introduction – NOAA Teacher at Sea Blog

August 5, 2025August 5, 2025

Robert Markuske: Introduction, August 3, 2025

NOAA Teacher at Sea

Robert Markuske

Aboard NOAA Ship Oregon II

August 13 – 29, 2025

Mission: Long Line Shark and Snapper Survey

Geographic Florida Coast

Today’s Date: August 5th, 2025

Embarkation Date: August 13th, 2025 Port of Miami

Personal Introduction

selfie of Rob near above-ground subway tracks. he is wearing highly reflective sunglasses, a hat, and a backpack. — Subway ride to the airport, a rare sighting

extremely close-up view of a rose bud — Roses from my backyard container garden.

Hello from Brooklyn! Don’t get too excited—I’m originally from Long Island, just about 60 miles from where I now live with my partner, Clara, and our cat, Samson. I enjoy live music, building composting systems, reducing waste through organic collection, gardening, and bicycling around the city. I turn 41 on August 13—the same day we set sail on the Oregon II. This journey marks another step in my personal life and in my unexpected path as an environmental educator.

selfie of Rob and his grandfather, both wearing sunglasses and baseball caps, on a hill in front of a very large house — Grandfather at a house we built on the coast of Long Island.

As a kid, my grandfather used to take me to the beach on his only day off from framing houses—Sunday. I would splash in the Atlantic Ocean while he lounged under an umbrella with his aviator sunglasses on—pretty sure he was sleeping under those shades. Throughout my childhood, I subconsciously absorbed the interconnectedness between our vast ocean and our lives. Just took some adulting to figure it out. Life experiences have shown me that coastal environments offer a range of benefits, including work, play, food, culture, love, and spiritual enrichment. From my attempt at surfing in high school, being rescued by lifeguards, attending high school beach parties, and spending time at sea fishing with my commercial fisherman friend, to framing houses with my grandfather on the beaches of Long Island, I was absorbing that people use our coasts for many things. As a kid, I underestimated its importance, size, and power. It wasn’t until I moved to NYC in 2002 that I began to learn from others and observe what I had been surrounded by all my life.

school portrait of Rob, perhaps a senior, against a standard studio background — Aspiring Lawyer. 🙂

I often share my high school yearbook quote with my students. It said, “I want to be a lawyer and live in a penthouse in NYC.” After graduating from high school, I set out on that path and was determined to make it happen. After island-hopping at various academic institutions in the metro area, I graduated from Stony Brook University with that degree in 2009. I continued pursuing these goals and enrolled in a master’s program in Political Science at Brooklyn College. I’m not sure what happened, but I changed course and pursued a master’s degree in Adolescent Education with a focus on Social Studies.

During my final year of the master’s program, I became involved in writing a curriculum for my final project, which focused on place-based learning and utilized the National Park Service. This would inspire me and encourage me to seek a position with the National Park Service. Over two years, I had the privilege of working at three parks: Gateway National Recreation Area, Governors Island National Monument, and Sequoia and Kings Canyon National Parks. All of these locations sparked my passion for working with youth and engaging with our communities as a classroom. The traditional classroom seemed a distant place.

Rob, in a National Park Service park ranger uniform and backpack, photographed in front of an impressive view: conifers and several layers of mountains in the distance — Rangering at Sequoia Kings Canyon National Park

While working on Governors Island National Monument, I collaborated closely with the New York Harbor School on the island to encourage their students to use the park as a classroom. Additionally, I participated in field experiences with their students as a ranger at the school. This led me to Sequoia and Kings Canyon National Parks. I didn’t want to be a lawyer. I didn’t want to be a classroom teacher. I wanted to be an environmental educator with the National Park Service. But the dream was beyond reach and so competitive. To be honest, I also didn’t have the science chops at that point in my life.

panoramic view of an empty classroom. the chairs are upside down on top of the student desks. — Room 207, NYHS Global History, my first year of teaching

While at Sequoia, I got an email to come in for an interview at the New York Harbor School. I came, interviewed, and was offered the job. I began my teaching career in 2012, specializing in social studies. After spending two years at Harbor School, I relocated to New Orleans to pursue my career in education, teaching U.S. history. Eventually, I returned to Harbor School, where I was tasked with developing a policy and advocacy course as part of their offerings. With support from academic institutions and industry partners, I created a hands-on curriculum for a cross-disciplinary program called Marine Affairs, focusing on environmental science and sustainability. In this program, students explore emerging issues related to natural resources and work on solutions through advocacy. I took the leap, and I didn’t know that one day I would use all the skills from my youth, my 20s, and 30s to be doing all the professional goals I aspired to do—engaging students in environmental place-based learning that considers all the facets of the economy, environment, and culture, with the end result advocating for positive change.

