NOAA Teacher at Sea Blog

September 18, 2026September 18, 2026

Krista Fleming: CTDs, Snapper & Fish Prints: Life on Deck, September 17, 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 17, 2026

Weather Data from the Bridge

Latitude: 29°26.7622 N

Longitude: 94°12.5035 W

E/NE Winds 21 kts.

Seas 4ft E/NE at 4 seconds

Operations are currently suspended due to weather conditions.

Science and Technology Log

CTD Deployment

Krista, wearing a hard hat, life vest, waterproof boots, and clutching a pair of gloves, stands on deck next to a large metal apparatus containing a circle of narrow water sampling bottles and the conductivity, temperature, and depth proble. — Krista and the CTD

Since learning about the CTD (Conductivity, Temperature, and Depth) from Dr. Miller-Way at the Dauphin Island Sea Lab years ago, I have been excited to finally help deploy one as part of our survey. The CTD is much more than a device that measures conductivity, temperature, and depth—it is essentially a package of sensors that gives scientists a detailed picture of the water column and the seafloor.

At each station we encounter, we deploy the CTD to collect a sample. I help attach the camera and light and remove the protective caps covering the tubes where the water samples are brought to the sensors before deployment. Once the CTD is lowered to the bottom, the camera captures images of the seafloor. The scientists use these images, along with two weights secured to the bottom of the CTD that disturb the sediment when they reach the seafloor, to help determine the bottom composition—such as whether the substrate is primarily mud or sand. Knowing the composition of the seafloor is another important piece of information for understanding the habitat where we are sampling and the types of species that may be found there.

As the CTD moves through the water column, its many sensors collect a wide variety of information:

Conductivity: Measures how well the water conducts electricity, which is used to calculate salinity.
Temperature: Records the temperature of the water at different depths.
Depth: Tracks the CTD’s position in the water column.
Dissolved oxygen: Measures the amount of oxygen dissolved in the water, which helps scientists understand the conditions available to marine organisms.
Fluorescence: Detects fluorescence from chlorophyll-a, giving scientists an indication of the presence and relative amount of phytoplankton in the water.
Beam transmission: Measures the percentage of light from a laser that travels through the water and reaches the sensor’s lens. Less light reaching the lens can indicate more suspended particles in the water, providing information about turbidity.
Sound velocity: Measures how quickly sound travels through the water. Sound velocity is affected by factors such as temperature, salinity, and pressure and is important for understanding how sound travels underwater.
Voltage: Monitors the electrical output from the instruments and sensors and helps the scientists make sure the equipment is functioning properly.
Altimeter: Measures the distance between the CTD and the seafloor as it approaches the bottom. This helps the crew know when the CTD is getting close to the seafloor and helps prevent the instrument from hitting it too hard.

Once the CTD comes back aboard, I help rinse the sensors thoroughly with fresh water to remove salt and help protect the equipment. Properly preparing, handling, and caring for the instruments is an important part of the process and helps ensure the CTD is ready to collect accurate data on the next deployment.

It has been really interesting to see how much information can come from one piece of equipment. The CTD gives scientists a detailed snapshot of what is happening throughout the water column—from temperature, salinity, and dissolved oxygen to phytoplankton and turbidity—while the camera gives us a look at the seafloor itself. Together, all of this information helps scientists better understand the habitat where we are conducting our survey.

Personal Log

After completing a haulback, we caught several snapper that were going to be used for research. Sean has been practicing Gyotaku, a traditional Japanese art form that uses a real fish to create a detailed print, and he let me observe him in action.

Sean leans over a red fish (a red or vermillion snapper) that he has placed on a plastic tray, on top of cardboard, lining a work table. he lightly grasps a bowl of black paint in his right hand, and with his left, carefully paints above the fish's eye with a thick brush. he is looking down at his work. — Sean applying black paint to the snapper

He carefully coated the fish with black paint and then gently pressed a piece of fabric canvas over it. When he lifted the canvas, the image of the fish was transferred onto the fabric, capturing its shape, scales, fins, and other intricate features.

with two hands, Sean holds up the paper containing the finished fish print; we can only see the top of his head behind the paper. on the table in front of him is the snapper, still mostly covered in black paint. other supplies are scattered around the work surface. — Sean reveals the fish print

It was fascinating to watch Sean turn one of the fish from our survey into a piece of art. I especially enjoyed seeing the details that emerged in the print—features that are easy to overlook when simply looking at a fish. It was a fun opportunity to learn about a hobby he enjoys while at sea.

