I spent my last hour aboard NOAA Ship Thomas Jefferson very much the same as I did when I started: On the bridge watching the the NOAA Corp Officers maneuver the ship around the pier.
NOAA corp officers working together to dock the ship
As my time aboard the NOAA Ship Thomas Jefferson comes to an end, I find myself looking out over the Great Lakes one last time, reflecting on an incredible two weeks at sea. I’ve enjoyed so much of what I’ve experienced and I’ve learned even more. Over the past two weeks, I have had the privilege of stepping into the daily workflows of many of the departments that keep this floating laboratory operational.
In hydrographic surveying and science, I learned about the how the survey team operates the multibeam and side-scan SONAR, tracks lakebed topography, deploys the Moving Vessel Profiler (MVP) to measure sound speed through water columns, and processes bathymetry data to identify navigational hazards. Up on the bridge and aboard survey launches, I observed the seamless coordination of the NOAA Corps officers as they safely navigated tight survey grids and executed precision small boat operations. Down in the engine room and ship’s workshop, I saw firsthand how engineers and oilers maintain complex mechanical systems, monitor power generation, and custom-fabricate hardware to support the ship’s operations. Meanwhile in the galley, I learned what it takes for the steward department to feed the entire crew.
Above all, I experienced a culture of trust where every voice matters. Everyone continuously strives to do better, whether mastering ship and small boat handling or expanding their scientific knowledge.
Personal Log
With the start of the school year starting tomorrow, my excitement is shifting from the open water back to my physics classroom. I cannot wait to meet my new students and introduce them to everything I’ve learned during this journey.
So much of what happens aboard NOAA Ship Thomas Jefferson is physics in action—from sound propagation in water and wave mechanics to vector navigation, data processing, and engineering design. Being able to bring real-world NOAA data, live video clips, and genuine stories of STEM careers into our lessons will give our coursework a direct line to the real world.
More than the technical concepts, I am eager to model the collaborative, trust-based environment I witnessed onboard. I want my students to see that asking questions, checking each other’s work, and learning from mistakes aren’t just classroom goals—they are the exact habits practiced daily by professional scientists and mariners at sea.
This expedition through the NOAA Teacher at Sea Program has been an unforgettable experience. To the officers, survey technicians, engineers, and crew of the NOAA Ship Thomas Jefferson: thank you for welcoming me into your community, answering my endless questions, and showing me what true teamwork looks like.
The sunset on my last evening aboard NOAA Ship Thomas Jefferson
Did You Know?
Late one night during our mission, I stayed awake to witness a near-total lunar eclipse—when the Earth moves directly between the Sun and the Moon. From my vantage point, as well as back home, the eclipse reached about 96% coverage. For nearly two hours leading up to peak coverage, we found ourselves dodging the only rain cloud in the sky, though I still managed to capture photos at the start and just after maximum coverage.
At the very beginning of the lunar eclipse at about 10:30 p.m.
Mission: Shark/Red Snapper Bottom Longline Survey, Leg 1
Geographic Area of Cruise: Western North Atlantic Ocean
Date: August 19, 2026
Late afternoon on August 11, 2026, my last night aboard Oregon II.
On August 12, 2026, I disembarked from Oregon II and set foot on land for the first time in 17 days in Charleston, South Carolina. Gradually, the team we had formed for the first leg of the survey began to break up as people went their separate ways. Some would be embarking again in three days’ time for the second leg of the survey. Some were taking their vacations or heading back to work on land but would return for legs three or four. Others, like me, were only part of this one journey from Pascagoula to Charleston.
Arthur Ravenel Jr. BridgePhoto credit: Gretchen ArndtArriving at port in Charleston, SC
It is certainly a strange experience to work so intensely with a group of people – even living and eating meals together – and know that the same team will never come together again exactly as it is. Those of us who wouldn’t return were making way for new people to arrive and gain their own experience. (There is even another Teacher at Sea expected later in the survey!) This is also something we have to accustom ourselves to in education. For a year, we build a sort of family in a classroom, with our own rituals, inside jokes, and memories. Then we ultimately have to say good-bye so that everyone can move on and keep growing somewhere else. As a teacher, I want to make sure that what students experience in my class helps them to contribute the best of themselves to every new team they join.
This week I am returning to school to get ready for the new academic year. I am reflecting on what I learned from my work and life aboard Oregon II and how I can bring that to bear on my teaching and collaboration with colleagues this year. Of course there are many lessons about science and maritime careers. But there are also lessons about resilience, curiosity, and being willing to take risks. I enjoyed so much support from my family, friends, and colleagues at home. My entire district was cheering me on and colleagues told me how brave they thought I was for trying this. Yet it is this very support that allowed me to feel brave enough to go for this opportunity and follow through with it. Having a foundation of trust and support makes people more willing to take on new challenges. We can risk failure because we know somebody will be proud of us just for trying. This is the kind of culture that needs to be built in a classroom. As I decorate my classroom and write lessons, I am thinking of how I can both challenge and support my students this coming year.
That being said, I am also super excited to show my students pictures of sharks, sharks, and more sharks! It occurred to me how very few people have been able to touch, tag and hold sharks like I did. My students are going to be so excited and they will have so many questions for me. Besides sharks, I want to show them pictures of scientists working outside with tools that are like what they might find in a toolbox at home or what their parents might use at work. I want to show them strong scientists holding shark heads and tails to keep their colleagues safe while they measure and tag an animal. I want them to know that some of the scientists I met didn’t always have the easiest time at school, but they still went on to learn, achieve, and snag one of the coolest jobs in the world. I’m also eager to show them pictures of some of the cool machinery aboard ship and allow them to imagine what skills they might need to be an engineer or steward. A boat is like a floating city and it requires many talents to keep it safe and moving forward.