Rob looks down at the camera as he holds up above his head a strand of flat seaweed. behind him we see unfinished wood walls and some sort of mounted equipment with cables — Seaweed students and I help grow through volunteering with Seaweed City.

What I teach now wasn’t where I started. However, time and again, experiences I pursued led me to this path. All that I teach today, I’ve learned by doing and from those in the field. Much of what I teach has evolved from its inception—primarily because the community’s needs have evolved. Projects like seaweed farming and composting have opened my eyes—and those of my students—to the impact of local actions on global systems. I’ve become a student alongside them. My goal is always to make learning relevant, hands-on, and rooted in advocacy. I had no idea I would be teaching students about urban agriculture, stormwater management, and estuary health through greening, resilience, waterfront design, and beekeeping, with the list growing longer. I initially aspired to be a lawyer to effect change. Now, on any given day, I work with youth to create change through hands-on solutions in science and advocacy. If it weren’t for partners such as Earth Matter, Waterfront Alliance, Newtown Creek Alliance, Billion Oyster Project, FFA, Bee University, and Seaweed City, among others, I wouldn’t have gained the knowledge to have such an enriching career in environmental education. I’ve learned from my community and what the community needs. By expanding my network, my students’ networks also grow.

The collage below is now my classroom. I’ve learned to make the physical and cultural aspects of my community my classroom, adopting this approach from my surroundings and all that they have to offer—including mentors, nonprofits, city officials, and experiential learning. The Teacher at Sea mission is the icing on the cake, expanding my network and providing an opportunity to learn and acquire additional skills that I can then apply to my students. Fill in some gaps in my knowledge that I might have. As I stated, this isn’t what I intended, but I am all in now. Part of what I love, which is both a blessing and a curse, is that the course I teach depends on evolving and being spontaneous. I enjoy learning alongside my students. I am excited to bring back some fresh ideas for them to experiment with after my time at sea.

Student photos courtesy of New York Harbor School.

students, wearing face masks, shovel leaves and dirt into a pile in a courtyard

three students in matching black sweatshirts with the words "New York" on the back sit facing away from the camera in a formal conference room. against the far wall, underneath flags, sit three people in suits.

three people in a boat wearing waders and life vests. two lie sprawled on the boat's deck to reach over the end of the boat for something in the water; the third looks on

Rob and others use shovels to mix compost in a courtyard

Rob stands at a log on a bench holding a pipette in his right hand

gloved hands reach into a pile of wet oysters

Rob and a student stand at an aquarium containing some sort of experiment

group photo of students in a garden with their harvest

Rob, wearing an apron and gloves, stands at a bunson burner and chemical stand

Last summer, I spent a week learning about the USDA’s diverse work around our economy, environment, and food systems from dedicated USDA employees.

a large group photo of people in formal attire, inside a courtyard of the U.S. Department of Agriculture. various flags are displayed in lines underneath arched windows. — Kika De La Garza Fellows and Secretary of Agriculture 2024

Rob stands in a community garden at a raised garden bed and reaches with two hands toward what may be a red zinnia — Kika De La Garza Fellows and Secretary of Agriculture 2024

This summer, I am heading to the open water to engage with NOAA on the Oregon II, which promises to be an entirely different experience—no suit jackets required.

But ultimately, it encourages me to engage in material and with people in the industries I train my students to aspire to become a part of. Once again, I have the chance to enrich and learn from a new network of stakeholders working with natural resources. I am excited to add more networks for my students to see that what we do in class isn’t just projects Rob likes. Well, I do—they just happen to be all connected, and I am lucky enough to work at an institution that aligns with both my personal and professional lifestyle.

I’m eager to get started. I hope my students are prepared for a little light summer reading about my journey, and I look forward to some new projects this fall. The Teacher at Sea excursion will fill some missing pieces in my curriculum and enhance our current projects through science and data analysis.

Preparing for My Mission

Preparing for this mission has been a surreal experience—mainly because I can’t believe it! To be honest, it’s been a little stressful. It’s been a flood of discovery, and often, unexpected uncertainty. It’s been hard to balance the wave of excitement, the fear of school starting upon returning, and wondering if I passed the medical and security clearance. I think the most challenging part was remaining present and not thinking about what’s to come. The anticipation and quest to be both mentally and physically competent were tried throughout the summer. But throughout the summer, I realized that all I had done in the last 14 years was new to me; this was going to be familiar and different—yet at the same time, very different.

