introduction – Page 2 – NOAA Teacher at Sea Blog

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!

June 28, 2025July 2, 2025

Jojo Chang: A Girl in Love with the Sea, June 27, 2025

NOAA Teacher at Sea

Jojo Chang

Aboard NOAA Ship Bell M. Shimada

June 30 – July 15, 2025

Mission: Integrated West Coast Pelagics Survey (Leg 2)

Geographic Area of Cruise: Pacific Ocean, California Coast

Date: June 27, 2025

Introduction

I’ve always been a water girl. My earliest memories are swimming with my mom in an indoor pool and learning how to jellyfish float—a vital survival skill needed if stranded at sea. Blowing bubbles, butterfly, rhythmic breathing: these are swimming words that have been a part of my life from the moment my memories start.

a scanned old photo of a little girl in a bathing suit and swimming flippers standing at the edge of a pool; the colors are washed out, so we can't see the girl's face well. — Young Jojo

Fast forward a few decades, and water is still my element—but now I get to share it from the pool deck, whistle in hand. As both a teacher and a swim coach, I’ve spent well over 10,000 hours diving into both careers—enough to earn the “expert” badge. The roots of my professions were planted early, and I’ve nurtured them with passion and purpose. Growing up in Arizona, this included plenty of pool time but now, I live in Hawaii and swim regularly at the beach by my house. I like to tell my friends, “I’ve got salt water flowing through my veins.”

A woman stands at the edge of an outdoor pool and watches as about six children play in the pool with a ball. We cannot make out any faces, but we can see mountains and blue skies beyond the pool area. — Jojo teaching swim

Currently, I teach swimming, music, writing, and journalism at Asia Pacific International—a project-based learning school tucked away in the small, oceanside town of Hau‘ula, Hawai‘i. My eclectic schedule is like a vibrant coral reef: dynamic and busy! I work with students from elementary through high school, and every day brings something new and interesting.

Jojo teaching music. Photo courtesy of Asia-Pacific International School, Hawaii.

One of my greatest hopes for participating in this NOAA experience is to return with stories and insights from the sea—knowledge I couldn’t possibly gain without being out there in the deep blue myself. I want to share what I learn in a way that sparks curiosity and connection, especially with my middle school writers. During the research unit, we will explore the various fish populations. Students will select one specific type of edible fish to research and write about. The end product will be a book that will explore details about fish from ocean to table.

a man and a woman stand on a dock in front of a Hawaiian coastline - steep mountains, palm trees. The woman, grinning triumphantly, grasps a fishing pole (above the reel) in her left hand and holds her right hand above her head to stretch out a fishing line. The fishing line is attached to an interesting spotted tropical fish. The man stands next to her and steadies the fish for the photo. — Jojo shows off a broom fish

In this photo, I’m beaming with wonder and joy after catching a broom fish off the coast of Moloka‘i—yes, a broom fish! (Sadly, it does not sweep the ocean floor, but is named for the shape of its tail.) My love for the sea runs deep, and it’s been a guiding current throughout my life. I care deeply about making smart, sustainable choices and empowering my students to do the same. Whether we’re writing stories or swimming laps, I try to weave in the message: this planet is ours to protect.

The Teacher at Sea adventure began as a simple search for a meaningful professional development opportunity. I applied, crossed my fingers—and got in! Now, with wholehearted enthusiasm, I’m preparing for the journey ahead. Tomorrow, I’ll fly from Honolulu to San Francisco to board the NOAA Ship Bell M. Shimada.

I’m armed with Dramamine and sunscreen, a cozy winter hat for chilly nights, and a big summer hat for the sunny days. Adventure and learning, I’m ready. Aloha!

June 20, 2025July 18, 2025

Sinh Nguyen: Rooted in the Pacific, Sailing Toward Purpose, June 19, 2025

NOAA Teacher at Sea

Sinh Nguyen

Aboard NOAA Ship Pisces

July 7, 2025

Mission: Larval Bluefin Tuna Slope Survey

Geographic Area of Cruise: North Atlantic Ocean, Slope Sea

Today’s Date: June 19, 2025

Embarkation Date: July 7, 2025

Personal Introduction

Howdy from Fort Worth, Texas! My name’s Sinh Nguyen, and I’m a 2nd grade teacher at Uplift Education Mighty Preparatory.

