In the story that follows, we’ll explore a unique and forward-thinking college course that blends science, ethics, and fly fishing into one hands-on educational experience. Designed and taught by Dr. Matthew Wilfong at St. Mary’s College of Maryland, The Ecology of Fly Fishing offers students the chance to study hydrology, aquatic ecology, and conservation—not just from behind a desk, but also knee-deep in the water with a fly rod in hand. We’ll share how this course came to life, hear directly from Dr. Wilfong about the inspiration behind it, and highlight student reflections that reveal just how powerful, educational, and, in some cases, transformative a course like this can be.
Flylords: I first met Matt (who would later become Dr. Wilfong) during our time at Towson University. We were both enrolled in a Hydrogeology course—he was pursuing his master’s degree in Environmental Science, and I was pursuing my bachelor’s in Geology. Somewhere between aquifer descriptions and groundwater flow equations, we started fly fishing together. That shared time on the water laid the foundation for a friendship that has continued long after the course’s close.
Dr. Wilfong has gone on to build a career as a hydrosocial scientist and professor. He conducts research and teaches at St. Mary’s College, focusing on critical approaches to investigating and understanding water-society relationships. He still has an unshakable passion for fly fishing, enriched by his deep understanding of hydrology and ecology.
This past spring, Dr. Wilfong brought it full circle with the launch of a new undergraduate course titled The Ecology of Fly Fishing. Designed to immerse students in the scientific and ethical dimensions of angling, the course explores hydrology, aquatic ecology, and conservation through the lens of fly fishing. It’s a fresh take on experiential learning—and the only course I know that seamlessly connects fieldwork and fly rods. I’ll admit it: I’m a little jealous of these students.
In the next section, Dr. Wilfong reflects on the experiences that shaped his journey, the inspiration behind the course, and how it ultimately came to life.
Dr. Wilfong: I did not start fly fishing until after finishing my undergraduate degree. I had always fished growing up, but never viewed it as anything more than a way to pass the time outdoors in nature. My father was, and still is, an avid fly angler, but the allure and desire to pick up fly fishing was never appealing to me. This changed after graduating from my undergraduate studies when my free time suddenly increased, after years of playing soccer ended, and my interest in connecting and learning more about freshwater ecosystems and ecology drastically expanded.
After learning ecology, hydrology, and the border environmental sciences during my studies at Washington College, I viewed fishing, especially fly fishing, in a different light. I saw fly fishing as a way to engage with the sciences—a way to put the theories and ideas I had covered in the classroom into practice. With this newfound connection and puzzle to solve, I quickly became obsessed with fly fishing, implementing the scientific methods of observation, research, and experimentation into learning all aspects of fly fishing—from the physics of the cast, to the ecology of matching the hatch, to the hydrology of reading the water and finding trout.
As I continued my graduate education, fly fishing was a continued endeavor. Throughout my Master’s and Ph.D program, I grabbed any opportunity I could to head to local streams, took up fly tying, and built my own rods—all ways to connect more with the learning and scientific process of fly fishing. As I moved into teaching roles after my Ph.D, I imagined ways I could teach the freshwater ecohydrology that I had learned, both from my time in the classroom and time on the water. I had learned all the scientific aspects of freshwater ecology and hydrology prior to beginning to fly fish, but if I could teach them both simultaneously, students would get an experiential learning experience that few other classes can offer.
This class, called the ‘Ecology of Fly Fishing,’ was first taught this past spring. The course description stated that the course offered an in-depth exploration of freshwater rivers and streams through the immersive practice of fly fishing, using it as a lens to understand the complex ecology of these environments. The course was broken up into three modules: Reading the Water, Matching the Hatch, and Being a Fly Angler.
The Reading the Water section covered basic freshwater hydrology and connected this foundational theory to being able to determine how and where to locate trout in freshwater environments. This module corresponded to the winter portion of the spring semester, so fly fishing instruction was in the form of casting lessons in the school gymnasium.
