Mission: Shark/Red Snapper Bottom Longline Survey, Leg 3
Geographic Area of Cruise: Western Gulf of America
Date: September 17, 2026
Weather Data from the Bridge
Latitude: 29°26.7622 N
Longitude: 94°12.5035 W
E/NE Winds 21 kts.
Seas 4ft E/NE at 4 seconds
Operations are currently suspended due to weather conditions.
Science and Technology Log
CTD Deployment
Krista and the CTD
Since learning about the CTD (Conductivity, Temperature, and Depth) from Dr. Miller-Way at the Dauphin Island Sea Lab years ago, I have been excited to finally help deploy one as part of our survey. The CTD is much more than a device that measures conductivity, temperature, and depth—it is essentially a package of sensors that gives scientists a detailed picture of the water column and the seafloor.
At each station we encounter, we deploy the CTD to collect a sample. I help attach the camera and light and remove the protective caps covering the tubes where the water samples are brought to the sensors before deployment. Once the CTD is lowered to the bottom, the camera captures images of the seafloor. The scientists use these images, along with two weights secured to the bottom of the CTD that disturb the sediment when they reach the seafloor, to help determine the bottom composition—such as whether the substrate is primarily mud or sand. Knowing the composition of the seafloor is another important piece of information for understanding the habitat where we are sampling and the types of species that may be found there.
As the CTD moves through the water column, its many sensors collect a wide variety of information:
Conductivity: Measures how well the water conducts electricity, which is used to calculate salinity.
Temperature: Records the temperature of the water at different depths.
Depth: Tracks the CTD’s position in the water column.
Dissolved oxygen: Measures the amount of oxygen dissolved in the water, which helps scientists understand the conditions available to marine organisms.
Fluorescence: Detects fluorescence from chlorophyll-a, giving scientists an indication of the presence and relative amount of phytoplankton in the water.
Beam transmission: Measures the percentage of light from a laser that travels through the water and reaches the sensor’s lens. Less light reaching the lens can indicate more suspended particles in the water, providing information about turbidity.
Sound velocity: Measures how quickly sound travels through the water. Sound velocity is affected by factors such as temperature, salinity, and pressure and is important for understanding how sound travels underwater.
Voltage: Monitors the electrical output from the instruments and sensors and helps the scientists make sure the equipment is functioning properly.
Altimeter: Measures the distance between the CTD and the seafloor as it approaches the bottom. This helps the crew know when the CTD is getting close to the seafloor and helps prevent the instrument from hitting it too hard.
Once the CTD comes back aboard, I help rinse the sensors thoroughly with fresh water to remove salt and help protect the equipment. Properly preparing, handling, and caring for the instruments is an important part of the process and helps ensure the CTD is ready to collect accurate data on the next deployment.
It has been really interesting to see how much information can come from one piece of equipment. The CTD gives scientists a detailed snapshot of what is happening throughout the water column—from temperature, salinity, and dissolved oxygen to phytoplankton and turbidity—while the camera gives us a look at the seafloor itself. Together, all of this information helps scientists better understand the habitat where we are conducting our survey.
Personal Log
After completing a haulback, we caught several snapper that were going to be used for research. Sean has been practicing Gyotaku, a traditional Japanese art form that uses a real fish to create a detailed print, and he let me observe him in action.
Sean applying black paint to the snapper
He carefully coated the fish with black paint and then gently pressed a piece of fabric canvas over it. When he lifted the canvas, the image of the fish was transferred onto the fabric, capturing its shape, scales, fins, and other intricate features.
Sean reveals the fish print
It was fascinating to watch Sean turn one of the fish from our survey into a piece of art. I especially enjoyed seeing the details that emerged in the print—features that are easy to overlook when simply looking at a fish. It was a fun opportunity to learn about a hobby he enjoys while at sea.
Meet the Deck Crew!
Sean Gronquist
Sean removes a hook from a hammerhead shark
Sean serves as the Acting Chief Bosun aboard the ship, but his primary title is Lead Fisherman. Safety is his top priority, both for the crew and for the animals we are handling. He has been sailing for two years, but his experience on the water extends well beyond his time aboard the Oregon II. He has captained boats, works as a charter captain and Yamaha technician, and spends much of his free time around the water. He enjoys climbing, free diving, and surfing, and when he isn’t working, you can often find him fishing off the stern of the ship.
