SEAMAP Summer Groundfish Survey SEAMAP (Southeast Area Monitoring and Assessment Program) started in 1982. According to NOAA Fisheries’ Summer and Fall Groundfish Surveys in the Gulf of America, these surveys provide long-term data that help monitor the health of the ecosystem in the Gulf in order to support sustainable fisheries management. SEAMAP surveying is done in the summer and in the fall and consists of over 300 stations (stops) throughout the Gulf, spanning from Texas to Florida.
The Summer and Fall Groundfish Survey combined collects data for over 80 days in the Northern Gulf of America per year, which is critical for fisheries managers. Credit: NOAA Fisheries
This leg (Leg 3) of the survey will consist of survey points from Louisiana (Atchafalaya River) to northern Florida (north of Tampa Bay).
Red dots show approximate locations of the start and end of the surveys.
The scientists deploy a trawl net that sweeps near or on the ocean floor to collect the groundfish. This sampling shows a point in time of the Groundfish population throughout the northern area of the Gulf of America/Mexico.
NOAA Scientist Adam Pollack and NOAA Senior Survey Technician Stephanie Stabile pulling in the trawl net for sample collection.
Our first haul of this Leg took place at 2100 hours (9pm). We ended up with a collection weight of 24.179kg (53 pounds). Shrimp made up the predominant groundfish caught; total shrimp collection tipping the scales at 35 pounds!
There were four different species of shrimp collected within this sample; brown, pink, white, and mantis. The majority of the shrimp were brown shrimp (Farfantepenaeus aztecus) weighing in at 32 lbs. Next was 2.8 lbs of pink shrimp (Farfantepenaeus duorarum). We collected a small sampling of white and mantis shrimp.
We sorted the shrimp into different taxa (types). The most telling difference between the brown and the pink shrimp is that the pink shrimp has a pink dot on its side.
Native shrimp found in Alabama (Photo credit: National Oceanic and Atmospheric Administration, taken from Alabama Cooperative Extension System website)
The white shrimp (Litopenaeus setiferus) is similar to the brown shrimp but has an iridescent tail. The mantis shrimp (Squilla empusa) has a sharp looking tail and is known as a ‘thumb splitter’. This made me quite leary of the shrimp at first, needless to say I was hesitant to handle the mantis shrimp (even though the ones we caught weren’t big enough to cause serious damage.)
After sorting the catch we measured and weighed the groundfish based on SEAMAP set parameters needed for data analysis. Criteria might include sending groundfish in for further testing and processing, while others groundfish populations might only require a certain number of the catch to be measured and weighed. For instance, of the shrimp caught 50 of each type were split between male and female then measured and weighed.
Measuring the brown shrimp (Farfantepenaeus aztecus). Can you estimate her length?
Personal Log
First Day of School… at Sea!
Monday at 0900 hours, I boarded the ship and started my journey with NOAA’s Teacher at Sea Program. I imagine that I felt pretty similar to how my students feel on the very first day of school: a mix of intense excitement and a little bit of nervousness!
The day started with a brief tour of the ship, where I met the Field Party Chief (FPC), Faith. Then, I attended an orientation led by the officers about the ship’s rules and expectations. Just like how teachers go over classroom rules and expectations on day one.
A lot of new terms, vocabulary, and acronyms were thrown our way. Luckily, I had done a little bit of preparation and learned some of the maritime language beforehand, even though I still have a lot to learn! Here are a few quick translations:
Berth=Bed/room
Head= Bathroom
Stern=Back of Ship
Bow=Front of Ship
Muster= Meeting area for roll call
Next, we participated in two of the three required safety drills. The first was a fire drill. Instead of evacuating the vessel (leaving the ship), the science team mustered at the stern and awaited further instructions. This is similar to school fire drills, where we go to our designated area, take a headcount, and wait for further directions.
The next drill that we participated in was the “abandon ship” drill. We meet at our muster station with our lifevest and survival suit. The survival suit is made of neoprene and is designed to keep our body temperature stable so we don’t succumb to hypothermia before being rescued.
You might be wondering (as I did), how can someone get hypothermia in warm water? While the water in the Gulf may be a nice 85℉, our bodies sit at 98.6℉. This means the ocean would slowly absorb your warmth and cause your core body temperature to drop. Check out this fact sheet on how to put on the survival suit (immersion suit) https://www.fisheries.noaa.gov/s3//2024-09/NOP-Observer-Immersion-Suit-2023.508.pdf
The third drill we learned about is the “mariner (man) overboard” drill. If someone were to end up in the water it is everyone’s job to stop, point directly at the person, and never take your eyes off them. This allows the crew to follow recovery procedures to save the mariner.
Assigned stations for drills.
After the drills, the science team returned to the dry lab, and I met the crew members I will be working alongside. The work rotations are split into two 12-hour shifts, day and night. I’ve been assigned day shift, working 11:30am to 11:30 pm.
We reached our first survey station at 2100 hours (9pm) and the real work began!
