Scientists pilot a new method to measure the health of wild polar bears

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Climate change threatens the health of polar bears across the Arctic. A study published in Conservation Physiology on March 5, introduces a new approach to measuring the health of polar bear populations, drawing inspiration from a well-known concept in human medicine: allostatic load.

Allostatic load refers to the “wear and tear” on the body that results from chronic stress. In humans, high allostatic load increases the risk for disease and death. A team of scientists used allostatic load principles to create a health scoring model for polar bears in Alaska and Canada’s Southern Beaufort Sea, where the population has declined by 25-50%. The model included measures of nutritional, immune, and chronic stress—factors that are all highly relevant, given the threats facing polar bears. This project was carried out by biologists from the University of Washington School of Aquatic and Fishery Sciences (UW SAFS), United States Geological Survey (USGS), and Fish and Wildlife Health Consulting.

Two polar bears - one adult and one cub - walk on land next to the water's edge. In the background, an old and rusty ship/barge is in the water.
USGS
Two polar bears, an adult female and her cub, on land at Kaktovik, Alaska.

Polar bears depend on sea ice as a hunting platform, and ice loss can lead to poorer nutritional condition. In summer and fall, when the ice retreats northward, bears in the Southern Beaufort Sea must choose between following the ice into less productive hunting areas or moving onto land until the ice refreezes. Increasingly, bears are coming ashore and scavenging human-provisioned foods—an option that may expose them to new pathogens and increase disease risk. Additionally, coming ashore heightens bears’ exposure to human disturbance in areas of expanding oil and gas development, potentially adding further stress to an already vulnerable population.

“Trying to survive with so many stressors is like carrying a backpack that keeps getting heavier. Eventually, it becomes too much to bear,” said Sarah Teman, lead author of the study and UW PhD student working with UW Professor, Kristin Laidre. “By studying allostatic load, we can understand how much ‘weight’ each bear is carrying, and how that affects populations.”

The scientists measured allostatic load through a suite of samples collected from polar bears during annual population health assessments. This involved analyzing blood samples to assess metabolism, fluid balance, organ function, and immune cells, along with hair samples to measure cortisol, a stress hormone.

Three polar bears pictured walking on rocky ground with clumps of snow.
USGS
A family of polar bears on Barter Island, Alaska.

One finding stood out to the team: adult females that summer on land have higher allostatic load than those that remain on the sea ice. This may be driven by onshore food sources that fail to meet their nutritional needs, coupled with immune stress. The number of adult females summering on land has tripled over the last few decades, as the length of the sea ice melt season has increased.

Other findings contradicted the scientists’ predictions. For instance, they found no overall trend of increasing allostatic load across the population. However, at the individual level, allostatic load fluctuated—rising in some bears over time, while decreasing in others. This suggests that allostatic load may be best understood through individual monitoring. The next step is to link measures of individual health to population vital rates, such as reproductive success.

“Now more than ever, it’s important to develop tools to measure polar bear health,” Teman said. “This gives us insight into the stressors they face, and how we can support their survival in a changing Arctic.”

Read the paper published in Conservation Physiology

For more information, contact Sarah Teman at steman@uw.edu

Why study at SAFS? Because you absolutely love fish!

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What inspires our undergraduates to pursue a degree all about aquatic and fishery science? We caught up with Eli Nettlebeck—a junior at SAFS, a transfer student from Seattle Central College, and someone who loves fish.

Eli Nettlebeck, an undergraduate student at SAFS, takes a selfie, with a poster displaying different types of fish on the wall behind.
Eli Nettlebeck
Eli Nettlebeck, SAFS undergrad

I absolutely love fish. I had seven fish tanks when I was a kid, and was completely enamored by how funny a lot of them behave and look. Some of my favorite fish I ever kept were Garra Rufa, or “doctor fish.” They had tons of energy; sometimes, when I stuck my hand in my tank, they would nibble on the dead skin. I already spend hours of my day reading and watching videos about fish, so I figured studying them was probably the next best step for me!