The Matching the Hatch module covered freshwater ecology, especially the role of benthic macroinvertebrates. We learned about how trout anglers “match the hatch” and the different techniques anglers use, from Euro nymphing to dry fly fishing to streamer fishing. During this module, we also traveled to two local streams to conduct macroinvertebrate sampling, providing students with hands-on experience in understanding the foundations of fish diets in stream ecosystems and practicing real-world casting techniques in these environments.
The Being a Fly Angler module introduced students to the role and connection that fly anglers have with freshwater conservation. We covered techniques of catch-and-release fishing and discussed the morals and ethics of angling more broadly. During this module, we also had the opportunity to host four local anglers to discuss their views on the connection between angling and conservation through an event entitled “Angling for Conservation”. Andrew Braker of Braker Bros, Kate Fritz of the Alliance for the Chesapeake Bay, Jonathan Bland of Bay Bound Guide Service, and Kirk Marks of Flylords, after a viewing of two Braker Bros short films, Chesapeake Tales and A Journey Upstream, all discussed their experiences with fly angling and how they see angling as inherently connected to conservation efforts. This module ended with an optional overnight camping trip to the Savage River in Western MD, where students got to put all they had learned into practice. We traversed small brook trout tributaries and even got on the main Lower Savage River tailwater to give students a guided experience on some of the best trout streams Maryland has to offer. While the fishing was tough, everyone had a great time, with a few students getting to camp in a tent for the very first time.
Flylords: Alright, I guess I’m more than just a little jealous. But the students didn’t have all the fun to themselves—Dr. Wilfong looped me in for a couple of highlights. I had the chance to take part in the “Angling for Conservation” event—which was a blast—and also got to collaborate with him on the course’s final exam. Together, we developed a set of reflection questions aimed at drawing out not just what students learned, but how the experience of fly fishing resonated with them on a deeper level.
Next up, we’re sharing a few student responses—offering a true glimpse into how this class landed, both intellectually and emotionally, with a new generation of fly anglers.
Final Exam Questions & Answers:
1.) Fly anglers often rely on techniques such as “matching the hatch”—selecting flies that mimic the local insect activity—and “reading the water”—interpreting flow patterns, structure, and habitat to locate fish. These practices require close observation and deep familiarity with the local environment.
a.) Define local ecological knowledge (LEK) and explain how it differs from or complements scientific ecological knowledge.
b.) Using the practices of matching the hatch and reading the water, explain how fly fishing can serve as an example of LEK in action.
c.) Discuss the broader value of LEK in environmental science and management. Provide at least one real-world example (beyond fly fishing) where LEK has contributed meaningfully to ecological understanding, conservation, or resource management.
Khushi Patel: Local ecological knowledge, or LEK, takes current conditions more into account when thinking about how to engage with an ecosystem. Fly fishing is an excellent example of LEK because it immerses the angler into the environment rather than keeping them as an outside observer. Angling teaches us that we are directly tied to our environment; every step we take, every fish we catch is impacted by us as well as impacts us. This is exactly what local ecological knowledge is: understanding how our interactions with our direct environment have impacts. Practices such as matching the hatch and reading the water are great examples of engaging in LEK. The first thing an angler would do when they locate the perfect riffle or pool is take a seat on the banks and see what flies are hatching and flying around, because these are what the fish are going to be keying into. Known as matching the hatch, anglers will tie flies that mimic the current hatch occurring. This also allows the angler to assess the overall health of the stream. If sensitive mayflies are spinning down, it is safe to assume that the stream is healthy enough to sustain life. Aside from matching the hatch, if no obvious flies are humming above the water, there are probably going to be flies either dead on the surface, fish are sipping at, or there are still emerging flies in the nymph phase. Reading the water allows anglers to understand what the fish are keying into. These are great examples of local ecological knowledge because anglers are taking the time to observe, immerse, and interact with the water right in front of them. This builds knowledge that is only made possible by understanding the interactions in front of them. When it comes to environmental science and management, local ecological knowledge is invaluable. Scientific knowledge can only take you so far; it is important to have a wealth of background knowledge of ecosystem services occurring in different environments. However, it is equally as important to put all that to the side for a second, take a seat, and write down what you are seeing happening right in front of you. Understanding your environment solely based on your observations is a great skill to have because it allows you to observe and make inferences about the health of ecosystems based on what you are currently seeing.