Current School: Williams Science and Fine Arts Magnet Elementary, Topeka Public Schools (USD 501)
Upcoming School: Jardine Middle School, Topeka Public Schools (USD 501)
Mission: SEAMAP Summer Groundfish Survey
Geographic Area of Cruise: Gulf of America/Gulf of Mexico
Date: June 28, 2026
Personal Log
At the USS Constitution in Boston with a group of History educators from Kansas.
From June 2026, headed from Kansas to Boston.
Taking a group of teachers to learn about Windfarms at Fort Hays, Kansas.
Hello, all, my name is Amelia Black and I am a proud Kansas public school teacher. I have been a teacher for over fifteen years with Topeka Public Schools (USD 501). Transitions, geography, incredible adventures, and connectivity is the theme for this summer.
One big transition for me will be happening this this coming school year as I move from teaching elementary ESOL ( English as a Second Language) to middle school. I will be transitioning to a new school and starting the next journey in my teaching career, teaching newcomers ELs (English Learners) at Jardine Middle School. Newcomers are students who are new to America, who often arrive speaking little or no English. I love working with my students, as well as other educators and helping them both to find their strengths, their voice, and empowering them through learning and inquisitiveness. My favorite part of being an educator are the moments when new understand or a new skill clicks and they have a ‘light bulb moment’. Seeing the understanding dawn is an amazing part of teaching.
Before I set up my new classroom, I am embarking on an incredible new adventure with NOAA (National Oceanic and Atmospheric Administration) as part of the Teacher at Sea (TAS) Program. I will leave Kansas on America’s 250th birthday (Independence Day) and I will be trading landlocked Kansas for open waters aboard the NOAA Ship Oregon II!
During this adventure, I will be learning from some amazing scientists and crew members as part of NOAA’s Summer Groundfish Survey. When I step onto the ship, I will be a “newcomer” myself. In addition to learning new vocabulary, scientific language, and marine culture, I will be getting my ‘sea legs’ as I learn how to navigate on a 170-foot fishing vessel. This will be a whole new adventure for me and as a life-long learner something I am truly excited to experience. I want my students to see that it is okay to try new things and step out of your comfort zone, that it is okay to be nervous when you learning something new and in a brand-new place. By stepping out of my comfort zone and working alongside NOAA scientists, I want to model resilience, curiosity, and bravery. Skills that I know my language learners experience as immigrants to America.
You might be wondering, what is an ESOL teacher doing going on scientific exploration? The answer is in connectivity. Connectivity between language, reading, science, and social studies. STEAM (Science, Technology, Engineering, Art, and Mathematics) AND Social Studies are essential for building background knowledge, academic vocabulary, and conceptual understanding. All components that are integral to comprehending complex texts and bring the joy of learning to the classroom.
As a passionate advocate for social studies, I serve on the board of the Kansas Geographic Alliance (KGA) and as a coordinator of their annual P4 Summer Institute (Plants, People, Places, Patterns). In this role I am given the opportunity to work alongside inspiring educators from across Kansas to explore and advocate for geography and social studies. Connectivity extends geographically: our rivers in Kansas lead to our oceans. The Midwestern watersheds affect our marine ecosystem in the Gulf. In participating in this experience, I will be able to bring back my learning and experiences not just to my students but to educators and others throughout Kansas.
To all my amazing students, families, and friends: I hope you are able to follow along this journey with me and I cannot wait to take you all on this learning experience. So get your maps out and follow along as we set off from Kansas to the Gulf of America/Mexico starting at Pascagoula, Mississippi.
Kansas Learning Log
Part of being a good educator is being prepared, so as I start this journey I want my log to reflect my learning but also the interconnectivity of science, social studies, and many other disciplines. The NOAA (National Oceanic and Atmospheric Administration) TAS (Teacher at Sea) Program has a blog format that I will be following in future blogs. The blog outline will start with Weather Data from the Bridge and a Scientific Log before my personal log. Each log will end with a fun learning opportunity or a sneak peak, you will have to read to find out! For this intro blog, I wanted to give you all a look at the Weather Data from Topeka, Kansas as well as a little information about this fantastic landlocked state.
Weather Data from Topeka, Kansas Latitude: 39.0483o N Longitude: -95.6780o W Elevation: 945 feet (288 meters) above sea level Wind Speed: 15mph (13 knots) Wind Direction: South (180o ) Visibility: 10 miles (8.69nm) Air Temperature: 93o F, heat index of 108o F Barometric Pressure: 29.64 Hg (1003.73) Sky: Mostly clear
A Little Bit about Kansas (Science and Technology Log)
You might already know a few things about Kansas. In addition to being a fly over state (thank you, Jason Aldean), Kansas is located in the middle of the United States. Kansas is the geographic center of the 48 contiguous United States (https://www.ngs.noaa.gov/PUBS_LIB/GeoCenter_USA1.pdf). In fact, prior to modern mapping technology advancements a ranch in Osborne County, Kansas was the official geodetic center of North America. This meant that all the maps created for the United States, Canada, and Mexico used this Kansas ranch as their reference point. https://www.penryfamily.com/geographicalcenters/meadesranch.html
Most people assume that Kansas is flat. However, the eastern part of Kansas is part of the Flint Hills and has some breathtakingly beautiful rolling hills and prairies. Additionally, the elevation of Kansas rises steadily from east to west. The lowest point of Kansas is 679 feet above sea level and the highest point is over 4,000 feet above sea level!