Meet the Deck Crew!

Sean Gronquist

Sean, wearing a hard hat, life vest, and fish gloves, reaches toward the upturned head of a hammerhead shark resting on the mesh shark cradle. he grasps one side of the hammerhead's "hammer" with his right hand, and with his left, works to remove the hook from the shark's mouth. two more hands from a person otherwise obscured by Sean reach over to insert a tag into the shark at the same time. — Sean removes a hook from a hammerhead shark

Sean serves as the Acting Chief Bosun aboard the ship, but his primary title is Lead Fisherman. Safety is his top priority, both for the crew and for the animals we are handling. He has been sailing for two years, but his experience on the water extends well beyond his time aboard the Oregon II. He has captained boats, works as a charter captain and Yamaha technician, and spends much of his free time around the water. He enjoys climbing, free diving, and surfing, and when he isn’t working, you can often find him fishing off the stern of the ship.

The shark bottom longline survey is Sean’s favorite survey, and it is easy to see why when you watch him work. When a shark is brought aboard, Sean is responsible for overall deck safety and for managing and controlling the cradle operations. Once the shark is secured in the cradle, he takes control of the animal’s head and works to keep both the shark and the crew safe.

Sean explained that controlling a shark requires commitment. If you hesitate or fail to commit to what you are doing, an accident can happen. He has learned to read the shark’s behavior closely. He says you can sometimes feel the surge of adrenaline in a shark before it panics. As the shark begins to tense, he can often anticipate when it is about to thrash and prepare for the movement.

What stood out to me was that Sean’s focus isn’t simply on controlling the shark—it’s on maintaining safety while also prioritizing the well-being of the animal. Watching him work made it clear that handling these animals requires experience, confidence, communication, and a deep respect for the wildlife we are studying.

Joseph Pastusek

Joseph, wearing a hard hat and life vest, pulls with two hands on a line (rope) attached to the hook of the J-frame. he looks up at the hook. other lines extend from pulleys out of each side of the photo. the sky is cloudy white. — Joseph working on deck

Joseph is an Ordinary Seaman aboard the Oregon II, an entry-level position in the deck department. He has been sailing for two years and is currently augmenting the crew, which means he is filling a position for this particular leg of the mission. When this mission is complete, he will return to his regular ship, the NOAA Ship Ronald H. Brown.

Joseph assists with many of the ship’s operations and operates some of the machinery used during our surveys, including cranes and winches. One of his responsibilities during our survey is helping deploy the CTD using the J-Frame, the movable arm that extends over the side of the ship to lower and retrieve equipment. He also assists the crew with a variety of other deck operations throughout the mission.

When I asked Joseph about his favorite place he has sailed for work, he immediately chose Iceland. He loved the scenery, but what really stood out to him were the people and the culture. He described everyone as happy and welcoming. While there, he had the opportunity to see the Northern Lights and encountered plenty of dolphins and seals.

His time at sea has taken him to some pretty incredible places. He has sailed across the Equator and traveled as far north as the Arctic Circle. For someone who has only been sailing professionally for two years, he has already experienced quite a bit of the world from the deck of a ship.

Alasdair O’Brien

Alasdair, wearing a hard hat, life vest, and sunglasses, stands behind the control panel of the winch on the ship; we can only see lines and cloudy sky behind him — Alasdair operating the crane

Alasdair is augmenting the crew for this leg of the survey. On his permanently assigned ship, the NOAA Ship Ronald H. Brown, he serves as a Bosun Group Leader. In that role, he helps run the deck and steps into the Bosun role when the Bosun is away. The Ronald H. Brown is currently undergoing repairs following a fire in the engine room, so Alasdair is spending this mission aboard the Oregon II.

Alasdair has been with NOAA for approximately five years and has gained experience sailing throughout much of the United States. He has worked along both the East & West Coasts, all five Great Lakes, and has spent time in the Bering Sea. His career at sea actually began on traditionally rigged sailing ships, giving him a unique background that combines traditional sailing with modern oceanographic research.

