Nearly every science teacher - uni-hamburg.de · 2013. 2. 20. · Nearly every science teacher...

Nearly every science teacher I’ve met has a story about how a field trip to thebeach, a visit to an aquarium, or an investigation of pond life at the local park turnedthe classroom’s most reluctant learner into a curious and motivated young scientist.Educators and parents know that children are keenly interested in learning about thenatural environment. We also know they are concerned about the fate and manage-ment of the Earth’s vital marine resources. But children have little contact with thescientists and managers who are making great progress in understanding andstewarding those resources.

As current president of the National Marine Educators Association, I represent over1100 professional educators who are dedicated to “making known the world ofwater, both fresh and salt.” Marine educators know first-hand the magic that happenswhen students begin to understand the science and experience the beauty of theocean. We believe that ocean sciences should be an integral part of every student’sbasic science education. Unfortunately, most students receive little if any in-depthclassroom instruction in ocean sciences during their K-12 classroom years. Highschool earth science courses include oceanography concepts to varying degrees, but inmost states fewer than 30% of students enroll in earth science. Oceanography issometimes offered as a high school elective course, but these programs are not widelyavailable and only a few students are able to take advantage of them.

We need to strengthen the role of marine science in school programs. It is critical foreveryone to understand the importance of the marine environment and why weliterally can’t live without it. The ocean is more than a home for sharks and whalesand pretty coral reef fishes, it’s more than a place to swim during summer vacation.It’s 75% of the Earth’s surface! Oceans are a major driving force in the machinery ofour planet. Without an understanding of the role the oceans play in atmosphericscience, biological and ecological systems, and human enterprise, no student canclaim to be scientifically literate, regardless of the level of the rest of his or hereducation in science. If there is no emphasis on ocean sciences in a school’scurriculum, the school cannot claim to be adequately educating students about theworld in which they live.

Fortunately for those of us living in the Commonwealth of Virginia, ocean scienceseducation is well established in many of our schools, and exciting opportunities fornew programs are on the horizon. In this issue of the Bulletin, you’ll learn about afew of the many ways that VIMS and the Virginia Sea Grant Program bring togetherstudents, teachers, adult learners, marine scientists, and the marine environment. Weinvite you to become a participant in marine education programs in your community,and help us “make known the world of water.”

Vicki ClarkVirginia Sea Grant Marine Advisory Program, Virginia Institute of Marine SciencePresident, National Marine Educators Association, 2001-2002

DR. L. DONELSON WRIGHTDean and DirectorVirginia Institute of Marine ScienceSchool of Marine ScienceThe College of William and Mary

DR. WILLIAM RICKARDSDirectorVirginia Sea Grant College Program

DR. WILLIAM D. DUPAULDirectorMarine Advisory Program

SALLY H. MILLSEditor

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All photographs and illustrations in the VirginiaMarine Resource Bulletin are copyrighted. Per-mission to use art work must be obtained fromthe originators of the art work. Cover/upperby Sally Mills; cover/lower, pgs. 4/upper and19by Eugene Campbell; page 4/lower by Jim Regn;page 11 by Gabriella Brown; pgs. 14/middleby Charlie Petrocci; page 20/lower by KateMansfield. All others by S. Mills and VIMS staff.

The Virginia Marine Resource Bulletin is a pub-lication of the Marine Advisory Program of theVirginia Sea Grant College Program, which isadministered by the Virginia Graduate MarineScience Consortium with members at the Col-lege of William and Mary, the Old DominionUniversity, the University of Virginia, and theVirginia Polytechnic Institute and State Univer-sity. Subscriptions are available without chargeupon written request. Comments and questionsabout the Bulletin may be directed to the editorat (804) 684-7167, or by sending an e-mail [email protected].

The Bulletin is printed on recycled paper. It isintended as an open forum for ideas. The viewsexpressed do not imply endorsement, nor dothey necessarily reflect the official position ofSea Grant of the Virginia Institute of MarineScience. Sea Grant is a partnership of univer-sity, government, and industry focusing on ma-rine research, education, and advisory service.Nationally, Sea Grant began in 1966 with pas-sage of the Sea Grant Program and College Act.

Volume 34 u Number 1 u Summer 2002

CONTENTS

FEATURES ON EDUCATION

u Recruiting Marine Scientists for the Futureby Sally Mills

l Resources for the Classroom & Beyond

u Life-long Learning Outside the Classroomby Sally Mills

u Reaching Out to Watermen & Their Familiesby Charlie Petrocci

NEW PUBLICATIONS

ANNOUNCEMENTS

This work is a result of research sponsored inpart by NOAA Office of Sea Grant, U.S. Depart-ment of Commerce, under Grant No.NA96RG0025 to the Virginia Graduate MarineScience Consortium and Virginia Sea GrantCollege Program. The U.S. Government is au-thorized to produce and distribute reprints forgovernmental purposes notwithstanding anycopyright notation that may appear hereon.

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RecruitingMarine Scientists

forthe Future

By Sally Mills

Since the “Year of the Ocean” wasfirst declared nearly two decadesago, public fascination with theworld oceans has been rekindledby coverage of deep-sea explora-tions and the promise of treasuresthat might await us there. We hearscientists and political leaders char-acterize the oceans as the nextfrontier – alluding to its potentialto provide foods and medicines toa burgeoning human population.On any given news day, however,stories emerge about coastal ma-rine fisheries and their habitats ina state of decline. And we are onlybeginning to examine what’s go-ing on in the hinterlands – in thedeeper waters offshore. Aware-ness that we have created hugeproblems for the coastal marineenvironment, about which wehave only rudimentary knowledge,leads to growing uneasiness. At thevery least, it underscores the im-portance of marine science as adiscipline of study for all ages.

Against this backdrop we readand hear about falling K-12 testscores nationwide in mathematicsand sciences – the building blocksof knowledge for approachingocean understandings. Linked tosuch trends, across the countryshortages are occurring amongmath and science teachers. Thisphenomenon forces school dis-tricts to place teachers outside oftheir field of study, or area of en-dorsement.

Mirroring national trends, thestate Department of Educationestimated over 660 openings inteaching positions in upper levelscience and math at the start of

2 v Virginia Marine Resource Bulletin

the 2000-2001 school year. Theirreport continues, “Over time, theshortage of mathematics teachershas increased and is now identi-fied as one of the most severeshortage areas in Virginia.”

Trends like these are unsettlingto those of us interested in build-ing a strong constituency for ma-rine science education throughoutthe K-12 experience. Are we on acollision course heading fortrouble?