I’m looking forward to sharing what I’ve learned with other educators. (I’ve already had other teachers ask me about they can become NOAA Teacher at Sea!) In our first meetings back at my school, we discussed our main objectives for the year, one of which is to strengthen students’ writing in science class. Being a Teacher at Sea gave me a lot of first-hand experience with how difficult it can be to express scientific concepts clearly and how important it is to be precise. Yet the processes of recording, writing, and drawing can actually help us solidify new learning. Next week my students will be putting together their science notebooks in which they will record all their observations during classroom experiments. We will discuss the importance of taking precise measurements and recording them carefully with the correct units. (After being the data recorder while a team of scientists holds down a thrashing shark to measure it in millimeters, I feel like I have some insights to share.) I can’t wait to see those notebooks fill up with all of their learning and — most important — new questions to investigate.
If you have been following along on my journey, I want to take a moment to thank you. At times, it was a real challenge to sit down and write but then I would think about everyone who told me they enjoyed reading my blog or looking at my pictures. Knowing I had people excited to read about what we were up to on Oregon II or to learn something new about the ocean motivated me. It’s been such a pleasure to share this with you.
Not sweater weather, but fall is in the air, at least for now.
Final Blog and Reflection
This will be my last blog reflecting on and drifting in the Gulf. Due to getting caught up in the final moments at sea and reacclimatizing to land in Brooklyn, I’ve kept this blog at home. I had several colleagues and students asking about it.
By the time this is published, I will be behind the porthole of room 201 at New York Harbor School, a few weeks into the chaos.
Group photo of the day watch science team.
After my watch finished fishing, collecting data in the late evening hours of the 27th, I did some laundry and packed my bags. Yes, a whole day early; we still had more than 24 hours to get to Gulfport, Mississippi. Most people who were my shipmates didn’t live in the urban culture or environment. They were baffled by my intent on staying up late to do laundry, due to the desire not to bring home dirty clothes and take them to the laundromat.
Never got old, no filter. Taken with iPhone 16 Pro
Throughout my journey, I’ve mostly caught beautiful sunsets each evening during my shift, which didn’t get old.
I waited until the last day to wear my “Teacher at Sea” swag. Little do people know, I am superstitious. Even when I go to see my favorite bands, if I buy a t-shirt, I wait to wear it until after the three-day run or the tour is over, so I can’t ruin the vibes. Can’t represent until it’s over, and can’t sabotage the vibes.
Although I haven’t made it to the dock yet and stepped foot on land, the swag broke loose; fieldwork is over. So I thought. I didn’t expect to get dirty again on the 28th. However, the night crew was gracious enough to give me one more chance to collect and survey the Gulf. Photo op achieved, trying to study a tilefish that goes a little squirrelly. We also had an opportunity to see a shark – this survey hasn’t seen one in five years –roughskin spurdog, Cirrhigaleus asper.
Tossed the shirt on, last morning at sea. I have it under control, I promise.
My last two blogs were directly related to my own learning and gathering information to enhance the curriculum of the marine affairs program.
I untangle threads I’ve felt I was deficient in, traveling from a park ranger to the Marine Affairs instructor at New York Harbor School. The experience and the people I worked with, talked with, and learned from added a level to what I attempt to facilitate yearly. Like a puzzle, I had lost pieces too. More accurately, I never fully opened this puzzle. Glad I found the pieces.
As you can see from my last blog, I facilitate a fairly complex course for high school students. The content of the previous blog is what I try to reduce to 11th and 12th graders in some shape or form. It’s about to become more complicated due to this experience; more precise and methodical at the same time. More organized chaos coming your way.
I’ve seen every program offered at New York Harbor School on this ship. Most high school students have a hard time seeing several feet or years in front of them, and what these careers look like. I had no idea what I was doing when I went to college at 18, with aspirations to be a lawyer.
Crew on “Day Watch”
The projects on the ship I’ve been engaged in and the people I’ve been working with to do them, I can see our students at Harbor School pursuing. These insights help support them in following their passions and achieving them, including how to find them, how they evolve, and the resilience needed to try new things.
Often, pathways aren’t a straight line.
I know mine wasn’t. Like, what am I even doing on this ship in the Gulf of America, going back to teach Marine Affairs, Sustainability, and Urban Agriscience? It unfolded that way. Who knows what happens next with all the materials and networks I came back to New York City with? School starts on Sept. 2nd.
Science and TechnologyLog
The goal of the New York Harbor School Adopted drifters is to follow the Gulf Stream up to and around the Hudson Canyon. Can they make it?
The Gulf Stream is a powerful ocean current that transports water from the Gulf of Mexico up the U.S. coast, past North Carolina, and then heads northeast across the Atlantic. It carries an incredible amount of water—about 100 times more than all the world’s rivers combined!
This animation shows the Gulf Stream sending warm water to the North Atlantic Ocean, forcing colder water to sink and travel southward. Credit: NASA/Goddard Space Flight Center Scientific Visualization Studio
A map of the Atlantic Ocean depicts the flow of the Gulf Stream current
This current plays a massive role in shaping the climate and the ocean, affecting our lives on land culturally, economically, and environmentally.
It keeps Florida’s east coast warm and even helps places like England stay milder than they would be otherwise. The Gulf Stream also supports marine life by moving fish species that people rely on for food and the fishing industry. For example, some highly migratory species I mentioned in my last blog travel all the way to the Hudson Canyon from the southeast.
The Hudson Canyon is a massive underwater valley and the biggest submarine canyon along the U.S. Atlantic coast. The Gulf Stream’s warm, salty water can flow into the Hudson Canyon, affecting its temperature, salinity, and the marine life that lives there.
