Coursework, capstone, and connections: The multi-dimensional nature of the SAFS undergraduate degree

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For many students about to embark on their undergraduate journey at university, they plan to study one thing but end up studying something completely different. This was the case for SAFS undergraduate, Ryan Luvera. “Coming into UW, I, along with many of my peers, thought I would go into medicine. However, my blue-collar fishing family genes had other plans. My love for fisheries has devoted me to protecting Washington and Alaska’s waters, which have fed and clothed my family for three generations,” Ryan said. “The SAFS undergraduate degree was an obvious choice for me. The coursework, capstone, and connections I have gained have been invaluable.”

One of the goals of the SAFS degree is to prepare students through classes, lab work and fieldwork, to undertake and lead their own research project as the final requirement of the major – it’s called a capstone. Ryan, who’s in his junior year, decided to get started on his capstone early, using the skills he’s already learned.

“I’ve always been a fan of practical science. Environmental DNA is a blossoming field which has applications for management of invasive, endangered, and commercially important species. After being accepted to the Alaska Salmon Program for the summer of 2024, I decided to contact Wes Larson from NOAA Fisheries who had done an environmental DNA project already within the Alaska Salmon Program watershed. My capstone focuses on improving the salmon abundance estimation models that he had created,” Ryan shared.

The Alaska Salmon Program hosts UW students each summer to spend a month or more at the field camps to live and work in a diverse ecosystem which supports one of the world’s most important fisheries. For Ryan, he used this time to work on his own capstone research under the guidance of Wes, building on an existing, larger project. Wes happened to be in Alaska at the same time, teaching an eDNA section during the Aquatic Ecological Research in Alaska (AERA) Class for the Alaska Salmon Program, so the timing worked out perfectly for Ryan’s research.

Bright red sockeye salmon swim in a stream, surrounded by green grass on either side.
Ryan Luvera
Sockeye Salmon pooled in Hansen Creek.

“The larger project aims to use environmental DNA samples (collected in water) which are taken from the mouth of streams (where the stream enters the lake) to estimate the abundance of salmon within the stream,” Ryan said. “My project is focused on samples taken at several points while walking approximately 1km up two streams. At these set points going up the streams, we counted all the DNA copies that were present. From this, we want to hopefully see an increase in eDNA as water flows past salmon swimming in the stream. Ultimately, this data will help make our models better for estimating salmon abundance with eDNA samples taken at the mouth of streams as we understand how much eDNA is actually making it there, not just settling on rocks or being eaten by microbes.”

Sampling two streams that feed into Lake Aleknagik—Happy and Eagle Creek—Ryan worked with the AERA 2024 class, carrying roughly 120 pounds of water down Happy Creek “It was a rough day. I stayed up all night filtering water and putting the filters into preservative solution which allowed us to store the eDNA at room temperature. We then run a quantitative PCR to count the abundance of DNA within each sample and use that data to understand how eDNA is flowing within these streams. Preliminary results suggest that eDNA is better at flowing to the mouth of streams when there are lots of salmon and even with a higher flow of water.” Ryan said.

During their time at SAFS, undergrads are encouraged to seek out opportunities to enhance their experience at conducting research. Ryan not only found useful opportunities within UW—such as the Alaska Salmon Program field season and SAFS classes—but he also worked with external agencies to gain valuable research experience.

A group of students stand in a river with a white rope strung across.
Ryan Luvera
AERA Class of 2024 taking flow measurements of the water.

“Doing any sort of field sampling has been very helpful for my capstone. Not just the experience with field sampling, but also the troubles that come with it. It has really shown me that being prepared for anything is key. As for my degree, the writing classes, like FISH 290, have been pivotal as you create a mock capstone project and learn foundational knowledge in scientific writing and presentation. Doing a quantitative science minor has also been very beneficial, and I think the QSCI series really should be required for the fisheries degree,” Ryan said.

One key thing Ryan would share with other undergraduates is to take those opportunities that may seem strange or a bit of a long shot in the moment. “In terms of external experience, I had no degree specific experience before undergrad, unless you count making tuna sandwiches at Subway as fisheries. As an undergraduate, work snowballs fast. My freshman year, I applied to be an intern at King County Department of Natural Resources and Parks (DNRP) which was a long shot, but it worked out,” Ryan shared. “Taking strange opportunities is important. I got a job with the Alaska Department of Fish and Game because of a conversation with my nurse. Applying and working in a variety of positions has also been key for not only figuring out my path, but it also helps with future applications. Once you work in a position and talk to your mentor/advisor, you will start to understand what these positions are looking for. From there you can apply that knowledge to the next position to exceed their expectations. Working for Alaska Department of Fish and Game was hard, but I learned so much about management and fisheries from different stakeholders. Seeing the fishery from many different angles (research, management, family) has allowed me to become more attractive to employers.”