The shark bottom longline survey is Sean’s favorite survey, and it is easy to see why when you watch him work. When a shark is brought aboard, Sean is responsible for overall deck safety and for managing and controlling the cradle operations. Once the shark is secured in the cradle, he takes control of the animal’s head and works to keep both the shark and the crew safe.
Sean explained that controlling a shark requires commitment. If you hesitate or fail to commit to what you are doing, an accident can happen. He has learned to read the shark’s behavior closely. He says you can sometimes feel the surge of adrenaline in a shark before it panics. As the shark begins to tense, he can often anticipate when it is about to thrash and prepare for the movement.
What stood out to me was that Sean’s focus isn’t simply on controlling the shark—it’s on maintaining safety while also prioritizing the well-being of the animal. Watching him work made it clear that handling these animals requires experience, confidence, communication, and a deep respect for the wildlife we are studying.
Joseph Pastusek
Joseph working on deck
Joseph is an Ordinary Seaman aboard the Oregon II, an entry-level position in the deck department. He has been sailing for two years and is currently augmenting the crew, which means he is filling a position for this particular leg of the mission. When this mission is complete, he will return to his regular ship, the NOAA Ship Ronald H. Brown.
Joseph assists with many of the ship’s operations and operates some of the machinery used during our surveys, including cranes and winches. One of his responsibilities during our survey is helping deploy the CTD using the J-Frame, the movable arm that extends over the side of the ship to lower and retrieve equipment. He also assists the crew with a variety of other deck operations throughout the mission.
When I asked Joseph about his favorite place he has sailed for work, he immediately chose Iceland. He loved the scenery, but what really stood out to him were the people and the culture. He described everyone as happy and welcoming. While there, he had the opportunity to see the Northern Lights and encountered plenty of dolphins and seals.
His time at sea has taken him to some pretty incredible places. He has sailed across the Equator and traveled as far north as the Arctic Circle. For someone who has only been sailing professionally for two years, he has already experienced quite a bit of the world from the deck of a ship.
Alasdair O’Brien
Alasdair operating the crane
Alasdair is augmenting the crew for this leg of the survey. On his permanently assigned ship, the NOAA Ship Ronald H. Brown, he serves as a Bosun Group Leader. In that role, he helps run the deck and steps into the Bosun role when the Bosun is away. The Ronald H. Brown is currently undergoing repairs following a fire in the engine room, so Alasdair is spending this mission aboard the Oregon II.
Alasdair has been with NOAA for approximately five years and has gained experience sailing throughout much of the United States. He has worked along both the East & West Coasts, all five Great Lakes, and has spent time in the Bering Sea. His career at sea actually began on traditionally rigged sailing ships, giving him a unique background that combines traditional sailing with modern oceanographic research.
His work has taken him into a variety of research environments. In Alaska, he worked aboard the NOAA Ship Oscar Dyson conducting midwater trawl surveys used to collect information that helps establish sustainable catch limits for the pollock industry. He has also assisted with deploying weather buoys and works on a variety of fishing research projects.
When he isn’t working for NOAA, Alasdair continues to spend time on the water. He works aboard tall ships and participates in oceanographic educational programming through the Sea Education Association, helping teach others about marine research and life at sea.
One thing Alasdair emphasized is that so much of the experience at sea is determined by the crew and how you choose to make the most of the experience. After hearing about the places he has sailed and the people he has worked with, I can understand why that perspective is so important. Life at sea brings together people from many different backgrounds, and the crew becomes an important part of the experience.
Mission: Shark/Red Snapper Bottom Longline Survey, Leg 3
Geographic Area of Cruise: Western Gulf of America
Date: September 13, 2026
Weather Data from the Bridge
Latitude: 27°39.801 N
Longitude: 93°36.615 W
SE Winds 10-15 kts
Seas 3 ft at 6 seconds
Slight chance of showers and thunderstorms.
TAS Krista Fleming at sunset
Science and Technology Log
I am learning to tell the difference among the different species of sharks we are catching. In this survey, we can encounter approximately 20 or more species of sharks. So far, we have seen Blacknose, Atlantic Sharpnose, Tiger, Scalloped Hammerhead, Sandbar, Spinner, Silky, Cuban Dogfish, Night, Blacktip, Bull ,and Gulf Smoothhound sharks and more!