I’m originally from Poulsbo, Washington. I did running start through Olympic College when I was in High School, then took a couple of gap years after I graduated to figure out what I wanted to do. Once I realized that fish was the way, I started taking some prerequisites for the AFS (Aquatic and Fishery Sciences) Major at Seattle Central College since I was already living in Seattle at the time! Honestly for me the hardest part of transferring to UW was writing the application essay. I knew that since I had gotten most of the credits out of the way in running start and through Seattle Central, I had a fairly good chance of getting in, but writing the essay was daunting because it was so broad.

A close up shot of a small fish, light blue-ish in color, with delicate fins, swimming over small rocks.
Eli Nettlebeck
A local hermaphroditic goby, Rhinogobiops nicholsii.

Since I’m so into fish, I decided to start planning my capstone when I started my first quarter to maximize the time I have working on it. I’m hoping to identify the status of hermaphroditism within a species or genus of goby that hasn’t been known whether it expresses hermaphroditic tendencies or not. I’ve started this process by evaluating almost all the species within the family Gobiidae to identify any common traits within the hermaphroditic genera of the family. I will most likely be doing this under the guidance of Luke Tornabene and his lab: Fish Systematics and Biodiversity.

I’m so thankful that I’ve had the opportunity to learn as much as I have already through SAFS, especially when taking Fish 311: Biology of Fishes. I am also so thankful for all of the staff that have helped me so far on my academic journey!

Center for Limnology Hiring Fisheries Research Technicians

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The Center for Limnology at the University of Wisconsin—Madison is seeking four motivated and independent undergraduate students to join the fishing technology research team based out of Trout Lake Station.

Improvements in angler technology over time have the potential to increase angler success and fish catchability. Recent research testing the influences of angler technology on fish catch rates has been mixed, with some studies showing a positive influence of technology use and others with no effect. To test the influence of forward-facing sonar (FFS) on angler catch rates, we will be initiating an experimental angling study on northern Wisconsin lakes to test for differences in angler catch rates of smallmouth bass between various forms of angler technology. Students will fish for smallmouth bass and potentially other species with and without the use of FFS.

Students will also have multiple opportunities to assist and gain experience with other fisheries-based groups (e.g., Wisconsin Department of Natural Resources-Escanaba Lake Research Station, UW-Stevens Point, NTL-LTER), including assisting with research focused on characterizing production dynamics in lakes with different walleye recruitment histories and understanding prey consumption dynamics of largemouth bass and walleye.

For both projects, most work will be based in the field and may require long hours under sometimes adverse conditions, including nighttime work. Fish sampling will be conducted with fyke nets, electrofishing, and hook-and-line sampling. Laboratory work will consist of processing diets from largemouth bass and walleye and removing age-structures from several northern Wisconsin fish species. Students will gain a wide range of experience with fish and limnological sampling, as well as have the opportunity to conduct their own independent research.

Having students with different life experiences and backgrounds is critical to ensure the exchange of diverse ideas that is called for in training tomorrow’s scientists. Because we are actively working to increase diversity and inclusivity in our discipline, underrepresented groups are especially encouraged to apply.

Responsibilities:

  • Respectfully interacting with members of the public at field sites
  • Safe operation of UW – Madison boats and vehicles
  • Launching and towing boats
  • Careful and accurate data collection and sample processing
  • Deploying and retrieving sampling equipment
  • Handling and measuring fish
  • Assist with field and lab equipment maintenance
  • Entering data into database

Qualifications:

  • Must be eager to learn and have a genuine interest in aquatic ecology and(or) fisheries management.
  • Some fishing experience is helpful
  • Maintain positive attitude while conducting work.
  • Must be willing to work under sometimes adverse conditions (i.e., nighttime, hot sun, cold, wind, rain, etc.) for long hours.
  • Be able to lift and carry a moderate amount (~30-50 lbs) of gear over short distances.
  • Must be able to swim.
  • Valid driver’s license which meets UW Risk Management standards is required. Wisconsin driver’s licence or current approval for driving at UW preferred.