Taking stock in Virginia

public classrooms

Any effort to improve the studyof marine science among VirginiaK-12 students must first beginwith an understanding of the ex-isting frameworks within publiceducation. Several structural sup-ports quickly become clear, mostnotably, the Virginia “Standards ofLearning.” The standards havebecome as basic a part of dailyschool life as the morning an-nouncements and lunchroom gos-sip, and drive virtually all instruc-tional planning by teachers andadministrators. At certain grades,passage of SOL tests representsthe line in the sand that studentsmust cross over if they want toproceed to the next level.

While a great deal of disagree-ment exists over the impact ofSOLs upon the classroom, manywould say the standards are inmuch better shape today – andthey continue to evolve. All sci-ence standards, for example, areunder review right now, accordingto James Firebaugh who special-izes in science curriculum at the

middle school level statewide. Andwhile teachers complain about thehigh stakes of SOL achievement,Mr. Firebaugh would argue that,over the years, they have becomemore broadly stated in an effortto encourage instructional flexibil-ity.

Ann Regn, who directs theOffice of Environmental Educa-tion at the state’s Department ofEnvironmental Quality, wouldagree. “The SOLs are not in-tended to be prescriptive. They areconceptual in nature and highlyflexible.” She goes on to explain,“Looking at middle school life sci-ence, for example, the standardsare very broad themes but theycould be covered by looking at anyspecific ecological system.”

While it’s true that the stan-dards currently allow for marinestudies, marine educators say theydo not specifically encourage suchstudies – leaving the impressionthat marine science is a peripheralfrill falling outside the mainstreamof what a teacher is supposed tocover. This is unfortunate, be-cause marine science can be effec-tively used to approach manySOLs when incorporated into theregular curriculum.

An activity found in Your Back-

yard Classrooms, “Sand Shakes andMud Pies,” offers a perfect ex-ample. By collecting sedimentsamples in wet habitats, studentsdiscover relationships betweensediment size and various environ-mental factors. The activity ad-dresses a suite of science and mathSOLs in fourth through eighthgrades and can be performed at

many of Virginia’s state parks.When asked how marine sci-

ence courses fare among electivesoffered at high schools across thestate, Ms. Regn stresses that – likeother upper-level courses – theymust be demanded from the bot-tom up, at the school district level.Mr. Firebaugh and other scienceadministrators agree. “If some-one is pushing for it, or if a par-ticular teacher has an interest, youwill see a marine science courseoffered,” he says. He adds thatmany factors affect this. Schoolbudgets, the size of the school dis-trict, student interest, and teacherqualifications all play a part.

There are, of course, otherforces at play affecting the deliv-ery of marine science to K-12 stu-dents in Virginia. Teachers whoparticipate in Sea Grant work-shops and courses represent asmall fraction of those who might

engage in such in-service activities,and who might use marine stud-ies to improve scientific literacy.Those who do attend speculatethat other teachers may not feeladequately prepared to keep pacewith the higher-level science andmath skills involved – because theydo not have the academic back-ground or are teaching outsidetheir area of expertise. Othersattribute it to lack of confidenceor comfort in outdoor activities,especially if heat and insects arepart of the experience.

On a more fundamental level,reluctance to introduce marinescience in the K-12 classroom mayhave more to do with consider-ations such as time and money.

Volume No. 34, Number 1 v Summer 2002 v 3

Delving into a new course, or unit,requires tremendous preparationtime on a teacher’s part. Andfunds – even at the $250-500 level– to pull together science kits andreserve a bus for an outdoor studyunit can be difficult to obtain.

Tapping into resources

Still, some teachers are uncover-ing innovative methods to bringmarine science to life. Cathy Rob-erts, who teaches in a financiallystrapped school district, admitsthat textbooks still represent themajor source of information forclassroom teaching in her middleschool. She explains that manyscience textbooks are published inTexas (where a great number ofschool textbooks are sold), and shefinds that coastal issues of rel-evance to her students are there-fore hard to find. Ms. Robertsovercomes this handicap by usinglocally published books and ma-terials picked up at in-serviceworkshops, and by supplementingwith field activities (see inset).

A 4th and 5th grade scienceteacher in the West Point publicschool system agrees that text-books can only take you so far.David Lancucki supplements hisclassroom text with regional booksand other publications, recom-mended by his colleagues. Web-based resources are used for les-son planning and to present con-tent – such as that called for in sci-ence standard 5.6, an investigationof the ocean environment. Aspart of the investigation, basicmarine food webs are studied.The topic literally comes to life

when Mr. Lancucki takes his stu-dents to a nearby marsh to seinefor critters, perform benthic stud-ies, and characterize the habitatfirst-hand.

Fortunately, for those who areteaching marine studies in publicschools in Virginia, good materi-als are easier to come by. A num-ber of engaging curriculum guidesfocusing on marine science havebeen published within the broaderrealm of environmental educationin the past 10 years by a host ofpublic and private sources. AndSea Grant marine educators havebuilt a suite of programs for teach-ers who want to learn more aboutmarine science – especially thosewho wish to bring marine science

to their classroom students butlack the resources or knowledgeto do so.

To meet the growing demandfor electronic media via the WorldWide Web, in 1998 the VirginiaSea Grant (VSG) educators devel-oped the “Bridge” – a website de-signed to help teachers quicklylocate sound, data-rich marine sci-ence resources for use in the class-room. Access to such data by theK-12 student was not possible,even as recently as 5 to 8 years ago.When used discriminately, webresources and interactive, com-puter-based learning programsrepresent powerful tools that canhelp one prepare for and augmentclassroom and field studies.

Piquing children’scuriosity in marine life at

an early age is key tosustaining their interest

later on.


Using the environment

as a learning tool

In tandem with the rapid growthof Internet technology and its ac-cess in public schools, a growingbody of evidence across the U.S.supports learning outside theclassroom walls – what is currentlyreferred to as “environment-basededucation.” The premise isstraightforward: use the environ-ment more broadly as a learningtool. The approach emphasizesthe integration of subject matteracross disciplines, problem-basedand issue-based learning experi-ences, and team teaching, amongother things. Environment-basededucation has been shown to im-prove student motivation, aca-demic achievement across theboard, and the advanced studyskills needed for career prepara-tion and life-long learning.

Ms. Regn sees Virginia schoolsbeginning to use the environmentas a unifying, or integrating, themeof study – and she can think ofno better place for it to happen.“This is where we should beheaded in Virginia, using the re-sources available in the coastalzone. We’re so fortunate to havethese treasures at our back door.We have a great opportunity tomake coastal studies real.”

You needn’t tell that to KevinGoff. Mr. Goff teaches scienceat Essex High School, and fieldstudy represents an importantcomponent of his instructionalapproach. In his experience, stu-dents respond better to outdoor,hands-on study. “A lot of kids aremotivated by marine science.

