NOAA Teacher at Sea Blog

August 21, 2026August 21, 2026

Stacey Morris: Careers on a NOAA Ship, August 14 , 2026

NOAA Teacher at Sea

Stacey Morris

Aboard NOAA Ship Reuben Lasker

July 26-August 10, 2026

Mission: Integrated West Coast Pelagics Survey

Geographic Area of Cruise: West Coast Pacific Ocean

Date: August 14, 2026

Weather Data from Eugene, OR

Latitude: 44.0521° N

Longitude: 123.0868° W

Wind Speed: 7 kts

Air Temperature: 29°C

Science and Technology Log

As I adjust back to being awake during the day, and catch up with all the things at home, I still am in disbelief that I had such an incredible opportunity this summer aboard NOAA Ship Reuben Lasker. Sifting through all the different species that we pulled up in our trawls, exploring the systems that make the ship run, and adjusting to life on a scientific vessel made every day a new adventure. But what really made the trip memorable were the people that I had the chance to talk with during meals, up on the bridge, or in the science labs. I wanted to share a little about what brought them to NOAA and what advice they have for anyone interested in a life on the sea.

portrait photo of Melissa standing on the aft deck of NOAA Ship Reuben Lasker. she rests her left hand on a buoy attached to a folded up trawl net. — Marine Biologist Melissa Liotta

1. Melissa Liotta

Job/Role: What is your role aboard the ship?

I serve as a fish biologist and survey coordinator for the Integrated West Coast Pelagic Survey. In this capacity, I represent the Northwest and Southwest Fisheries Science Centers, though my home base is at the Southwest center. My responsibilities involve extensive logistical planning and preparation before we ever set sail. I coordinate with teams across both centers and work closely with the ship’s crew to ensure every component of the fisheries survey is ready for operation.

Career Path: How did you get into this career?

I hold a PhD in ecology and evolutionary biology, with a doctoral focus on the mating behaviors of freshwater fish in Mexico—specifically the highback pygmy swordtail. While that wasn’t marine-focused, teaching ichthyology helped me build a broad foundation of fish knowledge. After graduate school, I felt a calling toward public service and applied science. I began with part-time GIS work for California Fish and Wildlife, then moved into Clean Water Act restoration plans as an environmental scientist for the Regional Water Quality Control Board. When a fish biologist position opened at the NOAA science center in San Diego, I jumped at the chance to return to fish-centric research.

Student Advice: What advice would you give a high school student considering this type of work?

Do not hesitate to accept entry-level roles or part-time opportunities; the path to your dream career often requires persistence and “grinding” through various positions first. Be open to relocating and seek out volunteer opportunities early on. Whether your interest lies in freshwater, marine life, or even plants, the skills you learn in a science lab—like those for undergraduates—are incredibly transferable. You are training to be a scientist first. Explore diverse fields like plant taxonomy or invertebrate studies; you might discover a passion in an area you never expected. Even if it isn’t dolphins, every bit of field experience counts.

portrait photo of Brad sitting in the mess hall — Marine Biologist Brad Erisman

2. Brad Erisman

Job/Role: What is your role aboard the ship?

While I participate as a member of the trawl team during our time at sea, my primary responsibility involves leading the biosampling component of the entire survey. I oversee the design, execution, and comprehensive analysis of all biological data collected from our trawls, as well as managing the specialized staff dedicated to this process.

Career Path: How did you get into this career?

My journey began with a fundamental passion for science and the sea. Inspiring high school teachers encouraged me to pursue marine biology in college, where exceptional professors further ignited my interest in fish biology. This led me to graduate school, where I focused on fish behavior and ecology. This research naturally intersected with fisheries, driving my interest in understanding how to better manage and conserve various species. After spending time as a university professor and researcher, I realized I wanted a more direct hand in active resource management, which prompted my recent transition to NOAA.

Student Advice: What advice would you give a high school student considering this type of work?

The field of fisheries and marine biology is incredibly vast and can often feel overwhelming. My best advice is to identify your specific interests as early as possible to carve out a clear career track. Because this work often combines with other disciplines—such as economics, conservation, or business—finding that unique combination of what you love will help you navigate the path forward. Discovering your niche early on is the key to maintaining momentum and finding success in this broad scientific landscape.

Chief Scientist Kevin Stierhoff

3. Kevin Stierhoff

Job/Role: What is your role aboard the ship?

For this third leg of the journey, I am serving as the chief scientist. Beyond that, I am the principal investigator for our science center, managing the survey’s broader execution. As chief scientist, I act as the primary liaison between the scientific team and the ship’s command and crew. My focus is ensuring we meet our data collection goals with the highest level of quality while navigating the daily logistics and troubleshooting any hurdles that arise. I also handle communications with our shore-based teams and take the lead on the subsequent reporting and data analysis once we return.

Career Path: How did you get into this career?

My path began with an undergraduate degree in marine biology, but it was a summer internship that truly changed my trajectory. I connected with a professor who opened my eyes to graduate school—an option I hadn’t previously considered. I pursued my master’s and eventually my PhD, followed by research roles and a postdoc. In 2008, I joined NOAA and have spent the years since advancing through various scientific levels, eventually serving as an acting program lead and taking on the leadership responsibilities I hold today. Interestingly, in high school, I was pulled between athletics, science, and the arts; I even considered art school or becoming a veterinarian before the right collegiate program in marine biology caught my eye.

Student Advice: What advice would you give a high school student considering this type of work?

Avoid specializing too early; instead, build a rock-solid foundation in the core sciences like math, chemistry, and physics. Those fundamentals are the building blocks for any specialized field in marine or ocean research. Practical experience is just as vital, so pursue internships early to learn what you truly enjoy. I never set out in high school to become a fisheries biologist with a PhD, but by being flexible and embracing opportunities as they appeared, I found a career that fits. Don’t feel like you must have every step mapped out; sometimes, the best path is the one you remain open enough to discover along the way.

portrait photo of Camille, wearing blue NOAA Corps uniform, standing at the control panel of the bridge of NOAA Ship Reuben Lasker — Ensign Camille Cubé

4. Camille Cubé

Job/Role: What is your role aboard the ship?