NOAA Ship Oregon II underway. — NOAA Ship *Oregon II*
**Type of Ship:** Fisheries
**Hull Number:** R332
**Length:** 170.00 ft
**Range:** 3800 nautical miles
**Endurance:** 33 days
**Speed:** 11.00 knots

Part of my preparation involves reading about where I will be sailing and what I will be doing while at sea. I’ve been going down a rabbit hole of all things about the Oregon II, sharks, red snapper, long-line fishing, and the geography of the area. I am excited to be part of this exceptional place-based learning experience.

Between all that literature and content review, I bought a car with my partner and toured the East Coast, attending some live music shows. I hit places I love: Charleston, Philadelphia, and Saratoga Springs. Just before my mission, I will be spending some time on the West Coast in San Francisco. Although this doesn’t seem like much preparation, it’s been vital to get some respite after a long and successful school year. My partner is also an educator, and we’ve become quite skilled at managing our time during summer break. My bags have been mostly packed all summer and just need to be swapped out for gear for my Teacher at Sea experience. In all honesty, I’m probably packing the most efficiently for this trip. The Teacher at Sea packing list made my life simpler than I was making it—that’s for sure. I generally overpack for any journey, especially when it involves time at sea; following directions is typically a safe bet when it comes to the sea.

Hiking Catawba River
Phish Forest Hills
Hudson River in Champlain Region
Eagle a top Forest Hills
Sunset over the harbor

I’ve spoken to a TAS alumnus who sailed on this same mission, and it was beyond helpful. Talking to people has been the most beneficial. I have some friends in the business: one is involved in NOAA fisheries enforcement, another is a commercial fisherman, and a longtime mentor of mine was also a Teacher at Sea. These folks have shared valuable insight on dealing with life at sea. Always good to ask for help.

Selfie of Rob and Roy on the aft deck of a small vessel as it speeds away from New York City, leaving a long white wake — TAS Alum and Harbor School Colleague

group photo of three men — TAS Alum and Harbor School Colleague

detailed diagram of the inside portions of a drifting buoy, labeled Drifting Buoy - Internal View. labeled parts include control board, barometric pressure sensor, strain gauge sensor, sea surface temperature sensor, tether, barometer port, iridium satellite antenna, d-cell battery packs, tether carrot. — Dissection of Drifter Buoy

I am most excited about and have been preparing to participate in NOAA’s Adopt-a-Drifter Program. As it states in the Global Drifter Program: “A drifter, or drifting buoy, is a piece of scientific equipment that measures sea surface temperature, but most are also equipped to measure other variables. 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. Tracking the location of drifters over time allows scientists to build a profile of ocean currents.” I’ve been reviewing some of the data and starting to think about all the exciting ways this can support my curriculum to be more real-life and data-driven.

Rob holds a travel mug of coffee and poses for a photo at a coffee shop counter — Sipping a cup of BK Roasters, a new partner to NYHS

After my Teacher at Sea journey, it’s back to the classroom. Between summer travels and some preparation for the new school year, my time has been taken up. I work with several partners who will be supporting our students next year. From designing an advocacy project with the Newtown Creek Alliance to participating in work-based learning experiences with Brooklyn Coffee Roasters, it has been exciting to consider how Teacher at Sea experiences will enhance these initiatives and help connect the dots. Brooklyn Coffee Roasters is even sending ten pounds of coffee for this mission!

Roy and another man pose for a photo beneath the Roll Roaster sign — Hanging in BK at Roll N Roaster

I’ve been mentally preparing by remaining humble and open-minded about what’s to come—a practice I need to adopt every August as the new year approaches. I just need to start that mental gymnastics a little earlier and take a breath.

I am excited to travel to Miami to catch up with family and friends before departing, celebrating my departure, and officially entering middle-aged territory. Particularly my grandfather, someone who has been a part of my Renaissance-like knowledge loop in my life. It’s been nice to see him this summer, and it will be good to see him before he leaves the dock. What better way to celebrate life and my career than by going on this experience to once again be a student? I’m eager to learn and fill some knowledge gaps I have.

extremely close up view of a cats face as it comes in to lick the camera — Samson the cat

And honestly? I’m also just trying to prepare for how much I’ll miss my cat.

Thanks for reading about my journey that inspired me to apply to Teadher At Sea. Life isn’t linear, and I’m excited to learn further from those who are sure, and where the wind takes us.

