About

Roxanne Santina Beltran is a principal investigator at the Beltran Lab, where her research focuses on marine mammal biology, particularly northern elephant seals. Her work involves long-term monitoring and field research, including mark-recapture programs, behavioral studies, and habitat use analysis. She is interested in understanding the ecological and physiological aspects of pinnipeds, with a broader aim to explore population dynamics, reproductive strategies, and environmental interactions affecting these marine mammals.

Research topics

• Sociology
• Political Science
• Ecology
• Psychology
• Biology
• Law
• Medicine
• Social Science
• Mathematics
• Computer Science
• Gender studies
• Neuroscience
• Environmental science
• Oceanography
• Demography
• Geography
• Public relations
• Environmental ethics
• Mathematics education
• Geology

Selected publications

• Post-lactation mass recovery and metabolic hormone dynamics in adult female Weddell seals

  General and Comparative Endocrinology · 2025-03-10 · 1 citations

  articleOpen access
  PublisherOA PDFDOI

• Elephant seals as ecosystem sentinels for the northeast Pacific Ocean twilight zone

  Science · 2025-02-13 · 9 citations

  article1st authorCorresponding

  The open ocean twilight zone holds most of the global fish biomass but is poorly understood owing to difficulties of measuring subsurface ecosystem processes at scale. We demonstrate that a wide-ranging carnivore-the northern elephant seal-can serve as an ecosystem sentinel for the twilight zone. We link ocean basin-scale foraging success with oceanographic indices to estimate twilight zone fish abundance five decades into the past, and into the future. We discovered that a small variation in maternal foraging success amplified into larger changes in offspring body mass and enormous variation in first-year survival and recruitment. Worsening oceanographic conditions could shift predator population trajectories from current growth to sharp declines. As ocean integrators, wide-ranging predators could reveal impacts of future anthropogenic change on open ocean ecosystems.

