Robin R. Decker

Research Interests

My work focuses on quantitative reasoning in ecology education and inclusive teaching methodologies in STEM, with a focus on improving student engagement, identity, and belonging, particularly for students from underrepresented groups.

As biology, especially ecology, continues to become increasingly quantitative, exciting opportunities arise for students to build valuable quantitative skills in data analysis, mathematical modeling, and computational reasoning. I study how ecology students learn and engage with mathematical modeling, and how using models can deepen their understanding of ecological concepts. 

I also investigate how shared, place-based ecological research can build community, cultural relevance, and motivation in STEM. My work examines how collaborative projects, such as Course-Based Undergraduate Research Experiences (CUREs) and multi-campus field data collection, shape students’ sense of belonging, scientific identity, and self-efficacy. I am particularly interested in the experiences of students from underrepresented backgrounds, transfer students, and students with disabilities, and how inclusive course design can reduce barriers while creating a sense of connection, confidence, and purpose for STEM students.