NOAA Teacher at Sea Blog

September 14, 2026September 14, 2026

Krista Fleming: A Shark, a Tag, and a Lesson, September 13, 2026

NOAA Teacher at Sea

Krista Fleming

Aboard NOAA Ship Oregon II

September 5-20, 2026

Mission: Shark/Red Snapper Bottom Longline Survey, Leg 3

Geographic Area of Cruise: Western Gulf of America

Date: September 13, 2026

Weather Data from the Bridge

Latitude: 27°39.801 N

Longitude: 93°36.615 W

SE Winds 10-15 kts

Seas 3 ft at 6 seconds

Slight chance of showers and thunderstorms.

Krista, wearing her Teacher at Sea t-shirt, poses for a photo at the railing of NOAA Ship Oregon II at sunset. the sky is dark blue above a pink horizon with just a few purple clouds; the water is almost dark purple. — TAS Krista Fleming at sunset

Science and Technology Log

I am learning to tell the difference among the different species of sharks we are catching. In this survey, we can encounter approximately 20 or more species of sharks. So far, we have seen Blacknose, Atlantic Sharpnose, Tiger, Scalloped Hammerhead, Sandbar, Spinner, Silky, Cuban Dogfish, Night, Blacktip, Bull ,and Gulf Smoothhound sharks and more!

The blacknose sharks definitely have an attitude and have been some of the feistier sharks we have handled! They get their name from the distinctive black smudge on the tip of their nose. Their fins do not have any distinctive markings. Interestingly, adult blacknose sharks can lose the dark marking on their noses as they age.

The Atlantic Sharpnose sharks are easier to recognize as many of them have distinctive white spots along their sides, which help set them apart from some of the other species we are encountering.

When the Spinner shark came up, we had to be especially careful because of how active and powerful they can be. Learning to recognize each species by its physical characteristics, behavior, and even its attitude has quickly become one of my favorite parts of the survey.

Krista, wearing a life vest and fish gloves, holds a small shark in two hands and smiles for a photo. she is standing on the aft deck of NOAA Ship Oregon II in between two wooden measuring boards. — Krista holding Cuban dogfish shark

Shark Tags

We administer several types of tags during the survey to monitor movement patterns and record growth in the wild.

P-tags are internal anchor tags. An incision is made in the skin, and the tag is inserted beneath the skin so it can remain attached to the shark.

close-up view of a P-tag mounted on an insertion tool, which has a sharp tip to insert the end of the P-tag under the skin — P-tag (yellow) and insertion tool

Roto tags are external tags that can rotate freely, allowing the tag to remain visible as the shark moves.

a set of 18 orange plastic tags, still attached to one another, where each has a spinning (rotating, hence "roto") attachment point. each tag is printed with the word REWARD, an ID number, and a phone number for the finder to call. This set of tags is resting on a datasheet. — a set of roto tags

Acoustic tags are implanted inside the shark’s abdominal cavity. Tera carefully opens the abdominal cavity, inserts the tag, and then sutures the incision closed. These tags transmit a unique acoustic signal that can be detected by passive acoustic receivers stationed throughout the Gulf of America. When a tagged shark swims within range of one of these receivers, the receiver records the signal, allowing scientists to track the shark’s movements and learn more about where it travels.

close-up view of a gloved hand grasping the end of the metal acoustic tag — acoustic tag

I have been asked several times why we don’t use satellite tags more often. The biggest factor is cost. Satellite tags can range from approximately $1,500 to $5,000, depending on the type of tag and its capabilities, with additional costs associated with satellite data transmission and tracking through systems such as Argos. Because of the expense, satellite tags are typically reserved for studies where researchers need very specific information about movements over a particular geographic area or over longer distances.

Personal Log

I’m getting a handle on ship life. I’m not sure I’ll be able to sleep without the boat rocking when I return home! After much practice, I think I’ve finally gotten my sea legs. I initially thought the movement of the ship while setting lines and bringing in the haul would keep me awake, but I’m learning to sleep right through it. One evening this week, the wind picked up and we had waves around four feet, which had the Oregon II rocking pretty good. By then, I was surprised at how comfortable I had become moving around the ship.

I wasn’t prepared for how much manual labor would be required during the survey. From baiting hundreds of hooks and releasing the gear to collecting data from every organism we bring aboard, there is always something to do. In one haul alone, we collected data on 18 Red Snapper and 21 sharks, including Blacknose and Atlantic Sharpnose sharks.

Earlier this week, a 6-foot-8-inch spinner shark came aboard, and because of its size, the crew had to place it in the cradle so the science team could safely collect all of the necessary data. Tera taught me how to tag it and then let me place the tag myself. Before we released the shark, I saved the hook that had been removed from it, so I now have the hook from the very first shark I ever tagged! Tera also gave me a straightened hook from a tiger shark that had bent the hook when it broke away from the line. These may seem like small souvenirs, but they are pretty special reminders of what I am learning out here.

