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Integrating Education with Research to Enhance Student Success and Recruitment in Marine Science and Geosciences
The goal of the Scientist at Sea (S-A-S) program at Eckerd College (EC) is to increase the number of students entering the geosciences workforce by increasing awareness, accessibility and enhancing pathways into the geosciences.
Directly address the need for recruitment and development of competitive, well-trained early career professionals in response to the existing and projected workforce deficit in Geosciences. Develop the next generation of researchers who will have to address future catastrophes and environmental challenges.
The program integrates ongoing research with new and unique undergraduate courses, to build core geoscience competencies, and by developing those competencies, enhance pathways for diverse cohorts of undergraduates to thrive in geoscience careers.
Two applied research courses offered at EC entitled “Scientist at Sea” (S-A-S), consist of on-campus and off-campus (research cruise) components, as well as peer mentorship, professional productivity, science communication, and networking opportunities.
Program outcomes include increased student recruitment, retention, and success in the geosciences, as well as a more qualified, next generation geoscience workforce to address future environmental challenges.
Funding and Support
Funding and Support
2022-2025 (4 Cohorts) Funded by NSF GEOPAths Program. Additional support from Florida Institute of Oceanography (shiptime), Eckerd College (course support on campus and Symposium awards), Tampa Bay Watch (Symposium host), APTIM, Odyssey Marine, and EGS Americas (donations in support of Symposium including awards) as well as time and effort by partners and others engaged with the S-A-S program.
2026 Funding support by donations, Eckerd College (course support on campus and Symposium) and Tampa Bay Watch (Symposium host).
Long-term goal of S-A-S being available for students to have as part of their Eckerd Experience.
As we are moving forward from our NSF funding of the Scientist at Sea program, we are building other sources of support toward long-term sustainability of the program.
If you are interested in making a donation to support the future of S-A-S at Eckerd College you can do so by going to Eckerd Gives to make a donation to Eckerd College. Select "Other" and write in Scientist at Sea.
Feel free to forward this information to others who may be interested in supporting and/or engaging with the Eckerd Scientist at Sea Program.
Contact PI's Gregg Brooks, Patrick Schwing, and/or Bekka Larson for additional information or to inquire about how to engage with the S-A-S program.
2022-2026 - 5 Cohorts
2022-2026 - 5 Cohorts
102 students as direct beneficiaries of the S-A-S Program.
Student Quotes...See Outcomes page for more Student Quotes and Success including post graduation
Most Beneficial, Education: “Definitely the hands on work and current relevant research opportunities …Basically, to shed light on to life after undergrad and what opportunities could arise.”
Most Beneficial, Career: “Symposium was very good experience and networking, as well as amazing experience of being on a research vessel. That experience actually did get me a job.”
Highlights: “The cruise and the lab work. The cruise was one of the most incredible things I have been able to participate in.”
S-A-S student pages, Instagram, and News
S-A-S student pages, Instagram, and News
2022 Cohort 2023 Cohort 2024 Cohort 2025 Cohort
Instagram @eckerdsas
In the news....
U. South Florida, College of Marine Science: "S-A-Sing it up in the Gulf" Video
Florida Institute of Oceanography - our host and collaborator at sea (Facebook Post)
USGS Sound Waves Newsletter Article
WUSF Stories by Jessica Meszaros:
2022 S-A-S 2023 S-A-S 2024 S-A-S 2025 S-A-S
Key Concepts of SAS Program
Key Concepts of SAS Program
Non-traditional academic course: Change participant mindset from being a “Student” to being a “Researcher” and part of a research team.
Student ownership and responsibility as a group and as individuals building confidence and skills
Full research experience: All components of a research project from start to finish
Provide opportunities for students to become researchers (skills and mindset) early in their career via hands-on research with real world projects…Students are the Researchers and the Research Team.
Create SAS community (Research Team) including participants, PI’s/faculty, collaborators, and ship crew working toward a common goal
Create SAS community with all Cohorts, Alumni, and others (professionals, peers, etc.) interacting with the program
Create more qualified and competitive students and graduates by providing experiences, skills training, and by opening up networks and connections toward opportunities in Academia, Industry, Government Agencies, and Non-Profit organizations.
Adaptable: Can adjust for current research, student interests, funding level, etc. but to date the research expedition “At Sea” component is high value (see student quotes) and goal is to be maintained as well as components that facilitate students becoming contributing researchers.
Specific Objectives
Specific Objectives
1. Integrate education with ongoing research to create new and unique undergraduate courses. Integrate education with ongoing research continuing a 15-year time series (fish, sediments) related to the Deepwater Horizon oil spill. Have continually added research projects including with FWRI (Fish and Wildlife Research Institute) on Harmful Algal Blooms on W-FL Shelf, USF/CMS on Tampa Bay Surveillance Project (contaminants), as well as many others.