I grew up in Aliso Viejo, California – bordered by Laguna Beach – along the southern Pacific Coast. Some of my favorite memories were made at its beaches: Catching our breaths while trailing down Laguna Beach’s infamous “Thousand Steps” for a workout; blasting music around San Clemente Beach’s firepits while huddling for bonfire warmth; and scrambling around with food trays at Dana Point’s Doheny Beach Park while searching for a picnic site.

Five members of Sinh's family (possibly, a mother with four siblings?) sit in a line on rocks at the seashore for a family photo. Behind them, the ocean is a very bright teal color, and the sky is whitish-blue with cloud cover. — A family photo taken in Laguna Beach, California.

I then relocated to Los Angeles for my undergraduate studies at the University of California, Los Angeles (UCLA), where there was a travel-study opportunity in Honolulu, O‘ahu, for environmental conservation work. One day, at the top of the Diamond Head trail, I stared into the ocean. She was so mighty… and vast. So spectacular that everything else around seemed incomparable. The feeling was humbling; and it taught me to seek out beauty among the unknowns of our world’s depth. I reminded myself to not only learn more about the waters, but to share that experience with others.

Sinh, clutching a water bottle, poses in the corner of this view for the photo. He is surrounded by something like palmettos. Beyond, we see the lights of Manoa, the high rises of Waikiki, and a mountaintop (Diamond Head?). The sky is pink with dark clouds, just after sunset. — Me atop the Puʻu Pia Trail near the University of Hawai‘i, Mānoa, our travel-study host campus.

a collage of three photos: at the top, a group of students clusters on the side of the road overlooking the ocean; at lower left is signage on the road that is difficult to read; at the lower right is a beautiful cove. — Our group, following an exploration and clean-up project of protected lands in Honolulu.

Fast forward to today: I moved to Fort Worth in 2016 to complete teacher training through the urban education model with City Teaching Alliance and Johns Hopkins University. Since then, I’ve been working as a primary school teacher here. I’ve noticed that even though oceanography is slightly covered in our science curriculum, students are particularly fascinated by the sea and its inhabitants (e.g., they fall in complete silence during Finding Nemo).

While there are pockets of water in North Texas, most of my students have never experienced the coast. “Mr. Nguyen, how can SpongeBob SquarePants live under the sea?” “Do octopuses behave like Ursula?” and “Can we make sand angels like they do in Lilo and Stitch?” are oftentimes asked as I hook students with sea world experiences. These “tricky questions” – inquiries – are my motivation behind this excursion. This sail will help me contextualize and gain first-hand experience of oceanic research, while exposing students to world-renowned scientists. My students are feeling extra curious and excited about the trip’s findings. They predicted a lot of seasickness (as a first timer aboard a ship) and plenty of “fish [to catch and study] because the waters are warmer in the summer.”

As I’ve told my students, for the following weeks in sea, the mission is clear: “To research, to inform, and to find Nemo!” Photo courtesy of Uplift Education.

Preparing for Research at Sea

Howdy, from Los Angeles! After flying out of Dallas/Fort Worth International Airport, I planned to take the Amtrak down to Orange County for a family reunion. But there’s been a delay on the train, which means time to kickstart my travel blog. This trip is a chance to revisit loved ones before sailing, as not everyone has been caught up to speed yet in this process.

