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I combine observations of natural systems and experimental data with models to make inferences about mechanisms in nature. This combination (observations, experiments, models) helps me to rigorously test logical, relevant ideas, and I think that interaction among these modes of inference yields powerful conclusions about nature. I am keen on training students who want to combine these approaches in their own work or who are at least open-minded to linking the three.

I ask you to read a few papers to appreciate my research interests and the approach that I take to my science. Although I am broadly interested in community ecology and disease dynamics, I seem to have focused on two main ideas thus far. Students in the lab are welcome to consider different topics in their own research programs, but these papers demonstrate how I think through problems. Check out a couple of them:

Community ecology of disease:

• Cáceres, Hall, et al. 2006 describes some motivating field patterns
• Hall et al. 2006 links models with lab data to consider disease in a warmer world
• Hall et al. 2005 explores dynamical implications of predators who selectively prey upon infected hosts

Stoichiometric food web theory:

• Hall et al. 2006 explores new ways in which plant heterogeneity can shape community structure of grazers, using experimental data and models
• Hall et al. 2005 links field observations, experiments, literature data, and models to document constraints on stoichiometric plasticity of plants

As an advisor, I am looking to help students grow into productive, creative, interactive, independent scientists. I feel I can best succeed at the goal by:

Encouraging interactions:

I really enjoy interacting with my scientific colleagues, and I am keen on recruiting students who want to interact with me and others in the lab and department. Discussion of ideas over coffee, beer, lunch, lab meetings, and blackboards is fun. I anticipate that students in the lab will learn from and possibly collaborate with me, but also with each other and others in the intellectual communities that they form. Students cannot be afraid of constructive criticism—giving and receiving—because this helps us learn. Because seminars, brown bags, journal clubs, etc. are functions of a vibrant academic community, your attendance will be expected.

Fostering independence:

While I invite students to consider questions or work in systems closely related to the ones I pursue, this is definitely not a requirement. In fact, I will strongly encourage you to independently/interdependently form your own novel, interesting, answerable questions—with help and guidance from me (of course) and others. I do not assign dissertation projects to students. Instead, I will try to offer intellectual and financial resources to help you find your own path.