The blacknose sharks definitely have an attitude and have been some of the feistier sharks we have handled! They get their name from the distinctive black smudge on the tip of their nose. Their fins do not have any distinctive markings. Interestingly, adult blacknose sharks can lose the dark marking on their noses as they age.
The Atlantic Sharpnose sharks are easier to recognize as many of them have distinctive white spots along their sides, which help set them apart from some of the other species we are encountering.
When the Spinner shark came up, we had to be especially careful because of how active and powerful they can be. Learning to recognize each species by its physical characteristics, behavior, and even its attitude has quickly become one of my favorite parts of the survey.
Krista holding Cuban dogfish shark
Shark Tags
We administer several types of tags during the survey to monitor movement patterns and record growth in the wild.
P-tags are internal anchor tags. An incision is made in the skin, and the tag is inserted beneath the skin so it can remain attached to the shark.
P-tag (yellow) and insertion tool
Roto tags are external tags that can rotate freely, allowing the tag to remain visible as the shark moves.
a set of roto tags
Acoustic tags are implanted inside the shark’s abdominal cavity. Tera carefully opens the abdominal cavity, inserts the tag, and then sutures the incision closed. These tags transmit a unique acoustic signal that can be detected by passive acoustic receivers stationed throughout the Gulf of America. When a tagged shark swims within range of one of these receivers, the receiver records the signal, allowing scientists to track the shark’s movements and learn more about where it travels.
acoustic tag
I have been asked several times why we don’t use satellite tags more often. The biggest factor is cost. Satellite tags can range from approximately $1,500 to $5,000, depending on the type of tag and its capabilities, with additional costs associated with satellite data transmission and tracking through systems such as Argos. Because of the expense, satellite tags are typically reserved for studies where researchers need very specific information about movements over a particular geographic area or over longer distances.
Personal Log
I’m getting a handle on ship life. I’m not sure I’ll be able to sleep without the boat rocking when I return home! After much practice, I think I’ve finally gotten my sea legs. I initially thought the movement of the ship while setting lines and bringing in the haul would keep me awake, but I’m learning to sleep right through it. One evening this week, the wind picked up and we had waves around four feet, which had the Oregon II rocking pretty good. By then, I was surprised at how comfortable I had become moving around the ship.
I wasn’t prepared for how much manual labor would be required during the survey. From baiting hundreds of hooks and releasing the gear to collecting data from every organism we bring aboard, there is always something to do. In one haul alone, we collected data on 18 Red Snapper and 21 sharks, including Blacknose and Atlantic Sharpnose sharks.
Earlier this week, a 6-foot-8-inch spinner shark came aboard, and because of its size, the crew had to place it in the cradle so the science team could safely collect all of the necessary data. Tera taught me how to tag it and then let me place the tag myself. Before we released the shark, I saved the hook that had been removed from it, so I now have the hook from the very first shark I ever tagged! Tera also gave me a straightened hook from a tiger shark that had bent the hook when it broke away from the line. These may seem like small souvenirs, but they are pretty special reminders of what I am learning out here.
Krista with hook from spinner shark
Meet the Crew: Science Team Day Shift
Dr. William Trey Driggers
Dr. Trey Driggers with grouper
Dr. William “Trey” Driggers III is a Research Fishery Biologist with NOAA’s Southeast Fisheries Science Center and serves as the Principal Investigator and Field Party Chief for the Bottom Longline Survey aboard the Oregon II. He has spent nearly 30 years studying sharks and other marine species, and his experience and knowledge have made him an incredible resource during this survey.
Dr. Driggers was part of the team of scientists that identified the Carolina hammerhead (Sphyrna gilberti) as a distinct species. This discovery came from years of research and genetic analysis of hammerheads that had previously been identified as scalloped hammerheads.
During this trip, Dr. Driggers has taken time to share his research with me and teach me about the work we are doing, from shark identification and handling to collecting biological data and understanding how those data are used in fisheries science. I have really appreciated how willing he is to stop and explain not only what we are doing, but why we are doing it.
One of the most valuable lessons I have learned from him is how important it is for scientists to actually be in the field. Careful observations made during fieldwork can lead scientists to notice patterns, ask new questions, and ultimately make discoveries that may not have been possible from existing data alone. Dr. Driggers has shared several examples of discoveries that began with observations made in the field.