They love to get wet and muddy!They also keep field notebooksand collect data.” He reflects, “Ithink field exercises help them in-ternalize the information better.They remember it longer, andeven if they forget specific facts,they’ll still have a general appre-ciation and understand broad con-cepts about the natural world yearsfrom now.”

Filling the information void

Even if teachers are willing to takethe plunge and their school dis-trict supports the idea of teamteaching and environment-basededucation, when it comes to incor-porating marine science, there stillexists a disconnect of informationflow. When that happens, whosteps in?

“More and more, scientists arebeing called upon to take the placeof schools. They are the primarysource of information,” assertsVicki Clark, a marine educatorwith Virginia SeaGrant.

Lee Larkin, wholed creation of theBridge web site,agrees, “In scienceeducation, in gen-eral, we’re being toldto involve scientistsmore. But we needpartnerships to dothat. It’s much easiersaid than done.There are huge cul-tural differences inthose communitiesand bridges need tobe built.”

Thanks to a promising col-laboration between VSG educa-tors and VIMS faculty, thosebridges already have strong foot-ings. A one-week course offeredduring the summer at theWachapreague laboratory on theEastern Shore gives secondary sci-ence teachers the chance to liveand breathe marine science di-rectly from VIMS staff and fac-ulty members.

Dr. John Graves, who chairsthe Fisheries Department atVIMS, is one of several professorswho have become actively in-volved. Having worked with highschool teachers for a number ofyears, Dr. Graves appreciates theopportunity to magnify his teach-ing efforts. “So many things we do,the public cannot really identifywith. But this is tangible. It’s that‘Oh, wow!’ factor. We’re offeringa real service that no one else isfilling.”

(continued, page 9)

Secondary teachers who participate in marine scienceworkshops become part of a marine educators network.


Resources forthe Classroom & Beyond

Teaching Materials:

u The Blue Crab in the Chesapeake Bay – Hot offthe digital press, a new CD-ROM features informa-tion on the biology, ecology, and fishery of the bluecrab, the most beloved crustacean in the Bay region.The CD complements an ongoing education pro-gram on blue crab ecology that includes research-based teaching materials and workshops. Availablefrom Virginia Sea Grant, 804-684-7170.u Oyster Reef Communities in the Chesapeake Bay– As part of a multi-faceted education programlaunched in 1998, an interactive CD-ROM has beenpublished for use in the classroom.Among its many features are illus-trations on oyster biology, reefecology, the fishery, and restora-tion efforts. Available from Vir-ginia Sea Grant, 804-684-7170.u Watershed Action for Virginia’sEnvironment – Developed by the Chesapeake BayFoundation, this curriculum guide provides studentsand teachers with the tools necessary to investigatetheir local environment. The guide employs an in-tegrated approach to teach students about complex,environmental issues and thus promotes higher-or-der thinking skills. Available from the ChesapeakeBay Foundation, (804) 780-1392.u Virginia’s Natural Resources Education Guide –Published by the Virginia Resource Use EducationCouncil, the guide offers an overview of the state’snatural resource base and classroom activities thatsupport SOL implementation at the elementary level.Available online; go to: www.vanaturally.com.

Field Study:

u Chesapeake Bay National Estuarine ResearchReserve, Virginia – Offers a series of field trips onthe York River, for middle and high school students

investigating water quality and marsh habitats. Alsonew this summer, a 5-day field trip investigating bluecrabs; sponsored by local Rotary clubs. Contact theprogram leader at (804) 684-7526.u Chesapeake Bay Foundation – Offers class andfield workshops and assorted canoe trips on Virginiarivers. Contact the Virginia office at (804) 780-1392.u Virginia’s State Parks, Your Backyard Classrooms– Representing a collaboration of several natural re-source agencies across the state, this curriculum guidewas first published in 1990 and contains a wealth ofinformation about natural resources found within

Virginia’s Chesapeake Bay water-shed. Your Backyard Classrooms ischock full of classroom and fieldactivities that can be accomplishedin 1-2 hour time segments andmatch SOL implementation. Callthe Virginia Department of Con-

servation & Recreation, (804) 786-4388.u Virginia Marine Science Museum – A terrificsource of information about marine scienceand a fun way to spend the day gettingexcited about Virginia’s marine en-vironment. Contact the educationdirector at (757) 437-4949.

On the World Wide Web:

u ChesSIE – Supported by the EPAChesapeake Bay Program, this new website is devoted to educators seeking in-formation about the ecology and naturalhistory of the Chesapeake Bay. Quick linksprovide access to quality Bay-relatededucation resources and online data.The site provides a venue for sharinginformation and connecting with K-12classrooms. Go to: www.bayeducation.net.


u The Bridge – A clearinghouse of marine scienceinformation and teaching resources organized intocontent areas corresponding to those often used inclassroom teaching. A“Data Tip of the Month”integrates current, crediblemarine science data avail-able online with classroomexercises that illuminatehow such data are used in real-life situations. Go to:www.marine-ed.org/bridge.u Virginia Naturally – A compendium of resourcesavailable to help Virginians link to their natural en-vironment. Site contains links to educational mate-rials, opportunities to volunteer, upcoming events,and a comprehensive directory conveniently search-able online! Go to: www.vanaturally.com.u Mid-Atlantic Marine Education Association – Anorganization of people whose common goal is toimprove education about all aspects of marine andaquatic environments. Visit their web site at:www.mamea.org.

Student Programs:

u Outlook on Ocean Science – Graduate studentsin the School of Marine Science at VIMS bring thisprogram to high schools in the Tidewater area. These90-minute sessions combine ageneral overview of marinescience career opportunities,with hands-on activities that il-lustrate the many facets ofmarine science study. TheOOS program typicallyreaches 20-40 high schoolclasses each year. Contact Vir-ginia Sea Grant, (804) 684-7735.u Governor’s School Program– Since 1985, a partnershipwith NASA/Langley Re-search Center has brought stu-dents to the VIMS campus forfive weeks each summer.

While here, students work directly with a VIMS fac-ulty member, assisting with a research project un-derway. Through lab and field exercises, studentsbegin to appreciate the multi-disciplinary nature ofmarine science. Check the VIMS web site,www.vims.edu/adv/ed/gs, for more information.

The “Outlook on Ocean Science” program brings marine sciencegraduate students to high schools across Tidewater, and offers kids

a real-life assessment of what marine scientists do.

