Youth Fisheries Academy with the Skokomish Tribe

Hey there!

One of the Youth Fisheries Academies that we conducted this summer was with the Skokomish Tribe. I worked with two large groups of kids from 1st through 12th grade. I first worked with the high school students at George Adams State Fish hatchery. I started the day leading an invertebrate sampling station where students got a chance to step into the creek and see what they could catch. I had never led any stations on benthic macroinvertebrates before, but growing up fly fishing gave me the knowledge I needed to successfully lead the group.

Zach netting invertebrates

First, I explained just exactly what we were looking for-- animals that live on the bottom of a stream, are large enough to be seen without a microscope or magnifying glass, and have no backbone. Then we tromped around the creek to stir some of these animals out of the gravel and into the net.


Identifying the "catch"

Once the sample was collected, the group and I went onshore to pick through the sample container and start identifying our "catch". The students seemed blown away at the amount of living invertebrates we were able to pull out of 1 square foot of gravel; many had no idea that these animals were even around.

Later that day I switched from invertebrate sampling to fish dissections. I helped the students dissect their own trout as I demonstrated proper dissection technique on a large coho salmon. This is one of the most popular stations at all of the Youth Fisheries Academies so I really enjoyed leading the dissections (even though it got blistering hot in the dissection tent and I smelled like hot, old, dead salmon for the rest of the day).

Fish dissection

The second group of kids I worked with were aged of 5 through 13. This is my favorite age group to work with because they usually are enthusiastic, extremely curious, and ask some hilarious questions during the lessons. I helped lead a fish health and ID station for the first half of the camp and then helped the campers identify the live trout and salmon smolts that we brought. Halfway through the camp, a Skokomish storyteller told an amazing story to the children about how the Skokomish Tribe and the chum salmon came to be. After the story was finished, we transitioned to salmon dissections for the remainder of the camp. The kids and I had a blast going through each salmon organ together and explaining the purpose of each one.

This camp was one of my favorites this summer with great campers, parents, stories, delicious barbeque, enthusiastic questions, and the smell of salmon dissections in the air! What more could you ask for from a summer job?

Cheers!


--Zach Moore, STEP Fisheries Technician

 

My Life Aquatic 2012 - Youth Fisheries Academy Camp at Makah NFH

During the Youth Fisheries Academy day camps, I help run the technology station. Here we teach kids about the various techniques and equipment that the U.S. Fish and Wildlife Service (USFWS). I start by introducing the campers to fish tagging and methods used to track salmon released from hatcheries, which includes a hands-on activity using tag scanners and a discussion about the importance of tracking fish for conservation. Each year, millions of fish are released from hatcheries around the state of Washington. By tagging many of them, using the same kind of chip you might have in your pets, and placing automated tag readers at strategic locations such as fish ladders, we can learn where the fish are going, when they are returning, and estimate the size of the fish populations.

Explaining radio telemetry equipment

Working in the fisheries area of USFWS means that I am primarily focused on fish and aquatic invertebrates, but the agency deals with much more. The next part of the technologies station shifts the focus to tracking animals using radio telemetry. This involves placing a radio transmitter on an animal and using radio receivers to determine its location. After introducing the radio telemetry equipment at a camp at Makah National Fish Hatchery, one of the campers asked, "So, theoretically, I could put on this collar and hide somewhere and you would be able to find me?" He was thrilled when I told him that our very next activity was radio telemetry hide-and-seek. He put on the transmitter collar with enthusiasm and said he was going to be a bear. While he was scampered off to hide, I talked to the rest of the group about the importance of tracking individual animals to determine what habitats they are using as well as tracking populations in order to set hunting limits and determine population health. The other campers then set off with antennas and radio receivers in hand to locate their "bear" friend hiding somewhere at the hatchery. It is fun to watch campers get so excited.