Surface Temp by Month and Submarine Canyons Credit – Mid-Atlantic Data Portal
Another essential process associated with all this movement of water is ocean upwelling. When surface water gets pushed, for example, by wind action, deeper water rises to replace it. This deeper water is colder and packed with nutrients, which act like adding nutrients to a hydroponics tower, but for the ocean. Because of that, areas where upwelling occurs are usually some of the best fishing spots.
Diagram of ocean upwelling. Credit: oceanservice.noaa.gov.
Drifter Buoy
The Adopt-a-Drifter Program has been around since 2004 and offers teachers ways to engage students in ocean observations from their classroom. I was lucky enough to deploy two of these data-collecting drifter buoys. The first I deployed as we steamed out of Miami and around the Keys—the other I deployed in the Gulf, near the Eastern Loop Current. The drifters transmit real-time data on ocean observations. This piece of scientific equipment measures the surface temperature of the ocean and is designed to measure other variables on the open ocean.
Harbor School adopts two drifters
Fingers-crossed, our drifter buoys follow this stream from the southeast, into the Atlantic, and as far as it can go before washing up on a shore or becoming part of a marine habitat. They can last up to 450 days. We are about one to two weeks into this journey. Where will it go? Below is how Harbor School and Marine Affairs students can track.
Students are creating ArcGIS maps that predict its trajectory and data collection points. We will publish those at a late date.
The drifter is drifting.
This map shows the locations of each drifter buoy deployment and the Gulf Stream Credit: ArcGIS Online made by Rob
As the drifter moves around, guided by ocean currents, measurements of atmospheric pressure, winds, wave height, and salinity can be taken. This data is collected by sensors in the drifter and transmitted to overhead satellites. The tracking of the location of these drifters over time can aid scientists in profiling ocean currents and allow students to engage in this work as well. Students can follow the drifter through its currents, watching for variables that move its course and monitoring surface temperature.
Tagged and ready to deployGetting Ready to deploy
The design of the drifter is super important.
The instructions were rather hilarious, and they made me feel like one of my students. They were precise and instructed me not to touch anything or start fiddling with anything. They are delicately packed, ensuring safe deployment. A drifter’s drogue – a device that’s shaped in a sort of cone shape, also known as a sea anchor- extends 20 meters (or 65 feet) deep and is designed to move with the near-surface ocean currents. The drogue and surface float move together, connected by a long tether.
Unfortunately, Drifter One has not yet made contact with the satellite….
Psych, it just linked up late Monday evening, August 25th, 2025, after our second drifter linked. This shows that patience, experimentation, trial and error, and science are held in high regard. I had a fear; I just tossed this instrument into the ocean and missed the mark on collecting data. It is quickly moving up the Gulf Stream along the eastern Florida coast, and the temperature has been chiefly constant.
The info below is correct to when the drifter linked up for us to track it.
Drifter ID card for Drifter 1
Closer view of additional data in drifter ID card
Trajectory of Drifter 1 as of August 26
Drifting buoy location data is transmitted once per hour.
Sea Surface Temperature by location
Since my landing to shore and being back at school, the drifter has moved quite a bit.
This came online within a few days of launching it off the stern. It’s doing as we intended. Toss it near the Eastern Loop Current. Let it swirl around, and hopefully, it ends up in the loop and shoots back around the Keys and then shoots northward.
Info below is right when the drifter links up for us to track it.
Drifter ID card for Drifter 2
Closer view of additional data in drifter ID card
Trajectory of Drifter 2 as of August 26
Drifting buoy location data is transmitted once per hour
Sea Surface Temperature by location
Although this is still in the gulf, it seems to be doing as intended; joining the Gulf stream out of the loop.
Refer to this link to see real time data from our drifter at sea.
Students have already been tracking and have predicted where it’s going. They have done some lessons on currents, wind, and climate. The drifters are adding in that delivery. A prize will be awarded for the closest prediction.
Stations fisheries and CTD data collect in the first 2/3rds of the leg.
I want to preface this by saying that this instrument stressed me out. First, I kept saying “CDT”; that’s not what it’s called. In addition, it’s always good to put the watertight lid on the underwater camera.
The CTD instrument is a giant depth finder with several physical and chemical sensors – pH, temperature, salinity, oxygen, depth, fluorescence – that collects data at every station we collected fisheries data at throughout the Gulf. There are two main jobs to deploy this instrument: monitoring its deployment and retrieval, and then lab data collecting. However, in order for those tasks to be completed during stations, there is another widely important job done by the survey tech on board the Oregon II.
Preparing
Remove caps to sensors
Hook up camera
Hook up light
Remove pH sensor’s protective buffer solution
Make sure all water pathways are open
Preparing CTD
Deployment
Lift CTD into water.
Hold at Surface, to allow the CTD to stabilize.
Send CTD down to just above the sea floor.
Reach just above the sea floor.
Bring the unit back up to the surface.
Wait for the lab to complete data collection before bringing it to the surface.
Deploying the CTD
Cleaning CTD
Clean with Fresh water thoroughly
Take Camera and Light Off
Put caps on instruments and sensors
Put pH sensor in buffer solution
Cleaning the CTD
Data Collection & Review
Data Collected from CTD Deployment
This data is used alongside catch data collected on the fisheries surveys, allowing scientists to make connections between water quality and fish caught. This data can be used in stock assessments.
Water quality and marine life abundance is directly related; complexly I might add. Water quality and the survivability of marine species contributes to our economic, cultural, and public health.
Monitoring water quality at the stations that fisheries data is collected, aids in determining the complex factors of species abundance and health. Moreover, these data points can help determine potential threats and aid in management plans for both water quality and targeted species.
