environmental Science and Marine Science.

Amber and two students crouch near a pond lined with rocks, holding water sampling equipment. One student reaches into the pond to fill a bottle. We can see a brick school building in the background.
Testing dissolved oxygen (DO) in the native garden frog pond. Photo courtesy of York High School.

Over the years, I’ve always tried to help students recognize that science isn’t separate from their lives; it’s part of it. Now I’m trying to answer the question: How do I help students see that science is real, relevant, and within their reach? And the search for the answer is leading me back to the sea.

a selfie photo of Amber at the beach; she stands in front of a railing and a concrete plaque that we cannot read, and in the background we can see the sand and steady waves.
I live in Virginia Beach. This is me enjoying a “snow day” while my counterparts in Yorktown have icy roads. Just one reason to appreciate the heat-holding capacity of the ocean!

My story begins with an innate love for the natural world. As a young girl, much to my grandmother’s chagrin, you would rarely catch me with dolls, but you could always find me by the creek in the woods. I’ve always been drawn to the way every organism plays a role in something much larger.

Amber kneels in the surf at a rocky beach, looking down as she reaches both her hands toward the sand.
Collecting macroalgae samples in U.S.V.I

After attending Louisiana State University and the University of the Virgin Islands, I earned my B.S. in biology with a minor in marine biology. I studied macroalgae from the reefs of St. Thomas to the swamps of Louisiana and the Huangpu River of Shanghai. With this most recent opportunity, I will collect plankton samples and study microalgae, focusing on their role in the health of our ocean.

Amber and two family members take a selfie at night; the background is illuminated with lots of lights and fireworks
My family at the winter light show aboard the USS Wisconsin in Norfolk, VA

Over time, my curiosity became a desire to share my sense of wonder with students who may not yet realize how connected they are to the science happening around them in their local communities. My family and I moved from New Orleans to Virginia and I became certified as a high school science teacher. I have been on a continuous pursuit to illustrate the interconnectedness of our society and the planet.

In the classroom, I’ve learned that the most meaningful moments happen when students make those connections for themselves. Start with something familiar: a local habitat, a species they recognize, or something unexpected like macroalgae being used to feed cattle and build into something bigger. Suddenly, science isn’t just content. It’s a story they’re part of.  So, I build experiences with students. They participate in oyster aquaculture of our Chesapeake Bay, tag monarch butterflies in our student-built native garden and maintain saltwater aquariums in the classroom.

Over the years, that approach has grown beyond my classroom. With a desire to connect the purpose and relevance of science to students, I earned my M.S. in environmental science from Christopher Newport University. In recent years, those connections have been expanded through developing curriculum, leading initiatives with our Green Team and working on programs that connect students to career pathways.

Photos below courtesy of York High School.

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To support those efforts, I’ve felt a pull to do something even more authentic, something that connects my students directly to science as it is happening now.

And that’s where this next adventure begins.

This blog will follow my journey as I step out of my classroom and into the world of scientific research, experiencing what it means to live and work at sea. I’ll share what I learn and what it looks like behind the scenes of ocean science.

NOAA History

In 1807, Thomas Jefferson established the Coast Survey to ensure safe navigation along U.S. coasts. In 1870, the Weather Bureau was created, followed by the Fish and Fisheries Commission in 1871. Each of these, one focused on physical science, one on weather, and one on protecting natural resources, has led to the invaluable federal program known today as the National Oceanographic and Atmospheric Administration (NOAA).

National Oceanic and Atmospheric Administration. (2025, December 11). Our history. https://www.noaa.gov/our-history

Teacher At Sea

The Teacher at Sea program became a dream of mine several years ago when the ocean sounds went from a gentle whisper to screaming my name.

Amber in a wet suit (or perhaps a sunshirt) at the beach
two fingers grasp a bluish marble, reflecting what may be clouds and trees at a beach
Amber takes a selfie at the front of a canoe; we can see someone else paddling in the rear

Sometimes the ocean is strong; the crash of waves, the pull of the tide. Other times, it’s gentle; a salty breeze, a cool splash. It beckons blue minds for a lifetime and provides a life-support system for all. Even when we dwell as land animals, it always draws us back. For me, that call has been building for years. During this expedition I will be assisting with an ecosystem monitoring survey. While on board, I will not only be helping to process plankton samples that provide data on the health of the North Atlantic Ocean, but also resetting my blue mind.

Adopt A Drifter

In addition to the valuable data being collected and processed while on the ship, York High School has the opportunity to deploy global drifter buoys that will continue to provide valuable ocean data for over a year. I cannot wait to deploy not 1, not 2, but 3 drifters on my mission!

a drifter buoy sits folded up on the wooden deck of a ship. the top portion is a spherical blue and white float, with a white pipe containing instrumentation extending off the top. the float portion sits on top of coiled cable and a folded cloth "drogue," mounted on a ring of pvc.
Drifter buoy ready to be deployed.
Credit: Rayne Sabatello, NOAA AOML

These instruments are referred to as “drifters” because they are transported via near-surface currents. Sensors on the drifters collect measurements of sea surface temperature, location and various other parameters.

Stay tuned to see ours decked out with York spirit and the names students selected for their buoys……

Follow Along This Return to the Sea

The path to this opportunity involved a thorough application process and planning preparations. Having my students witness these steps has been a valuable way to demonstrate the multifaceted direction a career path can take. I am so appreciative of the students who have been genuine in their learning, resistant to learning in general and everything in between. They have both taught me and inspired me to continue on the journey of always staying relevant in science education. A big thank you to my work bestie and student travel partner for all the support in this process. And to my principal for encouraging authentic learning experiences. I hope you will all continue following the blog as I share with you the science and people of the ship!

Science isn’t meant to stay in a notebook.

It’s meant to be experienced.

And this time, I’m not going alone.

two women in rain gear pose - one arm around the other, one arm thrown open wide - in front of huge, icy blue waterfall
Goðafoss Waterfall, Iceland
for a student travel trip
three students and one adult gather around a lab table and gaze down at a white bucket filled with samples. there is a microscope on the table next to the white bucket. in the background, we can see aquarium tanks on lab shelves, and a large cardboard cutout of a shark's head
Students getting an up close of organisms in the critter cubes from their oyster aquaculture location in the York River
three students stand looking out over the railing at calm blue green seas on a whale watching vessel; one girl holds binoculars up to her face
Whale watching, is that a ……. no it’s a harbor seal!

All student photos courtesy of York High School.

P.S. Going to miss my best boy so much!

a serene-looking golden retriever sitting in an inflatable kayak out on the water in front of a bridge and blue skies