Meet the Crew: Science Team Day Shift

Dr. William Trey Driggers

Trey, wearing fish gloves, stands on the deck of NOAA Ship Oregon II, holding up a very large fish by gripping it under its operculum (gill cover) — Dr. Trey Driggers with grouper

Dr. William “Trey” Driggers III is a Research Fishery Biologist with NOAA’s Southeast Fisheries Science Center and serves as the Principal Investigator and Field Party Chief for the Bottom Longline Survey aboard the Oregon II. He has spent nearly 30 years studying sharks and other marine species, and his experience and knowledge have made him an incredible resource during this survey.

Dr. Driggers was part of the team of scientists that identified the Carolina hammerhead (Sphyrna gilberti) as a distinct species. This discovery came from years of research and genetic analysis of hammerheads that had previously been identified as scalloped hammerheads.

During this trip, Dr. Driggers has taken time to share his research with me and teach me about the work we are doing, from shark identification and handling to collecting biological data and understanding how those data are used in fisheries science. I have really appreciated how willing he is to stop and explain not only what we are doing, but why we are doing it.

One of the most valuable lessons I have learned from him is how important it is for scientists to actually be in the field. Careful observations made during fieldwork can lead scientists to notice patterns, ask new questions, and ultimately make discoveries that may not have been possible from existing data alone. Dr. Driggers has shared several examples of discoveries that began with observations made in the field.

Dr. Walter Ingram

Dr. Ingram sits with his laptop at a wooden table on a deck of NOAA Ship Oregon II — Dr. Walter Ingram

Dr. Ingram is a highly respected scientist in the field of fisheries science. He earned his undergraduate degree from Jacksonville State University before studying Marine Science at the University of South Alabama. He continued his education at South Alabama, working all the way through his Ph.D. Simultaneously, he earned a master’s degree in Applied Statistics.

His Ph.D. dissertation focused on the gray triggerfish fishery in the Gulf of America, combining his expertise in marine science with his knowledge of statistics and data analysis. Just two weeks after graduating, Dr. Ingram began his career with NOAA, where he has now worked for 25 years. His favorite shark species is the goblin shark. As a matter of fact, Dr. Ingram was a co-author of the scientific paper documenting the largest goblin shark ever recorded. In 2000, a massive female goblin shark measuring an estimated 17.7–20.2 feet was caught in the northern Gulf of America, providing the first documented record of the species in the Gulf and expanding scientists’ understanding of how large these deep-sea sharks can grow. It continues to be the largest goblin shark ever recorded to date.

a massive captured goblin shark hoisted up on a fishing vessel; we can see piles of traps on the deck below, and a very small-looking fisherman manning the winch — record-breaking goblin shark, documented in Dr. Ingram’s paper
(Parsons, Glenn & Ingram, Jr, G. & Havard, Ralph. (2002). FIRST RECORD OF THE GOBLIN SHARK MITSUKURINA OWSTONI, JORDAN (FAMILY MITSUKURINIDAE) IN THE GULF OF MEXICO. Southeastern Naturalist.)

Dr. Tera Winters

Dr. Tera Winters is a Senior Research Associate and survey scientist working with the NOAA fisheries team aboard the Oregon II. She is affiliated with the University of Miami’s Cooperative Institute for Marine and Atmospheric Studies (CIMAS).

What makes Dr. Winters’ career particularly interesting is her unusual path into marine science. She works part time as a veterinarian in Panama City, Florida, before adding marine science to her professional expertise. Her veterinary background gives her a unique perspective when working with fish and other marine animals. She will also be helping with coral health assessments and NOAA’s Mesophotic and Deep Benthic Communities Restoration efforts, including research focused on restoring coral communities impacted by the Deepwater Horizon oil spill.

A major part of her work involves otoliths, or the small ear stones found in bony fishes. Otoliths grow throughout a fish’s life and can be examined to estimate the animal’s age and growth rate. Dr. Winters has processed thousands of red snapper otoliths, using techniques including scanning, imaging, weighing, and aging. This information becomes an important part of fisheries stock assessments because scientists need to understand how quickly fish grow and when they reach reproductive maturity.

Her work demonstrates an important point about fisheries science: what happens after a fish comes aboard the ship can be just as important as what happens on deck. The measurements and samples collected during each survey eventually become data that scientists and fisheries managers can use to understand population health and make decisions about sustainable catch levels.

Dr. Tera Winters has become one of my mentors aboard the Oregon II. She has been teaching me how to accurately collect and record fisheries data and, one of the most exciting parts for me, how to safely and properly tag sharks. Working alongside her has given me a greater appreciation for the skill, precision, and attention to detail required during a fisheries survey. Every measurement and observation matters because these data become part of the larger body of information scientists use to understand fish and shark populations. As a teacher, I am especially excited to take what I am learning from Dr. Winters and bring these real-world experiences back to my students. Tera’s favorite shark is the thresher shark.