I am Ensign Camille Cubé, serving as a junior officer. My primary responsibility involves navigating and driving the ship for eight hours each day, while my remaining time is dedicated to various secondary duties. I serve as the medical officer, managing hospital administration and responding to any health emergencies. Additionally, I act as the navigation officer—a role I share with my colleague Kaleena—where we coordinate with the science team to program research stations into our electronic chart systems and provide navigational briefings to the other officers. Until very recently, I also managed damage control and fire drills.

Student Advice: What advice would you give a high school student considering this type of work?

I highly recommend reaching out to a recruiter or researching the career through YouTube to see if it resonates with you. If possible, request a ship tour; I toured NOAA Ship Bell M. Shimada before applying, and seeing the environment firsthand was what truly convinced me to join. You do not need prior sea-going experience, but you must possess a sense of adventure and the flexibility to handle a nomadic lifestyle and a changing schedule. Beyond navigation, I have received advanced training in diving, small boat handling, and even a medical crash course where I learned to administer IVs and stitches. Academically, you will need a bachelor’s degree. While it doesn’t have to be a specific science, technology, engineering, or math (STEM) degree—my background is in environmental science—you do need core STEM credits in subjects like calculus and chemistry to effectively communicate between the scientific and operational sides of the ship.

What is your favorite part about your job?

My favorite moments occur when I am struck by the sheer beauty of our surroundings, like a spectacular sunrise or a massive pod of dolphins appearing alongside the ship. It reminds me how fortunate I am to be in the middle of the ocean doing this work. I also deeply value the close-knit community and the friendships I have built with the crew. From a professional standpoint, the structured promotion scale provides excellent job security. Since I have a personal passion for fish, I specifically chose a fisheries vessel because I love seeing the tangible, physical results of the scientific data we collect.

What do you think the most challenging thing in your job is?

The most difficult aspect is undoubtedly the time spent away from home, which can exceed 200 days a year. It is a demanding schedule, so we prioritize shipboard morale through social activities like the Mario Kart tournaments we had this week. Fortunately, the commitment is balanced; after two years of sea duty, officers transition to a three-year land assignment, then repeat. I quite like the fact that I will hold many different jobs in my career, get to learn new things, and live in different places.

formal portrait photo of LCD Fuller seated at a desk, wearing formal NOAA Corps uniform, in front of American and NOAA Corps flags — Lieutenant Commander Michael Fuller: Photo Credit LinkedIn

5. Michael Fuller

Job/Role: What is your role aboard the ship?

I am Lieutenant Commander Mike Fuller, and I serve as one of the operations officers aboard this vessel. I am responsible for coordinating projects with our scientific partners, managing port logistics for the ship, and mentoring new officers as they come aboard.

Career Path: How did you get into this career?

My journey began during my undergraduate studies at the University of Miami. Our marine science campus was situated directly across from several NOAA laboratories, which piqued my interest. At the time, I was weighing several options for my future—graduate school, a gap year, or even joining the military to follow my family’s history of service. The turning point came when I met a NOAA officer on his first shore rotation. He had previously sailed with one of my roommates on a research mission and began joining us for football games and social events. He recognized my passion for marine science and my desire to serve, suggesting the NOAA Corps as a perfect marriage of both worlds. He was right; I applied and discovered it was exactly the combination I was looking for. In a full-circle moment, ten years later, that same officer is set to become the next Commanding Officer of this very ship.

Student Advice: What advice would you give a high school student considering this type of work?

There are countless ways to pursue a life at sea, whether through the NOAA Corps and military, the merchant mariner path, or as a research scientist. If you feel drawn to the ocean, the maritime industry offers incredible opportunities in both the public and private sectors. My best advice is to look at where your specific interests intersect with the maritime world. For me, it was a love for natural sciences and environmental conservation, making NOAA the perfect fit. If you are inclined toward engineering or navigation, those roles are vital here as well. Keep an open mind; you can start anywhere from tall ships to working on tugboats to build your experience.

If you are specifically interested in wearing a uniform, take time for self-reflection. Service-based work requires a commitment to leading yourself and others, and ensuring your personal values align with the organization’s mission. Each service has a unique culture—for instance, people join the NOAA Corps because they specifically want to fulfill that unique mission of science and service. Focus on what brings you fulfillment and whether you are ready to put your ego aside to become part of something larger than yourself. Even if you choose not to join a uniformed service, those leadership qualities remain highly applicable across the maritime industry.

How do I get started?

For those interested in the NOAA Corps, the primary requirement is a solid educational foundation. You specifically need at least 48 STEM semester credit hours—essentially a STEM minor plus additional coursework. Most people in this field have a background in natural sciences or engineering. If you have a local NOAA lab nearby, I highly recommend volunteering. It is a fantastic way to understand the wide portfolio of work we handle under the Department of Commerce. There are also excellent programs like the undergraduate Hollings Scholarship, which is very prominent at institutions like Oregon State. These programs can pair you with a principal investigator for advanced research opportunities. While high school students can sometimes find ways to volunteer, it becomes much more common in college. Getting out on a research vessel—whether it is a NOAA ship or a university vessel—will tell you very quickly if this lifestyle is right for you. If it is, dive in: explore USA Jobs, look into Pathways internships, or visit the OMAO website to start your application.

Ultimately, identify your passion first. NOAA covers such a vast range of interests that you will likely find a niche that fits. Once you find that spark, be proactive in seeking out these programs and connecting with people already doing the work. There is a constant need for driven individuals who are ready to make the mission happen.

portrait photo of Allie standing in the engine room, in front of an engine. she is wearing ear protection. — Ship Engineer Allie Kemskey

6. Allie Kempski

Job/Role: What is your role aboard the ship?