An eDNA filtering station at a field camp in Alaska.
Ryan Luvera
Makeshift eDNA filtering station which couldn’t be in the lab due to contamination concerns.

A frequently asked question for prospective students thinking of applying to university is about scholarships, and it remains an important question even when working your way through an undergraduate degree. Ryan applied for the Washington State Opportunity Scholarship while in high school. “I would recommend anyone in their undergraduate experience who meets the qualifications to apply as the benefits are vast. It’s not only about the money, but the scholarship also allows you to build skills while making connections with potential employers,” Ryan said. “I give credit to the scholarship for giving me a start at King County. They notified me about the opportunity and provided resources, such as peer mentors, who could help with application materials. Now, I am one of their peer mentors for students in their first and second years at UW and Western Washington University. Being able to relay resources that are available specifically through the scholarship, provide support and mentorship, and share information on opportunities such as internships, to other undergrads who were in the same position that I was two short years ago, has been very rewarding.”

So, what’s next for Ryan, once he graduates from SAFS? “I am hoping to go to graduate school here at UW, but we’ll see! Government work is my end goal, probably locally at the Washington Department of Fish and Wildlife (WDFW) or the Washington Department of Ecology (WDOE). That’s where I see myself making the most impact on my community here in Washington.”

Want to learn more about other undergraduate research? 

Birdsong, insects, and streams: Stevan explores how King County’s riparian habitats are faring

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

Turning up the heat: Iris reveals lake hotspots using mobile data

Harbor seals and fish parasites: How two undergrads contributed to major discoveries in cryptic diversity

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Almost 25 years ago, an undergraduate took the SAFS “Aquatic Ecological Research in Alaska (AERA)” summer field class, as part of the Alaska Salmon Program (ASP). Always interested in marine mammals, Donna Hauser, a biology student who ended up double majoring in Biology and Aquatic and Fishery Sciences, started a study of the resident harbor seals in Iliamna Lake for her independent research project. Alaska’s largest lake and 7th largest in the US, students from the University of Washington have been conducting research on Iliamna Lake since the early 1960s, and these harbor seals are well-known to people living around the lake, but formal research on the seals was very limited prior to Donna’s work.

Donna Hauser
An Iliamna Lake harbor seal. Research conducted under NOAA scientific research permit 15126-03.

Combined with data collected by a subsequent student in the class, Donna published her findings in the Aquatic Mammals scientific journal in 2008, looking into the summer diet and consumption patterns of Iliamna Lake’s resident harbor seals. Going on to complete her MS and PhD at SAFS on killer whales and belugas, respectively, Donna is now a Research Associate Professor working for the University of Alaska Fairbanks. “Interest in these seals increased and after sampling for genetic tissue by Donna and others, a new paper has now been published by Biology Letters”, shared Tom Quinn, SAFS Professor and advisor to Donna for her undergraduate project at SAFS. “The essence of the paper is that these seals, which are easily capable of swimming to and from Bristol Bay and thus integrating with seals there, are highly different from them genetically.”

Peter Westley
FRI crew surveying for seal scats. Research conducted under NOAA scientific research permit 15126-03.

In comparison with other harbor seals, it has been revealed that there is more genetic similarity between harbor seals along their whole Pacific Rim range (e.g., based on samples from California to Japan, including Bristol Bay) than there is between Bristol Bay and Iliamna Lake. “This is a very cool discovery. While geneticists have done the bulk of the work to show how genetically different these seals are from other harbor seals, it was Donna’s opening, back in 2001, that got us thinking about them,” Tom said.

Donna Hauser
Iliamna Lake harbor seals. Research conducted under NOAA scientific research permit 15126-03.

Fast forward to 2012, when another undergraduate, Brian Harmon, headed up to Iliamna Lake for the same AERA class. “Brian’s serendipitous observation of parasites in sculpins initiated a study on the genetic status of the parasites, in comparison to the similar ones commonly seen in 3-spine and 9-spine sticklebacks”, Tom shared. Sticklebacks are a family of ray-finned fishes, and are found in freshwater, brackish, and marine environments and consume zooplankton, including copepods which are the source of infection. Sculpins are a primarily benthic species and generally do not appear to consume copepods in these environments, leading researchers to wonder what the mechanism is for widespread infection by the parasites.