2.) Catch-and-release fishing is often practiced in fly fishing as an ethical approach to conserving fish populations while still engaging with the sport. This practice raises important questions about human interaction with the environment and the concept of sustainable use.
a.) Explain the ethical reasoning behind catch-and-release fishing. What are the intended ecological benefits of this practice?
b.) Discuss how catch-and-release reflects broader environmental ethics and principles of sustainability and sustainable use of the environment?
Michael Wade: The ethical reasoning behind catch-and-release fishing is based on the goal of not killing a fish you catch. As with everything in life, there are, of course, downsides (stressing the fish, injuring it, or accidentally killing it), but by and large, catch-and-release fishing is better ecologically, as you are not taking species from their natural environment. Catching and immediately releasing a fish does not impact the local ecosystem, maintaining a healthy balance. This practice, if done properly by the hundreds of anglers a stream may face, should theoretically not disrupt a population. Catch-and-release fishing is a way to circumvent the tragedy of the commons, as anglers can act on their short-term desires to catch many fish and realistically not have a large impact on stream habitats. In a world that continually exploits the natural environment, the model of catch-and-release fishing and its unique relationship with ecosystems can serve as a model of sustainability. It demonstrates a way to use a resource and simultaneously advocate for its protection, especially if we want it to be resilient for years to come.
3.) Fly fishing can play a significant role in the conservation of freshwater and marine ecosystems.
a.) Identify and explain at least three ways in which angling can contribute to the conservation of aquatic environments.
b.) Discuss how angling communities, organizations, or policies have supported habitat restoration, species protection, or water quality improvement.
c.) Reflect on any potential tensions or trade-offs between recreational fishing and conservation goals. How can these challenges be addressed to ensure angling continues to support environmental sustainability?
Anaiah Coates: Besides recreational purposes, angling can achieve multiple objectives associated with helping the environment. Anglers often contribute to aquatic ecosystems through citizen science, as they make and record their observations on multiple aspects (like shifts in marine populations, water quality parameters, and even potential signs of pollution) that can be interpreted into valuable data. Partaking in ethical fishing practices, like catch-and-release and selective fishing/harvesting, supports more sustainable use of resources and reduces potential negative impacts of human activities. Anglers purchase licenses, pay fees and make donations for fishing, where their money benefits conservation efforts (such as research, data collection, habitat restoration/management). Not just anglers, but organizations play a role in marine and aquatic ecosystems. Trout Unlimited (TU) is a nonprofit organization dedicated to restoring fisheries and wetlands in North America. Some of their objectives include habitat restoration, reconnecting fragmented river systems, and creating and improving policies and regulations that were implemented in favor of marine ecosystems. However, tensions arise that undermine these efforts, such as morality behind the practice of catch-and-release mortality, habitat damage, and degradation (due to over-exploitation, pollution, and other human-related activities), and the possible introduction of non-native species in river systems (through methods like aquaculture and fish stocking). Addressing these challenges would require various factors to potentially overcome these setbacks, like proper education, consideration of sustainable methods, and community engagement and participation.
