Distance Learning Visit Alaska…  virtually! Our live, interactive videoconference programs expand your students' scientific experience with engaging multi-media presentations. Using inquiry-based learning, these 55-minute conferences incorporate live animals (whenever possible) and current research programs happening right here at the Alaska SeaLife Center! The materials for each program include a teacher's guide with specific background information and activity ideas, as well as supplies for the session's hands-on activities. Video Sample:  Marine Mammal Adaptations Registration To register for a Distance Learning program, Download the Distance Learning registration form and return it via e-mail. To accommodate shipping materials, reservations must be made at least 30 days in advance. See below for prices and time zone recommendations. Please email distancelearning@alaskasealife.org or call (907) 224-7900 for more information. Program Descriptions PROGRAM NAME GRADES DESCRIPTION Who Lives Where? Pre-K Meet Alaska’s wettest residents! Find out where Alaska’s marine animals live, what they eat, and how they move. Beaks, Bubbles, & Burrows K-3 Observe the diving seabirds in our avian habitat as we discuss the behaviors and adaptations of these intriguing animals. Marine Mammal Adaptations K-5 Discover how these mammals are able to thrive in Alaska's frigid waters by observing our own resident seals and sea lions. Terrific Alaskan Tidepool Travels 1-5 Take a walk through the Alaskan intertidal zone and meet our tough and mysterious local invertebrates. Eat or Be Eaten in Alaska 4-6 Discuss the complexity of food webs by exploring some of Alaska's most interesting animals and ecosystems. Living in the Ring of Fire 5-8 Verify plate tectonic theories by investigating geologic activities around the Pacific plate, specifically here in Alaska. Cephalopods: Squid Dissection 5-9 Get your hands into a "head-footed" animal as we learn more about cephalopods through dissection and discussion! (Please contact us about squid availability. Observation-only sessions are also an option.) Sea Lion Monitoring 6-12 Learn how scientists at the center study a wild population of endangered Steller sea lions hauled out on the Chiswell Islands. Practice remote video monitoring yourself! The Scoop on Poop 6-12 Roll up your sleeves and analyze sea lion scat as we learn more about the hands-on way some of our scientists study these animals' diets.   Prices Program costs include teacher guides, materials* for up to 30 students (additional students are $1 each) and postage. An additional $20.00 may be added to reservations made less than 30 days in advance.   PROGRAM NAME COST Beaks, Bubbles, & Burrows Marine Mammal Adaptations Terrific Alaskan Tidepool Travels Eat or Be Eaten in Alaska Living in the Ring of Fire Sea Lion Monitoring $190.00 The Scoop on Poop $220.00 Cephalopods: Squid Dissection (including squid) $240.00 (squid shipping within U.S. only; if you provide your own squid the program is $190.00)  * International programs: Shipping to countries outside the United States will require an additional fee.  Also, customs procedures may prevent the shipping of physical materials to countries outside of the U.S. - in these cases, we will send materials electronically. Time Zone Recommendations Our distance learning sessions are taught from the exhibits, which rely on natural light. As Alaska's sunrise/sunset times vary dramatically from season to season, the following table lists optimal time recommendations for booking your reservations. There can still be large fluctuations within a calendar month, so these times are only a guide. Additional times may be available - please contact us for more information.   NORTH AMERICAN TIME ZONES (includes daylight savings time) ALASKA PACIFIC MOUNTAIN CENTRAL EASTERN September 7:30 AM - 5:00 PM 8:30 AM - 6:00 PM 9:30 AM - 7:00 PM 10:30 AM - 8:00 PM 11:30 AM - 9:00 PM October 8:30 AM - 5:00 PM 9:30 AM - 6:00 PM 10:30 AM - 7:00 PM 11:30 AM - 8:00 PM 12:30 PM - 9:00 PM November 9:00 AM - 4:30 PM 10:00 AM - 5:30 PM 11:00 AM - 6:30 PM 12:00 PM - 7:30 PM 1:00 PM - 8:30 PM December 10:00 AM - 4:00 PM 11:00 AM - 5:00 PM 12:00 PM - 6:00 PM 1:00 PM - 7:00 PM 2:00 PM - 8:00 PM January 10:00 AM - 4:00 PM 11:00 AM - 5:00 PM 12:00 PM - 6:00 PM 1:00 PM - 7:00 PM 2:00 PM - 8:00 PM February 8:30 AM - 5:00 PM 9:30 AM - 6:00 PM 10:30 AM - 7:00 PM 11:30 AM -8:00 PM 12:30 PM - 9:00 PM March 8:00 AM - 5:00 PM 9:00 AM - 6:00 PM 10:00 AM - 7:00 PM 11:00 AM - 8:00 PM 12:00 PM - 9:00 PM April 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM May 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM June 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM July 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM August 7:00 AM - 5:00 PM 8:00 AM - 6:00 PM 9:00 AM - 7:00 PM 10:00 AM - 8:00 PM 11:00 AM - 9:00 PM Technical Requirements We use Zoom to connect.  Please contact us if you have questions about using other platforms. Customized Programs Do your students show exceptional enthusiasm for a particular lesson plan or subject?  With advance notice we can modify existing programs or create specialized programs to accommodate specific lesson goals, ages, or comprehension levels. Sessions are designed to be 55 minutes in length but can be adapted to fit your class period.    

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         In Antarctica, every day is a work day! If weather permits, the team is up early prepping their gear. Then it's out to the ice for a day of tagging or recapturing seals. When weather conditions are poor, the team spends their time catching up on lab work, downloading data, and maintaining equipment. Watch the video below to learn more about what daily life was like for one of the researchers on this project. VIDEO: A DAY IN THE LIFE John Skinner discusses his daily routine as part of the team working with Weddell seals in Antarctica. (4:21) Video Transcript My name is John Skinner, I’m a Research Associate here at the Alaska SeaLife Center, and I was a part of the team that went down there for this research. Mostly as a logistics coordinator, meaning that I was the one who coordinated all the stuff that we were using out in the field to make sure that it made it from McMurdo station out to the site safely, and that the equipment was being set up properly. A typical day for us was we would start somewhat close to mid-day, because that’s actually the optimal time to find animals hauled out on the ice. We’d get our gear together at the lab and then we would hand carry it out to what they call the Ski-Doo line, where all the snow machines are lined up. My job was to unbury them after the last storm, get them running, warmed up and ready to carry the group out to the field site. Part 1: The Capture When we get out to the site, we have all our equipment and we’ve identified an animal that we’re going to work with that day. One of the huge advantages of the Weddell seals is they just don’t have a response to predators, they don’t really understand that there’s anything dangerous about us. So often a capture event just consisted of walking up to the animal, taking a look to make sure it’s safe for us to approach, and safe for the animal for us to approach, and then taking a large hood, and then sliding it over their head. As soon as the hood goes over they just lay there, and it’s done. They don’t fight, there’s no struggle. We send the vet in and then sedate the animal to make sure that they would be safe to work with. Then my job would kick in, that’s when I would unload the hundred or so pounds of gear and set-up our tripod over the top of the animal and get the animal into a sling, a net the animal could be rolled into, and then hoist the animal into the air and get our weight, our mass. Once we got that mass we would bring out our big tent which was this very compact-when-stored system. We would fold it out, and then basically envelope the people and the animal inside of this tent. Once this was set up we’d work within there safely and actually it was pretty warm inside. First off we would get a blood sample and then we would go ahead and do some measurements of the animal. We need a length and a girth. Then we would start to prep the animal to put the instruments, the data loggers that we use, onto the animal. We had several heat-flux sensors along the animal’s body, at different locations where we’re trying to capture the distribution of heat that the animal is giving off. Then it was just about waking the animal up, making sure that they were happy and healthy before we were willing to let them go off on their own and enter the water again. Part 2: The Recapture When we leave the animal we have a plan for how long they need to stay out in the water for us to collect enough data. So we could sit there at our desks and track the animal’s progress and we had a schedule of when we planned to pick the animal up, but if we saw them moving out towards the open ice edge there was a good possibility we could lose the animal for good and never get those instruments back. So we would track them on a daily basis and see where they were going and then decide pretty much each day a schedule of who we needed to pickup and what a priority that animal would be. We’d start out with a GPS coordinate that we could get from this ARGOS, which is the on-board instrument's tracking system, to head out and we knew approximately where we needed to go. Once we got within a kilometer or two of the animal’s actual location (according to ARGOS) we would use signals from the VHF portion of that, we could track using a handheld antenna. Once we located the animal’s position we would go in and basically assess the situation from a distance, sneaking in and kind of cutting off its path to the water and then putting the hood on it and getting the instruments off and then, just sigh of relief. We don’t stop. Our research is every day, there are no weekends down on the ice. Once back at the station at the end of the day, there's more work to be done. Scientists examine their data, sort and store samples, and clean and repack their gear. Finally, it's time to head to the dining hall, then off to bed to rest up for another day. Scientists come to Antarctica ready to work hard - and the team will continue this daily routine for nearly two months! When the summer melt makes working conditions on the sea ice unsafe, it's time to pack up and return home. Once back in their labs, the science team can finally sit down and begin the process of interpreting their results.       WHO IS STUDYING SEALS?   RECAPTURE (v) - to capture an animal again   INTERPRET (v) - to find the meaning of something  