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.
Had a chance to ride the small boat, and really see the Oregon II
Ahoy from the Gulf!
This first paragraph was written in worse weather. Today the sun has come out and the calm waters are back. But previously, I was editing this blog as we floated around in storms in the Gulf. They finally dissipated and we had a chance to score stations with a snakefish, sandbar, and a tiger shark. Probably one of the higher-wave days on the Beaufort scale since we left the port of Miami. Today’s prediction from the bridge is west-southwest winds at 5–10 knots and wave heights of about 1 ft, with scattered showers. The Oregon II is rolling, and swaying to the beat of the Gulf.
What number do we fall on the Beaufort scale? Right now, we’re sitting at about a 2—depending on the moment. But it can change quickly.
Video from the galley. What’s our Beaufort Reading?
Beaufort Scale
Just like our environment speaks to us about what’s happening around us, the ship communicates with other seafarers. The Day Shapes on the Oregon II mean something. Different shapes, and combinations of shapes, signal the level of awareness and caution other vessels need to have when approaching.
Different shapes, and combinations of shapes, signal the level of awareness and caution other vessels need to have when approaching.
Shapes are tied to Foremast to communicate with other vesselsBall, Diamond, and Ball – Dayshapes to communicate to other vesselsEach Shape means something
Our Day Shapes mean we’re restricted in our ability to maneuver – especially when we are deploying the CTD (conductivity, temperature, and depth) instrument. Since late in the evening on August 13th, we’ve been laying long lines and conducting CTD’s in 12-hour watches, usually 3-4 sets per watch.
We are currently the white dot inside the white circle in the storm front.
So those shapes have been up for a while. Other than our current status, wading in the not so velvet Gulf, we’ve been consistently living those shapes.
I already blogged about how we fish using bottom longline gear—I’m going to dive a little deeper into why we do it, what happens after the fish are caught, and what happens after we release them.
I just want to preface this by saying: this is by far one of the most complicated topics I’ve ever tried to teach high school students. Part of my work out here is learning from the people who do this everyday, so I can simplify it and make a complex system of natural resource management engaging for my students—and make it make sense.
Everything I’m sharing below is based on my personal experience learning from the fisheries biologists aboard the Oregon II—whom I’ll introduce in another blog post—as well as digging through NOAA Fisheries and academic resources to add to my understanding. Some of those resources were created with input from the very fisheries biologists on this ship, using the science and data collected during surveys like the one I’m on.
Enjoy.
Fish Hauled – New additions are in red, since last blog post.
Often overlooked, forgotten, Oceans and waterways are a massive source of “wild food,” a popular recreational playground, spiritual engagement, an epic research zone, and home to endless stakeholders. What I find most captivating about our ocean—and the complicated relationship humans have with it—is that you can’t see what’s below the surface without incredible precision, science, and a bit of luck and/ or chance.
Oregon II Underway to next fishing station.
The vast ocean covers 70% of Earth, and it’s deeply intertwined with our food, culture, oxygen, weather and climate, the water cycle, and life itself—the mystical, the economical, the spiritual, the recreational, and the scientific—right down to our land. How we manage and use it is vital to us all.
There are endless trenches I could dive into, but I’ll do my best to keep a steady progression in these blogs, cater to the students who will likely be reading this once school starts, and hopefully inspire some of them to explore deeper depths. I know I will—both during this trip and when I return to Brooklyn.
What is a “stock,” and how is it assessed?
First and foremost, a “stock” refers to the population demographics of a species of marine life. Stock assessments are conducted to check abundance and respond accordingly if needed with management strategies.
These assessments are built on the ABCs of a stock: Abundance, Biology, and Catch.
How do you collect data for the ABCs of fisheries science?
There are two types of data collected to assess a stock: fishery-dependent and fishery-independent.
Fishery-independent
Fishery-dependent
Fishery-independent data are collected by biologists on at-sea surveys that keep sampling time, area and gear consistent to gather information on fish stock abundance, biology, and their ecosystem.
Fishery-dependent data are collected directly from recreational and commercial fisheries, and provides landings information (total numbers caught), bycatch (catch that is incidentally caught), and biological details about the fish.
I am currently on a Fishery-Independent survey.
This a sample of what the day will look like.
Where is Oregon II going?
Being on the open water can get you all spun around. Now add zig-zagging across the Gulf nonstop for 18 days, 24 hours a day—baiting, setting, hauling, and doing science in the blistering heat. It helps that we have charts all over the “dry lab” and around the ship to show us where we are and where we’re headed.
