Geographic Area of Cruise: North Atlantic Ocean, Slope Sea
Date: July 24, 2025
Conclusion Log
On my first day sailing aboard NOAA Ship Pisces, I stood on the treadmill with my head held high. “I got this,” I told myself while setting my usual running metrics.
The treadmill was bolted down on the lower deck. Tucked among the engine systems.
It smelled like metal and salt. The air felt like a humid Texas summer: warm and dense.
“You’ve been training these past few months,” I reminded myself. “This will just be another run.” A few seconds in, I stumbled. Hard. The treadmill hadn’t budged… but I sure did! I’d swerved off and landed (thankfully feet first) on the floor.
Fast forward to my final days at sea: I’d completed consecutive 5K runs on that same treadmill. Boy… it wasn’t easy. But neither were the science mission nor my time at sea, and that’s where the reflection begins.
Just completed a run.
Celebrated the achievement.
Stretched and cool off on the flying deck.
I’ve been thinking about how much my time at sea mirrored my time on the treadmill. Here are five takeaways from running at sea; and what they taught me about science and teaching.
Accept help. You’re also a learner.
Next to the treadmill was a fan. During my runs, engineer crew members would pass by on their rounds and turn it on. They checked in (made sure I was cooling off) and reminded me I wasn’t doing this alone.
When I began the Teacher at Sea program, I had no experience with NOAA fisheries research or oceanography. I’d never lived on a ship. Let alone been out in deep water.
Every part of the mission, from scientific terminology to ship protocol and living, was unfamiliar.
Although, I wasn’t expected to know it all, my science team was patient. Like any great teacher, they scaffolded the learning: they explained terms, modeled procedures, and gradually released responsibility until I could confidently take on the tasks myself. To be among top scientists in their field. To feel welcomed, supported, and taught… was humbling.
All crew members aboard Pisces didn’t just show me the ropes. They reminded me that learning never stops.
I was a student again and that was a powerful place to be.
Begin steadily, avoid burnout.
There were moments, especially early on, when I wanted to try and do everything, even after my 12-hour shifts. I went from 0-100 fast, thinking that was the way to show commitment. A few days in, I was hit hard by exhaustion.
The same lesson applied to my runs. I’d start too fast and burn out too early.
Eventually, I learned to pace myself, both on and off the treadmill. I set boundaries, made time for rest, and remembered that sustainability matters more than speed.
I learned that I could be more helpful, more present, and more productive when I prioritized well-being.
Stay flexible.Conditions will change.
Shout-out to Emily Susko (program coordinator) for helping making this experience possible before, during, and even after the sail. Her patience reminded me that plans shift, even with the best preparation.
As a teacher, I know this well: you can write the perfect lesson plan, but students and life will take it in different directions.
The same applies at sea. From unpredictable weather to equipment delays, we had to adapt constantly.
Not everything was in our control but our responses and mindsets were. Flexibility didn’t mean lowering expectations. It meant adjusting our mindset and staying ready for the unexpected.
Even on the treadmill. It was calm and cool on some days but rocky and shaky on others. Eventually, I adapted, adjusted my balance, and kept going.
Stay grounded in your “Why.”
Our mission was to survey larval bluefin tuna. Some stations yielded many while others, none. But each time mattered.
We weren’t focused on isolated results but were focused on contributing to the larger scientific picture.
There were lonely moments at sea. I missed land, my family, and friends. But I reminded myself why I was there: my students back home. This “why” connected my work at sea with my work in the classroom, and kept me grounded.
Whether I was preserving fish samples or logging data at 2 AM, I knew I was part of something bigger that would outlast the sail itself.
Remain curious and humble.
One of the most memorable moments came after a shift. It was a quiet night. The storm had calmed, winds had slowed down, and Pisces‘s lights had dimmed. I walked out to the back deck alone.
Nothing surrounded me but ocean. I looked up and saw the Milky Way. Lots of stars above while I was surrounded by nothing but the ocean. I paused, stunned by the beauty. My mind loaded with curiosity and with many questions.
That moment was a reminder that there’s so much I don’t know. So much to still wonder about. And that wonder is a gift I’ll bring back to my students.