Fair Winds. Stay tuned for more blogging while at sea.

P.S. Shout out to Tiffany Duong, an Author from EcoWatch, for giving me pointers on taking photos and writing a blog.

August 1, 2025August 1, 2025

Joshua Gonzalez: From the Dairyland to No Land at All, August 1, 2025

NOAA Teacher at Sea

Joshua Gonzalez

Aboard NOAA Ship Bell M. Shimada

August 8 – August 23, 2025

Mission: Integrated West Coast Pelagics Survey (Leg 4)

Geographic Area of Cruise: Pacific Ocean, California Coast

Today’s Date: August 1, 2025

Personal Introduction

I am a city boy from the North side of Milwaukee. All of my education from kindergarten through my Master’s is from schools in Milwaukee and the greater Milwaukee area. I also teach in Milwaukee Public Schools and have done so for the last 20 years. When it comes to sports, I am a homer, and I am very proud of where I come from.

a group photo of Josh, his wife, and three children at the 50-yard-line of an empty football stadium — My family and me at Lambeau Field in Green Bay, WI.

With that being said, I do love to travel and have new experiences. Many of the students that I teach come from the same neighborhood in which I grew up, which is not especially affluent. As a result, many of the children in my classroom do not have opportunities for experiences outside of the neighborhood, let alone outside of the city. Since they do not get to see a lot of the world, I make a point to try to bring as many experiences as I can into the classroom to help open up my students’ minds to the world around them. When they see and hear new unimaginable things, they begin to recognize that with education they too can go out and have adventures beyond what they thought was possible.

a scanned photograph of a younger Josh sitting on an open kayak in the ocean, with tall green mountains visible at one side — Enjoying the South Pacific Ocean.

I wanted to start with this background as it shows how I ended up in the NOAA Teacher at Sea Program. Jumping out of planes, swimming with sharks, hiking up mountains, playing college football, traveling to five continents (and more) are experiences that I draw from to make education more alive for my students.

Another way that I try to bring new opportunities for my students into the classroom is through incorporating agriculture into regular lessons. I helped to turn my school into an agriculture specialty school and we pair with a public high school that also specializes in agriculture education to make a pre-kindergarten through twelfth grade program.

I am sure that many of you reading this remember during Covid seeing empty shelves in the grocery store. For me, this was a startling sight as it was a first for me. It became clear to me that many people need to learn to be more self sufficient and supplement the food we have with what we can grow ourselves. To do that at my school we have made agriculture education a part of our regular curriculum. Many of my students eat a large percentage of processed foods, even when healthier and fresher options are provided to them. However, when they grow their own food, e.g. lettuce from our hydroponics machines, fruits from our “food forest,” and vegetables from our raised garden beds, they always come back for second or even third helpings. Providing them with real experiences in their education is affecting their lives now and, no doubt, into the future.

a group of students, dressed warmly in winter coats, walks through a large building housing a line of cows on the other side of a railing. signs hanging above the cows' stalls identify their breeds. — Some of my students learning about where their food comes from.

This is where I saw the Teacher at Sea Program fitting in. It is one thing to teach science and learn about the scientific method. I am looking forward to living it during my time on NOAA Ship Bell M. Shimada. The knowledge, skills, and experiences that I gain as a part of this program will allow me to positively influence students’ education for years to come.

I have been trying to prepare myself for this opportunity in a number of ways. I will be working the midnight to noon shift and have been trying to adjust my sleep patterns a little already. Of course that means naps during the day and staying up late. I think I kind of like this schedule, although my wife probably would like me not to nap so much 🙂 Another thing I am trying to be proactive about is sea sickness. I stocked up on various treatments, but hopefully I’ll adjust quickly on the boat. I was recently on a boat for the day in Alaska, but I don’t think that will compare.

Josh, wearing a coat and knit hat, takes a selfie in front of a glacier — In Alaska at Holgate Glacier.

Growing up in the city, you don’t get to see as many stars with all the street lights. I can’t wait for the starlit skies at night and the sunrise over the ocean. There is so much to learn and experience and my journey is just about to start.

July 28, 2025July 28, 2025

Dorothy Holley: Introduction, July 25, 2025

NOAA Teacher at Sea

Dorothy Holley

Aboard NOAA Ship Pisces

July 31 – August 15, 2025

Introduction

Hello! My name is Dorothy Holley and I have been teaching Science in North Carolina for my whole career. While North Carolina does touch the Atlantic Ocean, I live in the capital city of Raleigh, about two and a half hours from the beach. And that’s just it…. my family, my students, my community….. we all think about going to the beach. But what is beyond the sand and the surf? The OCEAN!! Over 70% of the world is water!! That is a LOT of science lab space!!