(over)


A teacher in the City of Portsmouth reliesheavily upon curriculum materials devel-oped by the Chesapeake Bay Foundationand by Virginia Sea Grant. Cathy Robertshas become something of an icon forinnovative teaching methods both in thebuilt classroom and beyond, in the outdoorclassroom. She admits that much of whatshe’s been able to accomplish is only pos-sible because her middle school has adoptedteam teaching. Five teachers use an inter-disciplinary approach to reach 130 seventhgraders at the William E. Waters MiddleSchool. Ms. Roberts introduces a study unitabout the Chesapeake Bay each fall, whichdrives many other programs throughout theensuing school year. The seventh gradersbrainstorm projects they’d like to accom-plish and lean on community partners tosucceed.

One year, students raised wild celery in theclassroom (a submerged aquatic grassindigenous to the Chesapeake Bay), andlater planted it in the Chickahominy River.This year’s students are tackling redhead andeelgrass for planting in other rivers. Theprojects are rich in interdisciplinary andinquiry-based learning. The approach hasgained the attention of school administra-tors and parents, who are relishing thepositive payouts. One student, for example,who struggled with school and had a historyof behavior problems, was so turned on bythe team teaching style and outdoorslearning that he went from being in and outof trouble and missing lots of school days,to a year of perfect attendance. Accordingto Ms. Roberts, “The hands-on, environ-mental learning – that non-traditionalapproach – really appeals to some kids.”

u Virginia’s Blue Crab Bowl – This academic com-petition for high school students alternates betweenthe VIMS/William and Mary and Old DominionUniversity campuses. Each year, the Bowl draws 16-20 teams from across the Commonwealth, who par-ticipate in a full day of rapid-fire questions in roundrobin, double-elimination format. Winners of theregional bowls proceed to the National Ocean Sci-ences Bowl each spring. Go to: www.vims.edu/bcb.

Teacher Training:

u Summer Workshops – Join other educators fromthe state for one-day workshops held at VIMS. Pro-grams change each year and feature expert speakersand lab visits. This year’s workshop highlights thebiology and ecology of sharks in the ChesapeakeBay. Go to: www.vims.edu/k-12.u Summer Course – Held at the VIMSWachapreague laboratory on the Eastern Shore, thiscourse combines hands-on, field activities with class-room lectures. Secondary science teachers join fac-ulty and staff from the Institute and immerse them-selves in marine science for 6 nights and 5 days. Twograduate credits in marine science are awarded uponsuccessful completion of course work and test. Goto: www.vims.edu/k-12.

Stay tuned for additional information about newopportunities for field studies. Through a collabo-ration between the Virginia Resource Use Educa-tion Council and others, natural resource educatorsplan to bring “Meaningful Bay or Stream OutdoorExperiences” to all K-12 students statewide as partof the Chesapeake 2000 Agreement education goals.Information will be posted on the ChesSIE web site:www.bayeducation.net.

Blossoming Outdoors


He continues, “I ask myself,what am I giving back to the com-munity? As marine scientists, weneed to be concerned with who’straining teachers. We have theexpertise, so let’s use it!”

Such connections help marinescience teachers (who are often theonly such teacher at their school)fight feelings of isolation. “Ourprogram helps teachers establishlinks with researchers and thenmake links with others in the area.We’re facilitating a network here,”notes Dr. Graves.

Looking ahead

While there are many encourag-ing signs of progress, access tomarine science study throughoutthe K-12 experience remains in-equitable. A K-12 student is morelikely to be exposed to an ocean-ography or marine biology courseif living east of Richmond, whereteachers can more readily attendan in-service workshop and ben-efit from a strong marine educa-tion support network. Studentsworking at the gifted as well as re-medial levels are also more apt tobe offered a marine science classor unit – because it is perceived asmore engaging than other, tradi-tional branches of science.

In the final analysis, it is up toparents and educators to requestinclusion of marine studiesthroughout the K-12 curriculumfrom their local school district, andto push for their continued fund-ing. And though great strides have

been made, better teacher prepa-ration and more marine-orientedteaching materials are needed ifwe are to move away from relianceupon research scientists to fill theinformation void.

Fortunately, more and moregraduates of marine science pro-grams are making education theircareer choice. Several recentgraduates of the Institute havegone on to become high schoolscience teachers. Indeed, the para-digm of scientists pursuing research

only is very slowly eroding, expos-ing alternative career options.

Kevin Goff, who returned toteaching after completing his Mas-ters degree at VIMS, representsone who made that connection. “Iwanted the education necessary towrite a marine science textbook.In my years of teaching, I haven’tfound a good one for high schoolprograms.” Mr. Goff goes on toexplain that high school texts aredifferent than college texts, thatthey are often sold as part of alarger package that includes a labmanual, lab and field activities withworksheets, and teacher aids suchas transparencies and resourcelists. A marine science textbookfor high school use is currently onhis “to do” list.

Mr. Goff represents one ofmany committed teachers whosuggest that Virginia is well poisedto enhance its leadership in K-12marine science education. Withover 10,000 miles of tidal shore-line and 14 state parks within 50miles of the coast, the naturalresource base can handily accom-

modate K-12 field study. Suchexperiences can be reinforced byChesapeake Bay and marine re-source materials already in place,and by quick and easy access toscientific data online, now avail-able at the touch of a few key-strokes.

But if we are to continuebuilding a strong constituency offuture marine scientists, we mustfind a way to attract and retainqualified math and science teach-ers while strengthening the finan-cial support we provide our entirepublic school system. We mustfind a way to close the gap be-tween public rhetoric and publicfunding.

In spite of the challenges pre-sented by teacher shortages andthe burden of SOL implementa-tion, Sea Grant educators forgeahead and continue to build strongalliances within the K-12 educa-tion community. Communicationbetween K-12 educators and ma-rine scientists has never beenstronger, and it continues to reso-nate. Clearly, marine scientists playa critical role in the provision ofaccurate information. But profes-sional marine educators, who’veprovided the link between scien-tists and teachers for the past twodecades and who do much of thelegwork to make those connec-tions pay off, remain an essentialpart of the communication spec-trum.

(continued from page 5)


Life-long LearningOutside the Classroom

Educating adults about Virginia’smarine environment and helpingvarious constituents make in-formed decisions about the use ofits resources remain cornerstonesof the Marine Advisory Program.In fact, the provision of advisoryservices to Virginia’s seafood in-dustry and other clients was firstmandated by Virginia’s GeneralAssembly when the Institute wasestablished in 1940.

