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Abstract Pelagic predators are effective biological samplers of midtrophic taxa and are especially useful in deep-sea habitats where relatively mobile taxa frequently avoid observation with conventional methods. We examined specimens sampled from the stomachs of longnose lancetfish,Alepisaurus ferox, to describe the diets and foraging behaviors of three common, but poorly known deep-sea fishes: the hammerjaw (Omosudis lowii, n = 79, 0.3–92 g), juvenile common fangtooth (Anoplogaster cornuta, n = 91, 0.6–22 g), and juvenileAl. ferox(n = 138, 0.3–744 g). Diet overlap among the three species was high, with five shared prey families accounting for 63 ± 11% of the total prey mass per species. However, distinct differences in foraging strategies and prey sizes were evident. Resource partitioning was greatest betweenAn. cornutathat specialized on small (mean = 0.13 ± 0.11 g), shallow-living hyperiid amphipods andO. lowiithat specialized on large (mean = 0.97 ± 0.45 g), deep-dwelling hatchetfishes. JuvenileAl. feroxforaged on a high diversity of prey from both shallow and deep habitats. We describe the foraging ecologies of three midtrophic fish competitors and demonstrate the potential for biological samplers to improve our understanding of deep-sea food webs. 

As past and present nontraditional students, our group of authors experienced firsthand a range of hurdles in our pursuit of ocean science graduate studies. Some of us attended graduate school while working full time in our fields as a means to advance our careers. Others returned to graduate school to pursue a second career in a new field. Combining our experiences with broader demographic information (Wendler et al., 2010) led us to define nontraditional ocean science graduate students as any of the following: mid-career professionals pursuing graduate degrees for career advancement and those who are embarking on a second career, hold an undergraduate degree outside of STEM, are in their thirties or older, or are balancing school with work and/or family responsibilities. While we highlight these characteristics, we recognize that there are others who self-identify as nontraditional, such as those facing a serious medical condition or disability. We hope that by sharing ways to remove barriers to entry, retention, and advancement for nontraditional students, our field will become more inclusive, equitable, and diverse.