  PublisherDOI

• Elephant seals in poorer body condition trade sleep for foraging

  Current Biology · 2025-12-01

  articleSenior author
  PublisherDOI

• <scp>ESA</scp> 2024 Meeting Review: Belonging and Identity in Ecology

  Bulletin of the Ecological Society of America · 2025-01-22

  articleOpen access

  Discipline-based education research has become increasingly important within ecology. Each year, the annual Ecological Society of America (ESA) meeting hosts sessions and workshops centered around teaching and learning in ecology. Much of this research has focused on student outcomes related to knowledge, conceptual understanding, and skill-building, as well as how instructors can support the development of these outcomes (e.g., Klemow et al. 2019, Prevost et al. 2019, Smith et al. 2019). However, there is a need to better understand how we can support the development of affective (feelings and emotions) outcomes in undergraduate ecology education (Ward et al. 2021, Shinbrot et al. 2022). Sense of belonging has been shown to contribute positively to students' mental health and well-being (Pittman and Richmond 2008, Kennedy and Tuckman 2013, Gummadam et al. 2016), academic achievement and motivation (Freeman et al. 2007, Zumbrunn et al. 2014, Wilson et al. 2015), and institution-level retention (Finn 1989, Tinto 1993, 2017, Hausmann et al. 2009), and it is pivotal for supporting students underrepresented in STEM disciplines (e.g., Estrada et al. 2016, Hernandez et al. 2013, Hurtado and Carter 1997, Marshall and Thatcher 2020, O'Brien et al. 2020, Rainey et al. 2018). Sense of belonging refers to the feeling of being valued, included, and accepted (Goodenow 1993). In the context of ecology, research shows that students who experience a low sense of belonging are less likely to want to pursue graduate studies in the discipline (O'Brien et al. 2020). Further, African American students in ecology experience a lower sense of belonging than their white peers (O'Brien et al. 2020), making this an important issue related to increasing equity in ecology. This meeting review summarizes an ESA 2024 organized oral session focused on emerging research and practice about belonging in ecology education. In this session, speakers from different types of institutions, career levels, and disciplines presented an array of education research studies and cases of undergraduate programs, field courses, and research experiences that aim to support belonging. Below, we review the session's talks and provide recommendations for future research studying affective outcomes in ecology. Natasha Woods, Maria Miriti: The Undergraduate Network for Increasing Diversity of Ecologists (UNIDE) is a Research Coordination Network funded by the National Science Foundation, with a mission-centered on promoting diversity in ecology and environmental (EE) disciplines. Elevating the perspectives of underrepresented students is integral to the mission of UNIDE. This network includes a Student Advisory Board (SAB) composed of diverse students across the United States and Puerto Rico. The primary role of the SAB is to ensure student perspectives are at the forefront of UNIDE's initiatives. The SAB created a Student Support Network to build an online community for students of color to reduce isolation and increase retention of these students in EE disciplines. UNIDE created a pedagogy working group consisting of educators and ecologists from around the U.S. who are focused on developing and disseminating a curriculum that promotes social belonging and greater inclusion of underrepresented students in EE education. This effort is built from UNIDE's earlier work that sought to understand the relationship between identity and the motivation to pursue EE. The SAB has been working with the pedagogy working group to review syllabi and has presented at conferences to address gaps they have experienced in their EE programs. The SAB has helped refine understanding of racial barriers and retention and inclusion in ecology. For example, students have shared how small group activities can actually reduce a sense of belonging for minoritized students due to the reluctance of other students to partner with them. Through all these initiatives, UNIDE aims to cultivate a more inclusive and diverse community within ecology and environmental sciences, with students at the forefront of its efforts. James Vonesh, Daniel Carr, Rodney Dyer, Andrew Parent, Emily Philpott, Christina Spohn, Samuel Albert, Laurel Dent: A sense of belonging is crucial for student well-being, retention, and academic success. Belonging fosters effective teamwork, a skill essential for achievement in academic and professional settings. Field courses, a cornerstone of ecological training, offer a unique opportunity to cultivate belonging and teamwork. However, STEM instructors often lack the pedagogical training to intentionally foster these outcomes in field settings, leading to inconsistent and unmeasured results. Traditional assessment methods, such as end-of-course surveys and anecdotal observations, often fail to capture the nuances of these complex learning experiences. In contrast, outdoor experiential education emphasizes belonging and group dynamics. Integrating this expertise into STEM field courses can enhance student experiences. This paper presented a case study where STEM departments collaborated with their university's outdoor program to incorporate experiential education activities into a five-week field course. These activities focused on building connections between students, increasing comfort and self-efficacy in the field, and providing a framework for understanding and assessing group dynamics. To capture the dynamic nature of student experiences, we utilized a novel assessment tool: the Footprints on the James (FoTJ) eJournal app. The FoTJ eJournal app allows for real-time, longitudinal tracking of student perceptions of belonging, participation, and teamwork. This innovative app provides a platform for students to record their feelings and experiences throughout the field course, offering valuable insights into the evolution of group dynamics. Our findings highlight the potential of integrating outdoor experiential learning principles into STEM field courses to build belonging and teamwork. Outdoor experiential activities were very positively associated with these outcomes. Reflections suggest belonging and teamwork increase through time but also reveal finer-scale patterns that traditional assessment would miss. Belonging became more consistent through time and exhibited dynamics likely associated with the specific conditions or activities of that day. The sense of teamwork initially increased rapidly but then plateaued. This nuanced assessment, enabled by the FOTJ eJournal, allowed for a deeper understanding of group dynamics, identification of individuals needing support, and improvement of future field programs. Furthermore, collaborations between STEM departments and outdoor programs