Career Pathways Blog
I just want to preface that I didn’t speak to everyone on the ship for an extended interview on career paths in these fields. The goal of outlining the people below is to offer insight into what deck, below deck and science teams do on a research vessel supported by NOAA. As they call them, the “white ships.” This aspect of the trip is invaluable information for students at New York Harbor School. There were so many people I won’t get to highlight in this final blog that are part of the team.
James, the junior engineer, shared a stateroom with me.
Due to our shift times and structure, often I wouldn’t see some people. Sort of like two ships passing in the night. For example, near the end of my journey, was the first time I spoke to my roommate for more than two minutes at 12am. I had all intentions of getting up earlier to chat with people, but to be honest, I was waking up at 10am each day. Unlike my usual 4 am wake up in Brooklyn.
James – my roommate – is a junior engineer on the ship. Engineers have a variety of roles on a vessel at sea. Long story short, they keep it moving and operational. I was nervous to bother James, even though he was one the most approachable people I’ve met. Didn’t wanna be the Teacher at Sea that kept the ship from being monitored.
James had the most fascinating story and traveled from New Orleans to Seattle, to Hawaii and now Mississippi; working on several different ships in the NOAA fleet. I am so grateful for him welcoming me into his space – a space that he and another NOAA fleet member share, James is regular on the Oregon II – being so kind, helpful, supportive, and considerate to me being foreign to this whole experience. We gave each other space, respected our shifts, our sleep, in passing had a laugh or two, and got to know each other in the time we had. He found out I danced, and we had a love for famous tap dancers from the 90s.
He liked the room warm, I liked it cold. Which is funny, because generally I don’t like the AC, but it was a hot one on the Gulf for sure while pulling up those longlines. I froze him out, and he sweated me out. This is a joke, it was a funny occurrence between us, and got us talking. Mainly, because I didn’t know how to change the temp, nor wanted to touch anything and break anything. Always good to ask for help when needed.
I wish I had more time to chat it up, but from what I gather, engineers on shift got some things to do. But glad we got some time near the end of the mission to get to know each-other. We are now facebook friends and look forward to staying connected.
Part of living on a ship with people, particularly strangers, is empathetic communication. Advice to young people, you never know who you are similar too, and share interests with until you talk to them, and give them time to tell their story.
Below are people who took 45 minutes or more to chat with me on their pathway to Oregon II. We sat and had a conversation, it wasn’t formal, and I took notes. I wanted our conversations to be organic, and I had a hard time not relating to everyone I talked to. I had to keep myself from chiming in and telling my story. Below is what they do, how they got there, the greatest part of the job, toughest part of the job and what they do in their off time. You will see some differences and similarities among them all.
Anyone seeking careers on and for the ocean, these are good perspectives to consider.
Gretchen – Senior Survey Technician
Gretchen hanging with a remora fish
Gretchen manages all weather and oceanographic sensors on the ship, ensuring data accuracy across the board. It sounds simple, but as I learned, it takes specialized skills. She holds a B.S. in Biological Sciences and a Certificate in Environmental Science from Florida Atlantic University.
Gretchen’s journey in marine biology began at community college, with aspirations to work on white sharks. She interned in South Africa and studied in Florida, returning to Africa for shark ecotourism. She volunteered on sea turtle nesting and worked with the American Shark Conservancy, later studying blacktip shark migration. After COVID disrupted her master’s plans, she worked in the Everglades and pursued water quality initiatives, eventually becoming a survey technician at NOAA after multiple applications.
I first met Gretchen right after checking into my stateroom. Before we even left the dock, she was walking me through the CTD instrument.
We share a common thread—school wasn’t easy, and people told us to pick an easier path. Well, she made it to sea, and I made it as a teacher.
Advice? Compete with yourself, that’s what matters.
Her most important tool? A multimeter—she does a lot of electrical work to keep instruments running. She also blends her love for sharks with water quality research.
The hardest part of her job? Is balancing time at sea with a social life.
Off duty? She’s a beach bum, into arts and crafts, and a big fan of death metal.
Will Tilley – Earth and Resources Technology Contractor on Fisheries Surveys
Will doing what he loves
Will assists with running longline surveys as a contractor for NOAA through Earth and Resources Technology. His role covers everything from prepping gear, coordinating volunteers, and collecting data during surveys, to processing the results afterward.
His passion for the ocean began at a young age when he visited NOAA’s lab in Pascagoula during a marine biology class. Inspired by the experience, he volunteered and demonstrated persistence in pursuing his goals, highlighting the importance of first impressions and networking. After joining a summer longline survey as a volunteer, he was invited back for more roles while still in school. Following some life changes, he returned to education and completed his B.S. in Marine Biology at the University of Southern Mississippi during the COVID pandemic. He gained valuable experience at the Gulf Coast Research Lab, working his way up from a research tech to positions in gillnetting, trawling, and plankton research, ultimately developing a love for juvenile fish studies and genetics projects.
His advice? Keep an open mind. Tunnel vision won’t get you far in this competitive field. Passion matters more than money, and persistence pays off.
His most important tools? Identification guides and fish ID charts—essential for accurate data collection.
The best part of the job? Is getting paid to do what he loves.
The hardest part of his job? Working in the heat and being away from family and the farm for months at a time.
Off duty? When he’s not at sea, he’s on the farm in Mississippi—a place he grew up and now manages. He loves fishing, hunting, and being outdoors. And if marine biology hadn’t worked out, teaching would have been his next path—sharing his love for the ocean with others.
Josh – Chief Bosun
Josh is the Chief Bosun on the Oregon II. Josh was somebody I talked with frequently on the trip. He was a wealth of information, and experience, and never turned down an opportunity to teach the Teacher at Sea.