My name is Allie Kempski, and I serve as the third assistant engineer. I have been with this vessel for approximately four months, though my tenure with NOAA spans two years. In my current capacity, I hold a United States Coast Guard engineer license, which authorizes me to stand watch and manage operations within the ship’s engine room. My daily responsibilities involve a ten-hour shift dedicated to maintaining the complex mechanical systems that keep the vessel operational.

Career Path: How did you get into this career?

While many mariners have dramatic tales of discovering the sea, my path was more of a family tradition. Both of my parents were engineers who graduated from SUNY Maritime College in New York. Naturally, I followed in their footsteps, attending the same institution to earn a Bachelor of Engineering in mechanical engineering. This specialized education is essentially a “fast track” to a professional maritime career; over four years, I completed rigorous academic coursework alongside three summers of sea time aboard a federal training ship, the Empire State VI. This environment is highly regimented and military-style, designed to weed out those who cannot handle the pressure of hands-on technical work and strict discipline.

Student Advice: What advice would you give a high school student considering this type of work?

I highly recommend investigating the state maritime academies, such as Cal Maritime or SUNY Maritime. If you enjoy hands-on problem-solving rather than sitting at a desk, this is an exceptional field. Don’t let the “engineering” title intimidate you; it is a practical, visual discipline where you learn by taking apart engines and fixing what breaks. Be prepared to work incredibly hard during your college years—it is a heavy credit load and a demanding lifestyle—but the payoff is a stable, high-paying career right out of school. You must be comfortable with a nomadic life, as the work often involves being away for months at a time, but the trade-off is significant time off to travel and pursue your own interests.

Career Reflections

What is your favorite part about your job?

The travel opportunities are phenomenal. In my first year with NOAA, I was getting paid to kayak in Glacier Bay National Park and live in historic quarters in Hawaii. It is a thrill to see a massive ship move for the first time and realize you understand the systems making it happen. Beyond the sights, I value the deep friendships formed in tight quarters. This crew becomes your family, and because we have a rotation of two months on and one month off, I have total freedom during my breaks to spend time with my actual family or use my earnings to see the world.

What do you think the most challenging thing in your job is?

The primary challenge is the isolation from home for sixty days at a stretch. Shipboard life means constant proximity to others and very little private space, which isn’t for everyone. The academic path is also grueling; I spent my senior year crying over calculus and license exams while friends at traditional colleges were partying. However, we always say that you work hard at the academy so you can “party later” with a six-figure salary and months of vacation time. It is a high-stakes, high-reward lifestyle that requires resilience and a genuine love for the machinery.

portrait photo of Erik, wearing a blue NOAA Corps uniform, on the aft deck of NOAA Ship Reuben Lasker in port — CO Erick Estela

7. Capitán del Reuben Lasker: Commanding Officer Erick Estela

Job/Role: What is your role aboard the ship?

Mi función como capitán es armonizar las prioridades de cada departamento para asegurar que todos trabajemos bajo una misión unificada. Mientras que el jefe de máquinas y el oficial ejecutivo supervisan la ejecución técnica diaria, mi responsabilidad se centra en la gestión crítica del riesgo. Por ejemplo, si un motor falla, yo soy quien debe decidir qué planes de contingencia activar. Debido a que la responsabilidad final de todo lo que ocurre a bordo recae sobre mí, no cumplo con una guardia específica; permanezco localizable las 24 horas del día para determinar qué riesgos son aceptables para la seguridad de la embarcación y su tripulación.

My role as captain is to harmonize the priorities of each department to ensure we all work toward a unified mission. While the chief engineer and executive officer oversee daily technical operations, my responsibility focuses on critical risk management. For example, if an engine fails, I am the one who must decide which contingency plans to activate. Because ultimate responsibility for everything that happens on board rests with me, I do not keep a specific watch; I remain reachable 24 hours a day to determine what risks are acceptable for the safety of the vessel and its crew.

Career Path: How did you get into this career?

Crecí en Puerto Rico y me gradué de la Universidad de Puerto Rico con un fuerte interés en las ciencias ambientales. Siempre me apasionó la protección de los recursos naturales y la búsqueda de formas sostenibles y eficientes para utilizar recursos como la pesca y los minerales. Mientras buscaba oportunidades en el servicio público, solicité puestos tanto en el cuerpo de oficiales como en el Departamento de Estado. NOAA respondió primero, lo cual fue ideal dada mi formación científica. En Puerto Rico, NOAA es muy reconocida por su trabajo en meteorología y huracanes; participamos en campañas anuales antes de la temporada de huracanes, una labor fundamental que la comunidad valora profundamente.

I grew up in Puerto Rico and graduated from the University of Puerto Rico with a strong interest in environmental science. I have always been passionate about protecting natural resources and finding sustainable and efficient ways to use resources such as fisheries and minerals. While seeking opportunities in public service, I applied for positions in both the law enforcement and the State Department. NOAA responded first, which was ideal given my scientific background. In Puerto Rico, NOAA is highly regarded for its work in meteorology and hurricanes; we participate in annual campaigns before hurricane season, a vital service that the community deeply values.

Student Advice: What advice would you give a high school student considering this type of work?

Es esencial construir una base sólida en ciencias y matemáticas básicas. Este camino es perfecto para alguien que posea una gran flexibilidad y pasión por viajar, ya que nuestra vida es nómada; yo me he trasladado cada dos años a lugares como Connecticut, Nueva Jersey, Oregón y Boston. Aunque mudarse constantemente puede ser un reto al formar una familia, las recompensas son incomparables: una oficina con vista al mar, avistamientos constantes de ballenas y la satisfacción de trabajar con una tripulación excepcional. Saber que los datos que proporcionamos al público son de la más alta calidad hace que todo el esfuerzo valga la pena.

Building a solid foundation in basic sciences and math is essential. This path is perfect for someone with great flexibility and a passion for travel, as our life is nomadic; I’ve moved every two years to places like Connecticut, New Jersey, Oregon, and Boston. While constantly moving can be challenging when raising a family, the rewards are unparalleled: an office with an ocean view, frequent whale sightings, and the satisfaction of working with an exceptional crew. Knowing that the data we provide to the public is of the highest quality makes all the effort worthwhile.