offer a practical and broadly applicable approach to enhancing field-based STEM education by increasing capacity, improving risk management, and ultimately, achieving better learning outcomes. Jarrod L. Brown Jr. Mindy Findlater, Jessica Malisch: Conservation and climate research, which often have strong field science components, are not currently inclusive of the demographics of the United States. Innovative solutions to current problems should be derived from a diverse workforce and research cohorts who have a direct connection with impacted communities. ¿field curious?, is a weekend-long field research immersion experience being implemented at a Minority-Serving Institution (MSI), aimed at increasing students' sense of belonging in field research. During this no-cost program, students learn inclusivity-informed field safety, are gifted basic field research tools (e.g., backpack, outerwear, field notebook), engage in hands-on research experiences inside National Parks and state reserves, and receive mentorship from established scientists and graduate students who share similar life experiences to the participants. The short duration of the intervention is intentional to avoid impacts on employment and family obligations. Follow-up surveys and interviews with participants indicate that students complete the program with an enhanced sense of belonging in the field sciences as indicated by an enhanced desire to pursue a career with an outdoor component; reduced anxiety regarding pursuing a career based in the outdoors; an increased sense of belonging both in field science as well as our home institution, including for non-STEM majors; and an increased and affirmed dedication to climate and conservation issues. Students have also reported pride in being alumni of the program and demonstrate continued engagement with the program through becoming near-peer program leaders as well as executive officers in the student-generated ¿field curious? Club. This program runs six times a year and has an extensive waitlist, an additional indicator of the need and success of the program. Suzanne Ou, Erika Zavaleta, Abraham Borker, Roxanne Beltran: Conservation grows increasingly urgent as humanity feels the consequences of climate change and environmental injustices. Effective and equitable conservation must represent and include the diverse experiences and values of many groups historically excluded from conservation. Current conservation workforce demographics fail to reflect the racial, ethnic, and socioeconomic diversity of the United States (US), limiting the reach and potential for success in conservation actions. To address this issue, the Doris Duke Conservation Scholars Program at UCSC ran from 2016 to 2023 to support diverse cohorts of undergraduate Scholars and seed the conservation field with skilled leaders from marginalized backgrounds. Using this program as a case study, we examine a relationship-centered theory of change beginning with 1) attracting emerging conservation leaders from across the United States and territories and 2) preparing them for a career in conservation with professional development opportunities and support for intersectional identities. The program sought out first- and second-year undergraduates with a passion for, but not necessarily deep experience in, conservation. The program was centered on two paid, immersive eight-week summers between academic years: one an inquiry-led course in conservation leadership, and the second an immersive full-time internship in conservation. We provided Scholars with experiential training and mentorship, created strong peer and mentor communities, and maintained and grew long-term support and professional networks. As a measure of whether Scholars felt a sense of belonging in the field, we tracked post-undergrad career growth. Of the first 120 Scholars to finish the program, 43% have attained or are currently enrolled in graduate degrees related to the environment. Of the 45 Scholars in permanent positions, 73% are in work related to sustainability including research, journalism, policy, education, and in a range of settings (academia, non-governmental organizations, and government). Scholars have made critical contributions to conservation leadership in myriad ways by founding organizations, shifting conservation priorities toward equity, and changing the face of the professoriate. Scholars continue investing in the networks built through the program via alumni gatherings and peer support. The program serves as a case study for how the field can train and diversify practitioners that address historical impacts of conservation on marginalized groups and face future challenges in conservation with a stronger sense of belonging. Kari O'Connell, Stephanie Shaulskiy, Alison Jolley, Holly Cho, Holly White: Studies that have addressed a sense of belonging have primarily focused on belonging in traditional classroom settings. However, more work is needed to understand how belonging develops in field settings. To investigate this gap, the authors conducted 71 interviews with instructors and students, as well as 133 pre/post surveys on the sense of belonging in eight residential ecology and geoscience field courses. We divided the belonging-supportive teaching practices that emerged from the interviews into six categories: orientation, knowing your students, informal interactions, TAs and co-instructors, peer interactions, and teaching moves and messages. These data were used to develop a survey to further explore the extent to which faculty utilize these practices that are promising for fostering belonging (n = 84). Some example findings from the extensive faculty survey data include that 69% of faculty reported that they created a course agreement, yet only a quarter reported that any element of their course agreement was co-created with students. Additionally, almost all (95% of faculty) reported providing students with a packing list before the course; however, only 56% of faculty reported sharing guidance on physical preparation for field work. Almost all faculty (99%) reported checking in with students during their course at least a little for how they are handling challenges of the field setting, their mental health/emotional needs, peer interactions/relationships with classmates, and disability accommodations. Findings also highlighted the importance of instructor awareness of students' pronouns, accommodations, and mental health needs. Based on survey results, practices that faculty could consider using more include co-creating a course agreement, more comprehensive pre-course orientation (e.g., guidance on preparing physically for field work, guidance on managing menstruation in the outdoors, tips on where to get plus-size clothing, offer structured opportunity for students to meet each other before the field course) and getting to know their students before the course, particularly in areas of religious, cultural, and family needs. These findings can help instructors