Overview Our Science Mission The overall goal of our Science Program is to develop an understanding of the role of marine mammals, birds and fish in the arctic and subarctic marine ecosystems, and to generate scientific knowledge relevant to resource management and policy. Our projects focus on Alaska marine life and environments, but reach globally with international collaborations. The Center’s unique geographic location, marine cold water research facilities, live animal collections, and specialized staff allows us to use a combination of experimental and field research to:  Investigate physiological and ecological processes affecting marine animal population  dynamics.  Conduct controlled experiments to understand factors affecting reproductive success and  fitness in marine species.  Monitor marine animal responses to environmental variability and stressors.  Evaluate human impacts on our marine environment and animal populations.  Develop tools to support recovery and restoration of marine resources.   Thus, an overarching science theme of our science relates to understanding of upper trophic level responses to environmental variability. Under this concept, we use marine mammals, seabirds, and fish as windows into the ecosystem they inhabit. As the arctic and subarctic are undergoing rapid environmental changes, understanding responses of these species to change is becoming urgently more important. A more holistic understanding of upper trophic species role in the arctic and subarctic marine ecosystems is essential, and our science team is developing research programs and partnerships towards integrated marine ecosystem studies to address these emerging broad scale topics.  Staff and Facilities    The CSEO works closely with the Scientific Advisory Committee (SAC) to periodically review research accomplishments, as well as programmatic research directions and strategies. Our current permanent research staff includes two in-house principal investigators, two affiliate scientists, two research associates, and several technical and research support staff.  One of our principal investigators holds a research faculty positions at the University of Alaska Fairbanks (UAF). Our three center veterinarians also participate in many research activities. Additionally, our facilities offer research opportunities to post-doctoral researchers, graduate students, visiting scientists, and affiliate researchers and external collaborators. Over the years, we have hosted over 700 visiting scientists at our facility. Our facility is located on the shore of the Gulf of Alaska in the North Pacific Ocean, with access to the Alaska marine environment from our back door. We are located next to the Seward Marine Center of the UAF School of Fisheries and Ocean Sciences, and the home port of the new global class ice-capable research vessel R/V Sikuliaq, operated by UAF. Our dry and wet indoor laboratories and our large outdoor research deck offer year-round access to either temperature-controlled or ambient-temperature research opportunities in cold marine or fresh water habitats. The laboratory facilities and equipment are outfitted to conduct research on marine animal physiology, biochemistry, molecular biology, energetics, and diet analysis. Our resident animal collection involves a diverse variety of marine organisms from tiny invertebrates to large Steller sea lions. Our largest resident, male Steller sea lion Pilot, peaks at well over 1700 lbs during the breeding season. The resident fauna offers scientists opportunities to study animals year-round in their natural salt water habitats and at ambient northern latitude temperatures. The combination of our location, in-house collection of marine mammals, seabirds, and fish, and our laboratory facilities offers scientists unique opportunities to study the marine life of the North.    Other Department Activities Linked to our scientific goals, we work closely with our education team to integrate science components into education conducted at the Center. Most of our science projects are presented either in the public exhibits of the Center, or as part of special outreach programs offered by our education department. The Center offers unique opportunities to inform and engage the public on our research. Every year, our scientists give as many as 60 outreach presentations to the public, and we host a monthly open science seminar series at the Center.    To learn more about our scientists and current projects, we invite you to Meet our Scientists and explore our Science Spotlight.   Brief History of the Science Department The Science Department has been part of the Alaska SeaLife Center since its opening in 1998. Over the years, the department has developed a strong focus on research in biology, physiology, and ecology of marine mammals, seabirds, and fish – the so-called upper trophic species of the marine environment. During the first decade, much of our research was centered around five species-focused research programs involving Steller sea lions, harbor seals, sea otters, spectacled and Steller’s eiders, and Pacific salmon. These programs built a strong emphasis on research in the physiology and biology of upper trophic species amongst our staff and infrastructure. To date, our research staff has authored close to 400 journal publications and delivered over 700 scientific presentations at conferences.   

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         With their hypotheses developed and their study subjects chosen, Dr. Mellish and the team began the detailed process of planning their fieldwork. The team's field season in Antarctica needed to coincide with the seal's reproductive season, which runs from late October to December. It would be important to arrive by early October to maximize their time before the late spring ice melt made it unsafe to work on the sea ice. The team chose research sites on Erebus Bay, a pupping and breeding area just a short snowmobile ride from the U.S. base at McMurdo Station. From the Erebus Bay location, they'd select forty healthy seals to participate in the study. It was decided that only healthy animals should be studied and that, of the adults studied, all should be females. This would help prevent outside variables from complicating the data. Navigate through the pictures below to learn about the tools the researchers used to select healthy animals for their project: The team was able to work directly with each seal to complete its initial health assessment. However, to collect research data from the healthy animals, the researchers would need to monitor the seals as they went about their daily lives. Since a lot of a seal's time is spent beneath the sea ice - where it's difficult for researchers to observe them directly - this data would have to be collected remotely. To do this, the team outfitted each seal with specially engineered instruments, called data loggers, that would record and store the team's data. VIDEO: STUDYING SEALS USING DATA LOGGERS Dr. Markus Horning explains how the research team used data loggers to collect data for the Weddell seal project. (2:19) Video Transcript My name is Markus Horning, and I am an Associate Professor of Wildlife with Oregon State University’s Marine Mammal Institute. I’ve worked with Weddell seals in the Antarctic ever since my first trip to the Antarctic in 1981. My expertise that I bring to the table is related to my ability to bridge engineering and biology. I’m a biologist by training, I have a Ph.D. in biology, but I’ve always dabbled in electronics. We really can accomplish much more in our attempts to study and understand these animals if we use what we call “telemetry devices.” Basically, we use fancy electronics that can go with the animal where they go and where we can’t. Often times where I come in is figuring out, ‘Okay, this is the question, this is the data we need in order to be able to answer this question we have about the biology of this animal.’ Then I ask, ‘How can we get that data?’ and I find specialty sensors that give us exactly that data that we need. In this project we actually have several separate devices that we glue to the back of an animal. These are multi-channel devices - they have many different sensors. The information that we’re really most interested in is the information we get from the heat flux sensors. We glue these onto the surface of the skin of the seal and they measure exactly how much heat the animal is transferring to the cold water or cold air. To be able to understand this data and the patterns we see in terms of heat dissipation, we also need to record the behavior of the animal. That’s why we’re recording dive depth, swim speed, because that really determines the physiological state of an animal. If everything works well we find our animal after about five days, I’d say, and everything is still attached. We immobilize the animal a second time and we just peel everything off, or we shave a little bit of fur off. We get everything back home and we download the data. We want to recover the equipment so we can use it again on another animal, but also because the devices that we use actually record the most important information in memory. So, unless we recover the device we don’t have access to the data that we really want.       WHO IS STUDYING SEALS?   HYPOTHESIS (n) - a proposed explanation to a question that must be tested   PUPPING SEASON (n) - the time during the year when seal pups are born   OUTSIDE VARIABLE (n) - something not being tested in a study that could impact the data   DATA (n) - values for something measured   MONITOR (v) - to keep surveillance over something   REMOTELY (adv) - from a distance, without direct contact   DATA LOGGER (n) - a device that measures and stores data on the activity or condition of an animal.    

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() Who is watching walrus? CONTINENTAL SHELF - the area of shallow ocean water around the edge of a continent before the seabed slopes down into the deep ocean HAUL OUT (v) - to leave the water and rest on land, rocks, or floating ice HAULOUT (n) - a place where marine mammals leave the water to rest STAMPEDE - a sudden rush of many individuals, usually in a panic DISTURBANCE - when an animal or group of animals changes its behavior as a result an event           In the cold northern ocean between Alaska and Russia, freezing weather is possible during any month of the year. Throughout the long winter, temperatures in the Arctic are so cold that the surface of the ocean freezes for millions of square miles! Remarkably, animals like the Pacific walrus are adapted to live in this chilly climate, and they use sea ice as part of their habitat. In recent summers, scientists and local residents have noticed less sea ice than normal in the Arctic. In September 2009, sea ice in the Chukchi Sea melted past the edge of the continental shelf. As a result, 3,500 walruses who usually rest in small groups on floating sea ice were forced to haul out together on land at Icy Cape. Something startled the walrus while they were resting there. When startled, walrus will leave their haulout and rush into the water. As the huge group of walrus at Icy Cape rushed to the water, younger and smaller animals were trampled. Alaska SeaLife Center scientists and veterinarians were on the team that was sent to Icy Cape after the stampede. They found more than 130 young walrus dead on the beach. This dramatic scene sparked their interest in studying walrus. Land-based haulouts in the Chukchi Sea were first seen in the United States less than ten years ago. A walrus's choice to haul out on land is directly linked to the availablity of sea ice. If ice is available within their range, they will haul out on it. If ice is not available, they will haul out on land. Scientists fear that, if we continue to have summers with less-than-normal sea ice, events like the stampede at Icy Cape will become more common. Scientists at the Alaska SeaLife Center want to understand how walrus use these new land haulouts. They also want to learn how walrus will respond to disturbances while they are on land. The challenge is that walrus live in isolated, wild areas spread across a huge region. To study walrus, scientists must find a way to observe them closely without causing any disturbance events themselves. How will the scientists do it? Join our team as they come up with a plan. To get started, let's learn more about the Icy Cape stampede by checking out the videos and news release below. You'll be amazed how crowded the walrus haulouts can get! VIDEO: Icy Cape Stampede 2009 When large numbers of walrus haul out together on land, a disturbance event can mean disaster. This video, including images from the 2009 Icy Cape stampede, examines what can happen when walrus haul out on land in large groups. (1 minute) Video Transcript Over the past few decades, sea ice in the Arctic has been shrinking at increasing rates. When the ice recedes past the continental shelf, walrus females and calves are forced to leave the ice and haul out on shore to stay near their feeding grounds. As you can see in this video taken near Point Lay in 2011, conditions on shore can get very crowded. If the walruses are disturbed, they may rush to the water in a massive stampede. In September 2009 scientists observed thousands of walruses hauling out together on land near Icy Cape on the shore of the Chukchi Sea. When researchers surveyed the area a few days later, they found over 130 walruses dead on the beach. Veterinarians and scientists from the Alaska SeaLife Center and other organizations investigated the event and determined that most of the fatalities were young animals that had died as a result of a stampede. Though the cause of this disturbance at Icy Cape is unknown, the number of fatalities can be attributed to the crowded conditions at the haul out.   Click here for more information on walrus haulout events in Alaska's North Slope Borough, including the 2009 Icy Cape event.   Now that we've observed the same event that sparked the interest of our Alaska SeaLife Center marine mammal research team, let's learn more about Pacific walrus and what they need to survive.      

