Fisheries involve complex problems not easily addressed by a single discipline, methodology, or set of stakeholders. In 2010, the Canadian Fisheries Research Network (CFRN) was initiated to increase fisheries research capacity in Canada through interdisciplinary and inclusive research collaborations. As post-graduate students in the network, we reflected on the type of training necessary to tackle fisheries problems and reviewed opportunities available at Canadian universities to receive such training. This paper presents an overview of fisheries education currently available in Canada, reflects on our training within the CFRN, and proposes improvements to fisheries education and research. Our review of the subject revealed few dedicated fisheries programs, limited interdisciplinary programs, few specialized fisheries training programs, and a heavy reliance on academic supervisors to secure research opportunities in fisheries. In contrast, the CFRN enhanced our training by deliberately focusing on tools and techniques to address fisheries issues, providing venues to foster interdisciplinary and inclusive research collaborations, and exposing the realities of stakeholder collaborations. We call for post-graduate-level fisheries education and research that is interdisciplinary, collaborative, and inclusive to produce well-rounded scientists and managers, and we suggest ways that universities, researchers, and funding agencies can incorporate these themes into fisheries education and research.

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This study describes changes in abundance of hyperbenthic zooplankton (including meroplankton) and benthic colonists at the seasonally hypoxic seabed of Saanich Inlet, British Columbia, Canada. We used the Victoria Experimental Network Under the Sea (VENUS) cabled observatory to measure water properties and to sample hyperbenthos with a sediment trap at 97 m from September 2008 to September 2009. Some faunal groups exhibited seasonal reproduction, and abundance peaked during their reproductive periods. These included larvae of the barnacle Balanus crenatus, and the crabs Petrolisthes eriomerus, Oregonia gracilis, and Lophopanopeus bellus bellus. Other groups were most abundant in spring and summer when food and oxygen levels were highest and temperature was lowest. These included cumaceans, the siphonophore Diphyes sp., the bryozoan Triticella pedicellata, and tintinnids. We also collected benthic colonists, predominantly bryozoans and polychaetes, on colonization plates deployed in spring/summer 2008, fall 2008/winter 2009, and spring/summer 2009. The total abundance of colonists and of bryozoans did not vary seasonally or with substrate complexity, whereas polychaetes were more numerous in spring/summer deployments and on a highly complex substrate. Taxon richness of colonists was higher in spring/summer 2008 than in fall 2008/winter 2009, whereas an anoxic episode in spring/summer 2009 reduced richness to similar values with that of fall 2008/winter 2009 levels. Substrate complexity had no effect on richness. Juvenile squat lobsters, digitally imaged in fall 2008/winter 2009, were most numerous when oxygen levels were lowest and potentially excluding larger predators. Our study illustrates how season, food availability, temperature, and oxygen can interact to shape community structure in a seasonally hypoxic habitat.

Structurally complex cobble seafloor protects against predators, and is generally assumed to be the only meaningful habitat for settlement and benthic recruitment of American lobsters (Homarus americanus H. Milne Edwards, 1837). Accordingly, historical surveys on featureless substrates such as mud have found few and only older juveniles. Mud, however, is far more common than cobble across the lobster’s range, and may be of increasing importance in regions where the lobster population has been growing over the past few decades. As a first step to determining whether mud seafloor serves as meaningful recruitment habitat for juvenile lobsters, we deployed artificial habitats (bio-collectors) at five locations varying from 100% mud to mostly cobble, in Maces Bay, Bay of Fundy, NB, Canada, to capture young lobsters. A broad size range of lobsters, from new settlers up to adolescents, colonized bio-collectors in all locations, suggesting that lobsters settle and spend at least some of their juvenile life on mud. Differences in body condition (length-standardized mass) of lobsters sampled from the different locations suggest that some individuals must reside on mud for at least months to years, long enough to show differential growth between habitats. The greater relative abundance of adolescents in bio-collectors on mud also suggests their net movement from densely populated cobble beds into mud habitat. We propose that mud seafloor may be a more important habitat for settlement and early survival of American lobsters than is currently appreciated, especially given the current potential saturation of scarce cobble nursery habitat by growing lobster populations and, in some regions, reduced predation on mud seafloor due to overfishing of groundfish.

The Canadian Fisheries Research Network (CFRN) was initiated to increase interdisciplinary research capacity through enhanced, cross-sector collaboration. Training in the CFRN was important and unique for students because of the exposure to the realities of industry, government and academics working in close collaboration. As CFRN students, our goal for this paper was to assess whether Canada is appropriately preparing the next generation of fisheries graduates to tackle complex fisheries management problems. This assessment consisted of 1) a systematic review of fisheries-related education across Canada, 2) a reflection on our experience in the CFRN, and 3) comments on the importance of inclusive and interdisciplinary approaches in fisheries education and fisheries research. Based on our assessment, we concluded that the availability of fisheries education in Canada is limited, particularly with respect to interdisciplinary training. We contend that the CFRN enhanced our educational experience by fostering interdisciplinary and inclusive fisheries research. We recommend that the CFRN model be considered both in the development of fisheries education initiatives and in the design of future fisheries research.