Details:

  • Number of positions: 4 @ ~40 hours/week.
  • Start date: May 19, 2025
  • End date: mid-late August 2025
  • Pay: $14.50 no experience; $14.75 some experience; $15.00 very experienced

Location:

These positions are located at the Center for Limnology’s Trout Lake Station in Boulder Junction, WI. Dormitory style housing (not food) is provided free of charge.

How to Apply:

  • Application link
  • Priority consideration deadline: February 28
  • We accept applications until all positions are filled.
  • Indicate “Fisheries Research Technician” preference on your application and contact Max Wilkinson (mwilkins@uwsp.edu) if you have any questions.

The CFL is an equal opportunity employer and is dedicated to an inclusive and positive working environment for all.

For more information on this and other positions with the Center for Limnology, please visit their website.

Who’s who? Using identification tools to tell freshwater sculpin apart

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Scanning through the rows and rows of preserved fish housed in the UW Fish Collection, it’s easy to get lost trying to figure out what each fish is, especially to the untrained eye. Fish identification is a necessary step when preserving specimens from the wild, which deliver key insights for researchers delving into the untold secrets of fish. What fish is it? Male or female? What age? Where was it collected from? These are just some questions answered before they’re put in jars to preserve for the future. 

For Liam Aston, an undergraduate in his final year at SAFS, his capstone research involves Cottus, a group of freshwater sculpin found throughout the Northern Hemisphere. Although sculpin are found in both marine and freshwater environments, Liam is specifically focusing on the clade of Cottus found in Washington and two freshwater sculpins: Cottus gulosus (inland riffle sculpin) and Cottus perplexus (Reticulate sculpin). “These species are often confused in identification due to the overlap in identifying characters, leaving it to be decided by a coinflip most times,” Liam shared. “Determining which dichotomous keys – also known as identification tools – lack characters will further help identify sculpin in the future.”

A man sits at a table with green gloves on, with a tray in front of him holding 3 fish specimens. Also on the table is a jar with clear liquid, holding more fish specimens.
Niamh Owen-McLaughlin
Liam Aston sits in the UW Fish Collection with freshwater sculpin specimens.

Some of the characters found in keys used to identify sculpin are standard length (snout to the hypural plate), depth of fins, height of the dorsal connection, and mouth width. Part of Liam’s analysis of keys will also help to determine at what step identification error happens and therefore improve the process as a result. “I have been taking measurements of all the sculpins that are on the phylogenetic tree – also known as the family tree – completed by Álvaro Cortés, Vertebrate Collections Manager at Oregon State University. Using these measurements in combination with the tree, I will be able to create models to determine if there are any characters separating the species,” Liam said.

At SAFS, the capstone research project is the culmination of the undergraduate experience, an exciting opportunity to put classroom learning into practice and allow students to make a lasting contribution to aquatic and fishery science. For Liam, he chose to work with the UW Fish Collection’s Curator of Fishes, Luke Tornabene. “I had been interested in the work of the Fish Collection since I took FISH 311 with Luke in sophomore year, so this was a great opportunity to finish off my SAFS degree,” Liam said.

When asked what his favorite part of his capstone research has been so far, Liam had a couple of things to share: “Going up to Friday Harbor Labs to use their modern CT scanner was pretty awesome because, for one, you get to visit the San Juan Islands, and two, using a CT scanner to scan a fish is cool.” A modern CT scanner takes roughly 30 minutes to scan a fish, when in the past, it would take 4-5 hours per fish! “It’s also been fun to learn from Katherine Maslenikov (Collections Manager) and Luke to gain a better understanding of taxonomy and the Fish Collection as a whole,” Liam added. Taxonomy is the scientific study of classifying, describing, and naming organisms.