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Before setting out to explore what's living within the Bering Sea's annual sea ice, scientists need to understand the sea ice itself. The first important step is to understand how sea ice forms. When we think of the world’s oceans, we usually imagine large bodies of blue-green salt water. However, in the polar regions of our planet, conditions can be so cold that the surface of the ocean freezes. This happens when cool air temperatures and wind combine to chill the top layer of seawater to less than 28.8°F (-1.8°C). Take a look at the videos below to learn more about how sea ice forms and how it fits into the Bering Sea ecosystem: VIDEO: THE SCIENCE OF SEA ICE This video explains how sea ice differs from ice formed on fresh water lakes and describes why sea ice is an important part of the Bering Sea ecosystem. (1:55) Video Transcript Salt water and fresh water have very different physical properties.  You may have noticed one example of this already- seawater freezes at a cooler temperature.    This is because of the dissolved salt that makes sea water salty. When ocean water freezes, only the fresh water forms ice crystals leaving the salts behind in concertrated liquid droplets called brine. As the water continues to freeze, the brine droplets grow and accumulate to form tiny passageways called brine channels. So instead of being solid like an ice cube, sea ice is laced with these little brine channels that are filled with extremely salty water.  Because sea water freezes at a lower temperature than fresh water, sea ice can only exist in very cold locations.  The National Snow and Ice Data Center estimates that only about “15% of the world’s oceans are covered by sea ice during part of the year”.  Most of this sea ice is in the Arctic Ocean and the Southern Ocean surrounding Antarctica.  Some areas of the ocean are covered with sea ice all year, while in other areas sea ice is only present during the coldest months of the winter. The Bering Sea is an example of a region that only has sea ice during part of the year.  Arctic sea ice begins to grow in September, extending South into the Bering Sea as the winter continues.  The maximum sea ice extent is in March, and in the spring ice begins to melt away.  Plants, wildlife and humans all rely on the timing of the Spring sea ice melt. For plants, melting ice means access to light for photosynthesis.  For animals and humans it means access to the food resources they depend on.  Scientists expect that changes in the timing and extent of sea ice cover in the Bering Sea may impact the whole ecosystem. Brine channels inside the sea ice provide a unique habitat for ice algae. When sea ice melts in the spring, this algae is released into the water below. In areas like the Bering Sea, where sea ice is not always present, the spring sea ice melt is an important annual event for the ecosystem. VIDEO: SEA ICE ALGAE THROUGH THE SEASONS This animation illustrates how sea ice algae in the Bering Sea varies through the seasons. (0:55) To help them describe different parts of the ocean from the top down, scientists divide it into zones based on types of habitats. In the Bering Sea, three habitat zones exist: the sympagic, the pelagic and the benthic. Dr. Gradinger and his team believe that, in the spring, plants and animals in the sympagic, pelagic and benthic zones are all impacted by sea ice.  What they want to better understand is exactly how these species are impacted, by learning how they fit together in the food web. Understanding what life is like in different areas of the Bering Sea ecosystem during the springtime helps Dr. Gradinger and his team begin to predict how the ecosystem might respond if Arctic sea ice coverage continues to recede.  The research team's curiosity with this previously understudied ecosystem led to the development of specific research questions and a project proposal that took them out on the ice!       WHO IS STUDYING SEA ICE?   POLAR (adj)- Describing the area of the Earth's surface around the North and South poles.   BRINE (n)- very salty water   PELAGIC (adj)- in the open ocean environment   BENTHIC (adj)- in the sea floor environment   SYMPAGIC (adj)- in the ice environment   PRIMARY CONSUMER (n)- an animal that feeds on plants; an herbivore   LARVAL STAGE (n)- a juvenile stage many animals go through before they grow into adults  

  animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         Designing a research project takes a lot of careful thought. Before scientists can be awarded funds to begin their project, they must design a detailed proposal explaining what they hope to learn with their study. This process begins with a scientific question and expands to include what the scientists expect to find, also known as a hypothesis. VIDEO: RESEARCH QUESTIONS Dr. Katrin Iken outlines the team's research questions for the sea ice project. (1:45) Video Transcript "My name is Katrin Iken, and I am a faculty member here in the School of Fisheries and Ocean Sciences at the University of Alaska Fairbanks, and my specialty as a faculty member is in Marine Biology. "A big question in this project is- what is the significance of the sea ice for the (eco)system, and what would it mean if sea ice were to go away if climate becomes warmer, so we need to understand what happens, how organisms react to this. My specific role was to look at loss of sea ice in terms of how important is that sea ice for the food web. "What I like about the benthic environment in a way is that it stays where it is. They don't move a whole lot. The conditions around it might change, but the organisms themselves actually stay in place. If you are a worm sitting in the mud, then you are sitting in that mud, you're not moving around a whole lot. Even if they move they often move over very small areas. That's very different than water column organisms that get just swept away with currents. "So if I am interested in how do conditions in a certain region change over time, again we are investigating quite a bit of climate change related scenarios, then having something that stays in place and is exposed to changing conditions, you can actually look at how changes are reflected in those organisms." Scientists hypothesize that the algae that grows on sea ice is an important food source for primary consumers living in the pelagic and benthic zones. They are concerned that, as ice conditions change as result of changing climate, it will affect the species that rely on this ice algae. The problem is, little data had been collected in the past, so not much was known about how much ice algae grows in the Bering Sea in spring or which species of animals were eating it. During the spring of 2008, 2009 and 2010, Dr. Gradinger and his colleagues completed field work in the eastern Bering Sea in an effort to answer these questions with financial support from the National Science Foundation (award 0732767). In order to test their hypotheses, Dr. Iken and the other scientists had to develop a plan. How would they get to the Bering Sea?  What tools would they use to sample and study the ice and the ice algae?  How would they discover which species were dependent on sea ice and how the food web fit together?  All of these challenges had to be carefully considered before the team even traveled to the field. After all, once you’re out in the middle of the Bering Sea, there’s no going back for something you forgot!         WHO IS STUDYING SEA ICE?   PROPOSAL (n)- a plan put forward for consideration; in this case, a science project   HYPOTHESIS (n)- a proposed explanation to a question that must be tested   FOOD WEB (n)- all the interconnected food chains in an ecosystem   DATA (n)- factual information    

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         The Steller's eiders kept the team busy during the 2014 breeding season. The combination of nesting materials, nest placement, privacy, mate choice and staffing worked for the eiders! For the first time in the program’s history, two Steller’s eider hens, Scarlet and Eek, incubated their eggs for the full 26 days and hatched ducklings. Scarlet had three ducklings and Eek had one. Four other ducklings hatched after artificial incubation and were raised by people for a total of eight Steller’s ducklings. The hens fully incubating their eggs was a grand achievement for the eider team! In the early stages of the project, hens would only lay infertile eggs, or not build a nest, or not stay on their nest through the whole incubation. In captivity, Steller’s eider hens had never incubated their eggs completely on their own before now! In addition to the eight ducklings of 2014, the eider team had many eggs that were infertile or that were fertile but never hatched. All the eggs that do not hatch go to the lab where Dr. Katrina Counihan and her lab technicians get to work. Every egg provides further data for researchers to use to learn more about eiders. VIDEO: DATA FROM EGG DISSECTIONS Discover what Dr. Katrina is learning in her eider lab. (1:40) Video Transcript I do various projects with the eiders. The major one is I oversee the processing of the eggs every summer. We get eggs from the captive spectacled and Steller’s eiders. For this summer we got over 300 eggs from both species, so we have help usually in the summer from interns and also volunteers which are often college students. Without them we wouldn’t be able to get through all these samples, because it takes about 30-45 minutes per egg to process it. As you can see here we use a variety of tools: digital calipers to measure the width and length of all of our eggs, and then we have a scale that we [use to] weigh the eggs before we start the dissection. The first thing we do is we’ll use these little just basic knitting scissors and we cut around the center of the egg. And then we’ll dump out as much of the albumen as we can into a large dish and then the yolk into a second one of the large Petri dishes. And then we’ll use really simple things, like just plastic forks to mix up albumen and yolk before we take samples, and then spatulas to scrape up every last little bit to make sure we get the samples. And then just little plastic syringes to suck up the samples into the vials. And then we weigh out the yolk and the albumen. So we literally save every bit of every egg we get. Dr. Katrina Counihan uses parts of the eggs she dissects to study eider health. We know a lot about how people deal with being sick, but not much about what eiders do to stay healthy. One part of the egg she is interested in is the yolk because it contains immunoglobulin (or antibodies) which would help the duck fight off diseases. Dr. Counihan looks at the immunoglobulin in the eggs to understand how the eiders are able to fight diseases. Thanks to Dr. Counihan’s work, if the eiders are reintroduced, the scientists will understand how healthy the captive birds are and how the eiders will be able to handle any diseases that they might encounter in the wild. Dr. Hollmen believes that the collaboration and communication between the research and husbandry staff is the key to the team’s success. The husbandry staff works to make the eiders feel at home and healthy so they lay eggs. Some of those eggs hatch into ducklings that increase the captive reservoir population. Researchers in the lab use the other eggs to find information on the health of the birds. The field team tries to find a wild habitat where the eiders could survive. Each team member contributes a specialized set of skills and everyone is united by the goal of learning about and helping a unique arctic species.       CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!   ALBUMEN (n) - the white of an egg.   CALIPER (n) - a tool with two moveable arms that is used to measure thickness, diameter, length or width.   COLLABORATION (n) - the action of working with someone to do or create something.   IMMUNOGLOBULIN (n) - also called antibody; a protein that helps the immune system find and get rid of foreign objects like bacteria and viruses.   PETRI DISH (n) - a shallow plastic or glass dish often used in labs to culture bacteria or collect samples.   YOLK (n) - the yellow center of an egg that supplies food to a growing bird before it hatches.    

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         At the Alaska SeaLife Center, Dr. Hollmen's team provides all the necessary care for the Steller's eiders in their virtual habitat. The eider team monitors the birds’ behaviors and health on a daily basis and makes sure the birds have the proper space and food. The enclosures for the birds aren’t exactly like the habitats they typically live in, so it is up to the husbandry team to figure out what the Steller’s eiders need to succeed. Dr. Tuula Hollmen and her crew work hard to create a habitat that suits the eiders. Remember, Steller’s eiders are migratory birds, so the habitat at the Alaska SeaLife Center has to change season to season, especially during breeding season! VIDEO: Creating a Virtual Habitat Tasha DiMarzio explains how the Steller's eider enclosures at the Alaska SeaLife Center can be altered to create a virtual tundra habitat. (2:19) Video Transcript The area we are sitting in now we call our breeding units. There’s ten individual units or one large unit, and we can create smaller flocks or individual breeding units or one big pen for if we want to winter everybody in this unit, we can do that. Starting in January through March, we’ll really start watching the birds and seeing who is courting with who and who’s pairing off, and then we’ll move them from what we call the non-breeding or wintering unit and they migrate over to our breeding units (which is just across the walkway). In the winter time we switch them all to salt water because that is where they would be in the wild, out in the ocean, and in the summertime they come to these freshwater tundra ponds. When we were in full breeding season we had covers over one of the pools and it was tundra and then pond on the other side. But now since we are in duck rearing mode we have two ponds and they’re both fresh water. Getting birds to breed in captivity is always a big challenge. Luckily we are in a state where these birds are actually from, and so we can go out and see what they are using as nest materials and what sites they prefer, if its grass or lichen, and then we try and replicate that the best we can. We don’t have these big vast tundra fields, so we try and create areas that they can feel secluded and have privacy, but then have it look a little bit like what maybe they would see in the wild. We go to the beach and we collect a lot of driftwood to create visual barriers and blinds and areas that they can be private. Because each female is picky about where she likes, we try and provide each pair with at least three different nesting options. So a nesting option can be a manmade wooden structure that looks like nothing that you would see in the wild, and then another open tundra-like moss nest, and then a combination of the two: maybe driftwood around a plexiglass-covered structure. And then the biggest key is just keeping it dry so that the down in the nests stay dry. Because the areas that they are nesting, even though it is Arctic tundra, it’s actually a desert and so there is very little water and rainfall but here we’re in a very rainy climate and so that’s a big challenge we have, is keeping their nests dry while they’re going through the egg laying process, so we come up with different things to try and tackle that challenge. By altering the virtual habitat, the husbandry staff can try to match the eiders’ needs for the breeding season. Each year, the husbandry team continues to offer the eiders a variety of space and nesting configurations in the habitat, in an attempt to promote successful breeding. If something doesn’t work, they try something different the next year! After years of trial and error, favorable conditions have been created, allowing some of the eiders to feel comfortable enough to nest! As a result, the team is faced with hundreds of eggs. Some of the Steller’s eider hens incubate their own eggs, but many eggs end up in the care of the husbandry staff when hens don't prepare an appropriate nest. See how scientists can try to play the role of a hen incubating her eggs. VIDEO: ARTIFICIAL INCUBATION Nathan Bawtinhimer describes the process involved when humans incubate eider eggs. (1:32) Video Transcript It's a fun challenge trying to get the artificial incubators to accurately mimic the hen incubating which is very tricky. So we’ve been messing around with a lot of different humidity settings and different methods of turning to more accurately imitate the hen and promote better development within the egg during the incubation process and successful hatching. It’s important that we candle the eggs regularly so we can keep track of the development inside the egg. By candling them with a bright LED flashlight we can actually see inside the egg and just by looking we can tell how long it’s been incubating for, if it’s on the right track developmentally, and what the estimated hatch should be. When we are candling the eggs it is actually an important cool down time for the eggs, because we’ll have the top off the incubator which simulates the hen getting off the nest and foraging. And we also weigh the eggs everyday because during the course of incubation there is a certain range that the egg is supposed to lose to hatch successfully, usually between 12 and 16% of its weight. So we watch their weight loss and we adjust the humidity accordingly. The amount of weight they lose is critical for successful hatching. We’ll record and enter all the data in the spreadsheet so we can track the weight loss and the development of the eggs. And we keep very detailed records of everything we see every day when we candle. While scientists are learning about the Steller's eiders at the Alaska SeaLife Center, they also need to learn more about the natural habitat of these birds. If researchers are hoping to increase the nesting population of Steller's eiders in Alaska, there has to be suitable nesting habitat available in the wild. To determine what is available for these birds in the wild, the scientists head out into the field...       CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!   COURTSHIP (n)- the behavior of male birds and other animals aimed at attracting a mate.   HABITAT (n)- the natural home or environment of an animal, plant, or other organism.   HUSBANDRY (n)- the care, cultivation, and breeding of crops or animals.   INCUBATE (v)- to keep an egg or organism at an appropriate temperature for it to develop.   MIMIC (v)- to imitate something.   MONITOR (v)- to keep surveillance over something.    