“The study was expanded from Iliamna Lake to Lake Aleknagik, another Alaska Salmon Program site, and included parasites from two sculpin species as well as both stickleback species, and involved collaboration with parasitologists and geneticists,” Tom said. “This study, recently published in Parasitology in May 2024, shows that the parasites in the sculpins are highly different from those in the sticklebacks, and probably should be a distinct species”. After obtaining his BS in 2012, Brian completed his MS in Natural Resource Sciences at the University of Nebraska in 2017, and now works in the sustainability space as a Principal Technical Advisor for LMI.

Brian Harmon
Brian Harmon’s observation of parasites in sculpins initiated a study on the genetic status of the parasites, in comparison to the similar ones commonly seen in 3-spine and 9-spine sticklebacks.

The so-called “cryptic diversity” of both these species – Iliamna’s harbor seals and parasites found in fish in Alaska’s lakes – means that although they are superficially similar, their genetics are very different. “I credit the terrific opportunities of the AERA class and the creativity and hard work by these two students for a couple of major discoveries,” Tom said. “I am very proud of both Donna and Brian, for their insights and eagerness to see the projects through, and the wonderful collaborators inside and outside of the University of Washington, without whom these projects would have died on the vine.”

Community and connection with the Alaska Salmon Program

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It’s not all work while visiting the Alaska Salmon Program camps for the summer field season. Students head up to southwest Alaska, some for over three months, and downtime is a chance to explore, connect with their peers, and experience living in a field camp.

Naomi Prahl
Lots of fish!

Some students are avid fishers and get to experience fishing in a location that vacationers usually pay a large sum to enjoy. Ryan Luvera, a SAFS and Marine Biology double major entering his third year, shared: “Outside of a typical workday I love to fish, and the fishing up here is truly world class.” 

Whether you have visited the camps in person or only seen pictures, the location continues to be one that awes. Hiking Church Mountain, a familiar sight towering over the Lake Nerka field camp, is a tradition among those who spend time with the Alaska Salmon Program. “It was very steep but so worth it, both for the views and the sense of accomplishment. We got a bonus lesson on the history of glaciation in the valleys visible from the top. It was amazing to see the concepts physically laid out in the landscape,” Emma Meyer, a junior at SAFS, said. 

Some of the more subtle experiences are among the most memorable. “One of my favorite things to do was have lunch in the tundra,” said Callie Murakami, a SAFS major now in her third year. “Some days we packed lunches and snacks to have while we were out, and we would sit in the open tundra to eat. The ground was soft, there were crowberries and cloudberries growing everywhere, and we could all chat and take a break. Even in the rain, nothing could beat a tundra lunch.” 

Emma Meyer
A view from the top of Church Mountain.

Building a sense of community is a key part of the experience, from studying and working during the day, to pitching in for mealtimes and spending evenings together. “As a class, we all enjoyed each other’s company and would often play speed solitaire, cambio, and bananagrams in the evening after dinner,” shared Emma Bell, who will soon be graduating from SAFS. “One night we made popcorn and had a movie night which was also really fun.”

For many students, visiting Alaska is a highlight of their time studying at the University of Washington. “Last year I was at Friday Harbor Labs, and I thought that was going to be the peak experience of my college experience, and then I came to Aleknagik,” said Ryan Luvera. “This is truly an experience like no other, being able to be in living quarters with so many brilliant minds, I wish I could spend every summer here!”

Ryan Luvera
Salmon are not the only wildlife in these parts!

For others, it’s an opportunity to see another side of the fishery that they have experience with. Naomi Prahl, a SAFS major going into her senior year, shared: “I work as a commercial fisherman in the Bristol Bay sockeye salmon fishery, which is the fishery that utilizes the ASP data for their management decisions. Working in the fishery gave me a first look at how incredible the Bristol Bay ecosystem is, and getting to be a student with ASP this summer felt like a full circle moment. I got to see the ‘behind the scenes’ of the fishing job that I love so much. There was something almost magical about getting to see the salmon in every life stage through the class this summer after working a fishing season beforehand.”

Putting into practice key skills learned throughout their academic journeys is a central part of the Alaska Salmon Program and sets students on course for a range of opportunities in the future, from further study in graduate programs to careers in academic institutions and fishery-related fields. “I learned a lot of valuable skills about field and professional work, such as preparation and flexibility when it comes to working in the field, and how to work and communicate better as a team,” shared Callie Murakami.

How do students find out about this opportunity to spend a summer in Alaska? “While I was attending community college my only intention after I graduated was to transfer to SAFS,” said Emma Bell. “I was constantly looking at the SAFS webpage and seeing all the cool opportunities they offered and thought that the Alaska Salmon Program seemed really incredible. When I saw the flier posted, I was so excited to fill out an application.”

Emma Meyer
A trek through the tundra.