I’m currently on Leg 2 of the survey. This survey has four legs. A leg is a separate time at sea within the overall survey. On each leg, different stations are worked to meet the objectives. The survey runs down the Atlantic Coast from North Carolina to West Palm Beach, FL, then transits back around past the Florida Keys and into the Gulf to begin sampling again north of the Dry Tortugas. In the Gulf, data is collected at three different depth strata: the shallowest and closest to the coast (9–55 m), midway (55–183 m), and farther out on the continental shelf (183–366 m)—bouncing back and forth along the shelf as we move up the western coast of Florida.
On my leg, we fish at different stations throughout the eastern Gulf, moving between these depth strata. I wasn’t too far from the coast where some families live. These stations are selected at random, with some structure like the depth strata and geographic areas to help ensure adequate spatial coverage. .
Green Dots represent areas surveyed, and black squares represent MPAs (Marine Protected Areas)
What is collected and how is it collected?
Catch is identified, measured, weighed, sexed, and often a fin clip is taken. Not all sharks are tagged, but every single one is identified. This part is the hardest for me—accurate identification is critical for collecting data used to assess the stock.
Even though we’re sailing in the Gulf of America, we use meters and Celsius. Standardization across datasets—as well as consistency in methods and results—is essential in science. Accessibility and transferability of data are key for making accurate determinations and ensuring the longevity of the dataset. I often forget that the rest of the world uses the metric system!
There are lots of shark species that are easy to tell apart—and others, not so much. For example, there isn’t just one type of hammerhead.
Smoothhound Shark ID
I find it so impressive when the fisheries biologists can identify them and then explain the differences to people who aren’t trained in fisheries biology. Major and subtle differences exist, and it takes a trained eye to spot them. The more you see it, the more you can’t unsee it.
Basic Shark anatomy for reference. Credit Shark Trust.Basic fish anatomy for reference
To figure out the sex of sharks you look for claspers—males have them, females don’t. Males use their claspers during the reproductive process. And that’s the story of the birds and the fish.
Identification of sex
We weigh them using a scale, placed in the mouth.
Finally, we remove the hook and let them go. All of this has to be done quickly, and once all the data is collected, we gently return the shark to the water and watch it swim away.
Ready to releaseShark in the cradleTagging a shark in the cradle.
Larger sharks are brought up in a cradle on the side of the vessel.
I got to see up close and personal what a hammerhead looks like—and had the privilege of participating in the tagging of this incredible animal. I have to say, I always knew they were real—a sort of mystical sea creature I thought I could only dream of seeing. Well, they’re real, and just as beautiful as I imagined.
Bringing a shark up in the cradle is always an exhilarating experience—being so close to these animals while contributing to both commercial and conservation efforts.
Great Hammerhead we took samples and tagged and released. Swimming away after data collected
Processing fin clips
Genetic samples (fin clips) are taken to a lab back on shore, where Texas A&M geneticists catalog and store them for future use and species-specific research projects.
For other fish, we collect eye lenses, fin clips, and otoliths.
All of these methods—and the data collected—help inform the preservation, conservation, and management of these species for both commercial and recreational purposes.
Retrieving samples from Red Grouper
inside the eye lies a lenses
close up of red grouper eye lenses
Preserving eye lenses from red grouper
Sample of Fin Clip
Otolith is the ear bone from fish
Ear bone from fish can help age it
Close up of Otolith
Preserving Otoliths
Red Grouper; eye lenses, fin clip, and otolith.
But why is this collected?
A colleague and mentor from New York Harbor School—a Teacher at Sea alum on NOAA Ship Oscar Dyson years ago— told me he was confused about what I was doing; what is the research question he asked?
The research questions can change depending on the needs of a particular species and or direction of particular research bodies. This data is collected to help manage the stocks of shark species and red snapper. The fisheries data collected on the Oregon II is included in regional stock assessments. After the stock assessment team reviews all the available data for a given species, scientific models can be developed which can then contribute to federal stock management in the region.
This survey has been happening year after year—for more than 25 years.
So, what’s going on with sharks today?
The famous summer blockbuster based on the book the Peter Benchley, Jaws Novel, instilled fear among people about sharks and was a catalyst to increased fishing for sharks – specifically white sharks – contributing to overfishing. For two decades following the release, lack of knowledge and fear, led to effects on the shark fishery.
“Think we are gonna need a bigger boat?”
“Jaws spearheaded a “collective testosterone rush” among fishers in the East Coast of the United States, leading thousands to hunt sharks for sport, as George Burgess, former director of the Florida Program for Shark Research, told the BBCin 2015. In the years following the film’s release, the number of large sharks in the waters east of North America declined by about 50 percent. “
Sharks are fished for several reasons: sport, commercial products, food, and scientific research.
Over the course of this immersion with scientists aboard the Oregon II, I’ve grown to love these animals and feel far less fear around them. Now, does that mean I’m going to go swimming with sharks off Long Island or in NYC? Not without a trained biologist like the ones I’m working with on the Oregon II!
A long time fear of these apex predators, has been sort of a commercial enterprise. Go to any water park and you will see a shark necklace. I think I even swam with sharks at Disney World Blizzard Beach, now that I think about it, sort of a weird thing. Baby shark is all over the airwaves and streaming services. I think we underestimate how cultural influences affect our view of our environment and its inhabitants. Sometimes, culture seeps into our consciousness.