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         A typical day doesn’t exist on the Arctic tundra. Even in the summertime, you could wake to a day of hail, snow, fog, rain, or 70-degree sunshine. Luckily, on good weather days there is a lot of daylight when scientists can get their work completed. With a flat landscape, light from the sun lasts almost 24 hours. Researchers sometimes work until one o'clock in the morning! In the 2014 season, Alaska SeaLife Center scientists traveled to the Y-K Delta twice; once in June to investigate habitat for nesting pairs and once in July to study conditions during brood rearing. This fieldwork helped determine if there is suitable habitat on the Delta for the potential rearing of Steller’s eider ducklings in the upcoming years. If the team can hatch and raise Steller's eiders on the Y-K Delta, this may be a way to reintroduce Steller's eiders to that area. The prospective Steller's rearing location needs to have quality habitat for the eiders, but it also needs easy access for the scientists to come and go with supplies. VIDEO: STUDYING SITES FOR REINTRODUCTION Sadie Ulman explains what information the field team gathered in 2014 and why. (1:48) Video Transcript One of the primary goals of my work right now is to help with the reintroduction of Steller’s eiders on the Yukon-Kuskokwim Delta, and our focus is on this particular central Yukon-Kuskokwim Delta: Kigigak Island down on the further south, and then all the way up here on the Kashunuk River system were three different locations. We were looking for freshwater ponds, which happen to be mainly on top of these pingos which are essentially upraised tundra, kind of new tundra areas upraised with these deep, clear freshwater ponds on them with different vegetation than the lower, more grassland. This past season we were sampling a suite of habitat types, but a list of factors kept pointing toward these pingo ponds being the highest level of quality for habitat. We’re looking at salinity specifically because it’s been shown to affect the growth and mass of ducklings at an early age. Sea ducks in particular have salt glands that they don’t fully develop until anywhere from 3 to 6 days of age. After the salt glands have developed they can process salt water readily and it does not affect them. With the changing climate and weather there’s been a higher frequency of coastal storm surges coming in. So the seawater essentially is coming up and flooding a lot of the tundra area and therefore increasing the salinity in a lot of those ponds. That is very helpful to know for the reintroduction purposes, as we need to find a location where there’s plenty of freshwater available for these broods and these ducklings to be reintroduced. Click on the tools and equipment in the image below to learn more about what the research team does in the field. Can you find all six items to click on?         CLICK BELOW TO LEARN ABOUT SEADUCK SCIENTISTS!   CONDUCTIVITY (n) - the degree to which a specified material conducts electricity.   DATA (n) - values of something measured.   DELTA (n) - the area of land where a river splits into smaller rivers before it flows into an ocean.   HABITAT (n) - the natural home or environment of an animal, plant, or other organism.   INVERTEBRATE (n) - an organism that doesn’t have a spine or spinal column; insects are one example of invertebrates.   pH (n) - a number between 0 and 14 that indicates if a substance is an acid or a base.   PINGO (n) - a hill of soil-covered ice pushed up in an area of permafrost.   QUADRAT (n) - a square or rectangular plot of land marked off for the study of plants and animals.   REAR (v) - caring for and raising (offspring) until they are fully grown, especially in a particular manner or place.   SALINITY (n) - the saltiness or dissolved salt content of a body of water.   SEDIMENT (n) - matter that settles to the bottom of a liquid.   SLOUGH (n) - an inlet on a river or a creek in a marsh or tidal flat.    

The Alaska SeaLife Center (ASLC) opened phase one of the Rocky Coast Discovery Pools on May 29, 2021.  Development of the new touch pool exhibit began with design work in 2017. Installation required a complete demolition of the former touch pool originally built in 1998. The new 1,100-gallon exhibit, equipped with six pools, was inspired by similar exhibits at various Association of Zoos and Aquariums facilities in the United States.  The Center is appreciative of generous supporters that made the exhibit possible including ConocoPhillips Alaska, First National Bank Alaska, Matson, Shoreside Petroleum, Petro Marine Services, and the Lindsey Family. Acquiring materials to build the ambitious design was a herculean effort during a pandemic, and Matson donated a significant portion of tank transportation. “As a leading carrier of goods to Alaska, Matson feels a sense of obligation to help make Alaska a better place to live. Supporting the construction of a new touch pool is one way we can help increase Alaskans’ access to education while supporting the health of Alaska’s marine environment. We look forward to seeing the new touch pool in action and the future marine scientists it inspires,” said Matson Senior Vice President Alaska, Bal Dreyfus. The Center was very appreciative to see contributions to the exhibit from long term supporters like ConocoPhillips Alaska. “ConocoPhillips Alaska has been investing in the Alaska SeaLife Center for more than 20 years, supporting important educational programs and critical projects, including the unique, interactive touch pools, and the ‘Save the Alaska SeaLife Center’ community campaign. The Center is entrusted to be a steward of this unique marine ecosystem, and ConocoPhillips Alaska and our many dedicated employees are proud to support this important work,” states ConocoPhillips Alaska President, Erec Isaacson. The Lindsey Family has not only contributed to this new exhibit, but also helped shape the concept of the Center before it opened. “We, as a family, are especially happy to be participants in the creation of this fantastic new exhibit at the Alaska SeaLife Center. My late husband, Dale, and I were personally involved in the original founding of the Center, and our family has continued with ongoing support since that long-ago opening day event, May 2, 1998. We are excited to see the fruition of the dream of a new and wonderful touch pool,” recounts Carol Ann Lindsey. Kurt R. Lindsey, President and CEO of Shoreside Petroleum and Petro Marine Services, is an equally strong supporter of the Center. “The Alaska SeaLife Center is a treasure that Alaskans and visitors alike can take pride in. The facility reflects the beauty of our State, the amazing creatures that God has created, and the need to be responsible stewards of our environment. All of us at Shoreside Petroleum and Petro Marine are grateful for the opportunity to partner with others to help make this exhibit possible,” states Lindsey. The ASLC team wanted to ensure empathy and accessibility was highlighted in the touch pool design to create an educational and engaging experience for all. This goal was reflected in the project contributors, especially First National Bank Alaska. “First National Bank Alaska’s commitment to the education of Alaska’s youth is a key component of our mission to support the communities we serve,” said Betsy Lawer, First National Board Chair and CEO. “What better way to honor that commitment than this donation to Alaska SeaLife Center’s new touch pools. They are an integral part in this world-class research and education facility’s efforts to help Alaskans experience the wonders of our amazing marine environment." The touch pools are available to explore during normal operating hours. The Alaska SeaLife Center is operating with controlled capacity to ensure a safe and enjoyable visitor experience. All guests, including members, are encouraged to reserve timed tickets in advance to secure their desired entry time: www.alaskasealife.org/tickets.  About ASLC: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook.

Seward, Alaska (September 23, 2021) – The Alaska SeaLife Center (ASLC) is launching Virtual Visits again this fall. This free program for all ages will be live-streamed weekly from the ASLC YouTube channel. Each 30-minute program will begin at 11AM Alaska time on Wednesdays starting September 29, 2021 until May 11, 2022 with some exceptions for holidays.    A new behind-the-scenes look highlighting the work, staff, and animals at the ASLC will be introduced during each program and hosted live by ASLC’s award-winning Education Team. “We are very excited about Virtual Visits this year. These programs are meant to be a fun way for our viewers to learn something new and ask questions. It’s a chance to see a part of the Center you can’t see with regular admission, hear from staff who are doing our important mission work, and join us as we work together to conserve the critical marine ecosystems of Alaska,” states Senior Education Manager, Jeff Dillon. Since the public can ask questions if they watch the live program, they are encouraged to subscribe to the Alaska SeaLife Center on YouTube to receive notifications: www.youtube.com/user/AKSeaLifeCenter.   Virtual Visits are made possible by a grant from Royal Caribbean Group, in partnership with the Alaska Travel Industry Association (ATIA) Foundation. In 2020, ASLC launched Virtual Visits at the beginning of the pandemic in an effort to bring the Center to the public virtually. After a successful year of programming, Royal Caribbean Group has now graciously funded the program for three more years.    Royal Caribbean Group and the ATIA Foundation assisted more than 65 Alaska tourism businesses and community organizations in their pandemic recoveries.“We’re seeing the significant challenges the communities in our cruise destinations are experiencing and we knew there were partners who can’t turn a blind eye,” ATIA President and CEO Sarah Leonard said. “Royal Caribbean Group found the resources to provide relief through grants and in-kind donations in three areas: small business, food security, and health and well-being. As a partner, ATIA can streamline the grant-making process because we have first-hand knowledge of what Alaskan communities had to endure and understand how so many local businesses will really benefit from the grants, both big and small.”   About ASLC: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook.  About Royal Caribbean Group: Royal Caribbean Group is the operating business name for Royal Caribbean Cruises Ltd. Royal Caribbean Group is the owner and operator of three global cruise vacation brands: Royal Caribbean International, Celebrity Cruises, and SilverseaCruises. Royal Caribbean Group is also a 50% owner of a joint venture that operates TUI Cruises and Hapag-Lloyd Cruises. Together, our brands operate 59 ships with an additional 15 on order as of March 15, 2021. Learn more at www.royalcaribbeangroup.com About ATIA: The Alaska Travel Industry Association, Alaska’s leading statewide nonprofit membership association for the travel industry, promotes Alaska’s tourism industry as an economic contributor while providing statewide marketing resources, education opportunities and advocacy to members. ATIA has long managed Alaska’s destination marketing program: TravelAlaska. The ATIA Foundation is a non-profit 501(c)3that supports programs that educate and enhance the quality of Alaska’s visitor industry and educates the general public regarding tourism. For more information, visit www.alaskatia.org