Peyton Eppard: Angling contributes to aquatic conservation through both observation and action. Anglers have a vested interest in protecting the waterways that they fish, and supporting measures that allow fish to thrive. Additionally, the observations that anglers can make as regular observers are valuable to designing effective conservation plans. Anglers can also play a part in controlling populations of invasive species by targeting and keeping those that they catch. Angling communities support aquatic habitats because the health of these habitats is crucial to ensuring they have a place for recreation, or even their livelihood. If something damages the habitat, these communities feel the impact most closely, and will also be the first to notice, because of the close nature of their relationship with one another. I believe that recreational fishing has a net positive impact on conservation efforts. While I can’t discount the negative impact of the bad actors who will fish beyond a limit, or damage a habitat, I expect that the majority of recreational anglers have a firm understanding of how their actions impact the waters they fish. If more people get involved with fishing, more people can be in tune with the impacts of their actions on and off the water, and I hope and expect that most people would use that consideration to try and reduce their negative impact on aquatic ecosystems.
4.) Fly fishing is often described as a meditative and deeply personal experience, providing a sense of connection to nature and a break from the fast pace of modern life.
a.) In what ways can learning how to fly fish support personal fulfillment or mental health?
b.) Reflect on how time spent on the water might foster a sense of stewardship or deepen one’s environmental values.
Landon Cormie – Fly fishing can significantly contribute to your mental health by providing a space for mindfulness and connection to nature. Fly fishing requires patience and focus, forcing you to be fully present in the moment. The meditative motions of casting and the quiet observation of the water allow you to temporarily escape the fast pace of modern life, offering mental clarity and relaxation. Some people may be unaware of this mindfulness aspect of fly fishing, which provides a sense of tranquility. I have often viewed fly fishing as art without an audience. Whether you make the perfect cast or blunder the strip set, the next cast will reset everything. Over time, fly fishing’s solitary nature offers valuable opportunities for introspection, helping you reflect and find peace in the natural world. The more time spent on the water fly fishing, the more you foster a deep sense of environmental awareness. As you immerse yourself in nature, you develop a stronger connection to the ecosystems they frequent, gaining firsthand knowledge of the local spots and species. The direct engagement with nature can make you more attuned to environmental changes and the health of aquatic ecosystems. I have experienced ecological changes that I would have never known without being on the water. Observing the quality of the water and the condition of fish habitats heightens one’s awareness of the impacts of pollution and habitat degradation. This awareness often creates a sense of responsibility for preserving these natural spaces. Many fly anglers are motivated to protect the environments they enjoy and have become advocates for conservation efforts. The more time spent fly fishing, the more you can deepen your environmental values and protect and preserve natural habitats for future generations.
5.) Many fly anglers develop long-term relationships with specific rivers, lakes, or coastlines—returning to these places season after season.
a.) How can this place-based knowledge and attachment contribute to grassroots conservation efforts?
b.) Describe an example of how an angler or angling community might act as a “citizen scientist” or local advocate for environmental health.
Maren Bleiss: People who visit specific rivers, lakes, or coastlines every season develop a connection to those waterways. These people are the ones who see firsthand the changes and rhythms of an ecosystem. Returning to the same place every season creates observations of an ecosystem throughout a long period of time; this allows fly anglers to see shifts in fish population, changes in water quality, and overall terrestrial changes. These people are able to report more accurate changes before scientists can. If you visit the same place over and over again, you develop an emotional connection that makes you want to preserve and protect that environment. This can lead to an increase in restoration of an ecosystem or habitat due to the love and cherishment that person may have. An example of how an angler or a community might advocate for environmental health is anglers who may participate in data collection of a fish species. The continuous act of fishing in a designated space allows anglers to have a better understanding of the species than many scientists. These anglers can collect data from changes in fish size, weight, population, and location. They are also able to understand how drastic a population change can be due to revisiting a location over seasons. Anglers may also see an introduction of invasive species faster than scientists can, and can help mitigate change before negative impacts occur. Overall, fly anglers can serve as a preliminary step to environmental preservation before it’s too late.
6.) Do you think you will continue to fly fish in the future? Why or why not?