LTJG Heather Gaughan

a woman wearing a life vest and fish gloves kneels next to a wooden fish measuring board on the deck of NOAA Ship Oregon II. she uses her right hand to hold the tail of a fish against the measuring board, while her left hand grasps a pile of fishing line — LTJG Heather Gaughan measuring a fish

LTJG Gaughan is a NOAA Corps officer who has extensive experience working aboard NOAA research vessels. She earned her bachelor’s degree in Marine Science, Safety, and Environmental Protection from Massachusetts Maritime Academy and was commissioned into the NOAA Corps in 2021. Before joining NOAA Corps, she gained experience through internships and marine research, including work on ocean acidification and sea scallops and with NOAA’s Office of Education.

During this survey aboard the Oregon II, Heather is serving as the Operations Officer while also filling in for the current Senior Survey Technician. Her responsibilities involve much more than the science happening on deck. She stands watches, helps operate the ship, and even drives the ship, giving her a unique role that connects the vessel’s operations with the scientific mission. Watching all of the different responsibilities she manages has given me a greater appreciation for how many people and skills it takes to successfully conduct a NOAA research survey.

Heather has spent lots of time at sea aboard NOAA research vessels and has served in a variety of roles, including Officer of the Deck, Navigation Officer, Environmental Compliance Officer, NOAA Diver, Rescue Swimmer, and Medical Person in Charge. During her land assignment, she served as the Mission & Support Branch Specialist and Port Captain for the Northeast Fisheries Science Center in Woods Hole, MA. In that position, she also sailed as the acting Junior Officer-in-Charge of the R/V Gloria Michelle. In June 2026, she received her Master of Science in Maritime Business Management from Massachusetts Maritime Academy. Her experience demonstrates just how diverse a career with NOAA Corps can be.

And, of course, I had to ask her favorite shark! Her favorite is the Great Hammerhead. It seems fitting for someone who spends so much time working with sharks and fisheries research. Getting to know Heather has been another reminder that there are many different career paths within marine science, and that NOAA’s missions depend on people with a wide range of expertise and responsibilities.

Ryan O’Malley

Mr. O’Malley is a volunteer from Maryland on his very first NOAA Survey. He just graduated with his Bachelor’s Degree in Marine Science from Coastal Carolina University. He came on this trip to gain experience in the field, particularly with Elasmobranchs (cartilaginous fishes like sharks, skates, and rays). His favorite shark species are Blacktips. He has some experience with shark taxonomy and has been a wealth of information as we bring sharks onto the deck to collect data.

Did You Know? Fish vs. Fishes

Did you know there is a difference between fish and fishes? Both words are correct, but scientists use them in different ways.

Fish is the plural when you are talking about multiple individual fish, generally or when they are the same species.
Example: We caught 15 fish during today’s survey.
Fishes is used when referring to multiple species of fish or to fish as distinct groups.
Example: Scientists study the fishes of the Gulf of America.

So, if Dr. Ingram is analyzing a haul containing several individual red snapper, you would say he is analyzing fish. If he is comparing red snapper, gray triggerfish, grouper, and other species, you could describe his work as studying the fishes of the Gulf of America.

A simple way to remember it:
🐟 Fish = individuals
🐠 🐠 Fishes = two or more individuals of different species

In fisheries science, choosing between fish and fishes can actually be important because scientists are often distinguishing between individual animals and different species or populations.

September 11, 2026September 11, 2026

Krista Fleming: A Classroom Without Walls: Beginning My NOAA Teacher at Sea Journey: September 5-8, 2026

NOAA Teacher at Sea

Krista Fleming

NOAA Ship Oregon II

September 5-20, 2026

Mission: Shark/Red Snapper Bottom Longline Survey, Leg 3

Geographic Area of Cruise: Western Gulf of America

Date: September 9, 2026

Weather Data from the Bridge

Latitude: 27°33.665 N

Longitude: 96°41.862 W

SE Winds 12kts.

Seas 1-2ft SE at 3 seconds

Science and Technology Log

A Long-Term Fisheries Survey

My first few days aboard the NOAA Ship Oregon II have been an incredible introduction to what fisheries science looks like in the field. Our mission is the Shark/Red Snapper Bottom Longline Survey, which focuses on collecting information about populations of some of the shark, snapper, grouper and tilefish species in the Gulf of America.

One of the things I am beginning to understand is just how important reliable, long-term data are to fisheries management. Scientists need to know not only what species are present, but also how abundant they are and how those populations change over time. NOAA Fisheries conducts this survey using standardized methods so that data collected this year can be compared with data collected in previous years.

The survey is divided into four legs each year, and scientists work in specific areas of the Atlantic and Gulf to collect samples and record everything they encounter. By returning to the same general areas and following consistent methods, researchers can look for changes and trends in the health and abundance of different species.

