Robyn Crook
Robyn Crook
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Associate Professor
Biology, College of Science and Engineering
Bio:
I am an evolutionary biologist and behavioral neuroscientist. My lab studies the evolution and function of higher cognitive states, primarily pain. Our main animal models are cephalopods, and techniques in my lab include electrophysiology, genomics, and behavioral assays.
We focus on plasticity in primary nociceptive neurons, looking at how this plasticity is mediated at the molecular level, and in turn, how this cellular plasticity mediates changes in neural circuits, behaviors and ultimately, the fitness of individual animals coping with injury or other painful experiences.
I have a long standing interest in the ethical basis of research animal regulation, and in the philosophical views of scientists and members of the public relating to the use of various animal species in scientific research. Through our lab's work on the evolution and functions of pain, we seek to advance the fields of sensory neurobiology, animal behavior and physiology, and in parallel inform the debate over appropriate levels of protection for invertebrate animals used in research.
Website(s):
Students interested in working in my lab should first visit the lab's webpage, and email me at rcrook@sfsu.edu for further information on space. Currently the lab is full and I have a wait list for both spring and summer of 2016, but places should be available in the Fall.
I accept undergraduates and Masters students only (no PhD students). Information about the different Biology Masters programs can be found here; students completing the Marine Biology or Physiology Master's programs may conduct research in my lab. Applications open in October and close in February for the following Fall semester.
Undergraduate students may apply to conduct research in my lab by registering for Biol 699, by prior arrangment with me. Course credit is for one semester, but undergraduates should expect to spend at least two semesters in the lab (first semester as a volunteer). I give priority to Physiology majors in good academic standing, who have at least two semesters before graduation. Undergraduate students who do not fit this description may be admitted if there is space available.
Typically undergraduate students are responsible for animal care, tank maintenance and general lab tasks. In their first semester they are paired with an experienced undergraduate or Masters student, and new students assist and contribute to established research projects. By the end of the first semester in the lab, each undergraduate can expect to take responsibility for their own experiment; this is typically one component of a larger research story.
Masters students are expected to contribute to animal care, tank maintenance and general lab tasks throughout their tenure in the lab. By the end of their first semester I expect Masters students to be ready to begin their independent research project. Masters projects should be original, relevant to the lab's research program, and be of sufficient scope to result in one or more primary research publications. Masters students are responsible for the conception, design and analysis of their project, and for the submission of a thesis describing their findings. Projects may be behavioral or neurophysiological, or a combination of both.
Yang, Q., Wu. Z., Hadden, J.K, Odem, M.A., Zuo, Y., Crook, R.J. Frost, J.A. and Walters, E.T. (2014) Persistent pain after spinal cord injury is maintained by primary afferent activity. J Neurosci. 34(32) 10765-10769
Crook, R.J. and Walters, E.T. (2014) Neuroethology: Self recognition helps octopuses avoid entanglement. Curr. Biol. 24(11) 520-521
Crook, R.J., Dickson, K.D., Hanlon, R.T and Walters, E.T. (2014). Nociceptive sensitization reduces predation risk. Curr. Biol. 24(10) , 1121-1125
Alupay, J.S., Hadjisolomou, S.P and Crook, R.J. (2013). Arm injury produces long-term behavioral and neural hypersensitivity in octopus. Neurosci. Lett. 558, 137-142
Crook, R.J., Hanlon, R.T. and Walters, E.T. (2013). Squid have nociceptors that display long term sensitization and spontaneous activity after bodily injury. J. Neurosci. 33(24) 10021-10026 (featured in ‘Outside JEB’, ‘BrainFacts.org’)