For the next two weeks, I am going to be a NOAA Teacher at Sea. NOAA stands for the National Oceanic and Atmospheric Administration. NOAA is one of the seven uniformed services of our government, whose roots stretch back to 1807 when President Thomas Jefferson established the Survey of the Coast to create nautical charts for safe navigation. Today NOAA is responsible for weather forecasting, severe weather prediction, climate monitoring and research, ocean and coastal management, deep-sea exploration, as well as data collection and dissemination. In other words, NOAA helps us live better by supporting the economy, protecting life and property, and promoting environmental stewardship.

a political map of North Carolina, showing Raleigh to be roughly central to the state — Map of North Carolina. Raleigh is in the center. (Credit: World Atlas)

A couple of years ago, I worked in Washington, DC, to grow as an education leader. I wanted to understand how science education was being supported and how I could better prepare my students for life after high school. One of my first “field trips” was to NOAA offices in Maryland where I saw science being used to improve our quality of life.

a courtyard and tidal pool (creating waves that break against a wall) in front of buildings — NOAA headquarters

The picture below shows a Tide Predicting Machine that was designed by the U.S Coast and Geodetic Survey in 1895. Construction began in 1896 and was completed in 1910. The machine was used continually until 1965, when it was replaced by a computer.

a tide predicting machine - a large metal machine with many moving levers and dials - inside a glass case, on display. there are framed historic photographs of the machine located in and around the glass case. — Tide Predicting Machine, used until 1965

I also got to tour a NOAA “Hurricane Hunter.” These planes fly right into the eye of Hurricanes to gather important and real-time data.

Dorothy Holley in front of a Hurricane Hunter

view of a seat inside the airplane on tracks so that it can slide back and forth; a stack of computers or radio equipment in front the chair — Hurricane Hunter airplanes are modified for the mission!

The stickers on the bottom of the plane are like the stickers our football players put on their helmets each season to recognize special achievements on the field.

stickers on the belly of the airplane: first, three rows of flags of different nations; then four rows of red hurricane-shaped stickers containing storm names and dates — Real time data was collected from all of the Hurricanes listed here on the belly of the airplane

close up view of some of the storm stickers, red stickers shaped like a hurricane spiral: they read EPAC Bonny 1976, Frances 1976, Gloria 1976, Emily 1987, Floyd 1987, Florence 1988, Humberto 2001, Iris 2001, Michele 2001 — Close-up view of the stickers commemorating the storms this Hurricane Hunter surveyed

Last December, some of the other teachers at West Johnston High School and I participated in a teacher workshop on RESILIENCY. We visited a ghost forest and the second oldest federal marine laboratory in the nation. This NOAA facility in Beaufort, NC conducts scientific research to help us understand and preserve coastal environments, manage sustainable fisheries, and maintain coastal resilience.

four women in jackets and coats pose for a photo on a beach. behind them, we can see sun bleached stumps and knees of dead cypress trees — Teachers at West Johnston High School in a ghost forest on the NC coast.

As a Teacher at Sea, I will sail on NOAA Ship Pisces to better understand and relate the jobs of the scientists and the science being used. The Teacher at Sea program was established in 1990 and has been in existence for 35 years. Teachers from all 50 states as well as four territories have logged over 20,000 days at sea, sharing thousands of blog posts, conducting more than 100,000 hours of ocean-based research, and relating countless stories of science application. To become a Teacher at Sea, I had to fill out a lengthy application (which included asking people to write letters of reference on my behalf), attend virtual training sessions, read and fill out quite a bit of paperwork, and speak with a seasoned team of NOAA specialists who are invested in helping teachers make connections for their students. Charts, maps, and calendars have been consulted, checked, and analyzed!

view of a time capsule with a plaque that reads: This geodetic mark was established to commemorate 200 years of science, service, and stewardship to the nation by NOAA and its predecessor agencies and to mark the location of NOAA's 200th Celebration Time Capsule. The materials reflect the essence of NOAA in the year 2007, as well as the agency's rich history, preserved for the benefit of NOAA's future community. Sealed in December, 2007, to be opened in 2032. — NOAA’s 200th Celebration Time Capsule and Geodetic Mark