I will come home with the renewed motivation to bring the ocean back to my school community, not just through facts, but through curiosity. I want students to look at the world, land, sea, or sky, and feel and then share that same awe.
I’m grateful to NOAA’s Teacher at Sea Program for reminding me that learning is lifelong, and that the unknown is not something to fear… but to explore.
As educators, we wear many hats: teacher, learner, mentor, student. At sea, I was all of them. For that, I thank all crew members aboard who made this mission possible:
Of course… I can’t forget the science crew:
Chief Scientist Dave Richardson
Allison Black
Chrissy Hernández
Autumn Moya
Amanda Jacobsen
Kristen Walter
Elisabeth (Betsy) Broughton
Sarah Glancy
The science crew aboard NOAA Ship Pisces for the larval bluefin tuna mission.
Science crew: I’ll carry everything I’ve felt, seen, heard, and learned from y’all with me into every lesson I teach.
Until next time, everyone…
thank you for following my sea journey!
If you’re an educator interested in this opportunity, I highly encourage you to apply for the 2026 sail season.
I’ve been home from my voyage for almost two weeks, and I have been avoiding this last blog post because I don’t want the adventure to truly be over. (I have avoided unpacking my suitcase for the same reason!) But alas, all good things must come to an end. After cruising beneath the Golden Gate Bridge and making our way to port in San Francisco on June 26th, I immediately hopped on a flight back to Atlanta and was in my own bed by 2:00 a.m. the next morning.
Photo taken from NOAA Ship Bell M. Shimada as we passed beneath the Golden Gate Bridge into San Francisco.
Saying goodbye to everyone aboard NOAA ship Bell M. Shimada was bittersweet, because I honestly don’t know if I’ll ever see those people ever again. (Thank goodness for modern technology, though, which will keep us connected.) Being at sea is an experience unlike anything I have ever done, and I am filled with so much gratitude for everyone who made this trip happen.
Classroom Connections
So, what’s next for me? Well, teachers in my area return to school on July 21st, and so my summer is slowly slipping away. That means that very soon, I will have six new classes of oceanography students walking into my classroom, ready to learn about the ocean. But first, as with any classroom, we will spend some time getting to know each other before we dive into the curriculum. I plan on introducing myself with a slideshow of pictures and stories from my time at sea, because I want my students to see that an average teacher from a landlocked city without any special college degree can still explore the ocean. I went to school in this same district and was raised in this same town; I want my students to see themselves in me. I want my students to see that it is okay to be scared of something new and to try it anyway. I want my students to see that science is messy and can be unpredictable at times, but it’s all part of the process. I want my students to see science as a verb; as something that is experienced, not only something that is studied in school.
In addition, as part of my agreement with the NOAA Teacher at Sea program, I will be creating lesson plans for my classroom that incorporate some of the research conducted during my time at sea. I will also be creating curriculum content around oceanography careers for my students to explore. I also want to include social-emotional learning about skills such as collaboration, communication, and self-awareness.
I want my students to learn that it’s not always about what you know, but what you can accomplish alongside others. Learning in the classroom does not take place in isolation, and neither does working in the field. I want my students to leave high school and enter adult society as functional humans who can work with a team to achieve a common goal, even if they feel uncomfortable at first. I want my students to understand concepts such as comradery and morale, and to understand how their actions can affect others. And I want my students to feel confident in their ability to problem-solve and communicate with others in times of uncertainty. These are all skills that I witnessed firsthand aboard the ship, and I feel that these lessons are just as important as the science content that I teach every day.
This is goodbye for now, but as part of the NOAA Teacher at Sea alumni association, I hope there will be more opportunities for me to partner with NOAA to explore the big blue world. And in the meantime, I’ll do what the character Dory from Finding Nemo does – just keep swimming.
NOAA Ship Bell M. Shimada, docked in San Francisco.
NOAA Teacher at Sea Tonya Prentice Aboard NOAA Ship Henry B. Bigelow August 8 – August 24, 2024
Mission: Northeast Ecosystem Monitoring Survey
Geographic Area of Cruise: Northwest Atlantic Ocean
Date: September 20, 2024
Weather Data from Bass Harbor, Maine Latitude: 44.253636º N Longitude: 68.34944º W Wind Speed: 14 mph Air Temperature: 15° Celsius (59° F)
Science and Technology Log
Tremont Consolidated School’s Drifter Buoys: Exploring Ocean Data in Real-Time!