Sandbar shark swimming after being tagged.Sandbar swimming away
I’ve stayed humbled and fascinated by these animals every single day of this experience.
Keep in mind, I’m just talking about federally managed fish in federal waters. To further complicate the matter there are also, States and/ or international law involved too. Sharks are managed federally under the Highly Migratory Species (HMS) classification.
Fishing and other human activities have influenced the species started in these fisheries, and the data has helped show these shifts over time. Hence the complicated, but necessary interconnections of science, policy, conservation, economics and stewardship. What adds to more a complicated scenario, generally sharks (relative to say many bony fish) are longer lived, take longer to mature and reproduce fewer young so that overfishing can have larger deleterious effects on their populations.
U.S. Senators Ted Stevens (R-AK) and Warren Magnuson (D-WA), 1973. Credit: Ted Stevens Foundation
The primary law that manages fisheries is the Magnuson Stevenson Act. The main purpose of the act was to establish sustainable and economically viable U.S. fisheries. Major components to establish this directive are as follows; Preventing overfishing, Rebuilding overfished stocks, Increasing long-term economic and social benefits, Ensuring a safe and sustainable supply of seafood, Protecting habitat that fish need to spawn, breed, feed, and grow to maturity.
Science-Based Management Tools
Much of the management of sharks in the Gulf are in line with the Magnuson Stevenson Act. There are a variety of methods that contribute to managing a species.
Due to surveys such as the one I am sailing on, and a science-based management approach, some shark stocks have even experienced population growth including:
Atlantic sharpnose
Atlantic blacktip
Sandbar
Spiny dogfish
Tiger
White
However, there are some species that aren’t as positive a story and need protection. Below is a list of sharks that are Prohibited from being caught in the U.S Atlantic, the Gulf, and Caribbean. Moreover, there are tools to help mitigate harm to these animals if an unintended catch (bycatch) occurs.
Below is a list of Prohibited Sharks in U.S Atlantic, the Gulf, and Caribbean. Moreover, there are tools to help mitigate harm if bycatch occurs. Bycatch occurs when you catch something that wasn’t what you are targeting.
It’s important to note that regulations exist for both commercial and recreational fisheries. However, in all fisheries that harvest sharks, no fins can be harvested at sea. Animals must come intact (fins naturally attached) to shore then can be harvested along with the entire animal. Finning has been illegal in US waters since 1993, with further protection enacted in 2000 and 2010.
Over time, if stocks replenish, species can be removed from the “no-fish” list. Conversely, if stocks dwindle, actions will be taken. Data is critical for making these decisions. It’s common for people to think that “overfished” means extinct. There are actually different classifications for fish populations. There’s a difference between extinction and being threatened, based on definitions in the Endangered Species Act.
An important concept for fisheries management and stock assessment is maximum sustainable yield—the maximum catch a species can sustain over time. It’s the amount of fish that can be harvested from a source, which will allow adequate reproduction and replacement. This is why research is done like the stuff down on the Oregon II and other ships in the NOAA fisheries fleet, the data helps make that decision. Fishermen need fish to make money, folks want fish to eat, and the environment needs to have the fish. Complicated.
Although complicated, data driven management has been proved to support growth of some shark species. Check out the cool story of the white shark slowly making a comeback after years of overfishing:White Shark Recovery.
In addition look at the timeline of shark fisheries; fishing, science, conservation, and policy.
First insights into the movements of young-of-the-year white sharks (Carcharodon carcharias) in the western North Atlantic Ocean Scientific Reports ( 2018)
What’s even more delicate and fascinating, the white shark nursery is in waters not far from NYC. Several researchers are tracking white sharks and their nursery habitats and juvenile behavior. They tagged and tracked 8 sharks and tracked their movement. You can see from their data where they are most frequent; red being the highest concentration, and light blue being the least during the months of August to October. This really shows the interconnection between the Hudson canyon, Long Island and our coastal harbors of NYC. All happening under the nose of the big city. The sharks are making it to the Hudson Canyon, which is approximately over 100 miles from NYC and filled with biological diversity.
We started talking today about when we’ll head back to port, and honestly, it made me a little sad that this trip is almost over. I had one day where I got really homesick—started missing Clara and the cat. A quick FaceTime fixed that and reminded me to stay present. Lately, school emails have started coming in too, so I guess I finally get what people mean by the “dog days of summer.”
The past few days have been a mix. Some hauls were pretty boring, and the weather’s been rough. But I don’t mind rough seas—kind of makes me feel salty, like a real mariner. Plus, the clouds have been a blessing, giving us some relief from the heat. And then came the set that changed everything: we brought up a tiger shark and a big sandbar in the cradle. That got my energy back in a hurry.