Virginia Sea Grant serves asthe primary vehicle to deliver theseservices at VIMS, and assistance

most often comes in the form ofeducation and technical assistance.As advisory specialist MikeOesterling characterizes it, “Weare all educators, but our clientsdiffer – from school teachers toindustry groups.” Along that cli-ent spectrum could be includedlocal and state resource managers,elected officials, recreational fish-ermen, conservation groups, themedia, and many others. But un-like more traditional educationsettings, adult outreach and edu-cation in marine topics frequently

takes place in a processing house,on the deck of a boat, in a ban-quet room, or in a commercialkitchen.

Seafood education

Seafood continues as a popularmenu item for home and restau-rant dining and nutritional guide-lines recommend seafood as animportant component of a healthydiet. However, the general publicand foodservice professionals areoften confused by media reportsand misinformation on seafood

safety, quality, and avail-ability. Consumers needreliable, up-to-date in-formation about sea-food topics in a usefuland timely manner.

Marine educatorshave responded througha seafood educationprogram that offers aseries of educationalevents throughout theyear. Program partici-pants are treated to ex-pert advice by partici-pating chefs and marinescientists who take part.

First introduced in1987, seafood seminarseducate participants

By Sally Mills

Chefs participating in the seminar series bring a wealth of knowledge aboutseafood nutrition and safety to their audience.


about seafood preparation, nutri-tion, species biology, fisheries,aquaculture, and other topics. Theseminar series continues to growin popularity, and attendees are nowchosen through a lottery system.

Each fall, a Chefs’ SeafoodSymposium held in cooperationwith the Virginia Chefs Associa-tion directly targets the needs offoodservice professionals. Theprogram is accredited by theAmerican Culinary Federation,and participants receive ACF cer-tification credits. Among the manybeneficiaries of the informationpresented are culinary studentswho travel from the tidewater andcentral regions of the state. Theevent provides updated informa-tion on seafood topics throughcooking demonstrations by na-tionally recognized chefs and tech-nical presentations by marine sci-entists.

Finally, a seafood section ofthe Marine Advisory Program website (www.vims.edu/seafood)keeps readers up to date about up-coming events and provides linksto other sites with informationabout seafood nutrition, recipes,fisheries updates, and resourcesfor educators.

Commercial clients

Reaching out to those who maketheir living in the waters and baysof the Commonwealth is the workof advisory specialists, who like tothink of themselves as opportun-ists. “We look to effect change,to improve the livelihoods of ourclients, to answer questions andsolve problems,” says Michael

Oesterling, continuing, “The bot-tom line: we concentrate on ap-plied research.”

He goes on to say that in somesituations advisory specialists don’talways follow accepted scientificmethods. That is because the cli-ent – in this case, an industry con-tact – is considered a partner inthe effort and viewed as the ex-pert with ultimate knowledge.When working with business op-erators, getting results is foremoston everyone’s mind.

Advisory specialist Bob Fisheruses the example of the horseshoecrab to illustrate this point.“When we got involved, commer-cial conch fishermen were look-ing for a way to reduce their im-pact on the horseshoe crab. Theycould see the handwriting on thewall. They knew crab restrictionswere coming,” he adds. Fishertook what he knew about the useof the crab as conch bait andworked on practical solutions toreduce the volume of bait re-quired. The result: a bait bag that

fits into the live well of a conchboat and cuts horseshoe crab useby half or more.

Fisher considers this a goodfirst step, but ultimately, would liketo find an alternative bait for thefishery. He has experimented withthe cow-nose ray and a combina-tion formed bait, but is still search-ing for the perfect substitute.

Another example, cobia, illus-trates staff ability to assist in newproduct development. “We werelooking at the big picture and sawan opportunity to help the finfishaquaculture industry, which wasfledgling at the time,” saysOesterling. “There were knowl-edge gaps. We began to look atcandidate species across Virginiaand identified the cobia as a po-tential subject for aquaculture.The closer we looked, the more itappeared a good candidate,” headds. Today, the cobia aquacul-ture effort spans the entire south-east region of the United States,and scientists in many universitiescollaborate on cobia research.

Adult education frequently occurs at conferences in large banquet rooms, such asthis presentation at the Southeast Marine Trades Expo in December 2001.


While advisory specialists seekto solve problems, they are quickto point out that the answers aresometimes not what the clientwanted to hear. “Sometimes ourwork benefits industry, and some-times not,” cautions Oesterling.

His work in the soft-shell crabfishery is a perfect case in point.For the past 15 years, Mr.Oesterling has helped commercialcrabbers build a profitable busi-ness out of this resource niche.He and other fishery experts havebeen instrumental in all aspects ofdevelopment, including facilitydesign, harvesting, and seafoodsafety protocols. Today, severalsmall businesses consider this helpthe push that put them over thetop. But a number of detractors– from scientists to watermen –feel the soft-crab harvesters haveput other segments of the bluecrab fishery at risk.

It’s all part of the territory,according to Oesterling. Both thesoft-shell crab and cobia ventureswere opportunities that were notnecessarily brought to him by theseafood industry. Rather, he sawan opportunity to help someonemake a living, or find a new way ofdoing business. In that respect, hecompares his work to that of anagricultural extension agent, empha-sizing, “We help people makemoney – that’s the bottom line.”

Connecting information

and data with users

For Tom Murray, an economistwith the Marine Advisory Pro-

gram, connecting people with theinformation they need to makegood business decisions is all in aday’s work. Murray has been help-ing local government staff andresource managers better under-stand the dynamics that drive themarine trades sector in various lo-calities. Many times, his effortshelp both public and private cli-ents assimilate the volume of in-formation already available,through data analysis and interpre-tation. In some situations, clientsdon’t have the technology or back-ground to perform such analyseson their own.

Business opportunities andchallenges in the marine industryare, by nature, broad-based. Thissector of the economy currentlyfaces similar expansion consider-ations throughout much of thesoutheast. At an industrial tradesexpo held this past winter inCharleston, Murray and other or-ganizers were able to recruit ex-pertise from around the country,to speak to attendees from Vir-ginia south to Florida. Projectscould be discussed at a larger scale,allowing for savings in effort andexpense.

“We’re able to leverage thebroadest base of resource people,bring them together and look atissues of importance to local busi-nesses,” says Murray. “Issues suchas water quality and marina expan-sion are not unique to state juris-dictions, for example, and lessonscan be shared from one state toanother.”

Right now, Mr. Murray isworking on an economic analysisof the Atlantic Intracoastal Water-way as it flows from Virginia toFlorida. The study will quantifythe current economic activity andimpacts of the waterway to theregion, and then compare likelyeconomic outcomes under twotheoretical maintenance scenarios.Virginia Sea Grant is partneringwith four other Sea Grant pro-grams to generate the economicdata needed and conduct regionaleconomic impact models. “Work-ing at a large regional scale canhelp you see the benefits ofpartnering with other states and doa better job at identifying infrastruc-ture needs. That allows you to growyour business,” Murray says.