If you’ve paid close attention to CT images or photos of fish specimens, they’re usually lying on their right sides, with their left sides featured in the image. Ever wondered why? This is because the standard in museum specimens is to cut material or take genetic samples from the right side of a fish, leaving the left side intact. So when you see the photos or scans of fish, they’re usually facing all the same way!

A man stands in a room surrounded on two sides by tall shelves filled with jars. The jars contain various fish specimens. The man is holding a jar of fish specimens and pointing to it with one hand.
Niamh Owen-McLaughlin
Liam browses the UW Fish Collection, which holds over 12 million preserved fish specimens from around the world.

CT scanning is a very important tool when it comes to fish specimens. “One key identifying characteristic of freshwater sculpin is the internal presence of palatine teeth. The standard method to determine the presence of palatine teeth requires the jaw of the fish to be pried open, which can damage the specimen and still leaves uncertainty in the determination of palatine teeth presence,” Liam said. “Using the CT Scanner maintains the fish collection specimens held by the University of Washington and Oregon State University, and allows for the determination of palatine teeth to be certain. For the project I’m working on, many external counts and measurements need to be taken, but existing damage on collection specimens prevents accurate data from being collected. The CT Scanner circumnavigates the issue allowing accurate counts and measurements to be taken, plus these models can also show internal features that wouldn’t have been recognized just visually looking at fish specimens.”

One of the ways in which undergraduates conduct research for their capstone project is by working on research questions posed by faculty members. In Liam’s case, this happened to be freshwater sculpin. “I was most interested in freshwater fish, but I also wanted to do something involving speciation and phylogenetics. I wasn’t expecting to be separating species using morphometrics (for example, shape, form or size), but it has definitely grown my interest in taxonomy as a result,” Liam said. 

As a culminating requirement of the SAFS degree, a key aim of a capstone is to put into practice the teaching and learning occurring over an undergraduate’s journey through SAFS classes. “A number of the classes I’ve taken while at SAFS have helped me with my research. FISH 311 introduced me to taxonomy and gave me a really strong understanding of phylogenetic trees and actually working through taxonomic keys, which has been a big part of this research to understand where the differences in species identification comes from,” Liam said. “FISH 290 helped me learn to read and understand scientific literature which has proved useful when going through literature for this project.”

Interested in other SAFS undergraduate research stories?

Turning up the heat: revealing lake hotspots using mobile data

SAFS undergrad conducts research in Hawai’i during HPP internship

Hurricane hunting with NOAA: Hollings Scholarship internship set for 2025

Spring Quarter Paid Internship: Science Outreach for MeadoWatch

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The Brosi Lab in the UW Biology Department is seeking an intern for Spring Quarter to assist with outreach efforts and the development of future outreach positions for the MeadoWatch program. We are looking for a student with a strong interest in community outreach to assist with developing materials supporting the expansion of our program, with the goal of getting more people involved in research and the outdoors, specifically those from populations who have historically had less opportunities to be in these spaces.

MeadoWatch is a long-term citizen science program at Mt. Rainier National Park, working to understand how climate change is affecting the timing of flowering in subalpine wildflowers and pollinator interactions. It is jointly run by the Brosi Lab (UW Biology) and the Hille Ris Lambers Lab (ETH Zürich).

This interdisciplinary internship is a great fit for a graduate student (or a highly experienced undergraduate student) interested in both supporting ecological research and improving access to science and the outdoors. Additionally, this will be the first outreach intern our program has hired, so this position will be best suited to highly motivated and independent students excited about spearheading new strategies and efforts to improve the program.