History Concept The concept of the Alaska SeaLife Center began over 25 years ago, with the initial vision by Seward community leaders to enhance the existing University of Alaska's Seward Marine Center research facilities. Members of both the local and scientific communities identified a need and expressed their support for an expanded research and public education facility in Seward. The concept remained a dream for years with periodic efforts to lobby the University and the Alaska Legislature for funding. Exxon Valdez Oil Spill (EVOS) On March 24, 1989, the supertanker Exxon Valdez spilled 11 million gallons of oil into Prince William Sound, damaging nearly 1,500 miles of Alaska's pristine shoreline and causing widespread harm to the region's wildlife, economy, and ecosystems. Thousands of marine birds, mammals, and fish were destroyed in the days and weeks following the spill. The Exxon Valdez disaster drew dramatic attention to the need for improved facilities to treat injured wildlife, as well as to enhance Alaska's collective research infrastructure. In particular, the disaster brought to light the lack of reliable baseline information on the affected animals and their habitat before the spill. This greatly hindered the capability of scientists to understand the extent of damages and the recovery process. In light of the potential long-term effects of the Exxon Valdez oil spill, scientists identified a need to establish the capability to conduct research and monitoring on a long-term basis. Formation of SAAMS In February 1990, responding to the needs brought to light by EVOS, a group of concerned citizens and researchers formed the Seward Association for the Advancement of Marine Science (SAAMS), a 501(c)(3) non-profit corporation for "educational, social, and cultural purposes including marine research, public education, and providing education and scientific programs." The goal of SAAMS is to create a world-class marine research, wildlife rehabilitation, and public education institution adjacent to the existing University of Alaska Seward Marine Center on Resurrection Bay in Seward, Alaska. That goal advanced by the completion of the Alaska SeaLife Center in 1998. Capital Funding In 1993, the Alaska Legislature appropriated $12.5 million from the EVOS criminal settlement funds as a state grant to the City of Seward to develop the Alaska SeaLife Center as a "marine mammal rehabilitation center and as a center for education and research related to the natural resources injured by EVOS." The City of Seward entered into an agreement under which SAAMS agreed to assume all obligations and responsibilities of the City with respect to administering the State Grant. Following receipt of the first installment of the State Grant funds, SAAMS requested additional funding from the EVOS Trustee Council, the governing body for the EVOS Civil Settlement funds. In November 1994, the Trustee Council authorized $24.956 million to support the development of research facilities at the Center. The Trustee Council subsequently appropriated an additional $1.247 million for a fish pass and research equipment enhancements at the Center. In May 1996, the City of Seward issued $1.75 million in Revenue Bonds to finance $13 million of the cost of constructing the Alaska SeaLife Center. These bonds were retired in March 2001, utilizing a $14 million appropriation to the Center authorized by U.S. Senator Ted Stevens. Finally, a private fundraising campaign raised approximately $6 million for the start-up of the Center. Over $1 million of the campaign was raised within Seward, a town with 3,000 residents. Construction Ground breaking for the Center took place in May 1995. This was followed by Phase I construction which consisted of site preparations, utility relocations, sheet pile cofferdam and breakwater installation, and construction of the seawater intake and outfall reservoirs and lines. The Phase I contract was completed on time in December 1995. Phase II construction commenced in June 1996, and consisted of the main building, life support systems, laboratories, animal habitats, exhibits, and landscaping. Grand Opening occurred on May 2, 1998. Business Model With a mission of bringing visitors in close contact with cutting-edge marine research, the Center’s design includes a public aquarium with exhibit tanks for displaying research animals as well as other North Pacific mammals, birds, fish, and invertebrates. The facility also features a full veterinary suite with quarantine pools for orphaned, diseased, or injured wild animals brought to the Center for rehabilitation, and for resident animals that need medical treatment. Looking to the Future The Alaska SeaLife Center will continue its focus on marine research. As our world, and more specifically the North Pacific, faces dramatic changes caused by environmental factors and human components, the Alaska SeaLife Center will continue to be instrumental in understanding and developing ways to maintain marine ecosystems.

Seward, Alaska (June 05, 2017)– Summer time fun is in full swing at the Alaska SeaLife Center (ASLC) with new exhibits and experiences for visitors! Expanded summer hours now through September 3 are: Monday – Tuesday – Wednesday – Thursday: 9:00 am – 9:00 pm Friday – Saturday – Sunday: 8:00 am – 9:00 pm Octopus, sea otters, puffins, and sea stars, oh my! By popular demand, there are four new experiences at ASLC offered starting this summer. Similar to the classic 60-minute Encounter Tours, the new 30-minute Experience Tours offer guests an approach to learn more about Alaska’s fascinating marine life. Experiences cost $24.95/adult and $19.95/child 2-12 years, plus the price of admission or membership. Pick one, or pick them all; the choice is yours! The Aquarist Experience is offered at 11:30 am on Tuesday, Thursday and Saturday. During this experience, join a member of the aquarium team for a feeding and learn about the unique skill set it takes to care for the nearly 200 species of fish and invertebrates here at ASLC. This small group tour is limited to six guests and for ages six and up. Suckers, tentacles, and beaks – that’s what you get during the Octo Experience. This tour offers an octopus feeding while learning about these fascinating creatures. This tour is at 4:00 pm on Sunday, Monday, Wednesday and Friday. This tour limited to 14 guests and all ages. Love birds? Then the Avian Experience is for you. Join an education bird and their trainer to learn how diving sea birds adapt to life below the waves. Learn all about the birds at ASLC with the birds! This experience is at 4:00 pm on Tuesday, Thursday and Saturday. Tour limited to 14 guests and for ages six and up. Sea Otters are more than just cute! On the Sea Otter Experience, learn about how these remarkable marine mammals survive in the cold waters of the North Pacific Ocean. Join our animal care staff and observe a feeding or animal enrichment session. Tour limited to 14 guest and is open to all ages. Don’t miss the new interactive exhibits in our recently renovated underwater viewing area including the Octo Grotto, home to a giant Pacific octopus; the Seal Hop and the Alaska Jelly Jam. There is so much to see this summer, you may even work up an appetite or want to grab some coffee while you are visiting. Don’t worry – our café is open too! Grab a cup of coffee or a quick meal and snack to fuel the rest of your day in Seward. Our café opened on June 1 with new hours: Thursday: 9:00 am – 3:00 pm Friday – Saturday – Sunday: 8:00 am – 3:00 pm Reservations are recommended for all encounters, experiences and tours, 1-888-378-2525. Prices listed do not include tax. All tours and encounters require purchase of general admission. All guests under the age of 16 must be accompanied by a paying adult. High resolution photos available from media@alaskasealife.org; 907-422-7075. About the Alaska SeaLife Center: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook. 

Seward, AK (October 3, 2017)-The Alaska SeaLife Center (ASLC) received a stranded male beluga whale calf from Cook Inlet on Saturday, September 30. The solitary animal, estimated at two to four weeks old, was found stranded near Trading Bay in western Cook Inlet. The calf was first spotted from a helicopter by a National Oceanic and Atmospheric Administration Office of Law Enforcement (NOAA OLE) Enforcement Officer and Department of Public Safety / Alaska Wildlife Troopers Pilot returning from a patrol in trooper helicopter “Helo 3.” No adult belugas were seen in the area. Under authorization from NOAA Fisheries’ Marine Mammal Health and Stranding Response Program (MMHSRP), the NOAA enforcement officer and the Alaska Wildlife Troopers pilot attempted unsuccessfully to encourage the animal back in the water. NOAA helped coordinate with Helo 3 to transport an Alaska SeaLife Center veterinarian working in the area to the site to assess the animal's condition. A decision was made to transport the beluga calf to Anchorage for subsequent transfer to the Alaska SeaLife Center in Seward.                      “The rescue and recovery of this animal would not have been possible without the support of the Alaska Wildlife Troopers aviation section pilot,” said NOAA Law Enforcement Officer Noah Meisenheimer. “He was willing to re-configure space on the aircraft to accommodate the beluga calf, and once on the ground in the Department of Public Safety hangar at Lake Hood, we were able to keep water on the calf inside the hangar until the Alaska SeaLife Center transport team arrived.” The calf is currently receiving treatment in the Alaska SeaLife Center’s I.Sea.U. “The calf appeared to have been stranded for several hours and was in a weakened condition; without evidence of major physical trauma. He is able to swim on his own and is breathing regularly, which are very positive signs. However, there are tremendous hurdles ahead. Because this animal is extremely young, there is a high risk of complications,” said Dr. Carrie Goertz, DVM, ASLC Director of Animal Health. When the 162-cm-long (64-inch) calf was brought to the Center, it weighed 64.5 kilograms (142 pounds). The calf is currently being fed every two hours with an electrolyte solution and dilute formula. Beluga whales exist in five distinct populations in Alaska. This calf is from the Cook Inlet population, which is listed as endangered under the Endangered Species Act. The Alaska SeaLife Center is the only permitted marine mammal rehabilitation center in Alaska, responding to stranded wildlife such as sea otters, harbor seals, and whales. The Center's Wildlife Response Program responded to this Cook Inlet beluga whale stranding under authorization from NOAA Fisheries. Once a stranded marine mammal is admitted to the ASLC, it receives care from our experienced and dedicated veterinary and animal care staff. Currently the Center is caring for six patients: two harbor seals, two sea otters, a walrus calf and the beluga calf. The Alaska SeaLife Center operates a 24-hour hotline for the public to report stranded marine animals, and encourages people who have found a stranded or sick marine animal to avoid touching or approach­ing the animal. Call first! 1-888-774-SEAL. About the ASLC Opened in 1998, the Alaska SeaLife Center operates as a private, non-profit research institution and public aquarium. It generates and shares scientific knowledge to promote understanding and stewardship of Alaska's marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.  About NOAA NOAA's mission is to understand and predict changes in the Earth's environment, from the depths of the ocean to the surface of the sun, and to conserve and manage our coastal and marineresources. Join us on Twitter, Facebook, Instagram, and our other social media channels. To learn more, visit  https://alaskafisheries.noaa.gov/ NOAA Fisheries statewide Alaska Marine Mammal Stranding Hotline number is 877-925-7773. High resolution photos and full story available from media@alaskasealife.org or 907-422-7075.