En cuanto a la diversidad, aunque todavía somos pocos los oficiales latinos o puertorriqueños, nuestra presencia ha aumentado significativamente desde que comencé mi carrera. Hoy contamos con capitanes, oficiales y pilotos de diversos trasfondos. El primer paso es simplemente saber que estas oportunidades existen y no dudar en solicitarlas. En mi experiencia, recibí un gran apoyo al contactar a otros latinos dentro del NOAA Corps. Es vital que mejoremos nuestra presencia en lugares diversos para que más estudiantes conozcan esta trayectoria profesional.

Regarding diversity, while there are still few Latino or Puerto Rican officers, our presence has increased significantly since I began my career. Today, we have captains, officers, and pilots from diverse backgrounds. The first step is simply knowing that these opportunities exist and not hesitating to apply. In my experience, I received tremendous support when connecting with other Latinos within the NOAA Corps. It is vital that we increase our presence in diverse settings so that more students can learn about this career path.

Career Reflections

What is your favorite part about your job?

Mi parte favorita es presenciar cómo meses o incluso un año de planificación y coordinación logística finalmente rinden frutos. Es sumamente gratificante ver cómo todas las piezas del rompecabezas encajan perfectamente cuando el proyecto comienza: desde la asignación del equipo y el personal hasta la ejecución en el mar. Ver a 40 personas a bordo trabajando en total armonía, respaldadas por un equipo de apoyo en tierra de casi 100 personas que gestionan el combustible y los suministros, es una demostración impresionante de coordinación. Es un orgullo ver que cada departamento cumple su función con excelencia para alcanzar un objetivo común.

My favorite part is witnessing how months or even a year of planning and logistical coordination finally pay off. It’s incredibly rewarding to see all the pieces of the puzzle fall perfectly into place when the project begins: from team and crew assignments to execution at sea. Watching 40 people on board working in perfect harmony, supported by a shore-based team of nearly 100 managing fuel and supplies, is an impressive demonstration of coordination. It’s a source of pride to see each department perform its role with excellence to achieve a common goal.

What do you think the most challenging thing in your job is?

El mayor desafío es gestionar la fatiga y el descanso debido a la naturaleza de mi cargo. Aunque siempre intento encontrar momentos para descansar, la planificación constante y la responsabilidad de estar siempre disponible pueden ser agotadoras. Sin embargo, ver que todo resulta bien al final de la expedición hace que el sacrificio personal sea mucho más llevadero.

The biggest challenge is managing fatigue and rest due to the nature of my role. Although I always try to find time to rest, the constant planning and the responsibility of always being available can be exhausting. However, seeing everything turn out well at the end of the expedition makes the personal sacrifice much more bearable.

_________________________________________________________________________________

Did you Know?

Cal Poly Maritime Academy is the only Maritime Academy on the West Coast. Enrolling in a maritime academy offers an accelerated path toward a lucrative profession, rewarding students with a Bachelor of Science alongside a prestigious U.S. Coast Guard unlimited license—as either a Third Mate or Third Assistant Engineer. These institutions boast exceptional job placement rates, providing graduates with the versatility to pursue careers on the open ocean or within various shoreside management roles. For Oregon students who gain admission to Cal Poly Maritime Academy and choose a path toward a U.S. Coast Guard license, there is an incredible financial opportunity through the Maritime In-State Tuition (MIST) program. This initiative automatically brings the cost of out-of-state tuition down to the California resident rate. This results in an annual tuition of roughly $6,450 plus approximately $1,650 in required campus fees, offering a significant reduction in the typical expenses for non-residents. There are numerous scholarships, as maritime employers are desperate to find qualified candidates. Even if you do not plan on working on a ship, you will be highly qualified for landbased jobs as well.

If the traditional four-year maritime academy environment isn’t the right fit for your journey, there are several highly viable alternative paths to becoming a merchant mariner. These range from structured, fully-funded apprenticeships to the classic method of working your way up directly on the water.

Personal Log

Coming into Newport the last day of the voyage was bittersweet for me. I loved being out on the ocean, but I was excited to see my family again. My sons came to meet me and they watched our ship as it went under the Newport bridge. They weren’t the only ones watching, people were waving and taking pictures, I felt like a celebrity! After we came into port we were waiting for the walkway to be set up, and I was invited to listen in to the officers reviewing how things went coming into Newport. It was a good exercise so that each person could give their feedback to improve the approach in the future, and with all the boat traffic coming into harbor, it’s considered the most stressful time sailing the ship.

When it was safe to come aboard, NOAA Corps officer Mike Fuller gave my sons a tour of the ship which definitely left an impression on them. They’ve been talking about it for days now to everyone we meet. I think they may have some new recruits!

While I’d like to extend summer vacation, I am looking forward to talking to students about NOAA and career possibilities. If I were to go back in time, I would definitely consider a maritime career and I want to open that door to the students at Churchill High School.

A big thank you to the Teacher at Sea program for this wonderful opportunity!

Stacey, wearing her Teacher at Sea hat and t-shirt, takes a selfie with CO Erik Estela on board the ship with the view of Newport in the background — Stacey with CO Erick Estela in Newport

August 20, 2026August 20, 2026

Sabrina Whitaker: Perfectly Imperfect, August 18, 2026

NOAA Teacher at Sea

Sabrina Whitaker

Aboard NOAA Ship Thomas Jefferson

August 18-31, 2026

Mission: Hydrographic Survey, Leg 3

Geographic Area of Cruise: Lake Ontario

Date: August 18, 2026

Weather Data from the Bridge

Latitude: 43°51.0527′ N

Longitude: 76°29.1419′ W

Winds: SW at 14 knots

Air Temperature: 74°F

Science and Technology Log

Today was jam-packed with preparation, community, and reflection. I was struck not only by how meticulously everyone prepares for emergencies, but also by the crew’s thoughtful debriefs. They continuously strive for operational perfection, yet never at the expense of appreciating a job well done.