Dr. Walter Ingram
Dr. Walter Ingram
Dr. Ingram is a highly respected scientist in the field of fisheries science. He earned his undergraduate degree from Jacksonville State University before studying Marine Science at the University of South Alabama. He continued his education at South Alabama, working all the way through his Ph.D. Simultaneously, he earned a master’s degree in Applied Statistics.
His Ph.D. dissertation focused on the gray triggerfish fishery in the Gulf of America, combining his expertise in marine science with his knowledge of statistics and data analysis. Just two weeks after graduating, Dr. Ingram began his career with NOAA, where he has now worked for 25 years. His favorite shark species is the goblin shark. As a matter of fact, Dr. Ingram was a co-author of the scientific paper documenting the largest goblin shark ever recorded. In 2000, a massive female goblin shark measuring an estimated 17.7–20.2 feet was caught in the northern Gulf of America, providing the first documented record of the species in the Gulf and expanding scientists’ understanding of how large these deep-sea sharks can grow. It continues to be the largest goblin shark ever recorded to date.
record-breaking goblin shark, documented in Dr. Ingram’s paper (Parsons, Glenn & Ingram, Jr, G. & Havard, Ralph. (2002). FIRST RECORD OF THE GOBLIN SHARK MITSUKURINA OWSTONI, JORDAN (FAMILY MITSUKURINIDAE) IN THE GULF OF MEXICO. Southeastern Naturalist.)
Dr. Tera Winters
Dr. Tera Winters with grouper
Dr. Tera Winters is a Senior Research Associate and survey scientist working with the NOAA fisheries team aboard the Oregon II. She is affiliated with the University of Miami’s Cooperative Institute for Marine and Atmospheric Studies (CIMAS).
What makes Dr. Winters’ career particularly interesting is her unusual path into marine science. She works part time as a veterinarian in Panama City, Florida, before adding marine science to her professional expertise. Her veterinary background gives her a unique perspective when working with fish and other marine animals. She will also be helping with coral health assessments and NOAA’s Mesophotic and Deep Benthic Communities Restoration efforts, including research focused on restoring coral communities impacted by the Deepwater Horizon oil spill.
A major part of her work involves otoliths, or the small ear stones found in bony fishes. Otoliths grow throughout a fish’s life and can be examined to estimate the animal’s age and growth rate. Dr. Winters has processed thousands of red snapper otoliths, using techniques including scanning, imaging, weighing, and aging. This information becomes an important part of fisheries stock assessments because scientists need to understand how quickly fish grow and when they reach reproductive maturity.
Her work demonstrates an important point about fisheries science: what happens after a fish comes aboard the ship can be just as important as what happens on deck. The measurements and samples collected during each survey eventually become data that scientists and fisheries managers can use to understand population health and make decisions about sustainable catch levels.
Dr. Tera Winters has become one of my mentors aboard the Oregon II. She has been teaching me how to accurately collect and record fisheries data and, one of the most exciting parts for me, how to safely and properly tag sharks. Working alongside her has given me a greater appreciation for the skill, precision, and attention to detail required during a fisheries survey. Every measurement and observation matters because these data become part of the larger body of information scientists use to understand fish and shark populations. As a teacher, I am especially excited to take what I am learning from Dr. Winters and bring these real-world experiences back to my students. Tera’s favorite shark is the thresher shark.
LTJG Heather Gaughan
LTJG Heather Gaughan measuring a fish
LTJG Gaughan is a NOAA Corps officer who has extensive experience working aboard NOAA research vessels. She earned her bachelor’s degree in Marine Science, Safety, and Environmental Protection from Massachusetts Maritime Academy and was commissioned into the NOAA Corps in 2021. Before joining NOAA Corps, she gained experience through internships and marine research, including work on ocean acidification and sea scallops and with NOAA’s Office of Education.
During this survey aboard the Oregon II, Heather is serving as the Operations Officer while also filling in for the current Senior Survey Technician. Her responsibilities involve much more than the science happening on deck. She stands watches, helps operate the ship, and even drives the ship, giving her a unique role that connects the vessel’s operations with the scientific mission. Watching all of the different responsibilities she manages has given me a greater appreciation for how many people and skills it takes to successfully conduct a NOAA research survey.