More than just being fun, the Youth Fisheries Academy curriculum is designed to give kids experience with fishery science as well as teaching the purpose and importance of the work we are doing. This dual emphasis ensures that a new generation is raised with an awareness of the conservation challenges we are facing and hopefully plants some seeds for future field biologists who will continue this important work.


--Clay, STEP Fisheries Technician

 

My Life Aquatic 2012 - Introducing Clay

A Look at U.S. Fish & Wildlife Service Seasonal STEP Employee Experiences through A Fish-Eye Lens

Greetings! I’m Clay Showalter, a Student Temporary Employee Program (STEP) fisheries technician with the U.S. Fish and Wildlife Service (FWS) in Lacey, Washington. I’ve been studying computer science and field ecology at The Evergreen State College (TESC) for 3 years.

I grew up in the woods of Kansas where rip-roarin’ bass fishing and beautiful landscapes inspired me to learn more about the ecology of the area. I began to discover that the more I learned, the deeper I could appreciate the beauty and complexity of the natural world. I also learned that many ecosystems are being threatened by habitat loss and toxification.

I enrolled at TESC after high school and initially focused on computer science, math and physics. However, the natural beauty of the Pacific Northwest was a constant reminder that I didn’t want to be stuck in an office my entire career. I then discovered the field of eco-informatics, which applies computer science techniques to field ecology. Field sampling by day and analyzing data by night convinced me that my future career should involve being outside and working to protect our natural resources.

This summer’s work experience with the FWS will include collecting field data and focusing on education and outreach through the Youth Fisheries Academy program. My work with the FWS offers an incredible opportunity to apply what I have learned, build on previous experience and pass on my knowledge and love of the outdoors to local youth. I have always been interested in teaching because education and outreach are essential for ensuring that future generations are conscious of the challenges that we are facing. While travelling and working on field projects in Ecuador last year, I was thrilled to gain experience teaching children about ecological issues relevant to their communities.

The Youth Fisheries Academy program here in Washington offers similar opportunities to plant seeds in the minds of youth that we all share some responsibility for the environment around us and that a career in field biology is one of many ways to make a difference in the ecosystems we rely on.

I am excited for this great opportunity and look forward to seeing what the summer will bring!

  

My Life Aquatic 2011 - Youth Fisheries Academy - Day Camp Season Comes to a Close

Hello, it’s Tree again! As July came to a close, so did the Youth Fisheries Academy day camp season. The last camp was particularly memorable as we ended this year’s programming with a huge success.

The final camp took place at a beautiful location at a restoration site along Deer Creek near Shelton. We worked with a group of student employees from the Mason County 4-H Forestry Leadership Summer program, which enrolls up to 24 high school students, giving them a chance to learn about managing natural resources sustainably through hands-on experiences helping natural resource professionals with service-learning projects. It was a perfect fit as the program is also designed for students who want to explore and experience activities in forestry and wildlife-related careers.

Measuring cobble size

Trying to explain the importance of, as well as different ways to measure canopy cover, vegetation, river discharge, streambed cobble size, and macroinvertebrates, is a lot to cover in 1 hour, but this group of high school students actually made the lesson easy. During my time in college, I’ve done field labs that use a gravelometer to measure cobble size and determine streambed make up, which is one of the exercises we do at the stream sampling station. The youngest participants of the season were under 10 years old, so needless to say they have a great head start! Many of these activities were simplified for the younger campers, but that wasn’t necessary for this group of high school students as they were eager to learn the tools of the ecologists’ trade. I was very impressed with how enthusiastic they were and how quickly they leaned and utilized the methods taught.

I was happy to end on such a good note with an amazing group of students who seemed to truly enjoy and benefit from the camp. At the end of the day, I think that all of the students learned a great deal about the importance and function of fish and wildlife, as well as how we can gain information about them.