Hundreds of students from UW have spent time with the Alaska Salmon Program over the last few decades, immersing themselves in one of the world’s most remarkable ecosystems. For future students, Naomi Prahl shared some advice: “Just get excited. It’s such an incredible and unique opportunity and I think the way to appreciate it fully would be to dive in headfirst. Don’t hide your enthusiasm and share what you’re excited to learn about. When you get there, try everything. Don’t shy away from asking questions and trying things you have no experience with. Take full advantage of the learning opportunities presented.”

The return of the sockeye: Read Part 1 of the 2024 ASP blog series

Witnessing one of nature’s most impressive migrations: a summer with the Alaska Salmon Program

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Nestled among a set of glacial lakes in the Wood River system is where scientists with the Alaska Salmon Program spend their summers. From students just beginning their research journeys in aquatic sciences, to seasoned field technicians and faculty, the camps based on Lake Aleknagik and Lake Nerka are the temporary home for both scientists and the fish that they are studying: Pacific salmon.

Niamh Owen-McLaughlin
Tens of millions of sockeye salmon return to Alaska’s freshwater systems each year.

Five different types of Pacific salmon return to the western Alaskan watersheds of the Nushugak River system each summer, but the sockeye salmon is the predominant one in the Wood River system, where the Alaska Salmon Program conducts much of its research. Changing from a silver color in the marine environment to a startling red when they return to freshwater systems, sockeye salmon are one of nature’s most impressive migrations. Year after year, tens of millions of sockeye salmon return to the freshwater systems in which they were born, to continue the cycle of spawning for the next generation of fish.

Niamh Owen-McLaughlin
Researchers collect data on salmon abundance, sex ratios, spatial distributions across spawning areas, species differentiation, and ages of returning salmon from otoliths (the ear stones of fish).

The Alaska Salmon Program at UW, formerly known as the Fisheries Research Institute (FRI), has been running since the 1940s and continues to this day to deliver the latest insights into Alaska and one of the world’s important aquatic ecosystems and fisheries. It’s also a program that trains the next generation of fishery and aquatic scientists in an immersive, hands-on, and real-world environment that undergoes a huge transformation each year. To date, hundreds of students have visited the field camps in Alaska, with many going on to work in fields such as fishery and wildlife management, environmental education and academia.

Niamh Owen-McLaughlin
Hundreds of students have visited the field camps in Alaska since the 1940s, learning essential skills for fishery and aquatic scientists.

So, what does an average day with the Alaska Salmon Program look like? Collecting data on salmon abundance, sex ratios, spatial distributions across spawning areas, species differentiation, and ages of returning salmon from otoliths are just some of the things feeding into the Alaska Salmon Program’s long-term monitoring program. Otoliths, the ear stones of fish which provide information on size and age, are taken from dead salmon which have completed spawning or have been killed by bears.

Niamh Owen-McLaughlin
Otoliths, the ear stones of fish which provide information on size and age, are taken from dead salmon which have completed spawning or have been killed by bears.

Another area of research is limnology, which is the study of inland aquatic ecosystems, involving researchers going out on skiffs to various points around the lakes to collect samples including temperature and presence of aquatic organisms like zooplankton, which are the primary food for juvenile sockeye salmon that rear in the lakes before migrating to the ocean.

Niamh Owen-McLaughlin
The long-term monitoring data gives insight into the impact of climate change on these ecosystems and how the fish are responding as they return to the streams to spawn.

All of this data feeds into the Alaska Salmon Program’s long-term monitoring program that tracks abundance and the impact of wider issues like climate change on these ecosystems. All the different streams and lakes in these watersheds react differently to climate, as do the fish in them – from migrating fish like sockeye salmon to resident fish like rainbow trout and grayling. The data generated from long-term monitoring efforts and research therefore give insight into the impact of climate change on these ecosystems and how the fish are responding when they travel up the streams to spawn.

Another key part of the work of the Alaska Salmon Program is its pre-season forecasts provided to the fishing industry that operates out of Bristol Bay. Forecasts on fish runs and age/weight of fish is important for the management of commercial fisheries as the forecasts allow managers and fishers to fine-tune their operational plans for the following season A new development in this work is providing an earlier pre-season forecast as the industry begins planning for the next season’s operations, even as the current season is winding down.

Watch Part 1 of our mini series with the Alaska Salmon Program

Watch Part 2 of our mini series with the Alaska Salmon Program

 

Did you know, Aleknagik means ‘Wrong Way’ in Yupik? The Wood River is a major tributary of the Nushagak River, joining the main river near the coast at what is present-day Dillingham. In pre-historic times, if residents traveling inland from the coast reached Lake Aleknagik via Wood River, they knew they’d gone the wrong way if they had actually intended to navigate up the mainstem of the Nushagak.