Intern Learning Opportunities:

  • Experience identifying, connecting, and interacting with volunteers from various clubs and organizations focused on getting different people outdoors
  • Social media management experience through building up MeadoWatch social media presence and engaging with potential new volunteers through social media campaigns
  • Opportunity to create and develop responsibilities, goals, and duties of future MeadoWatch outreach personnel including summer outreach ambassadors
  • Learn how a large, long-term citizen-science program operates, working alongside the program coordinator and team via weekly or biweekly meetings
  • Personal engagement with current literature/research related to access in science, research, and the outdoors
  • Build connections with outreach experts to strategize and envision long-term outreach goals of the program

Other Potential Opportunities (dependent on intern interest):

  • Involvement with the MeadoWatch program outreach efforts beyond Spring quarter
  • Participation in planning and attending MeadoWatch training orientation(s)
  • Development of research skills including plant and pollinator identification and contribution to summer field season data collection
  • Current and future research opportunities with MeadoWatch / the Brosi Lab / Biology department (e.g. attending lab meetings, departmental seminars, and outreach events)

Time commitment and duration:

  • This internship is highly flexible to accommodate students taking classes / conducting research
  • Optionally remote with a minimum of bi-weekly in-person meetings on campus
  • Hours: 5-10 hours per week
  • Dates: March 31st – June 6th 2025 (Spring quarter)

Stipend will be based on hourly time commitment and availability of selected candidate

Required qualifications:

  • Current UW student
  • High motivation and proven track record of successfully creating and implementing projects independently
  • Excellent interpersonal and communication skills
  • Record keeping and organizational skills
  • Some experience with outreach efforts, broadly defined (e.g. committee, club, or organization involvement)

Preferred qualifications:

  • Experience working with populations who have historically/traditionally had less opportunities in research and the outdoors
  • Experience spearheading and leading scientific/outdoor outreach efforts
  • Experience managing social media marketing campaigns
  • Experience interacting with a wide audience and coordinating large groups
  • Demonstrated interest in ecological research (e.g. completing coursework related to environmental justice, ecology, or biology)
  • Current graduate student (exceptional undergraduate students will also be considered)

NOTE: We do not expect that any one applicant will have all of the desired qualifications for this position so please do not let this deter you from applying!

Applicants should submit a resume/CV and cover letter to Brosi Lab Manager, Manogya Chandar (mchandar@uw.edu) with the title “MeadoWatch Outreach Intern Application” by Monday, March 10th. We will contact applicants for interviews shortly after. For more information visit www.meadowatch.org or contact mchandar@uw.edu with questions.

King County Hiring for Summer Stream Team

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The King County Department of Natural Resources, Water and Land Resources Division anticipates hiring six temporary seasonal staff to assist with summer/early fall field sampling work. This position is in the Lakes, Streams, Sound, and Ground Unit, within the Science and Technical Support Section. Staff in this position will be responsible for providing short-term support to the Stream Benthic Macroinvertebrate Monitoring Program. The work involves collecting benthic macroinvertebrate samples (aquatic insects and other organisms) from over 200 streams throughout King County, as well as collection of detailed field site information to document in-stream and riparian habitat conditions. Staff work independently in teams of two. The work is physically strenuous and access to some sampling sites requires hiking up to a mile through dense vegetation with bulky and heavy (~ 40 lbs.) sampling equipment. A small portion of the position will include data entry and data management to ensure that field data are accurately entered into the appropriate databases. The position may also provide support to other natural resource focused projects as needed and as time allows.

The position duration is approximately 3 to 4 months, starting June 23rd and ending at the end of September to mid-October. At the end of the season, there may also be an opportunity to provide support to other natural resource projects as needed and as time allows either by telecommuting or at various work sites throughout King County. King County will provide all necessary personal field gear (waders, safety equipment, etc.), a computer, and a vehicle to travel from downtown to field sampling locations. View the original job posting here.

Position Details

Work Schedule

The work schedule for the Seasonal Environmental Aide (Short Term Temporary) will typically be Monday through Thursday, 7:00 am to 5:30 pm, 40 hours per week. You must be able to commit to working 40 hours a week during the entire period to be eligible for consideration. This is an overtime eligible position that is subject to the provisions of the Fair Labor Standards Act. Work outside of business hours may be required.

