Swimming with Sharks in Bimini: A Pat Cooke Fellowship Experience 

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From the moment I arrived in Bimini, it was clear that this was a special place. The two Bimini islands are home to no more than a thousand Bahamian people and are situated about 50 miles off the coast of Florida. The waters off of Bimini are crystal clear and teeming with life. They have long been an important nursery and breeding ground for a myriad of marine species, and of particular interest to me – sharks! 

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I have loved sharks all my life. Their beauty, mystery, and ancient majesty has inspired a curiosity and awe in me for as long as I can remember. However, my passion for education and teaching drew me towards a decidedly land-based career. For this reason, the unique opportunity to experience life as a marine biologist at the Bimini Biological Field Station (Shark Lab) for one week through support from the Pat Cooke Foundation felt like a dream come true. 

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But, no amount of dedicated Shark Week watching or number of aquarium trips could have prepared me for my brief stint as a shark scientist. Arriving in Bimini was like stepping into another world. This was no Bahamian resort but rather, a nature sanctuary. The work of the Shark Lab and the scientists who work there was two fold – to study sharks and manage living safely and well in a remote location where nature was paramount. 

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The running water at the Lab, where the scientists worked and lived, was primarily salt water. There was one tap which dispensed fresh water, preciously guarded because the process was both energy and cost intensive. Environmental consciousness was embedded in every aspect of Lab living from consciousness around fuel, electricity, and water usage to composting practices, minimizing trash and plastics, and using only environmentally friendly (or forgoing) bug spray and sunscreens. The mission of the Shark Lab was alive around us in every moment of the day in every action we took from cooking to cleaning to self care: research, education, and conservation in service of a world where sharks live and thrive. 

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My first encounter with a shark happened on my first day there. I was full of anxious excitement at seeing my first baby lemon shark, passing just centimeters before me, followed quickly by another and another. Before I arrived, I knew that Bimini was an important nursery and sanctuary, but seeing baby sharks flitting in the water before me filled me with a respect, appreciation, and fierce protectiveness that is impossible to recreate by studying from a book. 

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In my time in Bimini, I encountered hundreds of rays, lemon sharks: babies and juveniles, black tip reef sharks, nurse sharks, a bull shark, and hundreds of other marine species from fish to turtles to the ever present mosquitoes. This experience was the most educationally intensive and immersive experience of my life. I can’t wait to share with students the ins-and-outs of lab life, invest them in the study of ecology and foodwebs, and curate lessons around shark anatomy based on my learning from Bimini. I was lucky to have this experience and am filled with excitement at the prospect of using this experience to inspire and excite young people in our community at Academy of the Pacific Rim to pursue shark sciences and marine conservation as their calling. 

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Section 2

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1. How have your knowledge, skills, and capabilities grown? 

 

My time at the Bimini Biological Field Station (Shark Lab) deepened my understanding of ecology, field research, and the interconnectedness of marine ecosystems. I gained firsthand experience with scientific observation, data collection, and conservation practices that go far beyond what can be learned in a classroom. I also developed a new appreciation for sustainable living and the importance of modeling environmental consciousness in daily actions. The skills and perspectives I gained will enrich both my science instruction and my approach to teaching environmental stewardship for years to come. 

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2. As a result, in what ways will your instructional (or other) practice change? 

 

I plan to bring the energy and authenticity of field science into my classroom. My instruction will now focus even more on inquiry, real-world problem solving, and connecting students to authentic scientific research. I intend to create lessons that allow students to analyze real shark data, model food webs, and consider the human impacts on marine life. Additionally, I’ll integrate more opportunities for students to practice conservation-minded thinking in their projects and daily routines at school. 

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3. What is the greatest personal accomplishment of your fellowship? 

 

My greatest accomplishment was stepping outside of my comfort zone to fully participate in the life and work of the Shark Lab community. Living with limited resources, adapting to an entirely new environment, and contributing to scientific research all required flexibility, humility, and resilience. Personally, it was empowering to know that I could thrive in a demanding research setting while maintaining a sense of purpose and wonder. 

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4. How will your experience positively impact student learning in new ways? 

 

My students will have the chance to learn from my firsthand experiences by seeing real photos, data, and stories that make science come alive. I hope this will inspire curiosity, environmental responsibility, and perhaps even new career aspirations. Students who may not have previously seen themselves as “science people” will see that science is about exploration, creativity, and connection to the world around them. I was also fortunate to share this experience in Bimini with an exceptionally diverse group of scholars. Through my stories, photos, and videos, I hope my students will see themselves reflected in a field where people of color have long been underrepresented and feel inspired to imagine their own place within it. 

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5. What are your plans to work collaboratively with colleagues? 

 

I plan to share what I’ve learned with colleagues through professional learning sessions focused on integrating authentic field science into the curriculum. I’d like to co-develop interdisciplinary projects that connect science with writing, art, and social studies to help students explore conservation from a variety of different perspectives and entry points. I also hope to collaborate on sustainability initiatives within our school community, drawing from the environmental practices I observed at the Shark Lab. 

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6. Are there issues or challenges in your school, community, or the world that you feel better prepared to address with your students? 

 

After this experience, I feel better equipped to guide students in understanding and addressing environmental issues, particularly those related to climate change, ocean health, and conservation. I also feel more confident in helping students grapple with the idea of shared responsibility and discussing how individual actions can collectively impact global systems. This experience gave me practical examples of how communities can live sustainably and harmoniously with nature. 

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7. How would you describe to a friend the most fundamental ways in which your fellowship has changed your personal and/or professional perspective? 

 

I would say that this fellowship reconnected me with the sense of wonder that first drew me to science. It reminded me that learning is most powerful when it’s hands-on, connected to the real world, and rooted in care for our planet. Professionally, it has reaffirmed my commitment to making science education a bridge between knowledge and action. I feel driven to help students not just understand the natural world, but to feel a sense of belonging and responsibility within it.