Never misses a sunset in the Gulf.
Josh earned a degree in Marine Biology and started his career as a fishery observer in Alaska and the Gulf of America. “He started his career with NOAA as a contractor, collecting biological data on commercial fishing vessels. This job eventually led him to the Oregon II, where he was involved in a project that taught AI to identify fish caught on the NOAA SEAMAP groundfish survey.” As a fishery observer, he collected data on commercial boats, often spending up to 45 days at sea. Inspired by fellow NOAA staff who transitioned from observation to careers within NOAA, he pursued this path. Eventually, he became chief bosun, managing operations, overseeing the deck department, handling inventory, and serving as a liaison to maintain the chain of command.
His advice? He emphasizes the importance of being specific about your goals and pursuing them fully. Combining passion, skill, and opportunity can make a dream job a reality.
Favorite part of his job? Josh loves being on the water—the sunsets, the freedom, and the chance to fish whenever possible. Ideally, he’d like to sail and fish without working for anyone, but NOAA offered a way to combine his passion for the ocean with his science degree, even when not directly on the science team.
Toughest part of the job? His role required both planning and flexibility, because life on the water is full of unexpected challenges.
If it moves and shouldn’t? duct tape, if it doesn’t move and it should? PB Blaster
Off duty? Fishing on his off time gives him a sense of peace and escape from the world. He literally gets right on his boat after he gets back on land from the surveys.
Amy – Rotating Engineer
Amy was given a shot at the hook.
Amy is a Junior Unlicensed QMED who took the “hawsepiper” route—a non-maritime path into the work. She manages and maintains the ship’s engineering systems, including propulsion, electricity, potable water, toilets, lighting, and hydraulic equipment, ensuring the vessel can operate and the mission can happen. On NOAA diving ships, she’s also involved in hull husbandry and underwater maintenance.
Amy has a degree in Marine Biology and enhanced her skills through scuba diving. She obtained a captain’s license and has a strong connection to boats from her upbringing in the Outer Banks and New Hampshire. Recognizing vessels as vital for marine education, she gained experience working on yachts and leading expeditions before joining research vessels at NOAA, where there is a high demand for QMED positions.
Her Advice? Take the fantasy out of the idea and pursue the idea.
Her most important tool? A flashlight—for scanning and emergencies.
The most challenging part of the job? Understanding that machines have their own ways of working, and humans influence them. Balancing that dynamic requires clear communication and patience.
Off duty? Amy loves Frisbee, sailing, and swimming, and she encourages everyone to sail at least once. Her advice: never say no to opportunities. Research vessel work isn’t always glamorous—some tasks are more fun than others—but everything contributes toward the mission. She emphasizes removing fantasy from expectations and focusing on the experience itself.
Kristin – Fisheries Biologist and Survey Party ( Acting) Chief
Kristin measuring length of shark
Kristin is currently serving as the Field Party Chief (FPC) on this survey leg, coordinating logistics and ensuring the science team has everything needed to run the survey. She organizes the crew, manages tools, and liaises between operations and deck teams, adjusting stations as sampling dynamics require, and acts as the day watch lead. On other legs, she has also led night watches.
Offshore, Kristin manages the year-round logistics of the longline survey, reviewing and merging data to ensure accuracy after long days at sea. She contributes to SEDAR stock assessments for the Southeast, collaborating with various stakeholders to ensure that survey operations run smoothly.
Kristin’s early fascination with marine life was sparked by watching Jaws, which led her to extensively read about sharks and cultivate a passion for the ocean. Inspired by a high school biology teacher, she pursued a degree in biology and a chemistry minor at Virginia Tech. Her practical experience includes work at a biological field station, various tech roles in marine mammal research, internships focused on sharks in Panama City, volunteering on the Oregon II, and contributing to NOAA projects during the oil spill response. These experiences enhanced her appreciation for applied science and NOAA’s mission-driven initiatives.
Her Advice? Cooperation, patience, and interpersonal skills are essential for navigating life at sea and on land.
Best part of the job? She enjoys the excitement of surveys—there’s always the chance to encounter something new at sea.
Most important tools? Zip ties and duct tape, plus a positive attitude.
The toughest part of the job? Is being away for extended periods at sea and navigating the many stakeholders in the world of fisheries surveys.
Umbrellas for Mardi Gras made by Kristin
Off duty? Kristin enjoys Mardi Gras, crafting glittery projects, baking (including sourdough), and attending live music events. She’s honest about the competitive nature of the field, emphasizing that pursuing a career in marine science requires determination, flexibility, and the willingness to accept that things don’t always go as expected.
Personal Log
This will probably be one of my last blogs floating and rolling in the Gulf. Moreover, it’s also in part reflecting a week after I returned. School has started, and I’ve already started using things I’ve gained – both professionally and personally – while being a Teacher at Sea.
Students are predicting buoy movementDay two of class already. by the water.
I was pampered with bright skies and calm seas 90% of the time. It got a little rocky for a few days but I was able to utilize my sea legs. As this journey unfolded it reminded me of living in New York City. Although it’s a vast city, we are kind of all on top of each other trying to make it through the day with a mission ahead of us. Being at sea taught me to be humble, and grateful. Not that I wasn’t before, but it made me cherish it. There was a calmness at sea, despite the short stint of the rolling waves and the ship swaying. I know what people meant, when they said they loved doing what they do. Although being at sea, away from people on land, the work of this ship has an organized chaos that brings peace to one’s soul.
We can learn a lot from the white ships.
Especially with those that are doing it because of NOAA’s mission and goals. Its been interesting describing my experience. I feel people want me to complain or describe how hard it was to be in the Gulf; in the heat, on a ship, doing something I never did before, with strangers, fishing for sharks, handling sharks, and the list can go on. But to be honest, it wasn’t hard at all. It is, but it isn’t.