I was so thrilled to learn that Tremont Consolidated School (TCS) had been given two drifter buoys, allowing our students to participate in a cutting-edge, real-world scientific endeavor. Through the National Oceanic and Atmospheric Administration (NOAA) Global Ocean Monitoring and Observing Program, our students will track these buoys as they gather crucial data from the ocean. This is a hands-on, dynamic opportunity that infuses real-time ocean observing system data into our science curriculum! NOAA Adopt a Drifter Program
What’s a Drifting Buoy? A drifting buoy, also called a drifter, is a floating data collection device that travels with ocean currents. These drifters are equipped to record various ocean parameters such as sea surface temperature, salinity, and wave height, all while transmitting this data hourly via satellite. The buoys provide valuable insights into oceanic conditions that impact weather forecasts, climate models, and even search and rescue operations.
Why Deploy One? The data collected by drifters offers key information that supports a wide range of scientific and practical applications. This data helps scientists understand how the ocean circulates, predict the movement of marine debris or oil spills, and make better weather predictions. By tracking our adopted drifters, TCS students will gain firsthand experience in how this scientific data is used to analyze the ocean and its far-reaching impacts.
Bringing Science to Life for TCS Students At TCS, students in our science classes will be tracking and recording the drifter buoys’ locations and analyzing the data collected. They will plot coordinates on maps, explore ocean currents, and make connections between the data they collect and global environmental patterns. This interactive project brings abstract science concepts into a tangible experience, encouraging inquiry, problem-solving, and environmental stewardship.
Me deploying the first drifter buoy.Drifter Buoy #1 David Richardson (right), NOAA Research Fishery Biologist, and me (left) deploying drifter buoy #2.Drifter Buoy #2Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.Chris Melrose (right), NOAA Research Oceanographer, and me (left) deploying drifter buoy #2.
Personal Log
Sailing into New Horizons: A Farewell as a NOAA Teacher at Sea
As I sit here reflecting on my time aboard the NOAA research vessel, it’s hard to believe this chapter has come to an end. When I first applied to the NOAA Teacher at Sea program, I knew I would embark on a unique adventure, but I could never have imagined the profound impact this journey would have on me, both as an educator and as a person.
The early mornings watching the sunrise over the open ocean, the long hours of data collection, and the camaraderie of working alongside scientists and crew members—each moment has left an indelible mark. One of the highlights was observing the way oceanographic data is collected in real-time. Deploying CTDs, collecting plankton samples, and witnessing firsthand the vastness of our oceans reinforced the importance of understanding and protecting these ecosystems.
The lessons I’ve learned during this voyage are invaluable. I can’t wait to bring the excitement of real-world science into my classroom, showing my students that science isn’t just something they read about—it’s something they can experience. From tracking ocean currents to analyzing marine species, my students will have the opportunity to become oceanographers themselves, right in the classroom. I know the drifter buoy project, in particular, will captivate their imaginations.
This journey has rekindled my passion for inquiry-based learning and has reminded me that we, as educators, are lifelong learners. I’ve also come to understand the deep responsibility we have to educate the next generation about the importance of our oceans and the need for sustainable practices.
Of course, this experience would not have been possible without the incredible support of NOAA and the crew of the research vessel. Thank you to the scientists who patiently answered my endless questions and to the crew members who made me feel like part of the team. Your dedication to ocean science is inspiring.
As I sail back toward the shores of Maine, I’m filled with excitement for what lies ahead. I look forward to integrating what I’ve learned into my 7th and 8th-grade curriculum, empowering my students to become stewards of the environment. I also hope to encourage more teachers to take part in this incredible program.
Though this chapter is ending, I know it’s just the beginning of a deeper connection with the ocean and its mysteries. As Jacques Cousteau once said, “The sea, once it casts its spell, holds one in its net of wonder forever.” And I, for one, am happily caught in that net.
The Henry B. Bigelow Northeast Ecosystem Monitoring Survey Crew!
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ENS Danielle Remigio (left) teaching me how to drive the ship.Me spraying down the Bongo Nets.Me trying on my cold water immersion suit.