--Tree Steele, STEP Fisheries Technician

  

My Life Aquatic 2011 - Youth Fisheries Academy at the Beach with Squaxin Island Tribe

This summer has been full of so many wonderful camps with countless memorable moments; each event was unique due to the combination of campers and locations. Our first camp took place at Priest Point Park in Olympia and demonstrated the success that we would continue to see in future camps. We had 17 campers between the ages of 10 and 15 who registered for this free event through Olympia Arts, Parks & Recreation (one of our many partners). Most campers did not know each other, so the team-building activities at the beginning of the day were especially important for developing interpersonal skills. Campers were then split by age into four groups and spent about 50 minutes at each of our learning stations. We had a great group of kids with many different interests. Everyone seemed enthusiastic to be there and participated fully in the camp. I was a bit nervous going into this first camp of the season, but once we began interacting with the campers it became much more natural and was a lot of fun.


Collecting fish from seine net

This camp featured a unique opportunity because of the easy beach access. Scott Steltzner, fisheries biologist for the Squaxin Island Tribe, led a beach seining activity that was very popular with the campers. The seine was 10 feet deep and 120 feet long with weights on the bottom and buoys on top to keep it upright in the water. One end of the net was secured on shore while the other end was pulled around by a boat, encircling fish in the net. Then the campers and staff demonstrated a great team effort by pulling both ends of the net up on shore. The fish were then removed from the net and placed into buckets of water for observation. We caught loads of fish and several species, including juvenile Chinook salmon, staghorn sculpin, starry flounder, and surf smelt. It was great to see some campers apply what they had learned in the species identification module to these live samples. Students had the opportunity to weigh, measure and record data on the fish we caught. They loved being able to hold and examine the fish and it was great for them see how much life there is in just a very small area of Puget Sound.

Observing fish catch

In an effort to measure our impact and improve future camps, we had each camper fill out an assessment form to rate our performance (enjoyment level and knowledge gained). We received fantastic reviews and it was awesome to hear the kids telling their parents all of their new fisheries knowledge as they were picked up from the camp. And I hope they were aware of how much WE enjoyed teaching them and how much they taught us in return. We couldn’t have asked for a better start to our summer camps and eagerly anticipated the camps to come.

- Claire Wood, STEP Fisheries Technician

 

Makah NFH Hosts Youth Fisheries Academy

One of the most interesting Youth Fisheries Academy camps we had this year took place at Makah National Fish Hatchery in Neah Bay, WA. Neah Bay is located on the Olympic Peninsula on the westernmost tip of the continental U.S.--quite a drive from Olympia! We had two day camps at the hatchery--the first camp was a group of kids who were enrolled in a summer school program and their ages ranged from 4 to 12 years old; the second camp was a small group of middle and high school students.


Playing the "Salmon Homing Game"

The activities we prepared for the first group were different from our usual Youth Fisheries Academy curriculum due to developmental differences in the age groups. We had a fish dissection station, telemetry and salmon life cycle bracelet station, a macroinvertebrate identification and fish printing station, fish identification and health station, and a hatchery tour. This was a really great group of kids and it was a fun challenge to adapt our curriculum and activities to suit a larger age range. Some of the most exciting parts of the day were the team-building activities we facilitated. We played the "Salmon Homing Game", where the campers were blindfolded and used a string (which represented a river) to navigate upstream, finding their way back home using their sense of smell. This was a really fun way to teach kids about the salmon life cycle and the amazing journey salmon make back to their home stream. Those themes tied in well with the other two unique aspects of this camp, the salmon life cycle bracelet and fish printing activities. The salmon life cycle bracelet activity involved making a bracelet in a specific pattern that represented the life cycle of a salmon. Each bead’s color represented a different stage of life, such as the egg stage, the migration downstream, avoiding ocean predators, the return migration and spawning. The finished product was a bracelet or necklace that told the whole story of a salmon’s life from birth to death.