What makes this especially exciting to me is knowing that the data we are collecting are part of a much larger story. This survey has been conducted since 1995, which means scientists have more than 30 years of information to work with. The individual species we encounter during this trip are contributing to a long-term dataset that can help scientists understand what is happening in Gulf ecosystems.

NOAA Ship Oregon II in Pascagoula

NOAA Ship Oregon II

For the next 17 days, the Oregon II is both our home and our workplace. The ship is 170 feet long, with a beam of 34 feet and a draft of 14 feet. Its home port is Pascagoula, Mississippi, where it was built at Ingalls Shipbuilding.

Knowing a little about the ship’s history makes being aboard it even more interesting. Ingalls Shipbuilding also played an important role during World War II, building nearly 100 ships for the United States and British Royal Navy.

There is also a lot happening aboard the Oregon II beyond the research I am participating in. The ship supports a variety of NOAA missions throughout the year, and it is fascinating to think about how many different scientists, researchers, and crew members have relied on this vessel to conduct work in the Gulf and beyond.

Learning the Survey Process

Before we began our first survey, Dr. William “Trey” Driggers, our Field Party Chief, and Will Tilley, a Fisheries Biologist, walked us through the survey process. We learned how to identify the sharks we might encounter, how to handle them safely, and how to collect the information scientists need without keeping the animals out of the water any longer than necessary.

Our sampling method uses a bottom longline with 100 individual hooks. We prepare and bait each hook, release high flyers that mark the beginning and end of the longline, and attach the baited hooks to the mainline as it is deployed.

Once the entire line is in the water, it remains there for one hour. During deployment and haul back, every hook is accounted for. We record when each hook enters and leaves the water, along with the GPS coordinates and what, if anything, was caught on each individual hook.

I am quickly learning that science isn’t just about what we catch. The information surrounding each catch is just as important. Knowing exactly where an animal was caught, when it was caught, and which hook caught it allows scientists to connect that animal to the larger dataset.

Measuring Sharks

One of the most hands-on parts of my training has been learning how scientists collect standardized measurements from sharks. When a shark comes aboard, we have a specific process to follow, and each measurement serves a purpose.

We collect several different measurements, including:

Pre-caudal length
Fork length
Natural total length
Stretched total length

a simple illustration of a shark with horizontal bars showing the "pre-caudal length" (length from snout to base of tail), "fork length," (length from snout to fork of tail), and "total length" (length from snout to tip of tail.)

(Photo from Researchgate.net)

We also collect a small fin clip that can be provided to researchers for genetic studies.

I am realizing that consistency is what makes this type of research valuable. If scientists collect measurements the same way every time, they can make meaningful comparisons among animals, locations, and years.

The other major lesson has been the importance of efficiency. We want to collect as much useful information as possible while minimizing the amount of time an animal spends out of the water. That means everyone has to know their role, communicate with one another, and be ready to move quickly when an animal comes aboard.

Our First Station

We completed our first station, and it didn’t take long for me to see just how much teamwork is required to make this research work.

I am working the day shift, from noon until midnight. Dr. Trey Driggers has been guiding us through the process. With 30 years of experience researching sharks, he has already given us a tremendous amount of information to absorb.

Dr. Tera Winters, a Senior Research Associate, has also been working closely with Ryan, another volunteer and aspiring marine biologist, and me as we learn our roles. There is a rhythm to the work that we are slowly beginning to develop. We help prepare and bait the hooks, release the high flyers, attach the hooks to the longline, clean buckets, record information, and help process the animals we catch.

So far, we have encountered several small sharks, including sharpnose, blacknose, and sandbar sharks. We have also caught eels and red snapper.

One of the things I have really enjoyed is being able to connect the research happening around me to actual scientific studies. Dr. Walter Ingram Jr., a fisheries biologist, has been incredibly generous with his time. He has explained our mission and survey methods, answered my many questions, and shared some of his research with me. I am currently reading a recently published study on snapper populations that he co-authored with Dr. Trey Driggers and Will Tilley and other prominent scientists.

What makes reading that study so interesting is that these aren’t just names on a research paper. They are three of the scientists working alongside me aboard the Oregon II. I am getting to see firsthand the people, equipment, fieldwork, and data collection that go into producing the research I am reading. I am an active participant in the research, too.

It has been especially meaningful to see the connection between the data being collected in the field and the scientific research that eventually comes from it. It is a reminder that published research doesn’t just appear on a page—it begins with scientists asking questions, collecting data, carefully documenting their observations, and working together to make sense of what they find.

I am only a few days into this experience, but I am already seeing how much science happens behind what may look like a simple catch. There is biology, data collection, technology, mathematics, teamwork, and an incredible amount of attention to detail involved in turning one animal into useful scientific information.

Careers at Sea

One of the things I was most looking forward to about Teacher at Sea was meeting the people who actually do this work. Being able to talk with scientists about their careers and then watch them apply their expertise in the field has been one of the most valuable parts of the experience so far.