Carter Boone: I absolutely intend to continue fly fishing in the future as I have never done a recreational activity which makes you quite literally become one with the environment. Not only do you have to actively pay attention to your surroundings to naturally mimic what the fish are feeding on, but you also have to make an effort to maintain that natural presence. When you spin fish or even use a bait caster, you rely on the mechanisms at your disposal, as when fly fishing, you are that mechanism.
Patton Harbourt: I do not see myself picking up fly fishing as a hobby. Simply because there are other hobbies I have right now that take up more of my attention. That being said, I have gained an incredible respect for the community of fly fishers that were highlighted in this course. Coming into this class, I really had a negative outlook against people who recreationally fish or hunt. I think it was based on ideas that fishermen do not care for environmental issues, and actively contribute to ecological harm in their communities. This class challenged me to think otherwise and I see that, while that belief still exists, it is outdated and no longer the prevailing mindset in fishing culture. While I do not see myself picking up fly fishing at this point in my life, however if life permits it, I would gladly go on a fishing trip in the future, and who knows how that’ll change me.
Kate Watcher: I definitely plan on fly fishing in the future, and I hope I can be a well-rounded angler one day. I have been around spin-cast fishing my whole life, but I never really understood its allure. When I was younger, I saw it as a boring and smelly thing my brothers and dad did, and I assumed they were only out there to see how big a fish they could catch. To me, it didn’t seem like something that fosters any deep connections or is too impactful. Only after learning and reading about fly fishing did I understand what they were doing out there and how it not only offered them a chance to spend time outside but also provided an opportunity to connect. My family might seem frustrated when they don’t catch anything, but that never stops them from having a good time and I hope to get to go with them soon. Taking this class has completely changed my perspective. I now see fly fishing not just as a way to catch fish, but as a way to build a meaningful relationship with the environment and be a part of a community. When signing up to take this class, I expected to learn how to fly fish, but I did not expect to get a glimpse into the passionate and supportive community that surrounds fly fishing. It’s not just about fishing, it’s about sharing experiences, passing on knowledge, and working together to protect the places we all care about.
Dr. Wilfong: It was remarkable to see and read the impact that this course had on the students, from the scientific knowledge they gained to the newfound ways that they engaged with the natural world. To me, that is the true beauty of fly fishing. Whomever and wherever you are, it has something to offer you, to teach you, and to connect you to our natural world. Seeing the student grow, make connections with, and see the natural world through a new, experiential lens, in a similar way that grew my love for fly fishing, was incredibly heartwarming. I will continue to offer this class, next up in the Spring of 2026, and hope to build and sustain a growing fly fishing and conservation ethos at St. Mary’s, where students get to explore our relationship with the environment in unique, hands-on, and enriching ways.
During our Angling for Conservation event, Andrew Braker recounted a quote by Senegalese poet Baba Dioum to the audience after a student’s question on the connection between fly fishing and conservation, stating, “In the end, we conserve only what we love. We will love only what we understand. We will understand only what we are taught.” We all have a love for fly fishing and a commitment towards conservation to preserve and foster that love. As such, it is our duty to spread and share our knowledge widely. It may seem paradoxical to some, but the best way to ensure the protection of the natural places and spaces we hold dear, to ensure that we have fishing opportunities for decades to come, is to teach someone else how to [fly] fish – as my students embodied this semester, the knowledge turns to understanding, to love, and to conservation.
Flylords: A huge thank you to Dr. Wilfong, the students, and St. Mary’s College of Maryland for inviting us to be part of this course and giving us a firsthand look at such an innovative and inspiring approach to education. We’re grateful for the chance to contribute in a small way—and even more grateful to share the students’ perspectives here. If this class is any sign of what’s possible when science and fly fishing meet, then the future looks mighty bright.
Article by Flylords Food Editor Kirk Marks, an angler, photographer, and culinary aficionado based in Kent Island, Maryland. Give him a follow at @kirkymarks.
Fantastic article! Thank you!