Chris Melrose (back), NOAA Research Oceanographer, and me (front) monitoring the CTD.
NOAA Teacher at Sea Nick Lee Aboard NOAA Ship Oscar Dyson June 29 – July 20, 2024
Mission: Pollock Acoustic-Trawl Survey
Geographic Area of Cruise: Eastern Bering Sea
Date: July 21, 2024
Science and Technology Log:
When I applied to the Teacher at Sea program, I was hoping to use my experience on one of NOAA’s cruises to enhance my AP Environmental Science class. Now, having just completed my time aboard NOAA Ship Oscar Dyson, I’m looking forward to incorporating pollock and fisheries research into my existing curriculum. The scientists’ research involved concepts that are already a key part of the AP Environmental Science curriculum, like biodiversity, sustainable fishing, and ocean currents. I’m excited to engage my students this year with more real life examples and photos from the cruise!
View from the bridge on the last day of the cruise.
I wasn’t expecting to see as many applications of computer science on the cruise – however, I was surprised to learn how much of the scientists’ job on the ship involves coding and statistical analysis. At any given time, it seemed like at least one member of the science team was coding in Python or R, creating new programs and data visualizations that would help make their research more efficient and effective. We relied on many different computer applications to collect both acoustic and trawl data, almost all of which had been coded by the scientists and their colleagues.
MACE MasterApp, the suite of apps the scientists use to collect and analyze data.
Some of these programs didn’t even exist just a few months ago, but they were created when someone on the team recognized an area for improvement. This represents a broader mindset of adaptability and collaboration I noticed among scientists. On the ship, plans constantly changed in response to weather, delays, and equipment malfunctions. While these could be frustrating, the scientists always looked for ways to still complete their research, troubleshooting with each other and with the other ship departments.
The science team on my cruise. From left to right: Mike Levine, Robert Levine, Dave McGowan, Abigail McCarthy, Taina Honkalehto, Moses Lurbur, Sarah Stienessen, Matthew Phillips, Nick Lee (Photo Credit: Emily Resendez).
I also learned how the scientists had been adaptable in their own careers. Most of the scientists I had worked with had not intended to study pollock when they were younger, and some had not even planned on studying marine science. However, when interesting opportunities presented themselves, they took advantage, even when this meant learning about a new type of research or traveling to a new location. Having different academic backgrounds meant the scientists had different perspectives, and each was able to contribute their own ideas on how to improve the group’s research. On this particular cruise, scientists were testing out cameras and studying pollock behavior at night in the hopes of improving their data collection methods for future surveys.
Personal Log:
I just arrived back in Boston after a few long travel days – I took a small boat from the ship to Dutch Harbor, and then I flew to Anchorage, then Seattle, and then finally Boston.
From left to right: Small boat being lowered from the ship and an eagle warning sign in Dutch Harbor (Photo Credit: Abigail McCarthy).
I’m still processing my experience as a Teacher at Sea, but overwhelmingly I feel lucky to have spent three weeks aboard NOAA Ship Oscar Dyson and grateful to all of the people I met along the way.
The crew of the ship were all kind and welcoming, and I was able to learn about the other departments on board. I was able to tour the engineering department, and I learned how the ship makes its own freshwater by evaporating seawater. I shadowed the survey technicians as they deployed CTDs (conductivity, temperature, and depth sensor), and I touched water samples they had captured from the bottom of the ocean. During one trawl, I joined the deck crew, and I was able to witness how they safely manage nets containing thousands of pounds of pollock. Finally, I was able to learn about marine navigation from the NOAA Corps Officers, and I was even allowed to (briefly) drive the boat!
From left to right: Engineering control room, streaming the net with the deck crew (Photo Credit: Mike Levine), and learning to drive from NOAA Corps Officer Emily Resendez (Photo Credit: Savi Morales).
I want to thank all of the crew and officers of NOAA Ship Oscar Dyson for making the past three weeks such a meaningful experience, and I want to thank the science team for letting me contribute to their research and answering all of my questions (special thanks to Robert Levine for editing these blog posts)! Finally, I want to thank Emily Susko and the Teacher at Sea Program for supporting me throughout this entire process.