We began the morning with shipboard safety briefings. At sea, addressing a fire quickly is paramount. Everyone has a designated duty and muster station. On land, the standard advice for a building fire is to evacuate immediately—even if it’s small. However, as the Executive Officer (XO) and crew emphasized, if you spot a small fire aboard ship, the best immediate action is to grab an extinguisher and put it out. The reason for this stark difference is simple: on open water, help is miles away. An uncontrolled fire endangers the entire vessel, forcing an abandon-ship scenario that carries far greater risk than tackling a localized flame right away.

There were two new members of the crew besides me. They were assigned to firefighter roles and we went through the process of getting them gear and setting it up so that they could just hop into it if they needed to use it.

two men stand in an interior room of the ship wearing khaki firefighting jackets and pants and protection for their hands. they smile for a photo. hard hats and life jackets are stored on the wall behind them. — New crewmembers trying on firefighting gear

Should the call to abandon ship ever be given, comprehensive protocols are already in place. Everyone gathers their immersion suits and proceeds to the lifeboats. Each lifeboat holds up to 20 people. With roughly 30 personnel currently aboard the Thomas Jefferson and several lifeboats available, there is more than enough capacity for everyone.

From safety drills, we transitioned to the Leg Operations Brief, led by Operations Officer Mark Meadows. This meeting serves a dual purpose: preparing for the upcoming leg while reflecting on the previous one. Because personnel rotate frequently—some staying for multiple legs, others returning home or arriving from across the country—a structured presentation ensures a seamless transition. The team openly analyzes both the strengths and challenges of the prior leg to set up the incoming crew for success.

Next was a technical discussion on Pulse Per Second (PPS), a concept directly applicable to the data-collection software used on board. Operations Officer Meadows provided a thorough explanation, highlighting why understanding the mechanics behind our equipment (and its software) is crucial for real-time operational adjustments.

NOAA Corps officers, wearing their standard blue uniforms, in conversation in a room filled with computer monitors. OPS Meadows may be the one standing in the middle pointing to screen. — Operations Officer Meadows presenting on the previous leg of the mission

The software generates a pulse display similar to the diagram below:

photo of a visual output display from an older instrument. it features a graph of volts versus time, with a yellow line pulsing vertically up, over, and then back down. — Example of a 1 pulse per second signal generated by a GPS receiver. Photo from Codrey Electronics.

The time from the leading edge of one pulse to the leading edge of the next is exactly 1 second. Meanwhile, the duration between the leading edge and the trailing edge of a single pulse is approximately 1 millisecond (ms). This subtle nuance means it is remarkably easy for data collection to end up off by a millisecond. In many contexts, that tiny margin is negligible; in high-precision hydrography, it matters. Recognizing how the software handles these signals allows the team to correct data post-collection if needed. It reminded me of a favorite lesson from my own high school physics teacher: Always understand how your equipment works so you know how to troubleshoot it when it doesn’t.

After the briefings wrapped up, it was time to get underway! This was the moment my physics-teacher heart sang. It’s rare to see a fundamental physics concept demonstrated so dynamically in real life.

view from an upper deck of NOAA Ship Thomas Jefferson as the ship carefully pulls away from the dock at the Port of Oswego; we see a concrete road along the shore here, and port buildings, and a smaller boat docked farther down. — The separation from the dock and part of the maneuvering into open water

photo of screens on the bridge of NOAA Ship Thomas Jefferson displaying electronic nautical charts. we can see the blue water of Lake Ontario out the windows behind the display. — The course *Thomas Jefferson* plotted after maneuvering away from the pier

The deck crew expertly maneuvered the ship away from the dock, accounting for wind force, current, and the thrust vectors of the ship’s engines. It was a beautiful, real-world ballet of vector addition—one that my students would be relieved they didn’t have to calculate on paper! The crew handled the separation from the dock and navigation around the pier with effortless precision.

four NOAA corps officers in blue uniforms stand around the controls and displays on the bridge of NOAA Ship Thomas Jefferson. another crewmember, not a NOAA Corps Officer, is visible in the background. — Deck crew of NOAA Ship *Thomas Jefferson* as they maneuver the ship out from port

Once we reached open water, the crew gathered for what the XO fondly called “Story Time”—a post-maneuver debrief. Once again, they analyzed what went smoothly and what could be refined. They praised the steady speed and smooth handling, while constructively noting that higher communication volume over the radio would make it easier for everyone to follow along. Both praise and critique were taken to heart. Because the Thomas Jefferson will be navigating this same harbor all season, the pursuit of perfection is an ongoing goal—but everyone acknowledged that the crew’s skill today was exceptional.

Personal Log

Trying on the immersion suit was pretty hilarious. I unrolled it in my stateroom and then I had to read the directions. Are you supposed to keep your shoes on? Yes, and luckily, it says so on the instructions on the outside of the packaging. I was able to get into it ok, and then I kind of flopped upstairs so I could get help with getting a picture. I also realized that in a real emergency, I will need some help zipping it up because the zipper is very hard to slide. I’ll have to practice that some more. The worst part though, was taking it off and then rolling it up and putting it back into its bag. I’m not going to lie, that part was a little rough.

Sabrina tries on a bright red and yellow survival suit and gives two thumbs up with the comically large 3-fingered gloves. she stands inside the ship in a desk area. — TAS Sabrina Whitaker tries on a survival suit

Did You Know?

The Great Lakes are technically considered non-tidal.

Ocean tides (true tides) are generated by the gravitational pull of the moon and sun. While the Great Lakes do experience a spring tide during a new or full moon, the water level changes by only about 2 inches (5 cm)—compared to 5 to 7.5 feet in places like the Long Island Sound. Because these lake tides are so minor, they are masked by greater local weather forces and categorized as non-tidal.

However, the Great Lakes experience short-term water level fluctuations that closely mimic ocean tides. These are called seiches (pronounced sayshes)—standing waves that oscillate back and forth within an enclosed or semi-enclosed body of water.

