Robin Decker

Theoretical plant ecology

I am a theoretical ecologist and postdoctoral scholar in Caroline Farrior's lab at the University of Texas, Austin. The main aim of my research is to distill the central forces that drive the distribution and abundance of plant populations and communities in changing environments by creating quantitative, data-driven models.

In 2019, I completed my PhD in Population Biology at UC Davis in Alan Hastings' lab. My dissertation research focused on the intersection of spatial ecology, theoretical population biology, and global change biology, particularly how climate change affects the spatial spread of biotic invasions, species range shifts, and plant community dynamics. My research was financially supported by the NSF Graduate Research Fellowship Program.

I finished my Bachelor’s of Science Degree with dual majors in Biology and Mathematics & Statistics (concentration in Applied Mathematics) at Sonoma State University in Spring 2014.

Research

My research integrates theoretical spatial ecology and global change biology, with a focus on the spatial population dynamics of plants with changing ranges. I develop mathematical models, use simulations and incorporate ecological data to uncover the causes and consequences of spatial spread in a world with increasing anthropogenically-driven environmental change.

Past projects

Dissertation research
Plant population dynamics under climate change: Invasions, range shifts, and resilence

Current projects

Postdoctoral research

Future projects

Research plans

Publications

Peer-reviewed pubications

  • Decker, R.R. & Hastings, A. (2022). Sea-level rise can reverse the conditions that promote the spread of ecosystem engineers. Theoretical Ecology
  • Dallas, T.A., Santini, L., Decker, R., & Hastings, A. (2020). Weighing the Evidence for the Abundant-Center Hypothesis. Biodiversity Informatics, 15(3), 81-91.
  • Beckman, N., Aslan, C., Rogers, H. Kogan, O., Bronstein, J., Bullock, J., ... Decker, R., ... Zambrano, J. (2020). Advancing an interdisciplinary framework to study seed dispersal ecology. AoB Plants, 12(2).
  • Aslan, C., Beckman, N., Rogers, H., Bronstein, J., Zurell, D., Hartig, F., ... Decker, R., ... Zhou, J. (2019). Employing plant functional groups to advance seed dispersal ecology and conservation. AoB Plants, 11(2).
  • Dallas, T., Decker, R. R., & Hastings, A. (2018). Multiple data sources and freely available code is critical when investigating species distributions and diversity: a response to Knouft (2018). Ecology Letters, 21(9), 1423-1424.
  • Dallas, T., Decker, R. R., & Hastings, A. (2017). Species are not most abundant in the centre of their geographic range or climatic niche. Ecology Letters, 20(12), 1526-1533.
  • Ferraro, M. S., Decker, R. R., Costa, D. P., Robinson, P. W., Houser, D. S., & Crocker, D. E. (2017). Evaluating gain functions in foraging bouts using vertical excursions in northern elephant seals. Animal Behaviour, 129, 15-24.

    • Available manuscripts

    • Decker, R.R., Baskett, M.L., & Hastings, A. (Submitted). Trailing-edge zombie forests can increase population persistence in the face of climate change.
    • Decker, R.R., Case, E.J., Hastings, A. & Harrison, S. (In Revision). Post-invader-removal community recovery is resilient to major climate perturbations.

    Teaching

    My central goals in teaching are (1) to teach students to think critically, (2) to increase students’ comfort with quantitative science, and (3) to create an inclusive classroom environment. I work to achieve these goals using evidence-based teaching strategies, especially active learning techniques. My teaching philosophy builds on my experiences as an undergraduate student at a student-centered university where I witnessed first-hand what engages students, what inspires them to learn, and what encourages them to think creatively about science. I aim to replicate this type of learning environment in my courses.

    Teaching philosophy

    Evidence-based teaching strategies & inclusive learning

    Teaching experience

    Concentration in Teaching and Mentoring

    Teaching interests

    Quantitative biology & ecology

    Diversity

    My efforts to foster diversity, equity, and inclusion in Science, Technology, Engineering and Mathematics (STEM) have focused on three actionable items: (1) Increasing access to educational opportunities in STEM, especially at the middle school, high school, and undergraduate levels, (2) disseminating the “hidden curriculum” in academia, and (3) employing evidence-based inclusive teaching strategies, which I discuss in the above teaching section.

    K-12 Outreach

    Increasing access to educational opprotunities

    Research

    Increasing access to research experiences for undergraduates

    Mentoring

    Disseminating the hidden curriculum