There are fisheries biologists, research associates, NOAA Corps officers, deck crew, stewards, and many other professionals aboard the Oregon II. Each person brings a different area of expertise, but all of those roles have to come together for the mission to be successful.

Seeing all of these different careers working together has also made me think about how many different pathways there are into marine science. Not everyone aboard has the same background or does the same job, but each role is important to keeping the ship, the research, and the mission moving forward.

Personal Log

Arriving Aboard

When I arrived aboard the NOAA Ship Oregon II, I was welcomed aboard by the Executive Officer (XO), Lieutenant Commander (LCDR) Peter “Pete” Gleichauf. He showed me to my quarters and then gave me a tour of the ship so I could begin getting acclimated to life at sea.

I got to see the wet lab, dry lab, galley, head, bridge, and many of the other spaces that will become part of my daily life over the next couple of weeks. It was exciting to see the ship in action and begin imagining what life at sea would actually be like.

After unpacking, I was pleasantly surprised by how much space I had left. Then I discovered something I definitely wasn’t expecting—a refrigerator in our room! I also met my roommate, Heather, a Lieutenant (junior grade) in the NOAA Corps. Heather serves as the Operations Officer for the ship. For this leg, she is also the survey technician. It was nice having someone to help me navigate this new environment.

Two Days at Sea

For the first two days, we were in transit from Pascagoula, Mississippi, to Brownsville, Texas, where we would begin our survey.

Being on a research vessel is very different from being on land. There is a rhythm to life at sea that I am still learning. Everyone has a job to do, and the ship operates around the clock. My day shift runs from noon until midnight, which means my schedule is already very different from my normal life as a teacher.

I am also learning that being a Teacher at Sea isn’t just about observing science. I am becoming part of the team, learning procedures, asking questions, and experiencing what it actually feels like to conduct field research in a marine environment.

Meet the Crew: The Galley

I want to use each blog post to introduce you to a different part of the ship and some of the people who help make this research possible. Today, we’re heading to the galley!

I’ll admit, before I arrived, I was a little nervous about what the food situation would be like on a ship. I wasn’t sure what to expect from meals prepared at sea for an entire crew. Thankfully, I quickly discovered that I had absolutely nothing to worry about—the food has been delicious!

Our cooks also put a lot of thought into keeping the crew healthy and energized. Missy, our Chief Steward, and Myesha, our second cook, are piloting a “Go for Green” initiative aboard the Oregon II. They are adapting a Department of Defense performance-nutrition program for life at sea, making healthy, nutrient-dense choices more accessible to the crew.

That is especially important on a research vessel where people are working long shifts, often doing physically demanding jobs, and need to stay focused and energized throughout the day.

For lunch today, we had a chicken burrito with whole-wheat tortilla chips and homemade guacamole. And for Labor Day, the galley staff really went all out. They decorated the galley and set it up like a Labor Day cookout. It was such a fun surprise and a great way to celebrate the holiday.

The galley has quickly become more than just the place where we eat. It is one of the places where everyone comes together, catches up, and gets a chance to relax between shifts. Even though we are miles offshore, the crew puts a lot of effort into making the Oregon II feel a little more like home.

two women lean toward one another and smile for a photo in the galley of NOAA Ship Oregon II. the photo is taken from the other side of a counter containing a crock pot and a basket of peppermints. Behind the women, we can see cabinets and kitchen appliances. — Missy, Chief Steward (left) and Myesha, 2nd cook (right)

Something to Think About

When scientists collect data from one shark, that information may seem small by itself. But what happens when you collect the same types of data from thousands of animals over many years?

Individual measurements become a dataset.
A dataset becomes a record.
A long-term record can reveal patterns and trends that would be impossible to see from a single observation.

That is one of the things I am beginning to appreciate most about scientific research at sea. What may seem like a single shark on one day of one survey is actually contributing to a much larger scientific story—one that has been developing for more than three decades.

September 1, 2026September 1, 2026

Melina Vella: Soon to Set Sail, September 1, 2026

NOAA Teacher at Sea

Melina Vella

(Soon to be) Aboard NOAA Ship Henry B. Bigelow

September 10 – 30, 2026

Mission: Northeast Bottom Trawl Survey

Geographic Area of Cruise: Northeast Atlantic Ocean

Date: September 1, 2026

Weather Data from Slaughter Beach, DE (Delaware Environmental Observing System)

Latitude: 38.91°N

Longitude: 75.31°W

Temperature: 86° F

Wind: 5 mph S

Personal Log

It’s wild to think that this opportunity could have drifted past me if I hadn’t opened a random email from one of the many environmental newsletters I’m subscribed to. In some ways, though, it was something that I manifested back in elementary school. My name is Melina Vella and I am thrilled to be writing my first blog post as a NOAA Teacher at Sea. Currently, I work for the Delaware Division of Fish and Wildlife as an environmental educator at the DuPont Nature Center.