Fish dissection station

The next day we had another camp, but the age group was very different. We were working with a small group of middle and high school students. That day, we had more typical stations--fisheries technology, fish anatomy dissections, fish heath and identification, water quality testing and macroinvertebrate identification, and a tour of the hatchery. Once again, it was a great challenge to switch gears from working with youngsters to teens. The water-quality testing station was new for us and Tree did an excellent job teaching the campers about the importance and process of water-quality testing. We tested water from a nearby pond for dissolved oxygen levels, turbidity, nitrites, and pH. It was a great opportunity to discuss pollution, run off, and water quality in general!

As the Youth Fisheries Academy continues to grow and develop, we plan to connect with even more diverse communities and groups of kids. Neah Bay is a part of the Makah Indian Reservation and a significant portion of the population is Native American. Salmon are a vital component of the culture, community, natural history, and industry of Neah Bay and it was fantastic to show the campers that there is a lot of positive energy and excitement from all over the state surrounding salmon. One of my favorite moments from the second camp was during one of the dissection sessions with two high school campers. We were talking about the process of dissection and how it is similar to, yet different from, gutting fish-- which they were very familiar with--when one of the campers exclaimed how interesting and valuable it was to know what each organ was and that next time he was gutting a fish, he would pay much more attention to what he was removing. To me, this represents a poignant and graceful cultural connection between the youth of Neah Bay and the hatchery, the U.S. Fish and Wildlife Service, and the scientific community. After receiving very positive reviews and an invitation to return to Neah Bay next summer, I hope that we can continue to reach out to the youth of Neah Bay and show them the many connections and opportunities surrounding salmon and science!

  

My Life Aquatic 2011 - Teaching Youth About Stream Sampling

Hey it’s me, Tree! It’s almost been a month since I started my education and outreach work for the U.S. Fish and Wildlife Service and it’s been going great. For our Youth Fisheries Academy camps, we’ve broken the time up into four different learning stations. I’ve been leading the stream sampling station, which has been engaging and enjoyable. When fisheries and wildlife biologists go into the field to collect data, they investigate a lot of factors in order to determine the health of the stream as well as the populations living in that environment. Measuring the habitat components (water, soil and air) as well as the organisms (plants, animals, fungi and bacteria) are examples of data that can be collected.


Identifying collected invertebrates

My station begins with stream habitat mapping, and I have seen some really amazing renditions created by our students. During this activity, we also discuss important terms such as biotic (living) and abiotic (non-living) as well as the difference between quantitative and qualitative data. Campers then gain experience collecting a variety of data. To collect quantifiable biotic data, participants use a densiometer to measure the tree canopy cover. Examples of quantifiable abiotic data collected by campers include stream substrate (size of the rocks on the streambed) and stream discharge (water flow in cubic feet per second). My favorite part of the station is definitely the macroinvertebrate sampling. This sampling essentially involves digging around in the streambed (substrate) for bugs and other invertebrates--something I’ve enjoyed for as long as I can remember. We then identify these invertebrates and establish their diversity in order to determine the health of the stream (certain species are sensitive to pollution). The scientific techniques and technologies used at this station make these activities fun and meaningful. All data collection methods involve wading in the stream, which the campers really enjoy.

Teaching about stream sampling and the importance of these ecosystems has been fun and fulfilling in many ways. It’s a great opportunity to recall and practice some of the sampling techniques I have been taught, but I have been learning a great deal from the campers as well. It’s astounding how perceptive and creative they are. On more than one occasion I’ve heard these young biologists say "Wow, that was fun!" when walking away from my station. I’m glad I’ve gotten the opportunity to teach, learn, and have fun as well. The camps, campers, and streams have all been unique and memorable.

