NOAA Teacher at Sea
Krista Fleming
Aboard NOAA Ship Oregon II
September 5 – 20, 2026
Mission: Shark/Snapper Bottom Longline Survey
Geographic Area of Cruise: Gulf of America
Date: August 24, 2026
My name is Krista Fleming, and I teach Marine Biology and Environmental Science in Gulf Shores, Alabama. Science has always been a passion of mine, and I am especially excited to have the opportunity to combine my love of teaching, the Gulf, and hands-on science as I join the NOAA Ship Oregon II for the third leg of its snapper and shark research expedition in the Gulf of America (formerly Gulf of Mexico.)
I am looking forward to stepping outside of my classroom and into the role of a student again as I work alongside scientists conducting research on shark and snapper populations. I am excited to learn not only about the species being studied, but also about the methods scientists use to collect data, analyze populations, and better understand the health of our Gulf ecosystems.
This experience is particularly meaningful to me because of the work I am doing with my students this year. I am excited to be co-teaching a class with Dr. Caroline Hamilton that focuses on place-based science. We are taking Alabama Science standards out of the traditional classroom and into the field by doing real science in the places we are studying. Shout out to my Dolphin Family! #MakeWaves!
Our students aren’t just learning about ecosystems—they are experiencing them. They are observing their surroundings, asking questions, collecting data, investigating environmental challenges, and learning that science doesn’t always have a predictable outcome. They are beginning to see themselves as scientists rather than simply students learning about science. That is one of the things I am most excited about bringing back from the Oregon II.
Science isn’t something we should only teach students to read about. Some of the most powerful learning happens when we put students in the environment they are studying and let them observe, question, collect data, and experience the uncertainty that real scientists face.
As a teacher, I have the unique opportunity to take what I learn from this research expedition and bring it directly back to my students. I want them to hear about the long days, the data collection, the unexpected discoveries, the questions scientists still don’t have answers to, and the teamwork required to conduct research at sea.
I also hope this experience helps my students understand that the Gulf isn’t just something they see from the beach. It is a living, changing ecosystem that scientists are constantly working to understand and protect. The research being conducted offshore has a direct connection to the communities where my students live, work, and play.
I often tell my students that Gulf Shores is our classroom. For this trip, I get to take that classroom a little farther offshore—where the Gulf itself becomes our floating laboratory. Instead of learning about the ocean from the shore, we’ll be immersed in it, observing, exploring, and learning firsthand from the waters that are right outside our classroom door.
I am excited to learn from the scientists aboard the Oregon II, experience marine research firsthand, and return to my students with new stories, new questions, and new ways to connect the science we teach in the classroom to the world around us.
Beyond my work in the classroom, I am also fortunate to co-lead one of Alabama’s sea turtle conservation teams. This experience has allowed me to connect my passion for marine science and environmental education with hands-on conservation efforts in our local community. This work has strengthened my understanding of the importance of protecting our coastal ecosystems and the species that depend on them.
I am also incredibly grateful for the support of my husband throughout these experiences. Whether it has meant understanding long hours, supporting my many commitments, or encouraging me to pursue opportunities that push me outside of my comfort zone, his support has made it possible for me to say yes to so many of these experiences. I appreciate having someone who not only supports my passion for education, science, and conservation but also celebrates these opportunities with me.
Overall, I hope to remind my students—and myself—that being a scientist isn’t about having all the answers. It is about being curious enough to ask better questions, willing to follow the data, and excited enough to keep learning.