By almost all accounts, my dream career growing up was to be a scientist. I recently sifted through bins of keepsakes spanning my years of schooling, and every “get to know me” assignment documents a clear plan. Aside from one deviating record that listed my aspiration to be a dentist (perhaps around the time my brother was getting his braces put on), science was always my end goal.

a collage of three photos: (1) a cut-out paper star with the printed prompt "My goal for the future is" followed by Melina's handwritten response: "To be an athlete or a scientist." (2) A worksheet titled "Who Am I?" that ends in the prompt: "When I Grow Up I Would like to be" and Melina's answer: "scientist." (3) a photo of a collage with cut-out printed statements (the top reads: "I want to be a type of scientist when I grow up. Most likely a paleontologist or a chemist." and a photo of a young Melina. — Assignments from elementary school demonstrating my aspirations of being a scientist.

a very young Melina wearing a sweater, butterfly wings, and safety goggles. — Assignments from elementary school demonstrating my aspirations of being a scientist.

view from the back of Melina wearing her graduation cap, which is decorated elaborately with ocean waves filled with sea creatures, and a sandy beach with the words "Environmental Science" — My decorated undergraduate cap.

I wonder if past me would consider my present-day self a scientist. My undergraduate degree is technically a science degree, but in practice I’m not a scientist. So, in some ways, this expedition is fulfilling a childhood dream that no one will be able to argue: I’ll be a scientist.

Why the trip down memory lane? Well, I bring up these artifacts from many moons ago to illustrate that my interest in science started when I was only five years old. My passion was enhanced by field trips to the aquarium and my very first lab dissection of a flower in fifth grade. I was encouraged by my teachers to compete in the science fair each year. Through my position as a naturalist at the DuPont Nature Center, I have the chance to make that core memory for hundreds of kids visiting on field trips. Every single week for months I lead programming for students from dozens of local homeschool groups, public schools, daycares, and more. The overarching goal of these field trips while the kids visit is to connect them to the Delaware Bay, one of the state’s most important natural resources.

Melina and a young girl hold on end of a seine net on a beach — Seining program with a homeschool group. (Image Credit: Heidi Bacon)

view of the Dupont Nature Center building at a distance beyond a flooded parking lot — The Delaware Bay absorbing our Nature Center parking lot at high tide during a storm surge.

We all have some sort of relationship with the Earth, whether we want to or not. For some, the love they have for the planet is what drives them day in and day out. For others, they might not give a second thought to the impact their decisions have on the land, sea, or atmosphere. However, sometimes all it takes is finding a beautiful bivalve shell on the beach or petting a horseshoe crab for the first time to instill that desire to keep exploring.

That brings me to how I ended up here, as part of this program. The foundation of my education is environmental science, with an intense focus on ecology in marine environments. Unfortunately, one of the results of the COVID-19 pandemic spanning my junior and senior years of college was that the classes that typically offer field and lab opportunities were instead virtual. Alas, I never dissected a shark in my elasmobranch class. So, when the chance to actually go on a research cruise with NOAA came across my screen, applying was inevitable.

people kayaking on a pond - the front of a kayak visible right where the camera would be - on a day with blue skies and bright white clouds — Kayaking on Lums Pond

I’ve been lucky enough to have some very unique work “offices,” including on Nantucket Island as a summer camp environmental educator for a non-profit and the woods of upstate New York with the Cornell Lab of Ornithology on a field research project. Another unique one was a small fishing boat, also operating as a summer camp, but specifically for young anglers.

a line of 8 people jumping at the same time in front of a white and red striped lighthouse — In front of Sankaty Head Lighthouse on Nantucket Island with my 2024 intern cohort.

Melina sits on the floor of the visitors center reading a children's book to a group of visitors seated on the floor or in chairs. — A group of visitors attending a Storybook Saturday Program at the Nature Center.

This upcoming trip will be the longest I’ve ever been on a boat at once! I hope to absorb as much as I can through this experience and take it with me for the rest of my life. This opportunity will give me an entirely unique experience that very few people get to have each year. I’m excited to meet new people and learn more about what it actually takes for a research project to be successful day-to-day. We’ll all have our roles, and I hope to add value to the team while I’m there by bringing my natural strengths and past experiences along with a passion for pushing myself to always try new things.