One last sunset, and still learning.
Yes all those things are hard but it all makes sense why they have teachers go on these missions. We have a growth mindset, or most of us do, to keep learning and challenging ourselves to evolve with the times. I’ve been teaching for 13 years. If I don’t change, my students will suffer. Just like communities at sea on Oregon II, we need to work together and communicate. Especially, when a larger mission is at stake like NOAA’s.
Not a Real Shark
This experience at sea reminds me of teaching; you need to be able to change, adapt, and be teachable. To be honest, my observation is, being on the ship in the middle of the Gulf, everyone needs to be like that. As I said in one of my earlier blogs, we can learn lots of things from people who work on the NOAA “white ships.” That mindset can translate. Nothing says, flexible, compassionate and approachable like people on a ship together for a couple of weeks monitoring our natural resources. Anything can happen and you need to be prepared for it. This experience reminded me of commuting by bike to work. You can get comfortable, but the world says, slow down and pay attention. Anything can happen at sea, anything can happen on land. Pays to be kind, teachable and adaptable. This experience reminded me of that motto.
It’s been a challenge. A challenge well expected, welcomed and enjoyable. I think that’s one thing I would like to impart from my blogs, to my colleagues and students. Never turn down opportunities to learn, we don’t know it all, and you don’t know where experiences could take you. This was hard but an open-mind and humility made it easier.
Final Station of Fishing
This journey has continued my route I’ve been engaged in for the last few years. I was asked to start a course at New York Harbor School, and experiences like these enhance myself as an educator and the community I serve. Hopefully, this journey hooks some folks – colleagues and students – to be inspired like I have throughout this journey. Moreover, I’m looking forward to reading next year’s Teacher at Sea blogs.
Hooking experiences and the longline
I welcome any chance to do this again. I wonder if my students would jump at the chance?
Full transparency and sort of tells the whole story of these blogs; trying to reach students with valuable information for their future and interests. Moreover, this experience strengthened my knowledge and skills to do so. The video has been edited. I missed catching the long line with the grappling hook a few times. Don’t believe all the pictures and videos. Beyond the photos are people trying and often failing. The best way to learn something is by doing and learning from others. We all make mistakes, and it’s not the end of the world. However, at sea, although mistakes happen, it’s a time of reflection because sometimes when doing science on a ship at sea, it is best not to make mistakes. I made mistakes while on the trip, I asked for help and guidance.
Final words for students:
Fear isn’t always a bad thing if its coupled with an attitude of open-mindedness and a teachable attitude. Like Amy said, take the fantasy out of the idea.
You are asking great questions. Answers are in the blogs; if I missed them, I will answer in class.
Teacher at Sea; on land and on bike with students mapping climate issues and solutions. Photo courtesy of New York Harbor School.
Mission: Integrated West Coast Pelagics Survey (Leg 4)
Geographic Area of Cruise: Pacific Ocean, California Coast
Today’s Date: August 23, 2025
Weather Data from the Bridge:
Latitude: 44° 00.5’N
Longitude: 124° 28.0′ W
Wind speed: 15 kts.
Wave height: 2 ft.
Air temp.: 16° C (61° F)
Sky: Clear
Science and Technology Log:
When attempting something for the last time, it can be nice to end on a high note, or in other words, to go out with a bang. Our last CPS, coastal pelagic species, haul of this mission was a high note. Not only did we catch almost exclusively our target, but the speed and efficiency with which we processed the catch was the finest of this mission. While we were in the middle of processing, it struck me how we knew our roles and communication was no longer about how and what to do, but was clear and concise. It was a team communicating to get a job done.
I especially felt much more confident and helpful. I was able to sort the catch, collect and enter the data, collect the otoliths, and assist in the clean up. I am still not as fast as my far more experienced teammates on this excursion at collecting the otoliths, but I think they were surprised at how much quicker I was this time.
Mostly today we caught jack mackerel. We had so many that we needed to use the hopper and the conveyor belt to make the processing go more quickly. This was the first time that we needed to use it on this trip. It was fun to see how excited everyone was.
Using the conveyor belt.Holding a Jack Mackerel.
I also had the opportunity to deploy a second drifter buoy during this mission. The last one was deployed during the night, but this one was during the day. This one was marked with a special message, “GO PACK GO!”, as well as the names of my students and my children. I cannot wait to see where they go and how long they are at sea. According to the global drifter array, the closest one right now is from South Korea and has been in the water over 1400 days! I hope this one can match that. If you or someone you know would be interested in participating in the Adopt a Drifter program, you can find more information on how to participate by clicking the link.
The drifter is ready to be deployed.Drifter overboard!
The end of this mission is here and my work is finished. There is much work ahead still for many of the scientists on board with me using the data we collected while at sea. Analyzing the data plays a huge part in helping to make informed decisions about commercial fishing and keeping the pacific CPS populations healthy.
Personal Log:
In The Return of the King, J.R.R. Tolkien wrote, “Well, here at last, dear friends, on the shores of the sea comes the end of our fellowship.” Often it can be bittersweet when a chapter in your life comes to an end. This is a small part of my life but an experience that will stay with me for a lifetime. I am saddened to see it come to an end, and I am eager to get back home too. I learned a lot and I met great people. I think what I will miss the most is learning about so many new creatures and being in one place with so many experts in their fields. I will definitely not miss fighting sea sickness though.
This was a terrific program and I am honored that I had the opportunity to participate in the Teacher at Sea program. I started this project looking for a new adventure to bring back into my classroom and to try to inspire my students to go out and do new and exciting things for themselves. I feel that with the friendships I have made and the knowledge I have gained I am ready to enhance my lessons for my students for years to come.