Seward, Alaska (July 16, 2018)– Alexander Havens from the Alaska SeaLife Center has been selected as a 2018 Science Communication Fellow and will sail aboard Exploration Vessel (E/V) Nautilus during its 2018 expedition. Alex will join the Corps of Exploration aboard E/V Nautilus in July and August as they explore off the west coast of Canada. Twenty-one educators and eighteen students from North America have been selected from a competitive pool of applicants by the Ocean Exploration Trust (OET) to participate at sea during the 2018 Nautilus Exploration Program expedition. OET, a nonprofit founded by Dr. Robert Ballard in 2008, has the mission to explore the ocean, seeking out new discoveries in the fields of geology, biology, maritime history, archaeology, physics, and chemistry while pushing the boundaries of STEAM education and technological innovation. The selected educators and students hail from schools, universities, science centers, and non-profit organizations in eighteen states in the US, Puerto Rico, Canada, and Mexico. They will join the Nautilus Corps of Exploration during sea-going expeditions from June through November in the Eastern Pacific Ocean, exploring from British Columbia, Canada, along the West Coast of the US, and west to the Hawaiian Islands. “I have been mesmerized and inspired by the ocean ever since I was a child, and today I work to instill that wonder in others,” said Alex. “Through the Ocean Exploration Trust, I have been given the opportunity to participate in the cutting edge of marine science communication. I am looking forward to bringing ongoing deep-sea science and exploration live to classrooms and audiences of all ages.” As members of the Corps of Exploration, educators and students will stand watch alongside scientists and engineers, as well as participate in live interactions with shore-based audiences via Nautilus Live, a 24-hour web portal bringing expeditions from the field to future explorers on shore via telepresence technology at www.nautiluslive.org and via social media. OET promotes science, technology, engineering, art, and mathematics (STEAM) education around the world using the excitement of exploration and innovation to inspire the next generation of scientists and engineers. “One of the major goals of our Nautilus Exploration Program is to inspire the next generation of explorers in STEAM fields,” said Allison Fundis, OET’s Vice President of Marine Operations and Programs, “we are very excited to provide educators and students with the direct experience of ocean exploration, while allowing them the opportunity to share that experience with their peers around the world.” The 2018 Science Communication Fellowship, an initiative of OET, will bring twenty-one formal and informal educators and communicators together from North America as a part of the Nautilus Corps of Exploration. Fellows are charged with the responsibility of engaging students and the public in the wonders of ocean exploration, sharing discoveries from the 2018 mission, as well as aspects of daily life aboard a working exploration vessel. Fellows receive four days of intensive training at the University of Rhode Island Graduate School of Oceanography, and then spend two to three weeks aboard E/V Nautilus between the months of June and November, as it explores the Eastern Pacific Ocean. An equally important aspect of the program is for Fellows to bring the expedition and excitement of ocean exploration back to their home communities after they have returned from sea by incorporating their experience into classroom lesson plans, community presentation events, and through informal educational opportunities.   Alaska SeaLife Center Senior Education Manager Jeff Dillon is excited about this opportunity for Alex. “We are very proud of Alex on achieving the honor to serve with the 2018 Nautilus Live crew,” said Dillon. “His dedication to educating a variety of audiences about the wonders in, importance of, and challenges facing the ocean is contagious. He is always looking for new and novel ways to engage the public and we know he will be a perfect fit for his cruise this summer. The Alaska SeaLife Center staff, members, and guests will all benefit greatly from Alex’s participation – congratulations Alex!”  Alex will participate in live audio commentary and question-and-answer sessions through the Nautilus Live website while aboard the ship; he will also engage events and activities upon his return. The public, scientists, educators, and students can join Alex’s adventure while he is at sea via streaming video on www.nautiluslive.org, a 24-hour portal bringing expeditions from the field to onshore audiences through telepresence technology. The public can also follow the expedition on social media – on Twitter as @EVNautilus and on Facebook and Instagram as @NautilusLive – and through in-person live interactions at partner museums, aquaria, and science centers around the world. About the ASLC: Opened in 1998, the Alaska SeaLife Center is a private, non-profit 501(c)(3) research institution and public aquarium. We are excited to be celebrating 20 years of generating and sharing scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org or find us on Facebook.     About the Ocean Exploration Trust: The Ocean Exploration Trust was founded in 2008 by Dr. Robert Ballard to explore the ocean, seeking out new discoveries in the fields of geology, biology, maritime history, and archaeology while pushing the boundaries of STEAM education and technological innovation. Our international program is launched from aboard the Exploration Vessel (E/V) Nautilus, offering live exploration to participants on shore and the public via live video, audio, and data feeds. The major 2018 expedition and education sponsors are the NOAA Office of Exploration & Research, the Office of Naval Research, Ocean Networks Canada, NOAA Office of National Marine Sanctuaries, National Marine Sanctuary Foundation, NASA Science Mission Directorate PSTAR program, the University of Rhode Island, CITGO, AltaSea, KVH, Global Dynamix, ESS, and additional private donors. Follow us online atwww.nautiluslive.org, on Facebook and Instagram at @NautilusLive, and on Twitter and YouTube as @EVNautilus.  Questions and requests for high resolution photos may be directed to General E/V Nautilus photos. Credit: OET/Nautilus Live. For specific expedition photos, email press@oet.org

Seward, Alaska (July 13, 2020) - The Alaska SeaLife Center (ASLC) announces an urgent public information and fundraising campaign to raise $2 million in funding by September 30. Uniquely impacted by the COVID-19 pandemic, ASLC will not be able to maintain operations of the Center through the winter due to a lack of summer visitor revenues. ASLC is preparing to do everything possible to change course, including marshaling a combination of public support and funding opportunities. Due to being closed for two months, the lack of summer visitors, and travel restrictions caused by COVID-19, ASLC expects annual visitor revenues to be reduced by 70%. The Center is completely dependent on summer visitors, typically seeing 90% of guests between May and September. “Aquariums like ASLC are especially vulnerable during this difficult time because we can’t reduce operating costs like most businesses—we can’t just shut the doors, turn off the lights and furlough staff,” said President and CEO Tara Riemer. “We need to maintain good animal care, maintain the building, and keep seawater pumping throughout the building every minute of every day.” Closing ASLC would be a permanent decision. Animals would be sent to other facilities, staff  would be laid off, the keys of the building would be turned over to the City of Seward, and ASLC would turn off the seawater pumps that are the building’s life support. This action cannot be undone. “The Alaska SeaLife Center is important, not just to Alaskans but to the world. It’s a key part of Alaska’s tourism infrastructure,” said ASLC Board of Directors Chair Wendy Lindskoog. “Closure of the Center has terrible consequences—the loss of it would be staggering.” In addition to being a top destination for Alaska’s visitors, the Center is a home for invaluable research about the ocean, arctic and subarctic marine wildlife, climate change, and more. As an important part of Alaska’s science education system, the Center provides educational opportunities to students all around the state and around the world through distance programs. ASLC will launch a robust fundraising campaign, beginning now and running until September 30 in the hope of reversing course on this trajectory. The board of directors and staff of ASLC implore the world to help support the Center right now in their time of greatest need by visiting, becoming members, or making a donation to the Alaska SeaLife Center. ASLC will also take every opportunity to identify and secure sustaining funds. Though Alaska’s visitor industry has paused, life goes on at the Center, and so do the needs of the animals. We are thrilled to announce the birth of a female Steller sea lion pup on June 26. The newborn is the offspring of ASLC’s 11-year-old resident male, Pilot, and 17-year-old female, Mara. “Mara is proving to be a doting, attentive, and protective mom,” states Husbandry Director, Lisa Hartman. As newborn pups cannot swim for several weeks, the team will continue to monitor the pair in a behind the scenes enclosure with supervised water access for Mara. Mara, her pup, and the rest of the animals that reside at the Center continue to get top quality care, in fulfillment of Alaska SeaLife Center’s mission. -end- About ASLC: Opened in 1998, the Alaska SeaLife Center operates as a 501(c)(3) non-profit research institution and public aquarium in Seward, Alaska. The Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.

Five organizations from around the United States have come together to provide care to an orphaned Pacific walrus calf receiving rehabilitative care at the Alaska SeaLife Center (ASLC) in Seward, Alaska, in hopes of giving her a second chance at life. The ASLC is leading the heartfelt and intensive effort to care for the rare orphaned Pacific walrus calf that arrived from Utqiagvik, Alaska, on July 22, 2024. The young female walrus, estimated to be only a few weeks old, was found abandoned after her herd left the area. She was emaciated, dehydrated, and had small superficial wounds covering her body when the United States Fish and Wildlife Service (USFWS) gave the ASLC’s Wildlife Response Program approval to respond to the calf. Since its opening in 1998, the ASLC has admitted only eleven Pacific walrus calves to its Wildlife Response Program. It is the only organization authorized to rehabilitate live stranded marine mammals in the state of Alaska, making this female calf very special. “Caring for an orphaned walrus calf is an incredibly demanding task, requiring unwavering dedication and expertise,” said Dr. Wei Ying Wong, ASLC President and CEO. “We watch her signs of improvement with cautious optimism and are pleased to be supported by our partners in providing the best possible care for her and all our wildlife response patients.” In the three weeks since the walrus calf's arrival, the ASLC has received support from top walrus care institutions across the U.S., including SeaWorld, Indianapolis Zoo and Point Defiance Zoo & Aquarium. Each organization, accredited by the Association of Zoos and Aquariums (AZA), has sent an additional staff member to assist with the calf's care. Additional AZA-accredited organizations are also assisting from afar and are potentially offering help for the coming weeks of care. This united effort highlights the power of collaboration in wildlife conservation and demonstrates the commitment of AZA-accredited institutions to preserving marine wildlife. “We are proud to have been able to answer the call to work with our AZA colleagues to care for this precious walrus. Our amazing animal care teams are on call 24/7/365 to help ill, injured or orphaned animals in need of expert care with the goal of rehabilitation,” said Dr. Chris Dold, SeaWorld’s Chief Zoological Officer. “As one of only four North American zoos and aquariums that are home to walruses, our staff are uniquely skilled to help provide care for this calf, and we were ready to pitch in as soon as the call came in,” said Point Defiance Zoo & Aquarium’s General Curator Malia Somerville after they sent a member of their team to Seward, Alaska to assist with the around-the-clock care. Walrus calves are with their mom for one to two years and are highly social. They seek comfort through physical contact with their mothers. In rehabilitation, staff act as surrogates, sitting with the calf 24/7 and providing intensive care. This habituation to human care means that this calf will not be a candidate for release, but she will serve as an important ambassador for her species, raising awareness about the challenges faced by Pacific walruses and the ecosystems they live in. “Animal conservation is a team effort that requires collaboration and commitment. Answering the call to help with this rescue embodies our mission of protecting nature and inspiring people to care for our world,” said Dr. Robert Shumaker, Indianapolis Zoo President and CEO. Indianapolis Zoo is currently home to “Aku,” the Pacific walrus calf the ASLC rescued and rehabilitated in 2017. Like Aku, this current patient and any young orphaned walrus calves that are successfully rehabilitated are not candidates for release to the wild. "Walrus are amazing ambassadors for the Arctic and an inspiration to all of us to be better stewards of the planet we all share. We are honored to have walruses in our parks, providing our guests the opportunity to learn about them and inspiring people to protect them and their habitats," said Dr. Chris Dold. The joint efforts of ASLC and its AZA walrus care partners illustrate the dedication required to rehabilitate and care for such a precious marine mammal from the Arctic. By coming together, these organizations are giving this specific walrus calf the best possible chance at survival while also highlighting the broader significance of her species and the plight of the Arctic ecosystem as a whole. “This one abandoned and rescued walrus calf serves as a vital ambassador for her species, the communities who rely upon them, and the arctic ecosystem. ASLC and our partners are excited to contribute to the broader effort of conserving these magnificent creatures and their ecosystems, including the rich culture and wisdom of the Alaska Native peoples, who have been here since time immemorial,” said Dr. Wei Ying Wong, ASLC President and CEO. The walrus calf, though still in a critical state, is showing positive signs of improvement. She is still in the quarantined wildlife response area and is not currently viewable to the public. If this changes, an announcement will be made on ASLC’s Facebook and Instagram pages. Updates on her condition will be shared through ASLC’s Facebook and Instagram pages, as well as on the pages of the partnering organizations. Those interested in contributing to the care of these patients can visit www.alaskasealife.org/donate.     