Other projects take him to thewater as an advisor and consult-ant to small entrepreneurs andworking watermen. The FisheryResource Grant Program, for ex-ample, solicits ideas from those inthe commercial fishing sector –experts who may not have the fi-nancial resources to try out a newway of doing business. That workis especially gratifying when theidea succeeds in saving money,time, and fishery resources.

Indeed, a healthy fishery rep-resents the bottom line in any ma-rine advisory program conductedwithin Virginia’s coastal zone. Bal-ancing marine resources with theneeds of millions who have chosencoastal Virginia as their home willno doubt keep Sea Grant specialistsbusy for years to come.


It’s not often that you see com-mercial fishermen and aquacultur-ists sharing common ground onboth resource-related issues andmanagement concerns. But this iswhat occurs each year for the sev-eral thousand watermen andaquaculture practitioners from theMid-Atlantic region when theygather at the annual East CoastCommercial Fishermen’s andAquaculture Trade Exposition.

Hosted each year by the Mary-land Watermen’s Association, thetrade show was once again held inOcean City’s convention center.Even though it was Super Bowlweekend, the trade show was at-tended by nearly 6,000 partici-pants. Joining commercialwatermen from the region werevisitors coming from as far awayas West Virginia, Pennsylvania,and New Jersey. “It seems theshow gets better each year andwe’re proud to host it,” said LarrySimms, a commercial fishermanand president of the MarylandWatermen’s Association.

The show traditionally kicksoff Friday evening with a gala sea-food reception held in the nearby

Sheraton Hotel. Here, commercialfishermen and aquaculture prac-titioners get a chance to rub shoul-ders in a casual setting, discussmutual interests and problems intheir respective fields, and try bothfarm-raised and wild harvestedregional products. One of thehighlights of the gala is the rawbar, which this year featured boththe indigenous Chesapeake Bayoyster (Crassostrea virginica) and theAsian oyster (Crassostrea ariakensis).Connoisseurs thus had a chanceto compare both products. TheAsian “oyster bar” was co-spon-sored by the Virginia Marine Re-sources Commission, which is in-terested in introducing the Asianoyster into the Chesapeake Bay ona trial basis.

The main floor of the showfeatured aquaculture and commer-cial fishing related products andgear. Everything from boats, en-gines, netting, cages, and filter sys-tems were on display from vari-ous manufacturers. So there wasplenty of opportunity for visitorsto see and discuss new and im-proved fisheries products withboth their makers and distributors.

A focal point of the tradeshow each year is the tremendousassortment of educational semi-nars organized and conducted bySea Grant extension programs,representing several Mid-Atlanticstates. These programs target boththe commercial and aqucultureindustries.

“This year we had a great line-up of programs,” said Virginia SeaGrant marine specialist Bob Fisherof VIMS. “The hot topics this yearwere blue crabs and oysters, so ofcourse we hosted several seminarson regulatory concerns for thoseindustries. We had a number ofsoft shell crab producers and com-mercial watermen at the blue crabprogram. Overall I think all theseminars were well attended. It’s agreat time for us to interact withpeople of both the aquacultureand general seafood industry froma broad region of the country andget input on what their interestsand needs are,” he added. Mary-land and Virginia Sea Grant havecoordinated the seminar series formany years.

The blue crab program, In-

creasing East Coast Blue Crab Produc-

Reaching Out to Watermen& Their Families

By Charlie Petrocci


Educational exhibits and an afternoon full of adventuredraw more and more children to the Watermen’s Expo

each year. The relaxed atmosphere and hands-onactivities seem to promote learning for all ages. Left, ademonstration of how hot and cold temperatures affect

air pressure. Below, kids test their tonging skills andenjoy a close-up view of a horseshoe crab, while the

“Sturgeon General” visits the exhibit floor.


tion, featured several marine spe-cialists as speakers. Presenters gaveup-to-date information on what’sbeing done to manage the bluecrab for future stock enhance-ment. “The blue crab industry isan important issue right now, asnew regulations are seeking to sta-bilize stocks. It’s a significant in-dustry for this region, so we ex-pected to see a good turnout forthis program,” said Doug Liptonof Maryland Sea Grant.

Another seminar, Is There An

Oyster in Our Future, focused on theregion’s oyster industry. Speakersfor this program included thosewho have worked with the Asianspecies, Crassostrea ariakensis, andthey discussed field trial results ina Virginia pilot project, as well asindustry and resource manage-ment positions regarding the po-tential problems and benefits ofbringing in a new oyster species.This may be a hot regional topicfor some time to come.

A second oyster programtitled the Oyster Aquaculture Project

highlighted the Chesapeake BayFoundation’s project testingaquaculture techniques for poten-tial use in commercial operations.“My wife and I came to the showto learn about oyster gardeningand I wanted to pick some gearand information on new crabregulations. This is a good one-stop-shop weekend getaway forus,” said Butch Holgren a com-mercial waterman from Virginia.

There was also a presentationon the new Virginia and North

Carolina Fishery Resource Grants Pro-

gram, which includes funding for

innovative aquaculture and com-mercial fisheries ideas among pri-vate enterprise.

“This is an exciting outreachprogram for Sea Grant focusingon the commercial fishing sector.So far we have sponsored over 30innovative projects through theprogram, and we look forward tofuture proposals,” said Murray.

Additional programs offeredto the public included Financial

Management in Growing A Business,

which covered proper business fi-nance, which is crucial to any fish-eries endeavor. Problems and Pitfalls

in Starting A Business covered tipson success and failure in aquacul-ture business. This seminar in-cluded ideas on how to buy andtransport fish, design and operateyour system, and keep you in theblack as you develop a business inraising and selling fish. The pro-gram Putting Pieces Together - How

Your System Works was a presenta-tion on buying and/or building arecirculating system. Topics in-cluded an overview of requiredcomponents, how they work, andtheir importance to life supportand survival of the fish. The pro-gram titled Keeping Fish Safe: Fish

Health Management for A Successful

Business featured fish health ex-perts who talked about biosecurity,and keeping your system and fishfree of disease.

What’s Hot? New Species to

Watch gave listeners the latest tech-nology and species information inorder to stay ahead of the com-petition and meet the demands ofa growing domestic and interna-tional market. Specialists covered

yellow perch, bluegill, cobia,flounder, and several other speciesthat are currently being tested formarket and technology viability. “Iattended this program since as acommercial waterman, I wantedto know what fish have been indemand and what the competitionis. I learned quite a bit and nowrealize that even farmed raised fishhave their market problems aswell,” said Vernon Jones ofAccomack County, Virginia.