Last morning at Sea.
On our way back home.
Back in Newport with some of the scientists.
Did You Know?
There are more than 33,000 different types of fish species. That is greater than all of the other vertebrate species (mammals, birds, amphibians, and reptiles) combined, and there are likely more fish still to be discovered.
Can you identify this species?
*Hint – I am holding one in the picture above. It’s a Jack Mackerel. Jack mackerels are the biggest of the CPS that we are looking for on the West Coast Pelagics Survey. You can identify them by their dark blue-green coloration on top and their silver below.
Geographic Area of Cruise: Atlantic Coast of Florida
Date: August 15, 2025
Weather Data from the Bridge (on our Boston Whaler)
Latitude: 41° 42.48’ N
Longitude: 070° 38.34’ W
Wind speed: 0-1 kts
Wave height: 1-2 ft
Air temp.: 26.7° C
Sky: Clouds
Science and Technology Log
The end of the trip wrapped up rather quickly, requiring us to steam for a while between stations and from the last station to the port of Miami Beach, FL, by noon on August 10. During this leg we were able to sample 45 stations between Miami and Cape Hatteras, NC.
NOAA Teacher at Sea Cheryl Milliken holding an Atlantic sharpnose shark that she tagged with an external button tag prior to releasing over the side.
While on my trip, I wanted to highlight some of the many careers on the ship. I interviewed someone from NOAA Corps, a scientist, a survey technician, two fishermen, and an engineer to get a range of job prospects on this ship. Today I have two people who have great influence on the culture of the ship: the chief steward and the commanding officer. Each of these people took a different path to get to Oregon II, and each person had a common goal: to support and conduct solid science.
Interview with Celeste Morris
Miss Celeste Morris, Chief Steward, and Kierra Bradley, Second Cook, in the galley. These two women were so personable and thoughtful, adding to the culture of family on NOAA Ship Oregon II.
Anyone who has been on a vessel at least overnight knows the most important position to maintain positive morale on the ship is the chief steward (head chef!). Our trip was no exception, even though our chief steward was an augmenter. Miss Celeste Morris serves a unique role among NOAA’s vessels: she moves from one ship to another in order to take the place of (augment) the chief steward when they go on vacation. Celeste started out as a teacher in Savannah, Georgia. She volunteered on a cruise, and one of the scientists suggested she apply for a position. “Well, I can’t be an engineer, so I applied for 2nd Cook.”
She has been on many vessels in the NOAA fleet. When not working, she likes to see her two grown daughters and her granddog. Thank you, Miss Celeste, for greeting us all with a smile and friendly conversation whenever we approached you in the galley. I loved trying all the new-to-me dishes that you made. Shoutout to Kierra Bradley, the 2nd cook, who kept up with everyone’s dishes and made a to-die-for mac and cheese!
Interview with CO Adam Reed
CO Adam Reed on the Bridge in Miami Beach, FL, on the last day of our trip.CO Reed’s notorious Manatea tea infuser.
The last person on my interview list is the Commanding Officer (CO), CDR Adam Reed. CDR Reed has only a few more months on the ship; he will be transferring command to CDR Jesse Milton in January 2026. CDR Milton has had several very interesting appointments, including time on American Samoa and a 10-month stint as station science leader at the Amundsen–Scott South Pole Station in Antarctica! Jesse was on this leg getting a feel for the vessel, and he proved himself to be ready and knowledgeable when that time comes. In the meantime, CDR Reed will stay at the helm to support the Southeast Fisheries Science Center on NOAA Ship Oregon II.
NOAA Corps Officers on the Bridge following docking in Miami Beach, FL. From L to R: Ensign Vincenzo LeDonne, CO Adam Reed, Cdr Tracy Miller, LT Luke Petzy, XO Pete Gleichauf, and CO Jesse Milton.
This leg seemed to have an abundance of NOAA Corps officers, but that may be a typical situation. Along with CDR Adam Reed and Jesse Milton, CAPT Tracy Miller, director of training for OMAO (Office of Marine and Aviation Operations) Training, was present to command a shift. LT Luke Petzy was generally at the helm during my watch, and commissioned bridge officer ENS Vincenzo LeDonne was on with the night watch. LCDR Pete Gleichauf, the Executive Officer (XO) of the ship, had to read all my blogs to make sure there were no errors, and for his positive comments I am grateful. Many of these NOAA Corps officers, as well as the crew, had background training in science but ended up on this support path.
CDR Adam Reed has been in the NOAA Corps for nearly 18 years. He is originally from Colorado and graduated from Colorado School of Mines with a degree in Engineering Physics. This is his first time as CO on a NOAA vessel, but he has spent time as XO on three other ships: NOAA Ship Rainier (around Alaska), NOAA Ship Fairweather (Rainier’s sister ship in Alaska), and NOAA Ship Ferdinand R. Hassler (a coastal mapping vessel that works along the Great Lakes to the Gulf of America [formerly Gulf of Mexico]). NOAA Corps officers generally serve in a rotation of sea assignment lasting 2 years, followed by a 3-year land assignment. CDR Reed was stationed at Northeast Fisheries Science Center (NEFSC) in Woods Hole, MA, prior to his current appointment on Oregon II. When his duties end here, he will be stationed at Newport, RI.
What do you like most about the job?
“I like traveling to all the different places and ports. I consider myself a foodie, so I like to go out to local restaurants.”
I know you live in Falmouth, MA, with your wife when you’re not at sea. What are your favorite restaurants there?
“I’d have to say Bluefins [Bluefins Sushi & Bar on Main Street in Falmouth], but we go to the Pickle Jar more often [also on Main Street]. We can walk to downtown, which is great.”