Taking hook out of Tiger SharkCheck weight of a Tiger Shark
Even on slow days, there’s a silver lining—it gives you time to really talk to people. Lately, we’ve been making our own fun with games like “find the rubber sharks” and a ship-wide murder mystery. I’ve already been “killed” and found 3 out of 20 sharks. When I’m not blogging or doing science, we’re in the lab playing Overcooked or Mario Kart. I wish I could say I’m crushing it, but that’d be a lie—at least for now. Maybe my luck will turn around. Out here, you need fun built in. Otherwise, the downtime will drive you nuts.
I’ve been working on listening more. It’s been cool. Folks here are curious about the Teacher-at-Sea guy from Brooklyn, and I’m just as curious about people from Mississippi doing shark stuff. The deck crew and engineering crew seem to be from all over, its awesome how all these people are on this ship to participate in this work. Clara would be proud—I’ve been asking more questions than talking about myself.
We’ve been sharing music too, and jamming during sets/ hauls. These folks are definitely not Phish fans, so I’ve had to dig into my youth and other playlists. I got one Phish studio track played—just one. Our watch leader Kristin was taking requests, and when I said Five Years, she laughed and asked, “Is it five years long?” It’s been fun shaking up my musical listening. New Orleans came up in convo, I forgot the geography of the Gulf area to NOLA—and that I actually lived and taught there in a season of my life. I have found memories of the food and culture of this area, it’s nice to relate to folks that enjoy it more frequently. One of these days, I’ll be back. Moe. is playing Halloween, Clara—what do you think?
I’ve also started talking to folks outside my watch crew. Turns out, it’s a small world out here. Some of these people are just a few degrees away from me in the environmental education world. We even know some of the same people. A couple of us have been in the same place at the same time before and didn’t even know it. One guy almost went to Harbor School but chose another path—still ended up working on ships like he wanted. Wild how that happens. The more I think about it, the more I realize: there are a lot of people out there doing wild things, and somehow, you bump into each other.
This blog was tough to write. There are so many directions to go. But at its core, it’s simple: people do science, and policymakers use that science to make decisions—especially about natural resources. Moreover, fingers crossed . For me, these blogs and this whole experience are filling in gaps in my own learning. They’re helping me figure out how to teach this stuff to my Harbor students in a real, meaningful way. Honestly, every paragraph here could be a lesson. Some could even turn into a whole unit. Maybe even a year-long course. The gears are turning.
Who knew I’d get this into sharks? It’s crazy how much we know—and how much we don’t—at the same time. A teacher at school is always saying playing science vs. real science, I wonder what he classifies this as. This experience makes me feel special, it’s been nice to see all the comments and folks have been reaching out to see how it’s going. It’s a good feeling when people are interested in what you are doing. I am glad to be tagging along with the crew on this ship, and it’s nice to highlight what they do is important and special. Waiting on the students to be interested, maybe I will let them have the dog days of summer. I see some of my students doing things like this in their future.
Seabirds that don’t nest in the U.S. but are seen flying in the gulf and visiting Caribbean and Florida.
Natty Brown, with yellow-bill, white underneath its wings. This one is a juvenile, as it hasn’t developed its color yet.
I thought this was a frigatebird at first, they are very different. Especially, the wings on the Booby are smooth, where is the wings on the frigatebird are sharp and lines.
Did you know?
Once Built for Bureau of Commercial Fisheries
Prior to the National Oceanic and Atmospheric Administration (NOAA) there was the Bureau of Commercial Fisheries. The National Oceanic and Atmospheric Administration (NOAA) is part of the Department of Commerce and was created in 1970.
Early on the director of the National Oceanic and Atmospheric Administration (NOAA) had a contest of what the logo should be. Below are the candidates from 1970.
The candidates for NOAA
Dr. Robert White, NOAA’s first administrator, gave employees a choice. A year after they all were introduced, number one was chosen to show the interconnections between Earth, ocean, atmosphere, and ecosystems.
Dr. White stated: “A white, gull-like form links the atmosphere to the sea or Earth. The Earth and atmosphere and the interrelationships between the two are, of course, major concerns of NOAA. The line defining the top of the gull’s wings also resembles the trough of a foaming ocean wave against the blue sky. A creature of sea, land, and air, the gull adds an ecological touch to the Earth-sky motif.”
Curtis, T. H., Metzger, G., Fischer, C., et al. (2018). First insights into the movements of young-of-the-year white sharks (Carcharodon carcharias) in the western North Atlantic Ocean. Scientific Reports, 8(10794). https://doi.org/10.1038/s41598-018-29180-5
Geographic Area of Cruise: Atlantic Coast of Florida
Date: August 15, 2025
Weather Data from the Bridge (on our Boston Whaler)
Latitude: 41° 42.48’ N
Longitude: 070° 38.34’ W
Wind speed: 0-1 kts
Wave height: 1-2 ft
Air temp.: 26.7° C
Sky: Clouds
Science and Technology Log
The end of the trip wrapped up rather quickly, requiring us to steam for a while between stations and from the last station to the port of Miami Beach, FL, by noon on August 10. During this leg we were able to sample 45 stations between Miami and Cape Hatteras, NC.
NOAA Teacher at Sea Cheryl Milliken holding an Atlantic sharpnose shark that she tagged with an external button tag prior to releasing over the side.