Did you know?
Applications for next season’s Teacher at Sea Program open in November – more info can be found here!
Mission: Hawaiian Islands Cetacean and Ecosystem Assessment Survey (HICEAS)
Geographic Area of Cruise: Hawaiian archipelago
Date: September 1, 2023
When referring to sailing knots, the bitter end signifies the end of the line (i.e. rope to non-seafarers). I thought this fitting, considering the conclusion of my rich time at sea! From interacting with the different deck crew, I learned different ways to tie knots—sometimes the same type of knot. For example, though I knew the bowline before I set sail, I didn’t have a process that stuck in my memory. With the aid of the crew, I solidified a process for myself. Exposure to different ways to tie a knot (or in the case of the mathematics classroom, different ways to approach a problem) gives the learner autonomy to choose a method that suits their learning. I also learned how to splice. See pictures below!
Adult Brown Morph Red-footed Booby. Photo Credit: NOAA Fisheries/Michael Force (Permit #MB03330)
In the final week, all science teams (birders, marine mammal observers, acousticians, plankton team) wrapped up and prepared to disembark the ship. Traveling a total distance of 4,819.2 km, Leg 2 spanned 28 glorious days at sea. The cetacean team tallied 90 visual sightings (visually identified 15 species) and 122 acoustic detections. The seabird side saw 37 species and 4,124 individuals. The plankton team completed 39 net tows on Leg 2 and totals 44 tows overall. The images below from the HICEAS Map Tour page detail the specific cetaceans sighted and heard. I also include some cetacean photos taken by the marine mammal observers (MMOs).
False killer whale (a priority species) catches a Mahi-mahi from under sea trash (bucket lid). Photo Credit: NOAA Fisheries/Ernesto VasquezBottlenose Dolphin. Photo Credit: NOAA Fisheries/Gail Tang (Permit #25754)Cetacean Sightings and their Locations. Photo Credit: NOAA Fisheries Map TourAcoustic Detections and their Locations. Photo Credit: NOAA Fisheries Map Tour
The plankton team completed 39 tows in leg 2! Photo Credit: NOAA Fisheries/Gail Tang
It was an incredible experience to witness science in action. I often referred to my time at sea as “Science Camp!” Cruise leader-in-training, Yvonne Barkley (featured in this previous blog post), briefly interviewed me for the HICEAS 2023 Map Tour. Aside from the science, she asked me what I’ll bring back home with me from this experience. I had to incubate on this question and after some reflection, realized that what I’ve gained are all the connections I made with my ship mates.
Gigantic mahalo to Fionna Matheson (Commanding Officer). We had many conversations during the Conductivity Temperature Depth operations and over meals. We bonded over being women in leadership positions, as well as sharing family stories. Thank you for a smooth cruise!
Gail Tang (Teacher at Sea) and Fionna Matheson (Commanding Officer) sharing a meal in the mess. Photo Credit: NOAA Fisheries/Suzanne Yin
Personal Log
My true purpose on the ship was to create crossword addicts. I love collaborating on crosswords, so I brought a book of Monday-Friday New York Times (NYT) crosswords on the ship. The book mostly stayed up on the flying bridge where someone “off effort” (someone not currently observing) would read clues for the marine mammal observers on effort. In many of our jobs, listening to music, audiobooks, podcasts, etc, help us focus on the work at hand; similarly, pondering crossword clues helped the MMOs concentrate on searching for mammals. By the end of the leg, Andrea Bendlin (MMO) printed out a clipboard full of more NYT crosswords, and both Suzanne Yin and Paul Nagelkirk (MMOs) made their own crosswords that incorporated both the science and the science team members. I’d say I left my legacy!