Today’s Tune:

How Far I’ll Go by Auli’i Cravalho (from Moana)

“See the line where the sky/meets the sea, it calls me”

September 1, 2026September 1, 2026

Sabrina Whitaker: The Final Turn, August 31, 2026

NOAA Teacher at Sea

Sabrina Whitaker

Aboard NOAA Ship Thomas Jefferson

August 18 – 31, 2026

Mission: Hydrographic Survey, Leg 3

Geographic Area of Cruise: The Great Lakes

Date: August 31, 2026

Weather Data from the Bridge

Latitude: 43°28.8468’N

Longitude: 076°32.1152’

Winds: 5 knots SW

Temperature: 71 F

Science and Technology Log

view from an upper deck of NOAA Ship Thomas Jefferson over the bow as the ship approaches the Port of Oswego; across calm gray waters, we see the tree-lined coast, buildings, and a steeping in the distance — Entering the Port of Oswego, New York

I spent my last hour aboard NOAA Ship Thomas Jefferson very much the same as I did when I started: On the bridge watching the the NOAA Corp Officers maneuver the ship around the pier.

view of the bridge of NOAA Ship Thomas Jefferson. three NOAA corps officers stand at the ship's controls, facing away from the camera toward the bridge's windows. a fourth person is visible standing right near a window beyond the control panels. — NOAA corp officers working together to dock the ship

As my time aboard the NOAA Ship Thomas Jefferson comes to an end, I find myself looking out over the Great Lakes one last time, reflecting on an incredible two weeks at sea. I’ve enjoyed so much of what I’ve experienced and I’ve learned even more. Over the past two weeks, I have had the privilege of stepping into the daily workflows of many of the departments that keep this floating laboratory operational.

In hydrographic surveying and science, I learned about the how the survey team operates the multibeam and side-scan SONAR, tracks lakebed topography, deploys the Moving Vessel Profiler (MVP) to measure sound speed through water columns, and processes bathymetry data to identify navigational hazards. Up on the bridge and aboard survey launches, I observed the seamless coordination of the NOAA Corps officers as they safely navigated tight survey grids and executed precision small boat operations. Down in the engine room and ship’s workshop, I saw firsthand how engineers and oilers maintain complex mechanical systems, monitor power generation, and custom-fabricate hardware to support the ship’s operations. Meanwhile in the galley, I learned what it takes for the steward department to feed the entire crew.

Above all, I experienced a culture of trust where every voice matters. Everyone continuously strives to do better, whether mastering ship and small boat handling or expanding their scientific knowledge.

Personal Log

With the start of the school year starting tomorrow, my excitement is shifting from the open water back to my physics classroom. I cannot wait to meet my new students and introduce them to everything I’ve learned during this journey.

So much of what happens aboard NOAA Ship Thomas Jefferson is physics in action—from sound propagation in water and wave mechanics to vector navigation, data processing, and engineering design. Being able to bring real-world NOAA data, live video clips, and genuine stories of STEM careers into our lessons will give our coursework a direct line to the real world.

More than the technical concepts, I am eager to model the collaborative, trust-based environment I witnessed onboard. I want my students to see that asking questions, checking each other’s work, and learning from mistakes aren’t just classroom goals—they are the exact habits practiced daily by professional scientists and mariners at sea.

This expedition through the NOAA Teacher at Sea Program has been an unforgettable experience. To the officers, survey technicians, engineers, and crew of the NOAA Ship Thomas Jefferson: thank you for welcoming me into your community, answering my endless questions, and showing me what true teamwork looks like.

sunset over dark water; at the horizon, the sky is very pink, breaking into orange around the lower portion of the sun, which is mostly obscured by dark gray clouds extending toward the rest of the photo frame — The sunset on my last evening aboard NOAA Ship Thomas Jefferson

Did You Know?

Late one night during our mission, I stayed awake to witness a near-total lunar eclipse—when the Earth moves directly between the Sun and the Moon. From my vantage point, as well as back home, the eclipse reached about 96% coverage. For nearly two hours leading up to peak coverage, we found ourselves dodging the only rain cloud in the sky, though I still managed to capture photos at the start and just after maximum coverage.

view of the moon, only slightly eclipsed, casting moonlight on the dark water. we can barely see the silhouettes of a crane and an antenna on the deck of the ship — At the very beginning of the lunar eclipse at about 10:30 p.m.

view of just the moon in the black sky, reddish in the lower half. — Just after total coverage at about 12:30 a.m.

August 30, 2026September 2, 2026

Sabrina Whitaker: Hands on the Helm, August 28, 2026

NOAA Teacher at Sea

Sabrina Whitaker

Aboard NOAA Ship Thomas Jefferson

August 18 – 31, 2026

Mission: Hydrographic Survey, Leg 3

Geographic Area of Cruise: The Great Lakes

Date: August 28, 2026

Weather Data from the Bridge

Latitude: 43°22.5312’N

Longitude: 076°43.7097’

Winds: 5 knots SW

Temperature: 75 F

Science and Technology Log

a NOAA Corps officer stands in front of the control panels on the bridge of NOAA Ship Thomas Jefferson. he looks down at a piece of paper he holds in two hands. another NOAA Corps officer stands beyond him, mostly obscured. — Executive Officer Chris Duffy looking over the planned survey for the day