While on my trip, I wanted to highlight some of the many careers on the ship. I interviewed someone from NOAA Corps, a scientist, a survey technician, two fishermen, and an engineer to get a range of job prospects on this ship. Today I have two people who have great influence on the culture of the ship: the chief steward and the commanding officer. Each of these people took a different path to get to Oregon II, and each person had a common goal: to support and conduct solid science.
Interview with Celeste Morris
Miss Celeste Morris, Chief Steward, and Kierra Bradley, Second Cook, in the galley. These two women were so personable and thoughtful, adding to the culture of family on NOAA Ship Oregon II.
Anyone who has been on a vessel at least overnight knows the most important position to maintain positive morale on the ship is the chief steward (head chef!). Our trip was no exception, even though our chief steward was an augmenter. Miss Celeste Morris serves a unique role among NOAA’s vessels: she moves from one ship to another in order to take the place of (augment) the chief steward when they go on vacation. Celeste started out as a teacher in Savannah, Georgia. She volunteered on a cruise, and one of the scientists suggested she apply for a position. “Well, I can’t be an engineer, so I applied for 2nd Cook.”
She has been on many vessels in the NOAA fleet. When not working, she likes to see her two grown daughters and her granddog. Thank you, Miss Celeste, for greeting us all with a smile and friendly conversation whenever we approached you in the galley. I loved trying all the new-to-me dishes that you made. Shoutout to Kierra Bradley, the 2nd cook, who kept up with everyone’s dishes and made a to-die-for mac and cheese!
Interview with CO Adam Reed
CO Adam Reed on the Bridge in Miami Beach, FL, on the last day of our trip.CO Reed’s notorious Manatea tea infuser.
The last person on my interview list is the Commanding Officer (CO), CDR Adam Reed. CDR Reed has only a few more months on the ship; he will be transferring command to CDR Jesse Milton in January 2026. CDR Milton has had several very interesting appointments, including time on American Samoa and a 10-month stint as station science leader at the Amundsen–Scott South Pole Station in Antarctica! Jesse was on this leg getting a feel for the vessel, and he proved himself to be ready and knowledgeable when that time comes. In the meantime, CDR Reed will stay at the helm to support the Southeast Fisheries Science Center on NOAA Ship Oregon II.
NOAA Corps Officers on the Bridge following docking in Miami Beach, FL. From L to R: Ensign Vincenzo LeDonne, CO Adam Reed, Cdr Tracy Miller, LT Luke Petzy, XO Pete Gleichauf, and CO Jesse Milton.
This leg seemed to have an abundance of NOAA Corps officers, but that may be a typical situation. Along with CDR Adam Reed and Jesse Milton, CAPT Tracy Miller, director of training for OMAO (Office of Marine and Aviation Operations) Training, was present to command a shift. LT Luke Petzy was generally at the helm during my watch, and commissioned bridge officer ENS Vincenzo LeDonne was on with the night watch. LCDR Pete Gleichauf, the Executive Officer (XO) of the ship, had to read all my blogs to make sure there were no errors, and for his positive comments I am grateful. Many of these NOAA Corps officers, as well as the crew, had background training in science but ended up on this support path.
CDR Adam Reed has been in the NOAA Corps for nearly 18 years. He is originally from Colorado and graduated from Colorado School of Mines with a degree in Engineering Physics. This is his first time as CO on a NOAA vessel, but he has spent time as XO on three other ships: NOAA Ship Rainier (around Alaska), NOAA Ship Fairweather (Rainier’s sister ship in Alaska), and NOAA Ship Ferdinand R. Hassler (a coastal mapping vessel that works along the Great Lakes to the Gulf of America [formerly Gulf of Mexico]). NOAA Corps officers generally serve in a rotation of sea assignment lasting 2 years, followed by a 3-year land assignment. CDR Reed was stationed at Northeast Fisheries Science Center (NEFSC) in Woods Hole, MA, prior to his current appointment on Oregon II. When his duties end here, he will be stationed at Newport, RI.
What do you like most about the job?
“I like traveling to all the different places and ports. I consider myself a foodie, so I like to go out to local restaurants.”
I know you live in Falmouth, MA, with your wife when you’re not at sea. What are your favorite restaurants there?
“I’d have to say Bluefins [Bluefins Sushi & Bar on Main Street in Falmouth], but we go to the Pickle Jar more often [also on Main Street]. We can walk to downtown, which is great.”
What hobbies do you have?
“I like to play video games and Dungeons and Dragons. I play curling in Falmouth. I like to ski in Colorado.” [He also loves puns! Sometimes the daily plan will have a pun from him to lighten the mood.]
If you could invent any tool to make your work more efficient and cost were no object, what would it be and why?
“The one tool [that is already invented] would be dynamic positioning. It’s an integrated system of computer controls that coordinate all engines automatically. Smaller ships can do this, but Oregon II is very analog. O II is single screw, meaning only one propeller. Some ships in NOAA’s fleet, like Okeanos Explorer, have that [technology].”