Gail Tang (Teacher at Sea), Marie Hill (Cruise Leader) and Alexa Gonzalez (Acoustician) crosswording on the Flying Bridge. Photo Credit: NOAA Fisheries/Andrea Bendlin
Alexa Gonzalez (Acoustician) was one of my roommates! A Bachelor of Science in Marine Biology at University of Hawaii, Manoa initially brought Alexa from sunny California (Santa Clarita! We’re practically neighbors.) to sunny Hawaii. During her time at school, she volunteered for the Pacific Islands Fisheries Science Center (PIFSC) doing data entry and some monk seal responses for the Hawaiian Monk Seal Research Program. She also participated in outreach and marine mammal response for the Protected Resources Division of NOAA Fisheries Pacific Islands Regional Office. After graduation in 2018, Alexa had a fun job working on a tour boat wearing many hats as a deckhand, snorkel guide, and bartender. In 2019, she worked on monk seal population assessment efforts at the Hawaiian monk seal field camp at Holoikauaua/Manawai (Pearl and Hermes Atoll). Right after, she was recruited by the Science Operations Division to fill the role she’s in now, Biological Science Technician. She participates on different research projects at PIFSC as a diver, small boat operator, acoustician and lab tech. Below, you can see a photo of Alexa as a small boat operator on Malia.
Alexa Gonzalez (Acoustician) driving fast-boat, Malia, with Erik Norris (Acoustician), and Gail Tang (Teacher at Sea). Photo Credit: NOAA Fisheries/Gail Tang
Pizza and Mexican food top Alexa’s favorite food list, so what’s better than the fusion of the two at one of her favorite restaurants Asada Pizza in Sylmar, California. She loves to get the nopales pizza, topped with jalapeños and cilantro. Yum!! In my time with Alexa, I’ve come to learn the meaning of a quiet sort of connection. We didn’t have to converse much to enjoy each other’s company whether we were decorating Styrofoam cups to crush, playing guessing games in the acoustics lab, or doing crosswords! The lengthy down times made me very thankful for Andrea’s nail polish. Alexa and I had a spa night in the forward mess with Jason Dlugos (3rd Assistant Engineer) and Paul Nagelkirk (MMO).
Teacher at Sea, Gail Tang, takes a break during the plankton net tow to do MMO Paul Nagelkirk’s nails.Alexa Gonzalez (Acoustician) gives Jason Dlugos (3rd Assistant Engineer) a manicure.
3rd Assistant Engineer Jason Dlugos shows off the sparkles in his eyes and nails. Photo Credit: NOAA Fisheries/Yvonne Barkley
While most of us keep aurally busy while we work with our hands, the acousticians keep their hands busy while listening for cetaceans! Jennifer McCullough (Lead Acoustician) brought a never-ending supply of pipe cleaners to build objects. See some of the creations below!
Platonic Solids are now aboard the Sette!Acousticians Erik Norris and Jennifer McCullough collaborate on Cookie Monster.Cast iron fried egg, butter and toast, spaghetti and meatball (Gail Tang, Fionna Matheson, Alexa Gonzalez)
Food and Career Blog
I will really miss the meals aboard the Sette as well as all the conversations shared. Mahalo to all the stewards and friends who made sure I was fed, especially during teaching hours!
Potato pancakes topped with red cabbage and pork bellyTaco TuesdayMy Last Supper
As mentioned before, I tried to do one small thing that I did not do the day before to break up the routine. This week’s major routine-break involved Hawaiian shave ice, put on by Verne Murakami (1st Assistant Engineer)!! Though I recognize that sweets can taste good, I generally prefer savory, sour, or spicy foods. Regardless, I had a blast making shave ice for others. In particular, Zack High (General Vessel Assistant–GVA) and Paul Nagelkirk (MMO) allowed me to make their shave ices. First, a scoop of ice cream, then some ube. Shaved ice fills the cup, coming to a mound above the lip. Flavored syrups like mango or blueberry color the ice. Finally, a sprinkle of ling hing mui accents.
Gail Tang (Teacher at Sea) prepares shave ice for friends. Photo Credit: NOAA Fisheries/Suzanne Yin
Zack went to maritime school at Mid-Atlantic School in Norfolk, Virginia. Afterwards, he completed an internship on a vessel with the U.S. Navy’s Military Sealift Command. He learned basic CPR, safety and training, completed his Standards of Training, Certification and Watchkeeping. One of his professors sent his resume to NOAA and a year later, Zack started working in Nov 2021 on the Sette! Though he started in the deck department under Chris Kaanaana (Chief Boatswain/Bosun), two months later, he transferred to the engineering department for a different career opportunity. As part of his role as a GVA, he goes on watch, does rounds, goes down to the main control room to take readings, goes up to the main deck to record temperatures of freezers, look for leaks or other signs of disrepair. He hopes to become a licensed engineer with aspirations to go into private industry or another federal branch. Zack is a big fan of weight lifting and loves fishing with Verne, catching big tuna and mahi mahi. He calls himself a gearhead because he likes working on cars and going to car shows. He also enjoys going to see live music; his last show was an underground punk concert in Seattle. He would like to start hiking. Zack likes boxing and he even gave me a little lesson on the ship!