Another popular offering eachyear is the Junior Watermen’sProgram, which provides a vari-ety of “hands on” activities. Themost visited attractions: those thatallowed kids and their families tointeract on such things as usingtraditional oyster tongs, makingcrab pots, and casting fishing rods.A pile of squealing kids could al-ways be found around the livetouch tank, which held a varietyof critters, including blue crabs,horseshoe crabs, and terrapins.Another fun activity was the DuckCalling Competition, which gaveyoung waterfowlers a chance tocompete in duck and goose call-ing skills – a part of the area’s cul-tural heritage and identity.

The 28th annual CommercialFishermen’s and AquacultureTrade Expo once again proved agreat success. “This show offersboth commercial fishermen andaquaculture practitioners the op-portunity to get together and seeapplied technology products first-hand and talk directly to the manu-facturers. It also gives them theopportunity to learn about indus-try challenges and concerns from


the professionals of various Sea Grant stateextension programs,” said Bob Fisher ofVIMS. These open gatherings of seafoodsuppliers and producers, whether represent-ing wild resources or cultured, are few andfar between. It proves the groups share com-mon ground in trying to produce qualityproducts in the most efficient manner theycan.

In addition to keeping fishermen and other marinetrades people up-to-date about the latest technol-ogy and equipment innovations, the annualfishermen’s expo reaps many other, more subtlebenefits according to Betty Duty, who has managedthe show for the past 22 years. Watermen use theevent to reconnect with their peers, and in manycases, it’s the only time they get to do so through-out the year. They also get away for the weekendwith their families – a rare commodity consideringthe long days and weeks they typically spend on thewater.

It is this family phenomenon that prompted SeaGrant educators in Maryland and Virginia to puttogether a program that would be both fun andeducational for children and spouses who tagalong. A large room near the seminars upstairs istransformed into a colorful assemblage of activitystations that blend history, art, and science.

“The kids program was a success from the begin-ning!” notes Betty Duty, adding, “We have nobehavior problems. The kids are totally involved.”

She is quick to share other observations, pointingout that adults often stay with the children andlearn along with them. Perhaps it is the fun andcasual setting they like. Grown-ups find it lessintimidating to sneak a peek under a microscope orguess the answer to a seafood safety question attheir child’s side.

“I’ve heard from many parents how good it was tolearn with their kids. And the kids love the incen-tives, like the t-shirts. They get to learn while theyearn,” she gleams.

If the young smiling faces and bags of goodiesleaving the building are any indication, she isabsolutely right.

Kids & Parents...Learning Together


New Publications

Catch and Release in Marine Recreational Fisheries:

Symposium Proceedings

Catch and release fishing has a long history in freshwater fisher-ies management, but it is still evolving as an effective tool tosignificantly enhance marine recreational fisheries. In part dueto the relatively short history of strict marine angling regula-tions, a conservation ethic based upon catch and release is stillfar from being consistently practiced across the marine anglingcommunity. Hindering wide acceptance of the practice by rec-reational anglers is the reality of heavy commercial fishing pressure on most species targeted.This raises concerns about the potential gains made from catch and release fishing, whetherpracticed on a regulatory or voluntary basis.

Addressing the rapidly changing issues of marine catch and release fishing, the proceedingsof the National Symposium on Catch and Release in Marine Recreational Fisheries (J. Lucy and A. Studholme,editors), will be published this summer. The publication includes the majority of presentationsdiscussed by 130 participants at the December 1999 meeting hosted in Virginia Beach by theVirginia Sea Grant Marine Advisory Program at VIMS. That meeting was a cooperative projectof Sea Grant Marine Advisory/Extension Programs from Virginia, New York, North Carolina,Georgia, and California. Other sponsors included federal/state fisheries agencies, recreationalfisheries conservation groups, and the fishing tackle industry.

Overview presentations reveal the complexity of accurately defining the many aspects ofcatch and release in the marine fishing world. Peer-reviewed research papers address growingefforts to measure and assess release mortality in today’s saltwater recreational fisheries. Full-length papers, complimented by 20 condensed summaries of speaker and poster presentations,examine how catch and release currently factors into marine fisheries management - for both thefish and the anglers pursuing them. Release mortality research, including circle hook evaluation,is presented for a wide range of species: striped bass, red drum, speckled trout, flounder, Chi-nook salmon, tuna, and billfish among them. Sub-lethal stress problems associated with catching,handling, and releasing fish, as well as fish tagging concerns, are addressed. Equally important,differences in human behavior and cultural preferences related to catch and release among di-verse segments of the marine angling community are discussed.

A hardcover publication (350 estimated pages), the book will be available by mid-late sum-mer through the American Fisheries Society’s (AFS) Publication Office. Advance orders will beaccepted, both through the AFS web site (www.fisheries.org/Publications.shtml), and by tele-phone (678/366-1411; fax 770/442-9742). Costs are $50 per copy (list price) or $35 per copy forAFS members.


A new publication, “Shellfish Culture Forum: IndustryIssues,” is available from Virginia Sea Grant. The reportencapsulates the discussion that occurred among shell-fish growers during a meeting in March 2002. Amongthe many topics highlighted are: the cultivated clam pilotcrop insurance program, user conflicts occurring in East-ern Shore tributaries, SAV grow-out areas, diseases, andregulations affecting shellfish culture.

Contact Angie Gardner at (804) 684-7170, or by e-mail to [email protected], to request a copy.

More on the subject of environment-based education:

While the publications listed here are not brand new, they offer a good starting point for learningabout environment-based education. Both reports are available on-line:

u Using Environment-based Education to Advance Learning Skills and Character Development. Washing-ton, D.C.: The North American Association for Environmental Education and TheNational Environmental Education & Training Foundation, 2001.Go to: www.neetf.org/Education/index.shtm.

The premise behind environment-based education is straightforward: use the environment morebroadly as a learning tool. This type of education emphasizes interdisciplinary integration of sub-ject matter and team teaching, among other things. According to this report, “Environment-based education’s emphasis on higher-order thinking has already been shown to increase aca-demic achievement in reading, math, science, and social studies. Its focus on the immediateenvironment and the local community makes learning relevant, interesting, and compelling. Whenlearners are engaged, both achievement and discipline improve, thus helping to create safer schools.”

u Lieberman, Gerald A. and Linda L. Hoody. Closing the Achievement Gap, Using the Environment as

an Integrating Context for Learning. Poway: Science Wizards, 1998.Go to: www.seer.org/pages/GAP.html.