Heather has spent lots of time at sea aboard NOAA research vessels and has served in a variety of roles, including Officer of the Deck, Navigation Officer, Environmental Compliance Officer, NOAA Diver, Rescue Swimmer, and Medical Person in Charge. During her land assignment, she served as the Mission & Support Branch Specialist and Port Captain for the Northeast Fisheries Science Center in Woods Hole, MA. In that position, she also sailed as the acting Junior Officer-in-Charge of the R/V Gloria Michelle. In June 2026, she received her Master of Science in Maritime Business Management from Massachusetts Maritime Academy. Her experience demonstrates just how diverse a career with NOAA Corps can be.
And, of course, I had to ask her favorite shark! Her favorite is the Great Hammerhead. It seems fitting for someone who spends so much time working with sharks and fisheries research. Getting to know Heather has been another reminder that there are many different career paths within marine science, and that NOAA’s missions depend on people with a wide range of expertise and responsibilities.
Ryan O’Malley
Ryan O’Malley weighing a fish
Mr. O’Malley is a volunteer from Maryland on his very first NOAA Survey. He just graduated with his Bachelor’s Degree in Marine Science from Coastal Carolina University. He came on this trip to gain experience in the field, particularly with Elasmobranchs (cartilaginous fishes like sharks, skates, and rays). His favorite shark species are Blacktips. He has some experience with shark taxonomy and has been a wealth of information as we bring sharks onto the deck to collect data.
Did You Know? Fish vs. Fishes
Did you know there is a difference between fish and fishes? Both words are correct, but scientists use them in different ways.
Fish is the plural when you are talking about multiple individual fish, generally or when they are the same species. Example: We caught 15 fish during today’s survey.
Fishes is used when referring to multiple species of fish or to fish as distinct groups. Example: Scientists study the fishes of the Gulf of America.
So, if Dr. Ingram is analyzing a haul containing several individual red snapper, you would say he is analyzing fish. If he is comparing red snapper, gray triggerfish, grouper, and other species, you could describe his work as studying the fishes of the Gulf of America.
A simple way to remember it: 🐟 Fish = individuals 🐠 🐠 Fishes = two or more individuals of different species
In fisheries science, choosing between fish and fishes can actually be important because scientists are often distinguishing between individual animals and different species or populations.
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.
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.
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.
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.
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.
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.
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.
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.
Geographic Area of Cruise: Northeast Atlantic Ocean
Date: May 28, 2026
Weather Data from Georges Bank Latitude: 41° 59. 926′ N Longitude: 067° 11. 176′ W
Science and Technology
Why survey scallops? The fishery stock assessments study the size and age composition of approximately 40 fish and invertebrate species in the New England/Mid-Atlantic area. This data informs stakeholders and policymakers of the abundance of each species, the impact of the fishing industry, and evaluates biological aspects of the ecosystem. (Fishery Stock Assessments in New England and the Mid-Atlantic) The data collected by NOAA and other sources (including commercial and recreational fishermen) is then used to determine sustainable harvest levels for each species (See graphic below). Find more information HERE.
An infographic shows the progression from data analysis to stock assessments to management advice to healthy fish stocks. Commercial data, recreational data, and scientific data inform stock assessments. Stock assessments answer questions including, “How are the stocks doing now?” and “What are the future projections?” Stock assessments inform management advice. The final section and overall goal is “healthy fish stocks” which provide sustainable seafood, future jobs, and healthy oceans and marine life. Credit: NOAA Fisheries
How is this survey conducted? The Atlantic Sea Scallop survey has four main components: dredge, trawl, a long-range autonomous underwater vehicle (AUV), and Habitat Mapping Camera (HabCam). – A dredge has a metal frame with a chain-mesh bag that collect scallops off the sea floor, like raking leaves in your yard. – The trawl uses a net to scoop up swimming scallops without digging into the sediment. – The HabCam, what I worked with on this survey, is a boat-towed camera system that takes continuous paired photos, 5-6 pairs per second, as it moves through the water (NOAA survey preparation materials). – The Autonomous Underwater Vehicle (AUV), “Stella,” has the same camera system as the HabCam, but can be programmed to operate without a human pilot.
“Approximately 4 million images of the ocean bottom are collected during an annual survey. Humans are annotating about 1 in 50 of the images.” (NOAA Fisheries)
What do the HabCam images LOOK like? The HabCam system captures high-resolution images and transmits them to a computer for processing and annotating. This is what that looks like from the pilot station:
NOAA HabCam Live Image Capture during Scallop Survey
Can you guess what these images are? Some examples of images captured by HabCam!