Zack High (GVA Engineering) satisfied with his shave ice!Zach High (GVA Engineering) shows Gail Tang (Teacher at Sea) how to box.
Paul went to Michigan State University and majored in environmental biology and zoology. He became a fisheries observer in the Bering Sea and then later worked in oil and gas mitigation in the Gulf of Mexico to reduce environmental impacts due to noise pollution. In 2013, he started both ship and aerial surveys with NOAA. In the aerial surveys, the plane follows transect lines 600ft over the water.
Paul has also conducted aerial surveys of the North Atlantic Right Whale through the New England Aquarium. The New England Aquarium is the pioneer and premier research institution for the Right Whale. They run the individual ID catalog for the North Atlantic Right Whales (see https://rwcatalog.neaq.org/#/). They know the whales’ relationships to each other since they perform year to year tracking for conservation efforts. Climate change alters the whales’ prey locations, causing them to move farther north towards Canada. Further, they are susceptible to entanglements from the lobster and crab industry as well as collisions from ship traffic because they tend towards the coast. The number of North Atlantic Right Whales left is disturbingly low, about 350, landing them on the endangered species list.
Paul and I became fast friends. I affectionately call him my “worstie”, but he really is a “bestie”. We shared his favorite food (Detroit-style pizza) at Pizza Mamo in Honolulu–I highly recommend! His other hobbies (some of which we share) include Wordle, biking, hiking, and disc golf.
Paul Nagelkirk (MMO) is pleased with his shave ice.
Many Mahalos
A very special mahalo to Cruise Leader 💞Marie Hill💞. Marie’s charm brought much energy to the science team. Her vibrant character will be missed!
Gail Tang (Teacher at Sea), Marie Hill (Cruise Leader), and Suzanne Yin (MMO) during HARP retrieval. Photo Credit: NOAA Fisheries/Suzanne Yin
Regrettably, my career highlights lack comprehensiveness. Give me another month, Teacher at Sea Program 😉, and I could feature everyone. I include some visual shout-outs in the images below!
Darryl Henderson II (GVA-Deck) relents to the pressures of Gail Tang (Teacher at Sea) to decorate for the international date line crossing.Darryl Henderson II (GVA-Deck) shows off his new domain of the golden dragon ‘do. Mahalo for the good times!
Logan Gary (Able-bodied Seaman) deploying the CTD during sunset. Mahalo for all the fun, especially singing Part of Your World on the boat deck! Photo Credit: NOAA Fisheries/Gail Tang
Mahalo, Chris Kaanaana (Chief Boatswain/Bosun), for all your years of service aboard the Sette!
A myriad of mahalos to Kym Yano (Cruise Leader-in-Training) for answering my many questions before going underway and welcoming me ashore with an Ilima and Tuberose lei. I’ll miss you!
Mahalo to all the scientists that cared for me, showed me the ropes, and involved me in all aspects of the science. Every rainbow I see will forever be a reminder of you. Photo Credit: NOAA Fisheries/Nich Sucher
Did you know?
You may be familiar with the duality of the word “aloha”, embodying both a greeting and a farewell. My exposure to new meanings of “aloha” through Chef Chris’s Aloha Kitchen: Recipes from Hawai’i cookbook by Alana Kysar inspired me to learn more. According to the Hawai’i Law of the Aloha Spirit,
“‘Aloha’ is the essence of relationships in which each person is important to every other person for collective existence. ‘Aloha’ means to hear what is not said, to see what cannot be seen and to know the unknowable.”
To all my community aboard the Sette, aloha.
NOAA Ship Oscar Elton Sette through the eyes of Gail Tang (Teacher at Sea). Photo Credit: NOAA Fisheries/Gail Tang