One special opportunity for me as a Teacher at Sea will be to deploy a DRIFTER and for us to monitor and analyze the drifter data. The Global Drifter Program began in 1979 with over 1,000 drifters already deployed. We can make predictions about marine debris, animal larvae paths, and oil spills, and then track our drifter after it is deployed. This data will ultimately help us make more accurate weather forecasts and track storms and hurricanes.

illustrated diagram of a drifter buoy. a white ball floats at the water line; this is labeled "Surface float - designed for moving on the surface with currents." The float has an Antenna, labeled: "the drifters transmit the data they collect as well as their position via satellite." Data is depicted as a gray triangle extending up from the antenna to a satellite in the sky, which is communicating with a satellite dish on land. Beneath the float, down into the water, extends a black cable, thicker toward the float. It's labeled: "Sensors: Sea Surface Temperature sensor and various measuring systems." The cable connects to what appears to be gray cylindrical tube, waving in the water labeled "Drogue: The buoys have some form of subsurface drogue or sea anchor." — Drifter information

A drifter ready to be deployed! Photo by TAS ’24 Tonya Prentice

I will share my NOAA Teacher at Sea journey here for you to read and to see. You are welcome to ask questions here on the blog and I will ask the team for help in answering them.

I can’t wait to begin this incredible journey!

Fair winds and safe sailing!

dholleyscience

July 21, 2025July 21, 2025

Cheryl Milliken: Setting Sail in the Gulf, July 21, 2025

Cheryl Milliken

Aboard NOAA Ship Oregon II

July 25 – Aug 10, 2025

Mission: Bottom Longline Survey, Leg 1

Geographic Area of Cruise: Atlantic Coast of Florida

Date: July 21, 2025

Personal Introduction

Hello from Cape Cod, Massachusetts!
I’m so excited to be preparing for an upcoming experience at sea—a unique opportunity that will deepen my connection to marine science and bring new inspiration to my classroom.

For the past 23 years, I’ve taught high school science at Falmouth High School here in Falmouth, MA. I currently teach Marine Ecology, Marine Engineering and Technology, and Forensic Science. I love sharing my passion for these subjects and helping students make real-world connections through exploration and hands-on learning.

view of a classroom from the back; we see high school students seated at tables, facing away from the camera. at the front of the classroom are four women in matching t-shirts and orange lanyards. They are standing in front of a screen with a slide that contains a photo of a whale — Falmouth High School students in Marine Engineering and Technology learn about protecting North Atlantic right whales by implementing ropeless lobster gear from experts from the Whale and Dolphin Society. (Photo by C. Milliken)

My love for the ocean started early. When I was in second grade, a middle school teacher visited our class to share her seashell collection from around the world. I was mesmerized by the intricate beauty and complexity of those shells, and I’ve been curious about the ocean ever since. Though I grew up on Johnson’s Pond in the middle of Rhode Island—swimming, boating, and fishing on the lake—I didn’t spend much time by the ocean. But summer marine science camps, including two Girl Scout Wider Opportunities (now called Destinations), in Virginia and Michigan, helped solidify a lifelong love for marine science.

Cheryl, at left, wearing a green sash with Girl Scout patches, poses with a man in a suit in front of a flag. — *Girl Scouts from the Water-Is-Fundamental wider opportunity received the President’s Environmental Youth Award in Washington, DC, in 1985.*

I earned my Bachelor of Science in Zoology from the University of Rhode Island and my Master of Science in Zoology from the University of New Hampshire. At UNH, I learned to scuba dive and completed a thesis studying two crab species in the Gulf of Maine. I also worked as a teaching assistant and found a genuine joy in working with students. That experience shaped the path I would eventually take into teaching—and even earned me the Graduate Teaching Assistant Award.

After grad school, I spent a few years in research, including work related to the North Cape oil spill off Rhode Island. That’s actually how I met my husband, Henry, who now works full-time for NOAA Fisheries. We moved to Cape Cod for his job, and I began working as a contractor for NOAA’s Food Web Dynamics Program in Woods Hole. I participated in two habitat cruises to Georges Bank and the Great South Channel, examining fish communities in areas closed to commercial fishing. The biodiversity and fish abundance in closed areas was astounding!

During my NOAA years, we also welcomed two sons into our family, and my priorities shifted. With both of us working in marine science—and sometimes going to sea—I decided to transition into teaching full-time so I could be home with our kids. I took a one-year project mapping herring runs across Massachusetts (an adventure in itself!) and completed an accelerated teacher certification program designed for mid-career professionals.