      The CORaL Network Go to the CORaL Network Website The Community Organized Restoration and Learning (CORaL) Network strengthens existing resources across the Exxon Valdez Oil Spill-impacted region, ranging from Prince William Sound, Homer, and Kodiak Island. The CORaL Network empowers the region by fostering collaboration, sharing scientific, cultural, and Traditional Knowledge, and co-creating solutions that respond to community needs. Our efforts, funded by the Exxon Valdez Oil Spill Trustee Council (EVOSTC), ensure that science outreach remains relevant, culturally responsive, and co-created with the communities we serve. The CORaL Network aims to engage youth in community-based science, coordinate science outreach between organizations, and sustain capacity-building activities such as learning opportunities and internships. We also seek to deepen understanding of Alaska Native knowledge, foster cultural competency, and build collaborative community relationships. Through these initiatives, the CORaL Network supports ongoing regional restoration efforts while addressing the unique needs of impacted communities. The Alaska SeaLife Center (ASLC) is a proud partner of the CORaL Network alongside five other organizations that serve Southcentral Alaska: Alutiiq Museum Archaeological Repository (AMAR) in Kodiak, Chugach Regional Resources Commission (CRRC) in Seward, Prince William Sound Science Center (PWSSC) in Cordova, Alaska Sea Grant (ASG) in Valdez, and Center for Alaskan Coastal Studies (CACS) in Homer.     CORaL’s Programs and Initiatives: Community Coastal Experience: This annual program is an opportunity for adults ages 18 and up to explore career and internship pathways in marine science, archaeology, cultural history, and more. Over the span of four to five weeks, participants travel with program leaders to observe, learn, and practice new skills in Kachemak Bay, Seward, Cordova, and Kodiak. The program is spearheaded by CACS, but overall it is a colossal collaborative effort among partners, from program development, participant selection, and hosting in their respective locations. This level of collaboration also presents opportunities for co-learning between participants and host organizations. Collective Alaska Native Perspectives: Each year CRRC leads a Collective Alaska Native Perspectives series to build an understanding of Alaska Native true history, legal complexities, diverse cultural practices, and the way of life from the perspective of Alaska Native People. Participants are invited to explore opportunities to learn from other cultures and share experiences through panel participation with Alaska Native Elders and an all-Native Mentor panel.  Educational Programs: Many partners within the CORaL Network offer immersive educational opportunities that demonstrate the power of cross-sector collaboration between local schools, organizations, and scientists. Two examples of this include Ocean Science Week, led by CACS, and Ocean Sciences Festival, led by PWSSC. All CORaL partners participate in Ocean Science Week, collaborating in the process of program creation and presentation to create a diverse experience for students. These opportunities grow students’ awareness, expand their curiosity, and help them to begin building relationships with scientists and educators throughout the region. CORaL is also involved in the annual Seward Symposium and Stewards of the Bay monthly series led by ASLC, CRRC, and other local Seward agencies. AKSEA: The Alaska Knowledge, Science, and Education Alliance (AKSEA)aims to foster connections across the region and share knowledge from, and with, all our community members. It brings together traditional knowledge experts, researchers, graduate or recent graduate students, and school educators to co-create lessons focused on marine-related anchoring phenomenon in the Exxon Valdez Oil Spill region. Coastal Connections Camp: This camp-in-a-box program, facilitated by ASG as a CORaL community outreach activity, is a week-long summer program that includes outdoor exploration, hands-on science, art, team building, and personal resilience skills. ASG recruits members from the community hosting the camp, creating an opportunity for local involvement. CORaL partners also attend camp training, bringing the curriculum back to their own facilities. The camps are offered in collaboration with local entities. Historic Preservation: Spearheaded by AMAR, this set of resources promotes the value of archaeological sites and their preservation. When people know that ancestral sites and objects hold valuable information, they are more likely to respect sites and report findings to a local professional. Alutiiq/Sugpiaq Cultural Orientation: AMAR hosts a bi-monthly virtual, one-hour orientation to introduce the history and culture of the Alutiiq/Sugpiaq people who have lived in Kodiak for at least 7,500 years.   ASLC’s Key Contributions to the CORaL Network:   The Alaska SeaLife Center (ASLC) serves as the grant administrator and principal investigator for the CORaL Network, playing a key role in advancing the network’s goals. ASLC facilitates partner meetings, manages communications, oversees budgeting and reporting, and conducts evaluations to ensure the success of the initiative. In addition, ASLC integrates cultural competencies into exhibits and educational programming, fostering collaboration on both scientific and cultural outreach efforts. As a founding partner of Stewards of the Bay, ASLC helps organize the annual Seward Science Symposium and the monthly Community Connections Series, which highlight the intersection of research, science, and culture. These events promote community pride and environmental stewardship, with a strong emphasis on Indigenous-led research. The ASLC also leads the production of videos for a cross-network media portal and kiosk library, showcasing the diverse and impactful work of the CORaL Network. Additionally, in 2023, the ASLC launched COMPASS (Community Pathways for Student Science), a 6-year program to establish a regional partnership that connects schools with citizen science opportunities. This project builds upon Dr. Tuula Hollmen’s successful SeeBird Project, a community science education initiative started in Seward. COMPASS allows students to actively engage in the scientific process, explore their local environment, and contribute to research in the Gulf of Alaska, strengthening the partnership between scientists, educators, and communities.   (Caption: CORaL Network partners gather for a photo during a shared meal at the CORaL Annual Meeting in Cordova, 2024)   SUBSCRIBE TO OUR MONTHLY NEWSLETTER [Subscribe to email newsletter link]     Previous CORaL Network Newsletters: February 2025 January 2025 December 2024 November 2024 March 2024 December 2023 November 2023

          WELCOME, TEACHERS! The Alaska SeaLife Center and Gulf Watch Alaska are excited to present this virtual field trip (VFT). Join the Gulf Watch Alaska team of scientists as they investigate the long term effects of the Exxon Valdez oil spill on the ecosystems of the Gulf of Alaska. Learn about the work of a collaborative team of scientists from many different ocean science disciplines, who represent over 15 different government agencies, non-profit research institutions, and universities. GRADE LEVEL: 6-8th TIME NEEDED: Between one and four 1-hour class periods (teachers may choose to use all or only some of the supplementary lessons). NUTSHELL: Students will learn about the long-term monitoring projects that have been studying the effects of the 1989 Exxon Valdez oil spill in Prince William Sound and the northern Gulf of Alaska. They will explore the various projects and how, collectively, they can inform us about the overall ecosystem. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: • Explain how the long-term monitoring project called Gulf Watch Alaska was founded and what its overall goals are. • Understand the collaborative nature of science and how researchers from various disciplines working together can provide a ‘big picture’ view of a massive project. • Explain the various levels of a biome and how all components of an ecosystem depend upon each other for a healthy environment. BACKGROUND: In this virtual field trip, students will meet various scientists and researchers working for the Gulf Watch Alaska long-term ecosystem monitoring program, a project of the Exxon Valdez Oil Spill Trustee Council, encompassing the marine ecosystems affected by the 1989 oil spill. This program is organized into four related ecosystem monitoring components, with data management, modeling, and synthesis components providing overall integration across the program. This VFT can be used in a number of ways. Individuals may navigate through the pages on their own and meet the scientists through the links provided on the right-hand bar. Self-guided exploration can be completed in a couple of hours. Alternatively, teachers may facilitate a structured experience, working through each page of the VFT together in a class. Lesson plans (links included on the right-hand column of this page) are available to supplement online content. TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: • Internet access, video-streaming capabilities • Projection system (with audio) to display content or a computer lab (with headphones) • Corresponding lesson plans (linked as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A FREE COPY OF ALL MATERIALS ON CD BY EMAILING education@alaskasealife.org. ADDITIONAL RESOURCES: • Gulf Watch Alaska • Alaska Ocean Observing System • Nearshore Ecosystem Projects • Ecological Trends in Kachemak Bay • Nearshore Benthic Systems in the Gulf of Alaska • National Park Service SWAN Nearshore Monitoring • Environmental Drivers Projects • Continuous Plankton Recorder • Gulf of Alaska Mooring (GAK1) Monitoring • Oceanographic Conditions in Lower Cook Inlet and Kachemak Bay • Oceanographic Conditions in Prince William Sound • The Seward Line: Marine Ecosystem Monitoring in the Northern Gulf of Alaska • Lingering Oil Projects • Weathering and Tracking • Harlequin ducks and sea otters • EVOS Status of Injured Resources and Services • Pelagic Ecosystem • Detection of Seabird Populations • Fall and Winter Seabird Abundance • Forage Fish • Humpback Whales • Killer Whales • Prince William Sound Marine Bird Population Trends   Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the Gulf Watch Alaska virtual field trip experience. Lesson 1 Nearshore.pdf Lesson 2 Drivers.pdf Lesson 3 Lingering_Oil.pdf Lesson 4 Pelagic.pdf Gulf Watch Whale Fluke ID.pdf Who's that Whale? slideshow          