understand what new practices can be easily added to their field courses as well as improve their existing teaching practices. Holly White, Kayla McLagan, Katharine Ruskin, Alison Jolley: Undergraduate research experiences provide numerous benefits for undergraduate students in ecology, including increased confidence (Russell et al. 2007) and learning gains (Linn et al. 2015). However, traditional field research experiences often come with barriers such as high costs and selective application processes. To address this issue, the Ecology and Environmental Sciences program at the University of Maine implemented an accessible course-based research experience that offers students the opportunity to engage in ecological fieldwork. Field Research in Ecology and Environmental Sciences is offered to second- and third-year students, in which they design and execute a weekend-long, intensive field research project at Acadia National Park. The short duration of the field course does not require students to take extended periods of time away from work or family obligations. Beyond this, the course reduces barriers to participation by providing necessary gear, dormitory-style housing, and accessible field sites. From 2021 to 2023, we administered pre-post surveys (n = 148) to measure changes in belonging and research self-efficacy. Preliminary results indicate gains in belonging to the course and major, research identity, and confidence in research skills. These findings suggest that even short course-based field opportunities support positive student outcomes. We suggest that along with extended field opportunities, shorter field courses should also be available to students. These findings offer promise for promoting equity and inclusion in ecology. This organized oral session focused on several ongoing efforts to support a sense of belonging in undergraduate ecology education. The speakers demonstrated how field courses, research experiences, and undergraduate networks can be used to foster affective outcomes and make progress toward inclusivity and equity in ecology. The approaches varied in scale, institution type, and student characteristics, illustrating successful efforts in a wide range of contexts. Here, we highlight several important takeaways from the presentations: Several talks throughout this session focused on field courses or field experiences within ecology, calling attention to the promise of field settings for developing students' sense of belonging. Field-based education, often viewed as a “rite of passage” (Morales et al. 2020), at times fails to support belonging and inclusion (Whipple et al. 2021, Kamran and Jennings 2023, Lundin and Bombaci 2023, Morales and Reano 2023) and threatens retention in ecology. However, when intentionally designed, field-based opportunities can be transformative and positive experiences for undergraduate students (Zavaleta et al. 2020). This organized session put forth several approaches to reducing barriers for participation in field experiences including (but not limited to) inclusivity-informed field safety, accessible field sites, providing field gear to students, and mental health check-ins. O'Connell and colleagues highlighted the importance of knowing your student population in order to reduce barriers. For example, instructor awareness of students' pronouns, accommodation needs, and mental health needs (e.g., does the student need to have time blocked out on their schedule to continue attending therapy?) can support the development of student belonging in field courses. Two presentations illustrated positive student outcomes from weekend-long field courses, which can serve as alternatives to multi-week residential field courses (Brown et al.; White et al.). Mentorship is a critical element in developing an identity as a scientist (Atkins et al. 2020). Several speakers emphasized the importance of diverse role models for students, particularly for those from marginalized backgrounds. For example, Brown and colleagues found that students who participated in ¿field curious? gained a sense of belonging in the discipline by working with scientists and graduate students who shared lived experiences. Similarly, Woods and Miriti described a large-scale support network of diverse peers and mentors for undergraduate students provided by UNIDE. In addition, highlighting diverse role models emerged as a practice that supports the development of belonging in research by O'Connell and colleagues. Community is important at all scales from individual courses (Tinto 1997) to the discipline as a whole (e.g., O'Brien et al. 2020). The speakers in this session discussed how community building was fostered in field courses to produce positive affective outcomes. Vonesh and colleagues intentionally incorporated teamwork activities including team field projects. They also provided students with language and tools to evaluate their team dynamics. The Doris Duke Conservation Scholars Program highlighted by Ou and colleagues created a long-lasting community in their cohort by bringing students together for two consecutive summers and providing continued support through professional networks and other resources. One speaker focused on a large-scale community network, UNIDE (Woods and Miriti), which serves as a student support network for marginalized students in ecology. To further create a sense of community and belonging, instructors should consider co-developing community agreements with their students (O'Connell et al.). We hope that the organized oral session fosters future discussion and work on the topic of belonging in ecology. At least 50 people participated in the session; through this meeting review, we hope to share the findings with an even broader audience. For anyone who works with undergraduate students in ecology or related fields, these case studies and themes serve as starting points for refining the design and implementation of field education activities. Moreover, this session demonstrates how a sense of belonging can be measured to provide actionable insights for further refinement. There is an array of promising ongoing research in this area, but more work is needed to support the development of belonging to ecology, particularly for short, accessible field courses and first- and second-year students. Many courses and programs are oriented toward students who have already opted to join ecology majors or who have committed to immersive, longer-duration residential field courses. Field Research in Ecology and Environmental Sciences et and ¿field curious? (Brown et are both of how student outcomes can be in short, weekend-long field courses. However, ¿field curious? (Brown et at is one of the programs that provides these experiences to in both STEM and non-STEM disciplines. courses to a range of students, including both majors and is critical to in ecological work as 1) it help students ecology as a promising career and 2) it is important for all students to be as future leaders in any