That leap into education turned out to be the perfect fit.

a group photo 14 people (and two black labs) in a driveway in front of a house. they are all dressed warmly. — *Annual family gathering for Christmas 2024.*

This upcoming expedition feels like a full-circle moment—reconnecting with the marine science field I love and bringing that experience back to my students. I can’t wait to share what I learn with them and continue to inspire the next generation of ocean explorers.

Preparing for My Mission

I’m thrilled to share that I’ll be heading out on a new research adventure! This week, I’ll board the NOAA Ship Oregon II in Pascagoula, Mississippi, to begin Leg 1 of the Bottom Longline (BLL) Survey. Our mission is to assess the abundance and distribution of coastal sharks and reef fish, including red snapper, throughout the Southeast.

This will be my first time sailing in the Gulf—and my first time traveling through the Straits of Florida—so I’m eager to experience these regions and learn more about the diverse marine life they support.

One of the highlights of this mission will be launching a NOAA ocean drifter as part of the Adopt a Drifter program. This initiative is a collaboration between NOAA’s Global Ocean Monitoring and Observing (GOMO) program and the Global Drifter Program, which began in 1979.

The drifter is a sophisticated tool: it consists of a surface buoy, a tether, and a drogue (a long, submerged component that ensures the buoy follows ocean currents rather than just surface winds). The buoy includes a satellite antenna that transmits data such as sea surface temperature, location, and time. These data are crucial for forecasting weather, predicting the movement of oil spills and marine debris, and tracking hurricanes and storms.

*Illustration of NOAA drogue drifter, showing surface float with the capability to send location and data via satellite, and drogue or sea anchor suspended in the water column.*

I’ll be working with scientists and data specialists from NOAA’s Atlantic Oceanographic and Meteorological Laboratory (AOML) in Miami, Florida, to launch the drifter and monitor its path over the next 18 months. As someone who has long been involved with student drifter programs, I’m excited to share this experience with my students. It’s a powerful way to connect them to real-world ocean science and to explore how currents influence ecosystems far beyond our local waters off Cape Cod.

Stay tuned for updates from the field—I can’t wait to share what we discover!

July 11, 2025July 11, 2025

Jacqueline Omania: A Second Chance! July 9, 2025

NOAA Teacher at Sea

Jacqueline Omania

Aboard NOAA Ship Reuben Lasker

July 14- July 24, 2025

Mission: Oceanographic and Biological Monitoring of Davidson Seamount
Geographic Area of Cruise: Monterey Bay National Marine Sanctuary
Departure Port: Alameda, CA
Arrival Port: Alameda, CA

Date: July 9, 2025

Yes, I am back for a second chance! Last year, after a wonderful orientation at the Coral Lab in Galveston, I unexpectedly came down with Covid just days before my cruise on Thomas Jefferson. Thanks to the Teacher at Sea Program and specifically the support of Emily Susko, I was placed on a new cruise on Reuben Lasker in the Monterey Bay National Marine Sanctuary. I am so grateful for this chance to sail and learn in my local marine sanctuary. Easier yet, the port of departure- Alameda- is just a 20 minute drive from my home in Berkeley!

In this cruise, the Monterey Bay National Marine Sanctuary (MBNMS) will be working with Point Blue Conservation Science and the Monterey Bay Aquarium Research Institute to study the Davidson Seamount. The Davidson Seamount is an undersea mountain that rises 8,000 feet above the sea floor and hosts a unique ecosystem due to the nutrient rich waters that are pushed to the surface. It is located 50 miles offshore of central California. I am very excited to learn more about seamounts!

In our survey, we will sample the water above and adjacent to the seamount. We will also be surveying marine mammals and seabirds and their prey and collecting environmental DNA (eDNA) to understand animals that we are not able to observe. This data will help give a more complete picture of oceanography and biology of the entire seamount from its base to the ocean surface and help us to understand connections between climate, ocean conditions and marine life. One goal is to use this data to inform the shipping industry so that ships crossing the Davidson Seamount lower their speed to avoid hitting whales. This work is of great importance to me as I have been saddened by the many whale strikes in the Bay over the recent months. All of our work will be done on board Reuben Lasker, a 208 ft research vessel equipped for both fishery and oceanographic research.