animatedcollapse.addDiv('1', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('2', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() Who is watching walrus? HYPOTHESIS (n) - a scientific explanation to a problem. Scientists form hypotheses to explain something that they observed. Scientists then test the hypothesis to determine how true it is.               Questions   Dr. Lori Polasek is a marine mammal scientist. When she has a scientific question, she designs a research project to help her find answers. She wants to learn how walrus use land haulouts. Dr. Polasek works together with her team to decide which specific questions they hope to answer. With this project, the team wants to learn: How many walruses are using a haulout? How long are they at the haulout? How often do the walruses use a haulout site? They already know that walruses are easily startled by things like airplanes or predators in the area, so they also want to learn more about how walrus react to disturbances while hauled out on land. Watch the videos below to learn more about the questions and hypotheses Dr. Polasek plans to look at with her study. VIDEO: DR. POLASEK'S RESEARCH Questions Learn what questions Dr. Polasek had about walrus that made her want to study them. (1 minute) Video Transcript Why did you want to study walruses? I think walruses as a whole are a very interesting species, they’re very tactile and gregarious. Why I specifically wanted to look at this particular study with walruses is because we had the mortality event that you guys heard about in 2009, where with ice loss moms and calves moved onto a land haulout, and we don’t really understand how the population will interact with humans and other species while they’re hauled out. What questions did you have? The question that I wanted to specifically look at was: what causes walruses to abandon a haulout – what disturbs them – and then how long does it take for them to come back?   VIDEO: DR. POLASEK'S Hypotheses Dr. Polasek explains four hypotheses that she will be testing in this investigation. (1 minute) Video Transcript What are your hypotheses? For this project we have four primary hypotheses specifically looking at disturbance: 1. The first hypothesis is that the new emerging haulouts will have a different reaction than the established haulouts. 2. That ice extent will impact how the two different haulouts will respond to disturbance events. 3. That mother and calves using the new haulouts will have a different reaction to disturbance events than males that are using the pre-established haulouts. 4. And lastly, that the time for recovery from a disturbance event will be different with the females and calves on the new haulouts versus the established haulouts with males. To answer these research questions, Dr. Polasek and her team needed to come up with a way to consistently observe walrus on their haulouts. Join the researchers as they develop a plan for watching walrus.        

animatedcollapse.addDiv('A', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init() animatedcollapse.addDiv('B', 'fade=1') animatedcollapse.ontoggle=function($, divobj, state){ //fires each time a DIV is expanded/contracted //$: Access to jQuery //divobj: DOM reference to DIV being expanded/ collapsed. Use "divobj.id" to get its ID //state: "block" or "none", depending on state } animatedcollapse.init()         WELCOME, TEACHERS! The Alaska SeaLife Center and COSEE-Alaska are excited to present their latest virtual field trip (VFT), Eyes on Eiders. Join Dr. Tuula Hollmen and her team as they investigate the lives of Steller's eiders in Alaska and what it takes for eiders to breed successfully. Learn from field researchers, animal care staff, lab researchers, and the principal investigator (Dr. Hollmen) herself. GRADE LEVEL: 5th-8th TIME NEEDED: Between one and four 1-hour class periods (teachers may choose to use all or some of the supplementary lessons). NUTSHELL: Students will learn about natural history of Stellers' eiders and their recent decline in Alaska. They will also explore the type of research that goes into planning the recovery of a species, as well as encounter several genres of scientific careers. LEARNING OBJECTIVES: After completing this virtual field trip, students will be able to: - Explain the life cycle of Steller’s eiders and how husbandry staff need to understand the life cycle and annual migration of these birds in order to care for the birds in captivity. - Describe this eider research project in terms of the scientific method. - Understand the scope of work, creativity, and inquisitiveness that goes into recovery efforts for a threatened species. BACKGROUND: In this virtual field trip, students will meet Dr. Tuula Hollmen (Principle Investigator), Tasha DiMarzio (Avian Curator), Nathan Bawtinhimer (Aviculturist), Sadie Ulman (Research Coordinator) and Dr. Katrina Counihan (Scientist). They compose the team at the Alaska SeaLife Center working with Steller’s eiders. Your students will follow the eider team into the field, a unique outdoor lab, and a traditional indoor lab as these scientists work to answer questions about Steller’s eiders. This VFT can be used in a number of ways. Individuals may navigate through the pages on their own and meet all the scientists through the links on the right-hand bar. Self-guided exploration can be completed in about an hour. Alternately, teachers may facilitate a structured experience, working through each page of the VFT together as a class. Lesson plans (included in the right-hand column of this page) are available to supplement online content. Lesson plans include activities that help explain taxonomy, explore community ecology, and engage students with hands-on field techniques and an egg dissection. TO USE THIS VIRTUAL FIELD TRIP YOU WILL NEED: - Internet access, video-streaming capabilities - Access to Eyes on Eiders the virtual field trip - Projection system (with audio) to display content or a computer lab (with headphones) - Corresponding lesson plans (arranged as PDFs in the right hand column of this page) UNABLE TO RUN THE STREAMING VERSION? REQUEST A FREE COPY OF ALL MATERIALS ON CD BY EMAILING: education@alaskasealife.org ADDITIONAL RESOURCES: General information on Steller's Eiders: US Fish & Wildlife Service: Steller's Eider Factsheet US Fish & Wildlife Service: Steller's Eider Recovery Plan US Fish & Wildlife Service: Species Profile for Steller's Eiders General information about the Y-K Delta: Video: Alaska's Yukon Delta National Wildlife Refuge Education Resources Related to Climate Change: NOAA Education Resources: Climate Change Impacts Contact Us: If you have any questions about this virtual field trip, please contact the Alaska SeaLife Center Education Department at education@alaskasealife.org or 907-224-6306. For more information on classes we offer, including our inquiry-based 50-minute Distance Learning programs, visit our website at www.alaskasealife.org.         CURRICULUM SUPPLEMENTS Use the .pdf links below to access classroom activities for each section of the MELTDOWN virtual field trip. Background_Activities.pdf Questions_Activities.pdf Center_Activities.pdf Field_Activities.pdf Results_Activities.pdf Glossary.pdf          

The Alaska SeaLife Center (ASLC) announces the opening of the nomination period for the 2023 Alaska Ocean Leadership Awards. ASLC established the Awards to recognize those who have made significant contributions to ocean sciences, education, and resource management in Alaska. Nominations for the 2023 Alaska Ocean Leadership Awards are open now through December 12, 2022.    The award categories are as follows:   Walter J. & Ermalee Hickel Lifetime Achievement Award: Awarded to an individual or institution that has made an exceptional contribution to management of Alaska’s coastal and ocean resources over a period of 20 or more years. $1,000 cash prize. Sponsored by the late Governor Walter J. and the late Ermalee Hickel.   Stewardship & Sustainability Award: Awarded to an industry initiative that demonstrates the highest commitment to sustainability of ocean resources. Sponsored by Jason Brune.   Marine Research Award: Awarded to a scientist, team of scientists, or an institution that is acknowledged by peers to have made an original breakthrough contribution or a career spanning achievement in any field of scientific knowledge about Alaska’s oceans. $500 cash prize. Sponsored by Dr. Clarence Pautzke and Dr. Maureen McCrea.   Marine Science Outreach Award: Awarded to a person, team, or organization that has made an outstanding contribution to ocean literacy via formal or informal education, media, or other communications about Alaska’s marine ecosystems. $500 cash prize. Sponsored by Alaska Ocean Observing System.   Ocean Youth Award: Awarded to an individual or team of Alaskan youth up to 19 years old who has displayed dedication to promoting the understanding and stewardship of Alaska’s oceans. $500 cash prize. Sponsored by Brian Pinkston.   To make a nomination for any of these awards, visit our website https://www.alaskasealife.org/alaska_ocean_leadership_awards or email oceanawards@alaskasealife.org.        

Seward, Alaska (March 25, 2024) – The Alaska SeaLife Center Board of Directors is pleased to announce that Dr. Wei Ying Wong has accepted the role of President and CEO. Dr. Wong is an experienced executive with a passion for marine science. She is a visionary leader who brings an array of skills and experience, from her deep roots in interdisciplinary and multicultural conservation and education to her extraordinary leadership in advancing equity in zoo and aquarium communities nationally and abroad. Dr. Wong will become President and CEO on March 31.   “I am thrilled that Dr. Wong will be leading the Alaska SeaLife Center,” said ASLC Board Chair Josie Hickel. “Dr. Wong will continue to be a champion of science and research as part of ASLC’s renewed emphasis on delivering its mission in the face of impacts to Alaska’s marine ecosystems from climate change and other environmental factors.” Dr. Wong was chosen after an extensive search that attracted a diverse field of highly qualified candidates. In making its selection, the Board cited Dr. Wong’s passion for ASLC’s mission, her strong organizational leadership experience fostering a collaborative and inclusive workplace culture, and her depth of experience cultivating strategic partnerships that amplify mission impact. “Leading the Center in fulfilling its mission is dear to my heart,” said Dr. Wong. “I was originally attracted to the ASLC because of its reputation for groundbreaking research and the potential in the mission. Over time, my commitment to the organization has deepened as I grew to know the staff and community. The ASLC has the capacity to serve as a formidable science enterprise at the scale it promised at its founding. I truly believe we can become a new driving force for positive global change.” Dr. Wong joined ASLC and the community of Seward in December 2021 when she stepped into her role as ASLC’s Chief Science and Education Officer (CSEO). As CSEO, Dr. Wong reenergized and expanded the science and education programs, working closely with the CEO, Board, and staff to develop and implement a visionary science agenda. Dr. Wong’s efforts to amplify scientific and organizational impact through collaborative grants and fundraising, including successfully launching the Community Organized Restoration and Learning (CORaL) Network, has yielded substantial benefits for ASLC and the community.  Dr. Wong’s experience includes serving in executive roles at the Washington Sea Grant, Woodland Park Zoo, and the Philadelphia Zoo. As an industry leader, Dr. Wong has a strong record of talks, publications, and service. She has received numerous awards and fellowships and is a 2019 graduate of the Association of Zoos and Aquarium Executive Leadership Development Program. “The Board is grateful for the leadership of Dr. Tara Riemer who has served the Center for 20 years, the last 12 years as President and CEO,” Hickel said. “Under her leadership, the Center has grown and developed into a world-class organization providing education, research, and programs that have improved our knowledge of Alaska’s unique marine environment. We are confident that Dr. Wong is the right leader to continue growing ASLC’s leadership in stewarding Alaska’s marine health.” About ASLC  Opened in 1998, the Alaska SeaLife Center operates as a 501(c)(3), non-profit research institution and public aquarium in Seward, Alaska. The Center generates and shares scientific knowledge to promote understanding and stewardship of Alaska’s marine ecosystems. The ASLC is an accredited member of the Association of Zoos and Aquariums. To learn more, visit www.alaskasealife.org.