Unlike tides driven by gravity, seiches are driven by strong winds and rapid changes in atmospheric pressure that literally push water from one end of the lake to the other. Lake Erie is famous for dramatic seiches, but all the Great Lakes experience them. In fact, in 1954, the extreme winds of Hurricane Hazel piled up so much water near Toronto that it triggered a massive seiche on the opposite shore of Lake Ontario!

August 18, 2026August 18, 2026

Jo Slavitz: There & Back Again, August 15, 2026

NOAA Teacher at Sea

Jo Slavitz

Aboard NOAA Ship Oscar Dyson

July 19 – August 10, 2026

Mission: Summer Pollock Acoustic Survey, Leg 3

Geographic Area of Cruise: Bering Sea, Alaska

Date: Aug 15, 2026

Weather Data from Dover Middle School – Dover, NH

Latitude: 43° 11′ 46.9” N

Longitude: 70° 52′ 46.2” W

Winds: NW at 4 mph

Air Temperature: 78° F (25.6° C)

“Inside every good scientist is a curious kid. ” — Ms. Frizzle

illustration of Ms. Frizzle scuba diving — Ms. Frizzle takes her class to the Ocean. Illustration by Bruce Degan via Scholastic Inc.

Personal Log

I am home. The floors have stopped swaying, my seabag is unpacked and the fish scales are washed from my boots. I have had time to rest and reflect. Looking over my endless photographs of indescribable landscapes, fascinating animal life and the hardworking but always enthusiastic crew, it would be easy to be wistful, sad that the journey all went by in the blink of an eye. But the thing is, it’s not over. The journey was never just about me, I was assigned this adventure to be the eyes and ears of my students.

I love the Magic School Bus series. For some, it’s unclear whether Ms. Fizzle’s class actually goes to all those incredible places or if their trips have only been imagined. But I know Ms. Frizzle’s secret, she is an extraordinary teacher. Her lessons are so engaging, so powerful, that her class feels transported to those unbelievable locations making lessons real, relatable and meaningful. And that is NOAA’s charge for their Teachers At Sea.

The NOAA Teacher at Sea program provides the adventures, we the teachers, go home to take our students back to these magical places and exciting experiences. It’s no small task, but one I take on with great seriousness and excitement. I want my students to feel the wind and fog blowing in across Dutch Harbor. I want them to puzzle over colorful echograms searching for fish. I want them to measure, weigh and record pollock and jellyfish splashed across the culling board. I want them to envision themselves as NOAA officers, or engineers, or scientists. But most of all, I want them to care deeply about the health and well-being of the world’s oceans. So I am frantically writing lessons, building hands-on activities and creating project based STEM challenges in hope that my students will feel like they too have been to the Bering Sea on the Summer Pollock Acoustic Survey. May the Frizzle be with us.

Jo sits on a swivel chair attached to the deck near the railing of the flying bridge of NOAA Ship Oscar Dyson. She faces away from the camera, looking out over the calm waters and hilly shoreline of the Bering Sea. — Looking back from the fly-bridge on the Bering Sea.

August 12, 2026August 12, 2026

Sabrina Whitaker: A Traveling Scientist, August 9, 2026

NOAA Teacher at Sea

Sabrina Whitaker

Aboard NOAA Ship Thomas Jefferson

August 18 – 31, 2026

Mission: Hydrographic Survey, Leg 3

Geographic Area of Cruise: Lake Ontario

Date: August 9, 2026

Weather Data from Granger, Indiana

Latitude: 41.7533° N

Longitude: -86.1108° W

Winds: South at 6 mph

Air Temperature: 83 °F

Science and Technology Log

“I spawned a wither!” and, “That is the weirdest world that has ever existed!” my twins yelled to each other from across my parents’ living room while they played Minecraft and I typed this post. I’m Sabrina (Sara) Whitaker, and in about a week, my view will change from the rain soaked prairie of Northern Indiana where my parents live to the waterfront of Lake Ontario where I will begin my journey aboard NOAA Ship Thomas Jefferson as I continue the third leg of a hydrographic survey of Lake Ontario.

Our mission out on the water is a hydrographic survey—essentially mapping what lies beneath the surface. By charting depths, shorelines, and hidden underwater terrain, we will create the accurate maps ships need to navigate safely and keep our coastal waterways protected. Over the next two weeks, I will be learning the details that allow scientists to discover these secrets, and I hope you will join me as we do so.

Personal Log

While my parents live in Indiana and I lived part of my childhood here, I now live on Long Island and teach physics in Farmingdale, New York. The story of how I went from living in Indiana to ending up on Long Island is long and varied, but it closely follows my path toward becoming a physics teacher and leads directly to my newest adventure aboard NOAA Ship Thomas Jefferson.

During this summer’s trip to Indiana, I got to visit my undergraduate physics advisor, Dr. Henry Scott, at Indiana University South Bend, where my physics journey continued after high school.

portrait photo of Sabrina and Dr. Scott; in the background, we can see a bridge over a tree-lined river — Sabrina and Dr. Henry Scott on the banks of the St. Joseph River during a visit to Northern Indiana, 2026

Under the mentorship of Dr. Scott and later Dr. Wendy Panero at The Ohio State University, I studied high-pressure mineral physics and conducted experiments at the synchrotrons at Argonne National Laboratory in Illinois and Brookhaven National Laboratory in New York. That foundation led to an incredible opportunity in Japan, where I worked with scientists at Ehime University’s Geophysical Research Center editing their scientific research papers.

two women pose for a photo in front of a beautiful display of flowers — Sabrina and a friend at the Chrysanthemum Festival in Matsuyama, Japan 2010

When my oldest daughter, husband, and I returned to the United States, I continued editing scientific papers, but I eventually decided to bring that love of science, travel, and global community into the classroom. To make the shift from researcher to educator, I attended Stony Brook University to gain the skills that would help me translate those experiences into inspiration for my students.