NOAA Ship Reuben Lasker, Photo courtesy of NOAA

While I shared my background in my introductory blog last summer, there have been some new developments. First is the great news that after 9 years of leading student activism to end single use plastics in school meals, we began reusable dishware for school lunch. The change is not just for my school, but will be rolled out in all schools across the district, impacting 9,000 students daily and vastly reducing the plastic waste our schools generate. I am really happy that students will be able to experience more sustainable meals at school — since lunch is school too.

view of a compostable lunch tray containing chickpeas, peaches, cooked vegetables, and plastic fork — Traditional single-use disposable materials

a metal lunch tray containing apple, vegetables, cucumber, dip — Traditional single-use disposable materials

This school year, I also had the opportunity to travel for 12 days to Antarctica as a Grosvenor Teacher Fellow with National Geographic on the polar expedition ship Endurance. This life-changing experience of exploring the Southern Ocean deeply impacted both myself and my class. We spent the school year diving into a study of Antarctica, interacting with polar scientists and learning of the critical role Antarctica has for the health of our water planet. We discovered how our local actions impact the environment and affect places as far away as Antarctica.

Though I couldn’t take my students on the voyage with me, I did instill in them the curiosity and joy I experienced exploring. Thus, my class became explorers of our local environment — the Berkeley Marina and the San Francisco Bay. In a series of 10 field trips, we learned to identify local birds, trawled and studied plankton and charted and sailed a course on the schooner Pegasus, engaged in multiple beach clean-ups (with data sheets) and camped on the cliffs in Marin overlooking the Pacific Ocean. I hope that through these joyful experiences of learning in nature, my students will be inspired to continue to grow their connection, curiosity and sense of caring for our planet — and especially for our ocean.

The following photos are included courtesy of Oxford Elementary.

students on a pier in the San Francisco Bay; in the foreground, two students lean over to reach down into the water. in between them is a sample bucket containing water and some algae, and laminated identification guides. beyond these two students, a boy with a small dip net runs down the pier toward the camera; at least two more students are visible with dipnets farther down the pier. Photo courtesy of Oxford Elementary. — Bay scientist studies

two students in hoodie sweatshirts, hoods protecting their heads, huddle on a pier in the San Francisco Bay. The student on the left, facing away from the camera, holds her arm out to drag a plankton net through the water adjacent to the pier. Photo courtesy of Oxford Elementary. — Bay scientist studies

five students on a pile of rocks along the edge of water. we can see a long wooden pier stretch across the water, beyond our line of sight, and mountains on the other side of the water. in the foreground, two boys look at a clipboard together. behind, other students scramble over rocks with bags to collect trash. Photo courtesy of Oxford Elementary. — Beach Clean / Waste Audit

three students and one adult stand near a marina and hold binoculars up to their eyes. Photo courtesy of Oxford Elementary. — Beach Clean / Waste Audit

Sailing on Pegasus (a youth sailing project)

A man in a sun hat and two students in personal flotation devices kneel on deck and look down at paper charts set up on a white surface. one student writes with a pencil, holding a clear plastic ruler down with her other hand, and the instructor points at something to guide her. Photo courtesy of Oxford Elementary. — Charting a course to Angel Island

two students stand at the helm of a sailboat. each is wearing a personal flotation device. the student on the right points at something out of frame. we can tell they are on a sailboat - we see a portion of the rolled up sail - and that there are other people around, not fully visible in the photo. Photo courtesy of Oxford Elementary. — Charting a course to Angel Island

Finally, I am especially excited for my Teacher at Sea experience because Monterey Bay is close to my heart. In 2019, my students and I participated in the Monterey Bay Aquarium’s Ocean Plastic Pollution Summit; it was a life changing 2-day experience where we explored the aquarium at night, slept next to the tanks, listened to inspirational youth ocean activists and connected with students from all over California who were also working to solve the plastic pollution crisis. Many of the students pictured below are still active in working to protect our ocean by volunteering at the Marine Mammal Rescue Center or serving as youth representatives on our city’s Climate Commission.

a group photo of seven students and Jacqueline, in matching black shirts, in front of a backdrop that is printed with a school of fish and the words Monterey Bay Aquarium Ocean Plastic Pollution Summit — Ocean Plastic Pollution Youth Summit. Photo courtesy of Monterey Bay Aquarium

As I embark on this voyage of discovery, learning and adventure, these words of the great oceanographer and ocean activist Sylvia Earle, whom I deeply admire, come to mind:

“The ocean is the cornerstone of Earth’s life support system, it shapes climate and weather. It holds most of life on Earth. 97% of Earth’s water is there. It’s the blue heart of the planet — we should take care of our heart. It’s what makes life possible for us.”

With Sylvia Earle and my students (not pictured) in Alameda, CA

Thank you to the scientists and crew of Reuben Lasker for the opportunity to join you in this most important work!