Work location

This position will report to King Street Center (201 S. Jackson St, Seattle WA 98104) daily and from there travel to sampling sites throughout King County. Staff may occasionally be required to telework from home when not collecting samples.

Hourly Rate: $23.88/hour

Primary Duties Include:

  • Conduct field work in streams throughout King County, following established scientific protocols, to collect macroinvertebrate samples and habitat data.
  • Work collaboratively in a team environment.
  • Take thorough and accurate field notes.
  • Help with logistical preparations and coordination for field sampling, including contacting private landowners to gain property access and maintaining field equipment.
  • Enter data and perform other routine computer-based tasks.
  • Provide support for a variety of other natural resources related projects as needed.

Skills and Qualifications

The Ideal Candidate Will Have the Following Competencies:

  • Manages complexity – Makes sense of complex, high quantity, and sometimes contradictory information to effectively solve problems.
  • Decision Quality – Makes sound and timely decisions, even in the absence of complete information.
  • Collaborates – Builds partnerships and collaborates with others to meet shared objectives.
  • Situational adaptability – Adapts approach and demeanor in real time to match the shifting demands of different situations.
  • Action Oriented – Takes on new opportunities and tackles challenges with a sense of urgency, high energy, and enthusiasm.

Required Skills

  • Ability to work collaboratively in a team situation, sometimes under challenging outdoor conditions.
  • Ability to work independently, take initiative and make sound judgment calls to protect personal and team safety (e.g., in dangerous weather or wildlife conditions).
  • Proven track record of taking and following directions from supervisors or team leads.
  • Knowledge and interest in aquatic/stream ecology and biological/environmental monitoring.
  • Familiarity with commonly used computer software (Microsoft Teams, Microsoft Office, including Excel, Word).
  • Demonstrated interest and enthusiasm to work outdoors in a range of weather and field conditions.
  • Strong attention to detail.
  • Ability to read a map and effectively navigate in both rural and urban areas to accurately locate field sampling locations without the aid of a cell phone.
  • Ability to swim (First Aid and CPR training will be provided).
  • Must have a valid WA driver’s license.

Desired Skills

  • Experience with in-stream and habitat data collection.
  • Experience using ArcGIS or ArcGIS Pro.

Application and Selection Process

Application materials will be screened for clarity, completeness, and responsiveness to the list of qualifications, skills, and abilities. The most competitive candidates may be invited to participate in one or more panel interviews. Applications without the following required materials will not be considered for this position.

  • Resume
  • Cover Letter detailing your background and what you can bring to this position

Please submit your resume, along with a cover letter of interest describing how you meet the job requirements and why you would be a great candidate for this position by March 10, 2025 to Kate Macneale at kate.macneale@kingcounty.gov.

The sampling work is strenuous and accessing some sampling sites requires hiking up to a mile through dense vegetation with bulky and heavy sampling equipment. A basic physical examination is required before employment.

For any questions, please contact:

For more information about the macroinvertebrate monitoring program, please check out these links:

Unravelling the mystery of the missing blue whale calves

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Only two blue whale births have ever been recorded in human history, both decades ago. This remains an extraordinary mystery given there used to be hundreds of thousands of blue whales before whaling started (even now they number around 10,000-25,000­)—and they give birth every two to three years.

Not only are births very stealthy, but calves are also only rarely sighted—far less than would be expected from their pregnancy rates. Calves closely follow their moms and are sighted as mother-calf pairs, but why are so few detected?

A new University of Washington study, published Feb. 21 in Endangered Species Research, proposes why. Its explanation hints at when and where the unseen births are happening and where blue whale calves spend their earliest months. The findings offer some hope for the health of the population.

Two blue whales - one adult and one calf - pictured from above in a blue ocean.
Diane Gendron/Centro Interdisciplinario de Ciencias Marinas - Instituto Politécnico Nacional
A blue whale mother and calf swim together in the Gulf of California in Baja, Mexico, one of the warm-water places blue whales spend their winter months.