This upcoming voyage on Thomas Jefferson combines everything I love: science, travel, and finding fresh ways to engage my students. For two weeks, I’ll get hands-on experience in a branch of science I’ve never practiced, learning straight from NOAA scientists and bringing those lessons back to my classroom. I expect to make mistakes, learn from them, and have a lot of fun along the way. It’s going to be a great challenge, and I can’t wait to begin.

Did You Know?

NOAA Ship Thomas Jefferson

NOAA Ship Thomas Jefferson (credit: NOAA)

For this assignment, I will be living and working aboard Thomas Jefferson, a 208-foot hydrographic survey vessel.

Capable of traveling nearly 19,200 nautical miles and staying at sea for up to 45 days, the ship functions as a mobile lab. Its primary job is mapping the seafloor and lake beds to collect data for updating nautical charts.

August 12, 2026September 9, 2026

Cheyanne Vanderdonckt: When Life Hands You a Shark, August 8, 2026

NOAA Teacher at Sea

Cheyanne Vanderdonckt

Aboard NOAA Ship Oregon II

July 27 – August 12, 2026

Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1

Geographic Area of Cruise: Western North Atlantic Ocean

Date: August 8, 2026

Latitude: 31° 36.130’ N

Longitude: 79° 40.546’ W

Weather Data from the Bridge: South to southeast winds, 5 to 10 knots. Seas 4 to 5 feet. Showers likely and scattered thunderstorms.

Science and Technology Log

three women wearing life vests kneel at a wooden measuring board set up on the deck of NOAA Ship Oregon II. they reach their hands toward a small shark, lined up on the board with its nose at one end. on the deck nearby are tools and a clipboard with a data sheet. — NOAA Operations Officer Heather Gaughan and science volunteers Maysin Douglas and Kleys Morillo measure the length and weight of an Atlantic sharpnose shark (*Rhizoprionodon terraenovae*)

three women stand on the aft deck of NOAA Ship Oregon II. leaning in from the left side of the frame, the first, holds a small shark hanging by its mouth from a portable fish scale. a second woman leans in from the right to read the measurement, and a third stands in the back recording data on a clipboard. — NOAA Operations Officer Heather Gaughan and science volunteers Maysin Douglas and Kleys Morillo measure the length and weight of an Atlantic sharpnose shark (*Rhizoprionodon terraenovae*)

In the past couple days, we have begun to catch a greater number of small sharks that do not require the cradle. When a smaller shark is hauled up, length measurements are taken on a board that’s like a big ruler. They can be weighed by hanging them from a handheld scale. During this process, I was able to hold a juvenile tiger shark!

How do you hold a shark safely? Sharks are similar to alligators in that they have very strong muscles for biting down but weak muscles for opening their mouths. If you hold them firmly in the right spot, it is possible to keep their jaws clamped shut. In the cradle, the person controlling the shark’s head applies downward pressure to keep the jaws closed. On the deck, grasping with thumbs and fingers on either side of the jaw does the trick.

I was assisting with measuring when suddenly everyone around me insisted that I hold the shark. I am not going to lie: I was terrified to hold that shark! But everyone here is very encouraging and they want to make sure I don’t leave anything on the table. After all, I came out here for a challenge. So I took the shark that was handed to me and now I can live without regret. I sent this picture to a student’s mother to show him and he said, “Aww, that’s my teacher, she’s a shark catcher!” New teaching level unlocked.

Cheyanne, wearing a bright yellow hoodie over her Teacher at Sea hat, as well as a life vest and fish gloves, grins for a photo as she holds with two hands a juvenile tiger shark carefully around its jaw. — Cheyanne Vanderdonckt holding a juvenile tiger shark (Photo credit: Maysin Douglas)

Because this leg of the survey spans the end of July and the beginning of August, we have had to participate in abandon ship drills twice. During these drills, we practice getting to our muster stations for fire, mariner overboard, and abandon ship emergencies. For the abandon ship drill, we have to practice putting on our survival suits. These all-in-one suits are designed to keep you afloat and prevent hypothermia while awaiting rescue. They are also equipped with whistles and lights so that you can alert other ships to your location. My suit was comically large, but I was assured that it would still keep me warm and afloat should I need it.

You might wonder why we would need protection from hypothermia in the summer when the water is around 80° F. Water conducts heat better than air. This is why you can briefly stick your hand into a 400° oven without injury but 212° water will burn you instantly. Being immersed in water below your body temperature will sap your body heat much faster than air at the same temperature would and your body can’t keep up with maintaining warmth. You can become hypothermic in 80° water within a couple of hours. When you are far from shore, it could take much longer than that for another vessel to know you’re in trouble, locate you, and arrive to rescue you.

Although being aboard ship — or out on a recreational boat — can be a lot of fun, safety should always be first in everyone’s mind. If you’re planning to get on the water, please make sure you’re ready for emergencies and have all required safety equipment. Boating laws vary by state but this site from the US Coast Guard is a great place to start learning: https://www.uscgboating.org/recreational-boaters/

If you’re looking for resources to teach children about water safety, the American Red Cross has educational resources on this site: https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/water-safety/water-safety-for-kids.html

Cheyanne, wearing her Teacher at Sea hat, tries on a large red survival suit with comical yellow three-fingered gloves and smiles for a photo. we can see others in the background working to don their survival suits for the drill. the water beyond the deck is bright, vivid blue, reflecting a blue sky. — Cheyanne Vanderdonckt wearing a survival suit during a safety drill (Photo credit: Maya Seehotlz)

While the deck crew and science team work in the well deck hauling in the line, the officer driving the ship is just as busy up on the bridge. NOAA vessels are under the command of officers from the NOAA Corps, which is a uniformed service branch. Oregon II’s commanding officer (CO) is Commander Jesse Milton and he was kind enough to give me a tour of the bridge during haulback operations one evening. It is the quietest place on the ship and it has a wonderful mix of 1960s era control panels and new technology. After dark it is illuminated only with red lights to preserve night vision. Even with modern radar and sonar systems, the most important safety feature is the vigilance of the person at the helm.