Wu. Z., Yang, Q., Crook, R.J., O'Neil, R.G. and Walters, E.T. (2013). TRPV1 channels make major contributions to behavioral hypersensitivity and spontaneous activity in nociceptors after spinal cord injury. Pain, 154(10) 2130-2141
Crook, R.J. (2013). The welfare of invertebrates in research: Can science’s next generation improve their lot? (Invited review) J. Postdoct. Aff. 1(2), 9-20
Matthias, N., Robinson, M.A., Crook, R.J., Lockworth, C.R. and Goodwin, B.S. (2013). Local cryoanalgesia is effective for tail-tip biopsy in mice. JAALAS, 52(2) 171-175
Crook, R.J., and Basil, J.A. (2013). Flexible spatial orientation and navigational strategies in Chambered Nautilus. Ethology, 119(1), 77-85
Wardill, T., Gonzalez-Bellido, P., Crook, R.J. and Hanlon, R.T. (2012) Neural control of tunable skin iridescence in squid. Proc R. Soc. B, 279(1745) 4243-4252
Basil, J.A., Barord, G., Crook, R.J., Derman, R., Ju, C.H., Travis, L. and Vargas, T. (2012) A synthetic approach to the study of learning and memory in Chambered Nautilus (Cephalopoda: Nautiloidea). Vie Et Milieaux, 61(4) 231-242
Bedi, SS, Lago, M., Crook, R.J., Grill, R and Walters, E.T. (2012) Spinal cord injury triggers an intrinsic growth-promoting state in nociceptors. J. Neurotrauma 29(5) 925-935
Crook, R.J., Lewis, T., Hanlon, R.T and Walters, E.T. (2011). Peripheral injury produces long-term sensitization of responses to tactile and visual stimuli in squid, Loligo pealei. J. Exp. Biol. 214, 3173-3185
Crook, R.J. and Walters, E.T. (2011). Nociceptive behavior and physiology in molluscs: Animal welfare implications. ILAR 52 (2) 185-195
Bedi, S.*, Yang, Q.*, Crook, R.J.*, Du, J, Wu, Z., Fishman, H., Grill, R., Carlton, S., and Walters, E.T. (2010). Chronic spontaneous activity generated in the somata of small dorsal root ganglion neurons is associated with pain-related behavior following spinal cord injury. (*equal contribution) J. Neurosci. 30(44) 14870-14882
Crook, R.J., Hanlon, R.T and Basil, J.A. (2009). Memory of visual and topographical features suggests spatial learning in the ancient cephalopod, nautilus (Nautilus pompilius L.). J. Comp. Psych. 3 264-274
Crook, R.J., and Basil, J. (2008). A role for nautilus in studies of the evolution of brain and behavior (Invited review). Comm. Int. Bio. 1: 61-62
Crook, R.J. and Basil, J.A. (2008). A biphasic memory curve in the Chambered Nautilus, Nautilus pompilius L. (Cephalopoda: Nautiloidea) J. Exp. Biol. 211: 1992-1998 (Article featured in Nature Research Highlights, ScienceDaily, ScienceBlogs)
Crook, R.J., Patullo, B.W., and Macmillan, D.L. (2004). Multimodal individual recognition in the freshwater crayfish Cherax destructor. Mar. Fresh. Behav. Physiol. Vol 37, No. 4: 271-285
Spring 2016
Biol 865
Graduate-level seminar course examining current research into Environmental Physiology, broadly defined. In the Spring I will teach this class with an emphasis on the physiology of severe environmental stress. For each topic, we will consider the effect of that stressor on organismal physiology, and the physiological compensations and adaptations to that stressor.
Undergraduates may be admitted to the class if space is available. Interested students should email me at rcrook@sfsu.edu to request consideration.
Topics will include:
- Marine and terrestrial physiology of global warming
- Physiological responses to oceanic and terrestrial pollution
- Physiology of injury
- Physiology of social stress
- Physiology of emerging infectious diseases facilitated by environmental change
- Other topics chosen by students
The Class Syllabus and Schedule will be posted here prior to the start of the Spring semester.
Fall 2015
Biol 613G
This laboratory course investigates the physiology of normal human bodies. Topics include the renal system, pulmonary function, exercise physiology, cardiovascular physiology and muscle physiology. Students learn standard techniques for measuring normal physiological states and homeostatic physiological mechanisms. Groups of students work independently in the last month of the course, to complete experiments of their own design.
This is a GWAR (writing intensive) class. Lab reports make up a large percentage of the final grade, and each week an in-class tutorial session is provided to support development of scientific writing skills.
Course Syllabus download
Class Schedule download