Executive Officer (XO) Chris Duffy greeted me as I climbed the stairs to the bridge with, “The best job on the boat!” and then promptly asked if I wanted to drive the ship. I asked for a tour of the bridge first. He pointed out the main engine and auxiliary engine and then spoke about how it was especially beneficial to use the auxiliary engine in tight spaces for a finer control of the ship. He also pointed out the ship’s communication system including two radios and then he showed me the two radars. There are two different radars and each works with a different frequency. One is a higher frequency (X-band with a frequency of about 10 GHz) and one is lower (S-band which is around 3 GHz). The X-band radar is used for collision avoidance and can even help identify some weather patterns like rain that is coming in. The S-band radar is used more to see bigger things like large ships further away or in bad weather. I was surprised by how easily the ship turned under my hand. I was only making adjustments of 5-15 degrees from the center of the ship and yet she turned around easily and quickly.

view out the windows of the bridge of NOAA Ship Thomas Jefferson. two of the three windows have circles in their centers. — View from the Bridge

Then, he showed me the navigation system. It is possible to control the ship “in hand” and that means a person is controlling the ship’s motion instead of the computer. There is also an “auto” feature, which can set the ship on a heading and the ship will continue on that heading forever or until someone gives the ship’s computer another parameter. And finally, there is a different type of auto navigation, where the ship follows a predetermined path like if you could have your car follow a Google Maps route without having to touch the steering wheel. This setting is referred to as “nav nav” because you press the “nav” button twice. When this setting is used, the map is usually created by those down in survey because they have two programs running. One is seeing where the SONAR swath has been and they have the software that runs nav nav as well, which is also shown on the bridge.

Sabrina, wearing her Teacher at Sea t-shirt, stands at the helm of NOAA Ship Thomas Jefferson and turns her head to smile for the camera — My chance at the helm

Once I got familiar with the bridge, it was my turn. XO called out angles, “Right 15 degrees rudder” and I would follow his instructions, and then he would call out another angle, “Right 5 degrees rudder,” until we got the ship turned around so we could collect the next line of data with the multibeam.

I wasn’t really sure how the angles and the directions were being decided because I couldn’t picture it in my head. So, just like in my own classroom, XO pulled out a whiteboard and gave me a mini-lesson on what he was doing. I thought this would be a good chance to show his teaching in action, so the video of the impromptu lesson is below.

XO’s navigation lesson

Personal Log

Having spent years working with the American Physical Society to recruit physics majors, I am always on the lookout for physics in the real world. National graduation numbers highlight a stark gap: in the 2024–2025 academic year, only about 8,100 students earned a bachelor’s degree in physics, compared to roughly 141,000 in engineering. Yet, physics graduates are essential for advancing fields like quantum computing, fusion energy, and artificial intelligence.

While I have loved seeing hands-on physics applied across the bridge, survey room, and engine room, I was especially thrilled to meet someone using their physics degree outside of academia: Operations Officer Mark Meadows.

a NOAA Corps officer, wearing a life vest, bends down to lift the bottom sampler, a sort of metal trap, with two hands. he is standing on the deck of the small launch vessel near the railing. — Operations Officer Mark Meadows as he collects a sample from the bottom of the lake

a NOAA Corps officer wearing a life vest leans over the railing of the small launch vessel and lowers something attached to a line into the water. the water is calm and bright blue. — Operations Officer Mark Meadows as he collects a sample from the bottom of the lake

Mark discovered NOAA while completing his undergraduate degree. After participating in a research cruise, he fell in love with life at sea and applied to the NOAA Commissioned Officer Corps. The Corps requires officers to hold a college degree with at least 48 semester hours in STEM coursework.

After completing basic officer training, Mark joined NOAA Ship Thomas Jefferson as a junior officer, mastering ship handling, watchstanding, and maritime operations. Now in his sixth year with NOAA, he serves as one of two Operations Officers on board, helping lead ship operations and troubleshoot complex challenges.

What Mark loves most is how seamlessly his role blends seamanship with active science. On any given day, NOAA Corps officers work side-by-side with the hydrographic survey team—deep in data acquisition, processing, and “sheet” management (how we break down survey areas)—while simultaneously steering the ship, running small boats, and leading maritime operations.

Another huge draw of the NOAA Corps is its unique career rotation: officers typically complete a two-year sea assignment followed by a three-year shore assignment. This cycle gives them hands-on experience across the entire agency, allowing them to bring real-world operational insight into land-based research, policy, and management roles before heading back to sea.

Did You Know?

The hydrographic survey crew frequently detects shipwrecks in their multibeam SONAR data. We recently mapped one during our run:

photo of a computer screen displaying black and white sonar image of a shipwreck on a seafloor — Shipwreck detected by SONAR

photo of a computer screen showing color-coded depth data revealing a shipwreck on the seafloor — Shipwreck detected by SONAR

While raw SONAR images can take a moment to interpret, comparing the structural outlines to a ship’s internal frame brings the target into focus. As processing continues, the survey team will clean up the imagery and all the detailed information (location, depth, dimensions of the wreck, imagery, etc.) is packaged up and sent to the State Historical Preservation Office (SHPO). They will then assess whether the wrecks have historical significance.