  PublisherOA PDFDOI

• Integrating animal tracking and trait data to facilitate global ecological discoveries

  Journal of Experimental Biology · 2025-02-15 · 11 citations

  articleOpen access1st authorCorresponding

  Understanding animal movement is at the core of ecology, evolution and conservation science. Big data approaches for animal tracking have facilitated impactful synthesis research on spatial biology and behavior in ecologically important and human-impacted regions. Similarly, databases of animal traits (e.g. body size, limb length, locomotion method, lifespan) have been used for a wide range of comparative questions, with emerging data being shared at the level of individuals and populations. Here, we argue that the proliferation of both types of publicly available data creates exciting opportunities to unlock new avenues of research, such as spatial planning and ecological forecasting. We assessed the feasibility of combining animal tracking and trait databases to develop and test hypotheses across geographic, temporal and biological allometric scales. We identified multiple research questions addressing performance and distribution constraints that could be answered by integrating trait and tracking data. For example, how do physiological (e.g. metabolic rates) and biomechanical traits (e.g. limb length, locomotion form) influence migration distances? We illustrate the potential of our framework with three case studies that effectively integrate trait and tracking data for comparative research. An important challenge ahead is the lack of taxonomic and spatial overlap in trait and tracking databases. We identify critical next steps for future integration of tracking and trait databases, with the most impactful being open and interlinked individual-level data. Coordinated efforts to combine trait and tracking databases will accelerate global ecological and evolutionary insights and inform conservation and management decisions in our changing world.

  PublisherOA PDFDOI

• MoveTraits – A database for integrating animal behaviour into trait-based ecology

  bioRxiv (Cold Spring Harbor Laboratory) · 2025-03-17 · 3 citations

  preprintOpen access

  Abstract Trait-based approaches are key to understanding eco-evolutionary processes but rarely account for animal behaviour despite its central role in ecosystem dynamics. We propose integrating behaviour into trait-based ecology through movement traits - standardised and comparable measures of animal movement derived from biologging data, such as daily displacements or range sizes. Accounting for animal behaviour will advance trait-based research on species interactions, community structure, and ecosystem functioning. Importantly, movement traits allow for quantification of behavioural reaction norms, offering insights into species’ acclimation and adaptive capacity to environmental change. We outline a vision for a ’living’ global movement trait database that enhances trait data curation by (1) continuously growing alongside shared biologging data, (2) calculating traits directly from individual-level data using standardised, consistent methodology, and (3) providing information on multi-level (species, individual, within-individual) trait variation. We present a proof-of-concept ‘MoveTraits’ database with 55 mammal and 108 bird species, demonstrating calculation workflows for 5 traits across multiple time scales. Movement traits have significant potential to improve trait-based global change predictions and contribute to global biodiversity assessments as Essential Biodiversity Variables. By making animal movement data more accessible and interpretable, this database could bridge the gap between movement ecology and biodiversity policy, facilitating evidence-based conservation.

  PublisherOA PDFDOI

• Hormones reflect the impacts of reproductive rest on subsequent pregnancy in a marine predator

  Functional Ecology · 2025-11-09

  articleOpen access

  Abstract After reaching sexual maturity, iteroparous female vertebrates may intermittently skip producing offspring, effectively taking a year of reproductive rest. This may confer benefits to lifetime fitness by enhancing future reproductive success. To identify links between reproductive rest and subsequent reproductive outcomes, the physiological status of female Weddell seals ( Leptonychotes weddellii ) that skipped pupping in the current year (skip females, n = 45) and seals that gave birth (postpartum females, n = 87) was compared. Serum concentrations of hormones (progesterone, oestrogen, luteinizing hormone, follicle‐stimulating hormone, prolactin, thyroxine [T 4 ] and cortisol) were measured during the pupping period, breeding period and early gestation. Transrectal ultrasonography was used to image ovaries and detect early pregnancies. Range‐wide censuses conducted the next year determined if females successfully gave birth. Skip females ovulated up to 4 weeks earlier than postpartum seals and gave birth earlier the following year. Postpartum seals that gave birth late in the pupping season ovulated at fewer days postpartum than seals that gave birth early and had the lowest rates of pregnancy and successful birth. Late‐birthing females were therefore most likely to skip reproduction the following year, likely shifting subsequent reproductive timing forward. Skip females had higher serum concentrations of T 4 , oestrogen and progesterone than postpartum females in both breeding and early gestation periods, plus lower serum cortisol concentrations during early gestation. Serum T 4 concentrations were positively correlated with higher likelihoods that seals were pregnant and would successfully give birth. Postpartum females had higher serum prolactin concentrations than skip females in the pupping and breeding periods. However, prolactin declined across the summer in all animals, likely reflecting a seasonal transition from a breeding to a non‐breeding physiological state. This study revealed that physiological differences between skip and postpartum female Weddell seals persisted long after pupping and into the next reproductive cycle. Findings on trade‐offs between current and future reproduction in a polar pinniped suggest that reproductive rest allows birth timing to advance the next season, helping improve reproductive fitness and maintaining a tight temporal window for birth in the Antarctic marine environment. Read the free Plain Language Summary for this article on the Journal blog.