For preparation, I’ve been studying more about NOAA Ship Pisces, internalizing excursion protocol, and learning more about larval bluefin tuna. Because there are physical demands to this expedition, I’ve been following a daily running and fitness regiment. Mentally, I’ve been maintaining an open mindset as we’re told throughout training: anything can go once in the ocean!

overhead view of NOAA Ship Pisces underway, leaving a bright blue wake against a dark blue sea — All to be aboard NOAA Ship *Pisces*! *(Photo credit: NOAA Ship Pisces Facebook page)*

On Monday, July 7^th, I’ll be joining NOAA Ship Pisces in Norfolk, Virginia. I’ll have the honor of attending her Change of Command Ceremony; and there were arrangements made to ensure a warm welcome from the crew. I’ll spend that first night acclimating to life at sea and familiarizing myself with the crew and daily operations. The fishery research will begin on the following Tuesday and involves me participating in shifts of up to 12 hours, assisting the science crew, and documenting the experience through weekly blog updates. Essentially, I am supporting the mission as directed by the scientists and officers.

So, as I prepare to sail the waves aboard NOAA Ship Pisces, I carry with me the excitement and wonder of the students and school community I serve. I hope to bring back a wave of discoveries that will inspire the next generation of scientists to explore, protect, and appreciate (and demystify) our waters.

Let’s drift out into the ocean!

December 18, 2024December 18, 2024

Kiersten Newtoff: Let’s Try This Again! December 18, 2024

NOAA Teacher at Sea

Kiersten Newtoff

Aboard NOAA Ship Pisces

January 6 – January 29, 2025

Mission: Atlantic Marine Assessment Program for Protected Species (AMAPPS)
Geographic Area of Cruise: North Atlantic Coast
Departure Port: Newport, RI
Arrival Port: Newport, RI

Date: December 18, 2024

I’m back! You may remember all the mishaps that happened that prevented me from sailing on the Oregon II in summer 2023. I’ve been incredibly fortunate that the Teacher at Sea program has been flexible and was able to place me on a new cruise with the NOAA Pisces, so named by a group of 7^th grade students in a naming contest.

This cruise is focused on the AMAPPS protocol, or the Atlantic Marine Assessment Program for Protected Species. By collecting data on the species of marine mammals, turtles, and seabirds observed, scientists can create abundance maps that show where these species can be found year-round. We will also be using a hydrophone to record the calls and songs of cetaceans (whales, dolphins, and porpoises). In addition to the surveys, scientists will collect data to see how factors in the environment affect abundance and distribution. While there are many products from the research, one easily available tool to the public is the Marine Mammal Model Viewer. On this viewer, you can choose a marine mammal species and a time of year to see density maps of the species over time. This is a powerful tool as we learn about oceanic species and how a changing climate impacts their distribution.

screenshot of a lightly topographical map of the eastern U.S. seaboard. Along the coast, the waters have been color-coded to show animal density (animals / square kilometer), ranging from cold colors (low density) to hot colors (high density.) In this example, density of sperm whiles is higher a bit farther from the coast, except along North Carolina's outer banks and a bit off the coast of New Jersey/ New York. — A screenshot from the Marine Mammal Model Viewer. This map shows the abundance of Sperm Whales in the fall.

While I gave a lot of background in my first introductory post, there have been some fun updates. I am on sabbatical from Montgomery College to gain more experience in biological research to bring back to the classroom. Specifically, I have been focused on bird banding, which involves capturing birds and adding a metal identifying ‘bracelet’ to their leg. Each band has a unique identifier, so if someone else catches it they will be able to learn a lot about the bird’s ecology. In the banding process, we collect data such as age, sex, reproductive stage, wing length, tail length, amount of fat, and more. All this data can help us assess the health of the bird and draw conclusions about the species, bird migration, and changes over time. Banding birds requires a federal permit that I have applied for, so now I’m sitting and waiting to hear back — fingers crossed!

Kiersten (right) holds a Ruffed Grouse during banding operations in Montana. Another bander is taking a picture of the tail to analyze further after the bird is released. a third person looks on, hands behind his back. Everyone wears beanie caps and sweaters. — Kiersten (right) holds a Ruffed Grouse during banding operations in Montana. Another bander is taking a picture of the tail to analyze further after the bird is released. Bird banding can tell scientists about bird ecology and conservation.

Thank you again to the Teacher at Sea team and the crew of the Pisces for welcoming me aboard!