What hobbies do you have?
“I like to play video games and Dungeons and Dragons. I play curling in Falmouth. I like to ski in Colorado.” [He also loves puns! Sometimes the daily plan will have a pun from him to lighten the mood.]
If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
“The one tool [that is already invented] would be dynamic positioning. It’s an integrated system of computer controls that coordinate all engines automatically. Smaller ships can do this, but Oregon II is very analog. O II is single screw, meaning only one propeller. Some ships in NOAA’s fleet, like Okeanos Explorer, have that [technology].”
As of today, Drifter #1 is about 20 miles east of Topsail Beach, just north of Wilmington, NC. Drifter #2 made a solid loop in its track but now appears to be back in the Gulf Stream. Although we were nervous that we would not be close enough to the Gulf Stream during our initial plan to launch Drifter #3, it appears to have progressed well in that path.
Personal Log
Now that I am home and have some time to reflect, I appreciate how everyone on NOAA Ship Oregon II welcomed me into their family. Living on the ship for seventeen days requires patience, grace, and courtesy, and my shipmates were well-versed in all of that and more. I have to get back to school on August 26 (students start on September 2), and I know these folks are rooting for me to teach my students all about how I spent my summer.
Day watchNight watch
First photo: Day watch, L to R: Evan Winters (volunteer), Tera Winters (contractor), Sean Gronquist (skilled fisherman), Cheryl Milliken (NOAA Teacher at Sea), Mike Fountain (oiler and stand-in crane operator and fisherman), Trey Driggers (chief scientist), Josh Cooper (lead boatswain), and Gretchen Kruizenga (senior survey technician).
Second photo: Night watch, L to R: Lila Xenakis (volunteer), Henry Legett (volunteer), Kristin Hannan (acting Fieldwork Coordinator and lead of night watch), Nick Hopkins (Fisheries Methods and Equipment Specialist at SEFSC), and Noah Harris (volunteer).
Prior to sailing, I was most concerned about seasickness. At my annual physical, I explained my trip to my primary care physician, and she prescribed Scopolamine patches for my time at sea. I was fortunate that when we left Pascagoula, we were in calm seas for a few days, and noticeable waves didn’t hit us until we were heading up the east coast of Florida. At that point, I felt a little queasy, but I chewed on some candied ginger and made sure to drink lots of water! I now know that there is a successful way for me to manage seasickness over a long period of time at sea. That was a game changer!
The meals on the ship were outstanding. We always had a choice of two meat entrees, a side, and fresh vegetables. Lots of people on the ship were focusing on getting enough protein, and Celeste met those needs with healthy portions. We had to sacrifice the large red groupers and red snappers for age and growth measurements (by extracting the ear stones, or otoliths), so people filleted the meat off those individuals, and we all enjoyed some fresh fish. The crew have amassed a huge assortment of condiments (including mayonnaise that doesn’t need refrigeration…!), so it was fun to try new sauces on things like pulled chicken and chicken tenders. My love for roasted vegetables has increased thanks to Celeste offering items I don’t generally eat!
It’s funny to think about the crew out on another leg, while I and several of my colleagues on Leg 1 will only sail once. I think a bunch of the volunteers will go out again, but my perspective of the cruise is the 16-day snapshot of our specific time together. Kristin Hannan is out with Teacher at Sea Robert Markuske, training him and helping to launch more ocean drifters.
I am excited to see what Lila Xenakis does in the future. She is a master’s student in the Daly-Engel Shark Conservation Lab at Florida Tech (Florida Institute of Technology). Students from this lab try to volunteer on the shark bottom longline survey because they get fin clip samples from sharks caught during the survey, which adds to their database of genetic samples. They need hundreds of samples to examine populations of sharks in a meaningful way, and it’s not fair to ask for samples without pitching in. Besides, who doesn’t want to experience sharks up close and personal?
Dr. Toby Daly-Engel and her students examine ecology and reproductive strategies of different shark species by examining patterns in nuclear and mitochondrial DNA. Some shark species exhibit philopatry, meaning they go back to their birthplace in order to reproduce. This behavior is also exhibited in turtles and river herring, for example. By looking at the DNA, these scientists can tell if the populations are mixing or if they are inbred. Samples from east of Florida and the southeast can answer these questions. The more questions that are answered, the more there are to answer! Scientific research is a never-ending journey to find the answers.
Did You Know?
Sharks have a unique organ for digestion known as the spiral valve. The microbiome (microorganisms that live) in sharks’ spiral valves differs not only from species to species, but even among the layers of the valve in an individual! The microbiome, or bacteria, must help digest different parts of their meal as it moves through the spiral valve.
Something to think about:
While on our trip, we were targeting large sharks and large reef fishes because of the hook size that was used. Meanwhile, in the waters around Cape Cod this summer people have seen several hammerhead sharks and a juvenile tiger shark: Hammerhead Sightings Increase In Upper Cape Waters; Fisherman Hooks Tiger Shark. In addition, the Atlantic White Shark Conservancy, with the help of MA Division of Marine Fisheries shark biologist Greg Skomal, tagged ten great white sharks in Cape Cod Bay this past month. Of course, this is the 50th anniversary of the release of Jaws, so the many events to signify this occasion keep sharks forefront in our minds here on the Cape.
Are the sharks being seen more frequently because people are looking for them? Is more food available to these sharks than in the past? Is the increase in temperature of waters off Cape Cod causing the sharks to stretch their distribution further north, or is it an anomaly? We will have to see, and I am glad NOAA Fisheries is out there collecting data on fishes over a long time frame to be able to make informed decisions about the species that are commercially important to us.