- Tree Steele, STEP Fisheries Technician
 
 

My Life Aquatic 2011 - Teaching Youth About Fisheries Technology

Hello again readers! The last few weeks have been filled with Youth Fisheries Academy (YFA) camps taking place around the Olympia area, down to Centralia, and all the way out to Neah Bay. We worked with youth as young as 4 and as old as 15 and each camp presented unique challenges and opportunities for our education team. We learned a great deal as we adapted to each situation and were met with enthusiasm and raving reviews from the kids every time! Their zest for learning has been positively inspiring! The main components of the YFA camps are stream sampling and water quality; fish health and identification; fish anatomy and physiology (dissections); and my station – fisheries technology and tracking. We also incorporated teambuilding activities and art components, such as fish printing and salmon life cycle bracelets, for the younger campers.


Looking for hidden radio collars

As I said, I led the station focused on the use of technology in research conducted by FWS and similar entities. I first introduced the campers to PIT tags (similar to pet ID microchips) and demonstrated how they work (hands-on activity) and are implanted in fish, followed by group discussions of how this technology is used for fisheries conservation projects. The next activity focused on radio telemetry, which is also used to track the movement of animals but with much greater range and detail. As they searched for hidden radio collars, campers were able to use the telemetry equipment to practice the same skills that professional biologists apply in their field work. Campers also gained experience using GPS technology, an essential tool for field studies. With the help of our fantastic outreach volunteers Barry and Loretta Brown, participants used GPS units to find hidden "caches" (peanut butter jars in this case) in a high-tech treasure hunt known as "geocaching".

The campers were very clever with the technology and proved to be great young trackers. I was also impressed by how much information they retained from my lesson and how they were able to provide thorough answers to most of my questions. One telling moment was at a camp with 4th through 6th grade summer school students in Centralia. At one point, the rest of the school had recess during one of my technology modules. One camper commented that they were missing recess, but the kids quickly agreed that "this is better than recess!" That kind of excitement for learning is truly inspirational and we hope to continue fostering enthusiasm like this in the Youth Fisheries Academy camps to come.

- Claire Wood, STEP Fisheries Technician
 

My Life Aquatic 2011 - Teaching Youth About Fish Anatomy and Physiology

As we approach the last Youth Fisheries Academy camps for 2011, it’s great to reflect on previous events to see just how much we have all learned and grown. In the past 3 weeks, I have been leading the fish anatomy and physiology (dissection) station. Although a tad messy at times, I have found this learning module to be a fun, effective, and rewarding way to interact with the campers. To give you an idea of exactly what happens at the Youth Fisheries Academies and a feel for the experience of leading fish dissections, I’m going to provide details about what this station entails!

Learning about fish anatomy

During a typical fish anatomy and dissection session, I start by introducing the campers to what the station covers, safety precautions, expectations of being respectful (to each other and the fish) and alternative activities for those who don’t feel comfortable dissecting fish. These alternate activities include a beautifully made two-layer fish dissection puzzle which has all of the internal and external features labeled. Those who do choose to participate (which is almost always everyone) begin by exploring the names and functions of the external and internal anatomy, as well as learning the techniques and processes of dissection. One of my objectives is to make the process as hands-on and mentally engaging as possible, so I ask a lot of questions and encourage the campers to make guesses before I explain the importance of each organ or external feature. After we cover everything from the slime layer to the heart, the campers are split into groups and given fish to dissect on their own--often the most exciting part of the station! While the campers are busy dissecting the fish, I move from group to group providing guidance, pointing out organs, and asking questions of the campers about the organs they’re dissecting.

There is naturally a lot of energy around dissection and it ends up being expressed in many different ways, including intense focus, exclaiming about the "grossness", and rambunctiousness. I try to guide and focus this energy into excitement about the fish and help the campers see dissection as fun, exciting, and interesting! My favorite recurring exclamation from the campers is "That was gross, but SO COOL!". One of the most interesting and challenging aspects of this station was learning how to adjust my style and curriculum to each group I worked with. This was particularly challenging when working with campers who were uncomfortable with the dissection or especially young. It was a huge learning experience for me and I now feel much more confident in my ability to engage diverse groups of campers with different interests, energy levels and developmental ranges. Every group of campers has posed a unique challenge and I have had so much fun developing strategies, encouraging kids to get engaged, and seeing the excitement and interest that the dissections can inspire.