In the picture below you can see Operations Officer Heather Gaughan looking out the starboard window to maneuver the boat from the controls there. There is a similar setup on the port side, as well as the primary controls in the center. Being able to operate the vessel from these different vantage points assists with operations such as docking and hauling in the fishing lines. After the fishing line is set, the line is cut so it is no longer attached to the ship. This means the ship must go back and pick it up again. The ship must approach the high flyer close enough for crew members to be able to catch the line attached to it with a grappling hook, but not so close that it runs over the line. Then the ship must change its angle of approach so that the line is more or less parallel to the side of the ship. These are delicate maneuvers that require coordination and communication between the bridge and the crew hauling in the line.

view of the bridge of NOAA Ship Oregon II in the evening. the sky is not fully dark, but it is past sunset. most of the lights on the bridge are out; only red light illuminates the photo. two women stand on the far side of the bridge looking out different windows. — In the bridge, Operations Officer Heather Gaughan drives the ship while looking out the window to starboard while Commanding Officer Jesse Milton looks out the front.

As part of my Teacher at Sea experience, I was invited to deploy two drifting buoys as part of NOAA’s Adopt-a Drifter Program. This program helps connect students to ocean science as they track the movements and data from their drifters.

The drifter itself consists of a spherical float — like a large, rigid beach ball — attached by a tether to a drogue. The drogue looks kind of like a large windsock or a fabric play tunnel. It helps to anchor the buoy in the upper surface of the water, rather than allowing it to be tossed around in the wind and the waves. Students can track the drifter buoy as it moves along in ocean currents and gathers data on sea surface temperature. Other data gathered can include barometric pressure, wind speed/direction, and salinity.

The data from drifters can be used to support weather forecasting, as well as climate research. All of these drifters are part of the Global Drifter Program, which aims to maintain an array of these mobile data transmitters around the globe. You can see all the drifters on a map and click on each one to learn more about it here: https://www.aoml.noaa.gov/global-drifter-program/

Before deploying the first drifter, we decorated it with stickers and messages for my students. We chose a spot within the Gulfstream current to give the drifter buoy a good chance of traveling far. The batteries typically last about 400 days but they have been known to last much longer. Before we tossed it off the stern, the bridge made an announcement for anyone who wanted to come watch. It felt like a little celebration.

close-up view of the drifting buoy with a focus on the decorated surface float. we can see a few stickers and quotes written on it with marker — Our decorated drifting buoy ready to be deployed, deployment with lead fisherman Sean Gronquist, and a view of the buoy drifting away. (Photo credits: Cheyanne Vanderdonckt and Maysin Douglas)

alternate close-up view of the drifting buoy with a focus on the decorated surface float. we can see a few stickers and quotes written on it with marker — Our decorated drifting buoy ready to be deployed, deployment with lead fisherman Sean Gronquist, and a view of the buoy drifting away. (Photo credits: Cheyanne Vanderdonckt and Maysin Douglas)

You can track our drifter buoys at these pages:

Buoy #1: https://www.aoml.noaa.gov/phod/gdp/adp/dashboard.html#7810650/Moravia_Park_Elementary

Buoy #2:
https://www.aoml.noaa.gov/phod/gdp/adp/dashboard.html#7810651/Moravia_Park_Elementary

If you are interested in adopting your own drifter buoy, you can find the application and more information on the program (including lesson plans) at https://adp.noaa.gov/students-and-teachers/howtoadoptadrifter/

Personal Log

Aboard ship, we are beginning to ask one another what we miss from land. We miss our pets and going barefoot (not allowed for safety reasons on the ship). I miss my husband and taking naps on the couch with my dog. It’s also a little frustrating to see all this water and not be allowed to swim!

I am still enjoying being at sea, but I miss working within my realm of expertise. At my workplace, I am an experienced employee that people may come to for help with challenging student behaviors or ideas for teaching a tricky concept. Here I am helpful with routine tasks, but way over my head in scientific conversations. This is also really helpful for understanding the emotional dimensions of learning. When students are struggling, they need support but they do not need us to remove all of the discomfort. This is often our first instinct as we teachers tend to be compassionate people, but being able to tolerate some level of discomfort is critical to learning. Supporting students through this — rather than seeking to eliminate all friction — is how we can help them to become lifelong learners. Instead we can remind them that making mistakes and temporary confusion are normal parts of the learning process. You can invite students to think about skills they have now that used to be difficult or impossible for them and think about how they improved. Sometimes all we need is a reminder that we have done hard things before and we can do them again.

While learning more about sharks, I have also been learning how scientists and the ship’s crew manage to write reports and e-mails in an office swinging from side to side at an inconstant rate. For the last few days the ship has been rocking quite a bit due to swell from a storm off the coast of Florida. This has made it challenging to read or write. Large objects on the ship are secured to keep them and us safe, but not everything can be strapped down so there are still some things falling off shelves. We will go on deck for a set or haul and return to find computers or other equipment on the floor. Everyone takes it in stride as part of life at sea. When I applied for the Teacher at Sea program, the application stressed three qualities above all: flexibility, fortitude, and the ability to follow orders. I can see these traits in the people working aboard Oregon II and I’m thinking of ways I can help to cultivate them in myself and my students.

Did You Know?

A chronometer is a highly accurate clock that can keep time under extreme conditions, such as those encountered at sea. Accurate timekeeping was difficult at sea when clocks relied on mechanical components whose movement was affected by the constant motion on the water. Being able to keep time accurately was important for navigation, particularly for calculating longitude. The marine chronometer was invented in the 18th century and began a new era for navigation.

During my tour of the bridge, Commander Milton told me I should get an engineer to take me down to the engine room to see Oregon II’s chronometer. It was originally part of the ship’s predecessor Oregon and is 100 years old. NOAA has educational activities to learn more about geography and navigation at https://nauticalcharts.noaa.gov/learn/educational-activities.html