Trevor Branch, a UW Professor of Aquatic and Fishery Sciences who studies blue whales, set out to unravel this mystery by looking at a range of hypotheses. He proposes that one in particular is the best explanation: it’s mostly because researchers prefer summertime research on feeding congregations of blue whales, but calves are born in fall and winter, and are weaned before they return to feeding areas.

In summer, blue whales migrate to feed in colder regions where krill is plentiful: for example, off California. In winter, when ready to give birth, they return to warmer regions like the Gulf of California and the eastern tropical Pacific. Around seven months after being born, and already at a whopping 52 feet (16 meters) long, the calves are weaned and stop associating with their mothers.

But across various blue whale populations, high pregnancy rates of 33-50% annually seem to contradict the average 3.1% rate of sightings of blue whales involving mother-calf pairs.

The very top of two blue whales are pictured side on in the ocean, using their blowholes. Low mountains can be seen on the horizon with white clouds above.
Leigh Torres/ Geospatial Ecology of Marine Megafauna Laboratory (GEMM) Lab, Marine Mammal Institute, Oregon State University
A blue whale mother and calf swimming together in the South Taranaki Bight, New Zealand, a rare summer feeding region with many mother-calf pairs.

When compared with other hypotheses to explain the mystery of why so few calves are observed, such as low fetal survival, low calf survival, low birth rates, or calf separation from mother, Branch discovered that the timing hypothesis best explained observed patterns.

“My conceptual model can explain the mystery of the missing calves: blue whales produce calves, or give birth, shortly after departing their summer feeding grounds, and wean their calves seven months later, just before they return”, Branch said.

This would explain why researchers – most of whom conduct blue whale field studies in summer months – seldom sight mothers with calves.

Branch compiled data from long-term field studies and combined this with biological information from historical whaling records to come up with this hypothesis, finding higher proportions of calves in winter regions, and lower proportions in summer regions. He is now coordinating a large collaboration to test the idea with field data by month in each region, combined with estimates of the size of calves by month.

Pictured from above are two blue whales - one adult and one calve - swimming close together through a dark grey sea.
Leigh Torres/ Geospatial Ecology of Marine Megafauna Laboratory (GEMM) Lab, Marine Mammal Institute, Oregon State University
Aerial footage showing the close association between blue whale mother and calf, in the South Taranaki Bight, New Zealand.

One concern about low calf sighting rates was that this might be a warning signal of low birth rates or low survival of calves. Instead, the new hypothesis offers up some hope that higher number of calves could be sighted from field studies concentrated in regions that blue whales travel to in winter and spring.

“This new idea provides an alternative explanation for why some blue whale populations appear to produce very few calves: It’s not a failure of calf production, it’s because fieldwork in those populations is understandably concentrated in easily accessible summer feeding areas,” Branch said.

The research was funded in part by the International Whaling Commission’s Southern Ocean Research Partnership (IWC-SORP).

For more information, contact Trevor Branch at tbranch@uw.edu.  

Celebrating Women in Science

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10 years ago, the UN declared 11 February as the International Day of Women and Girls in Science. On this 10th anniversary at the University of Washington, we’re celebrating our women in aquatic and marine science: women who are leaders in their fields, women who are aspiring to be the next generation of fisheries scientists and marine biologists, women who are uplifting and supporting other women in science.

Sarah Converse, Associate Professor and WACFWRU Unit Leader in Tetiaroa.

At the School of Aquatic and Fishery Sciences and Marine Biology, one of the aspects we’re celebrating is how many female faculty and research program leaders we have teaching the new cohorts of students who join our programs each year. “Even as recently as 50 years ago, there were few, if any, women who were leading research programs in universities and government agencies. If it weren’t for a lot of women, and men, who thought that should change, I wouldn’t be where I am today,” said Sarah Converse, Associate Professor and Unit Leader at the Washington Cooperative Fish and Wildlife Research Unit (WACFWRU). “I try to remember that and to be thankful for those leaders.”