  PublisherOA PDFDOI

• Author response for "Perceived and observed biases within scientific communities: a case study in movement ecology"

  2025-06-09

  peer-review
  PublisherDOI

• Genome assembly and annotation of a deep-diving pinniped, the northern elephant seal ( <i>Mirounga angustirostris</i> )

  Journal of Heredity · 2025-10-14

  articleOpen access

  The northern elephant seal (Mirounga angustirostris) is the largest pinniped species in the northern hemisphere. The species is classified as being of least conservation concern by the IUCN-a triumph of conservation efforts despite hunting pressure that nearly led to its extinction more than a century ago. The historical range of the northern elephant seal extended from Baja California to Alaska, but overexploitation caused a severe demographic collapse and genetic bottleneck, with only an estimated 10 to 30 survivors left on Isla Guadalupe, Mexico. As part of the California Conservation Genomics Project, we generated a de novo reference genome and annotation for M. angustirostris, combining PacBio HiFi long-read sequencing data with Dovetail Omni-C chromatin conformation data. Our assembly has a primary haplotype genome length of 2,430,321,998 base pairs (2.4 Gb), with the longest contig of 144 Mb, contig N50 of 58 Mb, largest scaffold of 215 Mb, and scaffold N50 of 154 Mb. The secondary assembly haplotype consists of 422 scaffolds, spanning 2.45 Gb, with contig N50 of 61.24 Mb, scaffold N50 of 152.94 Mb, the largest contig of 204.14 Mb, and the largest scaffold of 216.16 Mb. We used the primary assembly and annotation for a preliminary investigation of repeat element content, historical demography, genome-wide heterozygosity, and loss-of-function variants. We found that M. angustirostris has one of the lowest estimates of genetic diversity of any marine mammal and a complex demographic history that may have reduced genetic diversity several times. This newly constructed genome will facilitate future in-depth explorations into the mechanisms behind resilience and recovery after a severe population bottleneck.

  PublisherDOI

• Like mother like daughter: northern elephant seals exhibit fine-scale philopatry

  Oecologia · 2025-12-10

  articleOpen accessSenior author

  Natal philopatry, the practice of a mother reproducing in the same region as her natal site, has been documented in numerous species. Studies on marine mammal philopatry have primarily focused on cross-colony scales, leaving a knowledge gap for fine-scale philopatry within colonies. We sought to identify the rate of fine-scale natal philopatry in northern elephant seals, sustained site fidelity across years, and additional drivers of site selection during the breeding season. Using 20 years of mark-recapture data collected from the ~3200-m long Año Nuevo colony in northern California, we discovered high rates of fine-scale philopatry, with females pupping an average of 395 m from where they were born. Females producing pups showed high site fidelity to the site of their first pup production, although the correlation was not as strong as to their natal site. Our results have implications for within-colony genetic connectivity and generational shifts in breeding sites influenced by coastal erosion.

  PublisherOA PDFDOI

Recent grants

• Rules of death across ontogeny in sexually dimorphic mammals

  NSF · $1.2M · 2021–2026

Frequent coauthors

• Amy L. Kirkham

  United States Fish and Wildlife Service

  37 shared

• Daniel P. Costa

  Brazilian Agricultural Research Corporation

  33 shared

• Jennifer M. Burns

  Texas Tech University

  30 shared

• Arvind Varsani

  Arizona State University

  24 shared

• Jessica M. Kendall-Bar

  Scripps Institution of Oceanography

  21 shared

• Patrick W. Robinson

  University of California, Santa Cruz

  20 shared

• Michelle R. Shero

  Woods Hole Oceanographic Institution

  15 shared

• Erika S. Zavaleta

  University of California, Santa Cruz

  14 shared

Labs

• Beltran LabPI