His work has taken him into a variety of research environments. In Alaska, he worked aboard the NOAA Ship Oscar Dyson conducting midwater trawl surveys used to collect information that helps establish sustainable catch limits for the pollock industry. He has also assisted with deploying weather buoys and works on a variety of fishing research projects.

When he isn’t working for NOAA, Alasdair continues to spend time on the water. He works aboard tall ships and participates in oceanographic educational programming through the Sea Education Association, helping teach others about marine research and life at sea.

One thing Alasdair emphasized is that so much of the experience at sea is determined by the crew and how you choose to make the most of the experience. After hearing about the places he has sailed and the people he has worked with, I can understand why that perspective is so important. Life at sea brings together people from many different backgrounds, and the crew becomes an important part of the experience.

September 16, 2026

Melina Vella: Let’s Rock and Roll!, September 10, 2026

NOAA Teacher at Sea

Melina Vella

Aboard NOAA Ship Henry B. Bigelow

Sept 10, 2026

Mission: Northeast Bottom Trawl Survey – Leg 1

Geographic Area of Cruise: Northeast Atlantic Ocean

Date: September 10, 2026

Science and Technology Log

In many ways, ships are like their own living organisms. From pontoons to sailboats, rowboats to mega-yachts, ships come in varieties just like plants and animals.

view of a line of small response vessels docked facing outward into very still, brown water; tree-lined hills in the background — Different types of ships used for emergency response in Kingston, New York on the Hudson River.

view from a beach over water: on the beach to the left is a pile of rowboats and kayaks, while out on the water we can see many sailboats at a distance — A view from the beach on Nantucket, Massachusetts of personal boats, including rowboats and sailboats.

Preparing for the trip, I tried to approach learning about NOAA Ship Henry B. Bigelow as a species to study just like any other fish or bird species. I find research very comforting, so I tried my best to learn about ships in general, and the features of Henry B. Bigelow. NOAA has some excellent resources that cover the history, construction, and scientific specifications of the vessel. The end of this blog post contains links so you can dive even deeper, but here are some of the highlights (including some of my observations from onboard).

Basic Anatomy: Important Parts of a Ship to Know

Also called a command deck, wheelhouse, or pilothouse, the bridge is like the brain of the ship. This is where much of the navigation and mission logistics happen. Those working on the bridge also must maintain constant communication with other teams aboard, such as the engineers, scientists, and other crew.

view of the bridge of NOAA Ship Henry B Bigelow: four men, two in NOAA Corps uniforms, stand or sit looking out the windows filled with fog — On the bridge of the NOAA Ship *Rainer* underway in the fog (Image credit: Jenny Thacker)

On Henry B. Bigelow the bridge is very spacious and well-equipped with technology used to ensure that factors like the direction and speed are maintained as the scientific operations are performed. The bridge is commanded by a team of officers from the NOAA Commissioned Officer Corps.

The engine room is the heart and lungs of the operation. Without the engine machinery to propel the ship, you’re not getting very far. I have yet to see Henry B. Bigelow‘s engine room; that is a sensitive area. I’m a little nervous to inquire further because I know one thing for sure: engine rooms are LOUD.

view of a man standing at the control panel in the engine room of a different NOAA vessel, NOAA Ship Pisces. He wears ear protection down around his neck. he stands with one hand reaching toward a lever, mid-explanation. — Engine control panel aboard NOAA Ship *Pisces* (Image Credit: Lieutenant Elizabeth Capo)

a black and white photo of an engine room; we can see many dials along the metal walls, metal floors, metal railings. — Engine room of the USC&GSS *Pathfinder*, circa 1955. The U.S. Coast & Geodetic Survey was one of NOAA’s predecessor agencies. Image from NOAA Photo Library.

What else could the mess and galley be other than the digestive system of a ship, of course? Food is stored and prepared in the galley and the crew aboard the vessel have their meals in the mess hall.

Also sometimes called cabins or berthings, staterooms for sleeping accommodations allow the hardworking crew aboard the ship to get some much-needed rest between watches. My room is a four-person room with two sets of bunk beds with a bathroom attached. There are also some rooms that are singles or doubles depending on the staffing needs of those onboard.