Speaking with researchers and students — from technicians and postdocs to graduate students and undergraduates — the decision to pursue a career in science has been inspired by a myriad of reasons, many of them other women. “I was inspired by my grandmother. I remember falling in love with the field the first time I looked at mosquito larvae from my backyard using a kid’s microscope my grandma bought me and my brothers,” shared Callie Murakami, a SAFS undergraduate. For freshwater ecologist and wildlife biologist, and postdoc as SAFS, Aashna Sharma, her mother was her inspiration. “She is a woman in science, though her circumstances didn’t allow her to pursue a career as a scientist. Instead, she became a science teacher and my role model, and her passion for teaching and unwavering curiosity shaped my own love for science and my determination to pursue it as a profession.”

For others, science was the answer to curiosity. “Science provided me with the perfect environment to explore my curiosity, offering endless opportunities for discovery and learning,” said Raquel Ruiz Diaz, a fisheries scientist. “The idea that my work could also make a meaningful difference is both motivating and rewarding.” For Marjorie Wonham, a marine ecologist and invertebrate zoologist, and Associate Teaching Faculty, she was hooked the first time she dissected a sea cucumber and encountered its technicolor insides: “Scientific research and teaching are a heady combination of inquiry and surprise, and what they reveal to us about the workings of the natural world is nothing short of incredible.”

So what does it mean to be a woman in science in 2025? “It means to believe in myself and have no limits,” said undergraduate marine biologist, April Morrow. “It’s to acknowledge that a diverse array of perspectives and backgrounds facilitates better science, research, community, and life,” shared Marine Biologist student, Clara Kreutziger. “I’m so grateful to my supervisor for her genuine enthusiasm, reassurance, and support in my educational and professional journey, and I’m inspired to be similarly uplifting to all those around me,” said Mugdha Chiplunkar, a sophomore studying Marine Biology.

Claire Vaage, a freshwater ecologist and graduate student at SAFS had a powerful message: “My innate interests have led me into spaces where my identity, as a woman, incites a sense of shock. A passion for mountain biking led me to work as the only female bicycle mechanic in a shop during my undergrad. A drive for political action brought me to represent my peers, and one of only a few women, in the Idaho State Capitol. A love for aquatic ecosystems propelled me to where I am now: SAFS. Representation and mutual support from fellow women granted me the tenacity to not only enter into, but lead, in these spaces. To be a woman in science is to lift while I climb and shock people while I am at it.”

Dr. Frieda Taub was the first woman on the Fisheries Teaching Faculty at UW.

The future for science should be one of inclusivity — for all. Julia Parrish, Professor and Associate Dean for the UW College of the Environment, shared why inclusion should extend beyond the scientific community. “I believe that science is for everyone and should include everyone. Working for 30 years in citizen science has taught me that non-scientists are every bit as good at careful observation, quantitative data collection, and deduction. I want science to work more on tearing down the walls between science and society, to accept broader ways of knowing,” Julia said. “That would make science not only more approachable, but also more fun.”

This theme of inclusion and diversity was echoed by Marjorie Wonham: “STEM fields need to continue to actively foster and welcome diversity in all its beautiful forms. The social, creative, fundamental, applied, and inter- and transdisciplinary aspects of science are enhanced by the skills and perspectives of students and practitioners spanning and sharing about the dimensions of human diversity. The same holds for society.”

“I would like to see more women in higher-level positions within STEM fields,” Raquel Ruiz Diaz shared. “Representation inspires the next generation, shapes decision-making and policy to be more equitable, and sends a powerful message that we can aspire to achieve those positions.”

Happy International Day of Women and Girls in Science from our freshwater and marine ecologists, fisheries scientists, marine biologists, invertebrate zoologists, seabird biologists, quantitative ecologists, aspiring marine social scientists — just to name a few!

A photo collage of women in science, with the UW logo and words "Celebrating Women in Science" in the center.