As of today, Drifter #1 is about 20 miles east of Topsail Beach, just north of Wilmington, NC. Drifter #2 made a solid loop in its track but now appears to be back in the Gulf Stream. Although we were nervous that we would not be close enough to the Gulf Stream during our initial plan to launch Drifter #3, it appears to have progressed well in that path.
Personal Log
Now that I am home and have some time to reflect, I appreciate how everyone on NOAA Ship Oregon II welcomed me into their family. Living on the ship for seventeen days requires patience, grace, and courtesy, and my shipmates were well-versed in all of that and more. I have to get back to school on August 26 (students start on September 2), and I know these folks are rooting for me to teach my students all about how I spent my summer.
Day watchNight watch
First photo: Day watch, L to R: Evan Winters (volunteer), Tera Winters (contractor), Sean Gronquist (skilled fisherman), Cheryl Milliken (NOAA Teacher at Sea), Mike Fountain (oiler and stand-in crane operator and fisherman), Trey Driggers (chief scientist), Josh Cooper (lead boatswain), and Gretchen Kruizenga (senior survey technician).
Second photo: Night watch, L to R: Lila Xenakis (volunteer), Henry Legett (volunteer), Kristin Hannan (acting Fieldwork Coordinator and lead of night watch), Nick Hopkins (Fisheries Methods and Equipment Specialist at SEFSC), and Noah Harris (volunteer).
Prior to sailing, I was most concerned about seasickness. At my annual physical, I explained my trip to my primary care physician, and she prescribed Scopolamine patches for my time at sea. I was fortunate that when we left Pascagoula, we were in calm seas for a few days, and noticeable waves didn’t hit us until we were heading up the east coast of Florida. At that point, I felt a little queasy, but I chewed on some candied ginger and made sure to drink lots of water! I now know that there is a successful way for me to manage seasickness over a long period of time at sea. That was a game changer!
The meals on the ship were outstanding. We always had a choice of two meat entrees, a side, and fresh vegetables. Lots of people on the ship were focusing on getting enough protein, and Celeste met those needs with healthy portions. We had to sacrifice the large red groupers and red snappers for age and growth measurements (by extracting the ear stones, or otoliths), so people filleted the meat off those individuals, and we all enjoyed some fresh fish. The crew have amassed a huge assortment of condiments (including mayonnaise that doesn’t need refrigeration…!), so it was fun to try new sauces on things like pulled chicken and chicken tenders. My love for roasted vegetables has increased thanks to Celeste offering items I don’t generally eat!
It’s funny to think about the crew out on another leg, while I and several of my colleagues on Leg 1 will only sail once. I think a bunch of the volunteers will go out again, but my perspective of the cruise is the 16-day snapshot of our specific time together. Kristin Hannan is out with Teacher at Sea Robert Markuske, training him and helping to launch more ocean drifters.
I am excited to see what Lila Xenakis does in the future. She is a master’s student in the Daly-Engel Shark Conservation Lab at Florida Tech (Florida Institute of Technology). Students from this lab try to volunteer on the shark bottom longline survey because they get fin clip samples from sharks caught during the survey, which adds to their database of genetic samples. They need hundreds of samples to examine populations of sharks in a meaningful way, and it’s not fair to ask for samples without pitching in. Besides, who doesn’t want to experience sharks up close and personal?
Dr. Toby Daly-Engel and her students examine ecology and reproductive strategies of different shark species by examining patterns in nuclear and mitochondrial DNA. Some shark species exhibit philopatry, meaning they go back to their birthplace in order to reproduce. This behavior is also exhibited in turtles and river herring, for example. By looking at the DNA, these scientists can tell if the populations are mixing or if they are inbred. Samples from east of Florida and the southeast can answer these questions. The more questions that are answered, the more there are to answer! Scientific research is a never-ending journey to find the answers.
Did You Know?
Sharks have a unique organ for digestion known as the spiral valve. The microbiome (microorganisms that live) in sharks’ spiral valves differs not only from species to species, but even among the layers of the valve in an individual! The microbiome, or bacteria, must help digest different parts of their meal as it moves through the spiral valve.
Something to think about:
While on our trip, we were targeting large sharks and large reef fishes because of the hook size that was used. Meanwhile, in the waters around Cape Cod this summer people have seen several hammerhead sharks and a juvenile tiger shark: Hammerhead Sightings Increase In Upper Cape Waters; Fisherman Hooks Tiger Shark. In addition, the Atlantic White Shark Conservancy, with the help of MA Division of Marine Fisheries shark biologist Greg Skomal, tagged ten great white sharks in Cape Cod Bay this past month. Of course, this is the 50th anniversary of the release of Jaws, so the many events to signify this occasion keep sharks forefront in our minds here on the Cape.
Are the sharks being seen more frequently because people are looking for them? Is more food available to these sharks than in the past? Is the increase in temperature of waters off Cape Cod causing the sharks to stretch their distribution further north, or is it an anomaly? We will have to see, and I am glad NOAA Fisheries is out there collecting data on fishes over a long time frame to be able to make informed decisions about the species that are commercially important to us.