2. Build core research competencies. To date have successfully trained 86 students on the background of various research projects, how to write a cruise proposal, prepare for a research cruise (logistics, personnel, deck operations, etc.), operate field equipment and instrumentation (sediment trap, grab sampler, gravity core, multicore, long-line fishing, CTD), complete a research project from proposal to analyses to data synthesis to professional products, communicate and disseminate their experiences and research project (poster presentations, website, social media) and networking skills.
3. Enhance pathways for undergraduates to thrive in geoscience careers: Exposed all cohorts to multiple pathways to careers through guest lectures by S-A-S collaborators (Steve Murawski and Julie Richey) as well as other guest scientists (Mathew Garrett, FWRI; Caitlyn Reynolds, USGS) technicians, staff (USF, U. Florida) and FIO personnel and ship’s crew both in class and onboard the research vessel. The S-A-S Symposium provides an opportunity for students the present their research and network with professionals increasing their skills and confidence as well as potential opportunities (internships, job positions, etc.).
Significant Results
Significant Results
1. Altered students' perspective from thinking and behaving as a “student” toward being a “researcher”, which led to enhanced student engagement, leadership, and participation in all aspects of the program.
2. Increased student knowledge and competency in the scientific approach and field collections for research.
3. Increased student skills in working collaboratively toward a goal, as well as logistics and problem solving.
4. Provided hands-on experiences and training with PI’s and collaborators increasing research skills in particular with regards to planning, and execution of field collection of data and samples.
5. Increased student’s skills and confidence in networking with professionals toward pursuit of careers (Academia, Industry, Government Agency) post SAS and graduation from Eckerd College.
6. Increased student’s capabilities and capacity leading to greater ability for students to obtain opportunities during their undergraduate experience as well as post-graduation positions in their field of study.
SAS Program Outline and Course Components
SAS Program Outline and Course Components
SAS Pre-Expedition: Spring on campus course
1. Background knowledge: Faculty and collaborator speakers related to research project(s)
2. Cruise Planning and Preparation
a. Write cruise plan to be used ”At Sea”
b. Training on Safety, Navigation, field methods, deploy and retrieve equipment, sampling handling/processing
c. Mobilization, prepare supplies etc.
d. Logistics/problem solving
e. Science Communication/Outreach
f. Networking
g. Work with FIO and Ships Crew
SAS Expedition/Research Cruise: Spring/Summer
~3-4 Days aboard Research Vessel or comparable field expedition
1. Managing ship time/activities
2. Collaboration with researchers and ships crew
3. Safety and Navigation
4. Deploy and Retrieve equipment
5. Sample processing/handling
6. Problem solving
7. Communication/Outreach
8. Logistics
9. Demobilization
SAS Post- Expedition: Fall on Campus course
Research Project
1. Proposal – individual or small groups
2. Analysis – Lab methods
3. Data Synthesis
4. Presentation to Peers
5. Develop Professional Product, Poster presented at Symposium (often NAS Symposium and National Conferences)
SAS Symposium: Hosted by Tampa Bay Watch
1. End of Program Event – Networking, Celebration
2. Hosted by Tampa Bay Watch
3. Students present their Research (Posters)
4. ~30 individuals from Academia, Industry and Govt. Agencies (many EC Alums)
5. Booths from institutions
6. Support/Sponsorship (awards, symposium logistics) from Eckerd College, APTIM, Odyssey Inc., EGS
Why students apply to the SAS program
Why students apply to the SAS program
Over the past few decades there have been an increasing number of issues related to the geosciences including but not limited to climate, natural hazards, energy resources, and contaminant input to marine systems. Simultaneously, there has been a significant decrease in geoscience training at the undergraduate level, and very little diversity. Consequently, there are few well-defined pathways for students to enter the geosciences at critical junctures.
The intellectual merits of this project are multifold. First, this project will provide opportunities and prepare undergraduate students, most of whom already possess a strong interest in the marine sciences, to pursue careers in the geosciences. It is well documented that culturally-relevant, problem-based research experiences, such as the DwH oil spill, which serves as the foundation of this project, can be a very successful recruitment tool. This proposal provides early exposure for students to obtain research experiences at a critical juncture in their education for determining career paths. The project will also increase the skills and quality of graduating students, and quantity of students continuing into geoscience careers (higher-education/academia, industry, government).
The scientific project used for geoscience training of undergraduate students for this project is an on-going (>10 years) investigation of the evolution of the DwH oil spill recorded in seafloor sediments. Specifically, we will be continuing an annual time series of sediment cores, which is virtually unheard of in the geosciences as geologic process of natural systems generally work so slow that annual time series of sediment sampling will not reveal environmental changes on this time scale. Perturbations of the sedimentary system caused by the oil spill, however, created rapid changes recorded in the sediments that can be resolved on an annual basis, and these changes (e.g., sedimentation/bioturbation rates, redox geochemistry, foraminifera assemblages/diversity/density) are still occurring. The >10-year investigation consisted of an international team of experts using cutting-edge techniques. The EC component resulted in 5 book chapters, 15 peer-reviewed journal articles and 87 conference presentations with 106 EC students as authors/coauthors.
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