- Mara Healy, STEP Fisheries Technician
 

My Life Aquatic 2011 - Introducing Tree

Hello! My name is Tree Steele and I am a Student Temporary Employee Program (STEP) fisheries technician with the U.S. Fish & Wildlife Service (FWS) and a senior at the The Evergreen State College focusing on organic chemistry and ecology.

My education at Evergreen has included several intensive courses which have developed and amplified my passion for and knowledge of wildlife and education. I was in a year-long program called Sustainable Aquatic Ecosystems my first year there. This class integrated aquatic biology, ecology, field methods, and data analysis with human interactions with water, and social issues involving human usage of freshwater. The following summer I interned with the FWS analyzing acoustic tracking data, electrofishing, and cataloging stomach samples from fish caught in Lake Washington. During this time, I discovered I loved field work and I wanted to get out as much as possible. At the end of the summer, I continued my internship but switched from fisheries to education/outreach. During this time, I created a book of nature-based activities for the FWS staff to use when working with children.

I have always been fascinated with animals and the outdoors. I fondly remember family camping trips in Eastern Oregon where I was on a constant search for wildlife. I began volunteering for various environmental and social organizations in middle school, including three summers spent at the Oregon Zoo. I later moved on to a number of volunteer and paid counselor positions for outdoor nature camps, including Friends of Tryon Creek Education Center and the Oregon Museum of Science and Industry. I found the lessons and educational games to be truly fun and deeply rewarding. Once I realized that I could get paid for doing this type of work, I knew that I wanted to pursue a career in field and education/outreach work.

This summer I will have the opportunity to focus on both of those career goals, as I have landed a seasonal STEP position with the FWS Washington Fish & Wildlife Office in Lacey, WA. I will be an instructor for the Youth Fisheries Academy day camps, giving youth an opportunity to become fisheries biologists for the day. This outreach work is important for it gives kids a chance to explore the natural world, as well as inform them of careers that involve nature and conservation. The kids are not the only ones to benefit from this program, though; it also provides a great opportunity for me to gain experience in developing and implementing the camp curriculum. In addition, the other STEP technicians and I will be assisting with various field research projects being conducted by the Fisheries Division. The three of us will update this blog throughout the summer as we continue with the Youth Fisheries day camps and field work. Stay tuned and thanks for reading!

  

My Life Aquatic 2011 - Introducing Claire

Hello everyone! My name is Claire Wood and I am an environmental science and conservation biology major at The Evergreen State College and a Student Temporary Employee Program (STEP) fisheries technician with the U.S. Fish & Wildlife Service (FWS).

For as long as I can remember, the natural world has been incredibly important to me and I have been deeply interested in the scientific underpinnings of the universe. As I grew older, this passion matured as I became involved in field work, restoration efforts, wildlife rehabilitation, ecological surveys, and the like. I was fortunate enough to live in a school district (in Nebraska) where smaller “focus programs” were offered as an alternative to the large standard high schools. I attended the science focus program for all 4 years and was able to delve deeply into science and participated in a great deal of experiential learning. I then enrolled at Evergreen for its fantastic environmental science program, interdisciplinary approach, and student-directed curriculum. It has proven to be a great fit and has allowed me the flexibility to study abroad. Last spring quarter, for example, I studied in Costa Rica and Guatemala as part of an environmental field program. We studied the ecology of the area as well as the implications and impacts of “ecotourism” and cash crop agriculture on these unique and incredibly biologically diverse countries. This program was very eye-opening to the multitude of challenges these people and countries face, as well as the many facets of conservation of these critical ecosystems. This experience reinforced my passion for social and ecological stewardship while demonstrating how much of a positive impact each person can make. This type of responsibility is not to be taken for granted.