The Atlantic Sea Scallop Management Program is broad and complex, involving many different aspects of research, management, and monitoring. You can read more about it at the NOAA Sea Scallop Management page.
Personal Log
On NOAA Ship Henry B. Bigelow, there are both two- and four-person staterooms. Megan and Kristen are on day shift, so I usually only see them during watch changes. Sandy, however, is on night shift with me.
Sandy Sutherland, Research Fishery Biologist. Photo courtesy of Sandy Sutherland.
Sandy Sutherland is a research fishery biologist at the Northeast Fisheries Science Center. She earned a bachelor’s degree from Eckerd College and a master’s degree from University of Rhode Island Graduate School of Oceanography. She started her career as an outdoor educator with Nature’s Classroom.
At the Northeast Fisheries Science Center Woods Hole lab, Sandy conducts age determinations for haddock and Atlantic mackerel and measures growth rings for sea scallops. Using a dissecting microscope, she determines the age of fish earbones (otoliths) — a process she says feels a bit like playing a video game. She also conducts research related to age determinations and created Excel templates used to calculate measures of age precision.
She says important skills for this type of work include paying close attention to detail, writing legibly, and being able to see how all the pieces fit together to understand the “big picture.”
When she’s not working, Sandy enjoys birding, reading, and volunteering at science fiction conventions such as Readercon. Although she can’t choose a favorite bird, she says she would be especially excited to spot any species of albatross.
Did you know sea scallops can swim?
They rapidly clap their shells together to move away from predators, like sea stars. And we can actually “see” this from the HabCam images! In the image below, the sea scallop appears to be swimming away from a predator. A swimming scallop can be identified by the two dark “shadows” visible on either side of it. Can you see the predator???!
Swimming Sea Scallop from HabCam
Careers at Sea
Jonathan Duquette, Biological Science Technician. Photo courtesy of Jonathan Duquette.
Jonathan has had a lifelong obsession with the sea, sharks, and fishing since an early age. After graduating with a BS in Marine Biology from the University of New England, Jonathan became a fisheries observer collecting data for the federal government on vessels in Alaska. After working as an observer on King Crab fishing vessels (think TV’s “Deadliest Catch”), longline vessels, and Scallop fishing vessels, he returned to the East Coast where he worked as a sternman on lobster fishing vessels in Boothbay Harbor Maine. In 2003, Jonathan joined the Ecosystems Surveys Branch at NOAA’s Northeast Fisheries Science Center, a role that continues today.
I asked him if he had any advice for “his younger self.” He said, “I’d tell myself that persistence pays off, and that you’re really never gonna be done learning, it’s a lifelong pursuit. Don’t be afraid of making mistakes, that’s part of the journey.”
Fun fact: While on a research cruise in 2024, Jonathan and other scientists discovered an ice-age jawbone from a Walrus, off the coast of Virginia! Read about his exciting discovery HERE!
The right jawbone of a walrus, possibly thousands of years old, discovered during a NOAA dredge survey in 2024. Credit: NOAA Fisheries/Jonathan Duquette
Zach Fyke, Biological Science Technician. Photo courtesy of Zach Fyke.
Interestingly, Zach originally planned to be an educator, but after an elective Intro-Biology course, he found himself declaring into the major of Fisheries and Wildlife. Near the time Zach was graduating with a degree in Fisheries, a college professor at Michigan State University, who had worked at the Woods Hole lab in the 90’s, encouraged him to “try somewhere new for a few years.” This was a driving factor on why Zach moved to the East coast to begin a career in Marine Fisheries. Zach describes himself as an “average student,” but says he always enjoyed hands-on activities and learning by doing. That passion for fieldwork and adventure eventually led him to a career at sea.
His advice to students interested in science careers is simple: don’t be afraid to move away and try something new. Some of the best opportunities are found outside of your comfort zone.
When he’s not working, Zach enjoys photography and has recently started photographing birds. He jokes that birding is a lot like “real-life Pokémon.” His favorite bird is the Belted Kingfisher.
Personal Reflection
Scallops may blend into the seafloor until they suddenly swim off in a burst of movement — a fitting reminder that sometimes growth happens when we are willing to move beyond what feels comfortable. Whether it’s learning to annotate images, transitioning to night shift, or piloting the HabCam, this journey has been a reminder to BE the Scallop in a sea of sand dollars.
A scallop, toward the top right, in a field of sand dollars on the seafloor
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.