This report, prepared by the State Education and Environment Roundtable, is the story of theschools, teachers, and students who are involved in implementing EIC programs (using the Envi-ronment as an Integrating Context for learning). It presents the results of a nationwide study;describes the major concepts and assumptions underlying EIC; explores a range of successfulEIC programs across the United States; identifies the major characteristics of successful EICprograms; and analyzes the implications of EIC-based education for student learning andinstruction.


Announcements

CONGRATULATIONSto Ph.D. student, Todd Gedamke, who received theThurlow C. Nelson Award at the 2001 National Shell-fisheries Association annual meeting in Mystic, Con-necticut. The Nelson Award is given to a graduatestudent of research for the outstanding oral presen-tation representing a distinctive and valuable contri-bution to shellfisheries science. The presentation, “In-tegrating Vessel Tracking, Catch Data and DepletionModels to Estimate Commercial Scallop Dredge Ef-ficiency,” was authored by Todd Gedamke and Dr.William DuPaul, who leads the Advisory Service Pro-gram at VIMS.

WELCOME ANGIE!Virginia Sea Grant welcomes AngieGardner, Publications OutreachSpecialist for the Marine AdvisoryProgram. She will maintain the pub-lication databases for the depart-ment and fill information and litera-ture requests.

Angie recently moved from Can-ton, Ohio to Hayes, Virginia, whereher husband accepted a new job.She looks forward to exploring themany creeks and bays near her newhome with a fishing pole in hand.

SHADFEST DRAWS A CROWDRiver enthusiasts of all ages joined theMattaponi & Pamunkey Rivers Associationin May for the first-ever “ShadFest,” held atthe Pamunkey Indian Reservation. Educa-tional and artistic exhibits brought attentionto the importance of all anadromous fish tocoastal river systems. An overview of ongo-ing state restoration programs and trends inshad landings was given by Dr. John Olneyof VIMS. Virginia Sea Grant participated asa partner in this community initiative.

Throughout the day, visitors were treatedto tours of the Pamunkey fish hatchery, ca-

noe rides, fly-fishing demonstrations, and other attractions. The event culminated with a colorfulparade of shad-costumed kids making their way from the museum to the boat ramp. At the water’sedge, children named their adopted fingerlings (raised in the hatchery) and watched as Assistant ChiefWarren Cook released them into the river.


The Virginia Institute ofMarine Science (VIMS)continues to offer abounty on rapa whelkscollected in Chesapeakewaters at a rate of $5 perLIVE animal. Whelksmust be alive at the timethat they are given toVIMS personnel. Abounty of $2 will be paid for each dead rapa whelk orempty rapa whelk shell. The VIMS rapa whelk bountyprogram is an effective method for VIMS scientiststo estimate the abundance of this animal and map itsdistribution in local waters. Please visit the VIMS rapawhelk web site (http://www.vims.edu/mollusc/re-search/merapven.htm) to learn more about rapa whelkresearch at VIMS.

If you think that you have found a rapa whelk,please call the VIMS Rapa Whelk ReportingLine at (804) 684-7361. Please be sure toleave a contact name and phone number sothat we can return your call. If at all pos-sible, please keep the animal ALIVE in sea-water. A VIMS staff member will return yourcall and arrange to pick the whelk(s) up fromyou at your convenience.

The Good... the Bad, and the Ugly.Between 5,000 and 10,000 sea turtles enter theChesapeake Bay each spring/summer when seatemperatures rise. The majority are either juvenileloggerhead or Kemp’s ridley sea turtles using theBay seasonally as a feeding ground, but green,leatherback, and hawksbill sea turtles are alsofound within Virginia waters. All are protectedunder the Endangered Species Act.

Since 1979, the Institute has served as theCommonwealth’s center for the monitoring, study,and conservation of endangered and threatenedsea turtles within state waters. Approximately 250to 350 sea turtles strand here each year, most ofthem juveniles. Stranding activity peaks in Mayand June, and again in October when the turtlesleave the Bay to travel south. At the stranding cen-ter, sick or injured sea turtles are treated and reha-bilitated before release back into the wild.

If you find a live or dead sea turtle, please callone of these numbers:u (804) 684-7313 –Turtles found betweenthe James River and theMaryland line; oru (757) 437-6159 –Turtles found on theEastern Shore or southof the James River.

WE NEED YOUR HELP!

TEACHERS,TAKE NOTE:

This workshop is specifically designed for middle and highschool agriculture and science teachers who wish to use re-circulating aquaculture technology as a science-based ap-proach to interdisciplinary studies. The course demonstrateshow teachers can integrate fishery biology, chemistry, engi-neering, horticulture, microbiology, and veterinary medicineinto a recirculating aquaculture curriculum. All workshopinstructors are recognized experts in their respective scien-tific disciplines.

For more information, go to: www.conted.vt.edu/aquateach.htm, or contact Dr. George Flick at (540) 231-6965.

Aquaculture in the Classroom

July 17-19, 2002The Hotel Roanoke & Conference

CenterRoanoke, Virginia


The Virginia Marine Resource Bulletin is about to get a facelift! The next issue will mark the begin-ning of a new direction in both format and delivery. Magazine coverage will shift to a topicalarrangement of stories – enabling us to focus on more timely events and research applications.In addition, many of you will have the option of converting your subscription to an electronicdocument. By choosing to read the Bulletin online, you will help us cut production costs as wellas paper flowing into Virginia’s waste stream.

If you wish to continue your subscription in paper form, simply do nothing. If, however, you’dprefer to read the Bulletin online, send an e-mail to our subscription department to:[email protected]. Be sure to provide your mailing address as it now appears on the back ofthe magazine. We will notify you when new issues – and other Virginia Sea Grant publications –are posted on our web site.

There will be a short break in Bulletin coverage as our staff gear up for these changes. In themeantime, you will find all back issues of the magazine online through the library at VIMS.Simply go to: www.vims.edu/GreyLit/SeaGrant.html.

Thank you for your continued interest and support,Sally Mills, Editor

Your Attention, Please,

The Tidewater Oyster Gardeners Association (TOGA) announces itsfourth Master Oyster Gardeners class, to be held in late June. Duringthese courses, students meet for full days of class and lab sessions andspend one day working in the oyster hatchery on campus. Class workcovers the history of the oyster fishery in Virginia, worldwide oyster aquac-ulture, basic oyster biology, shellfish diseases, and more. If you are inter-ested in learning more about TOGA or would like to attend a future class,go to: www.oystergardener.org.

A Request for Proposals has been issued forthe Virginia Fishery Resource Grant Program.Proposal applications are due no later thanJuly 15, 2002 for project implementation inthe fall. For more information or to requestan application form, contact Dianne Robertsat (804) 684-7173.

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