Through my studies and direct experiences, I have found education to be a common and effective tool for making positive changes. The chance to gain experience in conservation-based educational work is a big reason why this STEP position with the FWS was so appealing. I will be working as an instructor for the Youth Fisheries Academy day camp program, which aims to connect youth with nature, educate them on various fisheries science topics and methods, and put conservation in the forefront of their mind. It will also embolden participants' work by demonstrating that science is comprehensible, diverse, important, and even fun! In addition to the educational work, this position will also allow me to gain field experience when I work on several fisheries conservation field projects this summer. These projects will likely have a lasting effect and pave the way for more progress in the future. The other two STEP technicians and I are looking forward to keeping you filled in on the many aspects of our work as the season progresses. We hope you all have a fantastic summer and thanks for reading!

  

My Life Aquatic 2011 - Introducing Mara

Hello! My name is Mara Healy. I’m a student at Fairhaven College of Interdisciplinary Studies within Western Washington University and am super excited to be home in Olympia working with the U.S. Fish and Wildlife Service (FWS) for the summer.

I am working on an outreach program called the Youth Fisheries Academy during July and spending some time working on field projects in August. Claire Wood, Tree Steele, and I are all Student Temporary Employee Program (STEP) fisheries technicians and we will be writing about our experiences leading fish dissections, experimenting with radio telemetry, macroinvertebrate sampling and much more. Hopefully, the blog entries from the three of us will give you an idea about the amazing work FWS is doing and what it’s like to be a part of the team.

This first week of work has been filled with training galore! We’ve also been learning the curriculum for the Youth Fisheries Academy camps and what activities we will be responsible for leading. I will be focusing on fish anatomy dissection, so I’ve been busy practicing and observing dissections and learning about the functions of internal organs, external features, and the natural history of salmon.

As you’ll be hearing from us every couple weeks or so, I’ll tell you a little bit more of my story. I’m interested in biology, aquatic ecosystems, education, and being outside. I am super excited that I have the opportunity to gain experience in education outreach, as well as field biology, while earning money to help fund my college education. Over the past year at Fairhaven College, I have been fortunate enough to work with some wonderful biologists and ecologists who have encouraged and supported me in designing and implementing field-based pilot studies as a part of my education. These projects have been hugely influential for me in transforming some of the aesthetically-based interest I have in the natural world into scientifically-based curiosity. For the most part, my studies have focused on marine ecosystems; I am excited to stretch and grow my knowledge and understanding of fisheries biology. Aside from my academic life, I enjoy rock climbing, knitting, hiking, and being on the water.

I am looking forward to a summer filled with inspiring outreach events, diverse field work opportunities, and weekends filled with sun-warmed rock, neon green foliage, fresh berries, and lots of beach walks and tide pool exploration!

  

My Life Aquatic 2011

A Look at U.S. Fish & Wildlife Service Seasonal STEP Employee Experiences through A Fish-Eye Lens

Greetings!

This blog post is inspired and made possible by the U.S. Fish & Wildlife Service (FWS) Youth & Careers in Nature Initiative. Under this initiative, federal funding supports FWS personnel and programming that connect youth with nature, youth employment for conservation work, and educating youth about career opportunities with the FWS. The FWS Fisheries program in Lacey, WA, has used initiative funding to design and implement a Youth Fisheries Academy day camp program. We piloted this summer program in 2010 (see report) and expanded it this year. This program provides youth with an exceptional introductory fisheries science education. 


2011 STEP employees

Initiative funding has also enabled our office to hire three college students as instructors for the Youth Fisheries Academy. In addition, they will also be working on several of our aquatic conservation projects and fisheries studies. These Student Temporary Employment Program (STEP) employees have a fantastic opportunity to gain valuable career skills while earning summer income between college semesters.  Over the next 8 weeks, they will be sharing their experiences with you through regular postings on our blog. Please come back soon as they share their experiences with you.