Life History

NOAA Ship Henry B. Bigelow is one of many within NOAA’s fleet of state-of-the-art research vessels. The construction of Henry B. Bigelow and other ships of the fleet were built with the intention of providing optimal facilities for NOAA’s scientists.

a view, head-on, of NOAA Ship Henry B. Bigelow at sea. the water is gray and fairly calm, and the bow of the ship is creating a sizeable splash. — NOAA Ship *Henry B. Bigelow* pushing water (NOAA Collections)

It was built in 2007 by VT Halter Marine Inc., in Moss Point, Mississippi. Because it was built for the purpose of being a fisheries survey ship, it has lots of unique characteristics not found in other vessels.

It has instruments used for recording crucial data for NOAA’s various projects. The ship is home ported in Newport, Rhode Island and its primary purpose is to perform fisheries stock research along the U.S. East Coast, including the Fall Bottom Trawl Survey that I am part of this year. Read even more about the other types of capabilities of Henry B. Bigelow here.

view into the empty wet lab: we are looking down the conveyor belt, but can also see multiple fish measuring boards and computer monitors — The wet lab is where the fish (and other critters) are sorted and processed.

It recently underwent mid-life maintenance and its sister ship, NOAA Ship Pisces conducted the Spring Bottom Trawl earlier this year.

Personal Log

All aboard! We’ve arrived, folks. I landed in Rhode Island and was able to explore Newport. Okay, okay, perhaps I overpacked, but listen – my father, a retired U.S. Coast Guard Captain, instilled the official “Semper paratus” motto meaning “always ready” deep within me. Who knows what I might need?? Trekking about 100 lbs of luggage through the airport was quite the journey. I chose to count that walk to my rental car as my workout for the day.

Melina smiles for the camera on a suburban street as she stands wearing one hiking backpack, holding another in her right hand, and gripping a duffle bag in her left. — Carrying all my belongings for the next few weeks.

a pile of luggage and miscellaneous items packed in black trash bags on a dock — A fraction of the baggage we transported via small boat.

After a lovely stay in Newport, I met up with the science team members that were also boarding the ship for the first leg of the bottom trawl survey. The large van transported us to the Navy pier where we then boarded a small boat to be transferred onto Henry B. Bigelow. Because we had about a dozen scientists with all their gear, we took multiple trips. I was on the last batch of folks transferred over so I boarded in the late afternoon. The evening included a whirlwind of orientation of the ship, safety trainings, and sneaking in a quick meal.

view of the stern of NOAA Ship Henry Bigelow as it faces the horizon. we can see the A-frame used in fishing operations. the water is blue and reflective. the sky is bright blue with lines of white clouds moving in multiple directions. — The view of *Henry B. Bigelow* from the small boat.

view of a plate of food - looks like rice, fried rice, dumplings, veggies, chicken - and a bottle of sweet chili sauce resting on a blue tablecloth. — My first onboard meal!

Now, time to get some much needed rest before the mission officially begins; can’t wait to start my first watch tonight!!!

Did You Know?

Something interesting I learned in my research was about some of the traditional terminology surrounding shipbuilding. Did you know that ships have specific stages of their construction? Laying the keel is the formal start of the ships construction.

Learn more about Henry B. Bigelow:

Ecosystems Surveys Volunteer Information: Preparing for a Cruise – what it actually looks like to work on NOAA Ship Henry B. Bigelow, R/V Hugh R.Sharp, R/V Gloria Michelle, and F/V E.S.S. Pursuit.

NOAA Ship Henry B. Bigelow Fact Sheet (PDF) – this archived page from 2009 contains an in-depth explanation of the ship from when it was commissioned.

NOAA Ship Henry B. Bigelow: About the Ship (Office of Marine and Aviation Operations)
– a quick read with the basic specifications and information about Henry B. Bigelow as well as contact information for getting in touch with the ship

September 14, 2026September 17, 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.

Krista takes a selfie on the deck of NOAA Ship Oregon II and holds up for the camera a circle hook. we can see buoys stored on deck behind her, and gray water and skies in the distance — Krista with hook from spinner shark

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 15, 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.) — Length measurements taken during shark processing
(Image uploaded by Steven T Kessel to Researchgate.net: source)

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”