Alexander Eden, Ph.D. (he/him)

I believe students learn biology best when they connect it to their lives, identities, interests and future goals. I design inclusive learning experiences grounded in relationships, curiosity and authentic scientific practice. I also believe learning should be fun. I intentionally cultivate positivity, humor and good vibes so students feel comfortable taking risks, asking questions and seeing themselves as part of science.

Before entering higher education, I taught high school biology and worked in museum and environmental education. I remain active in national biology and STEM education communities and enjoy mentoring undergraduate researchers. I serve as research section associate editor for the Journal of Microbiology and Biology Education and on the editorial board of The Science Teacher.

What advice do you have for first year students?

Ask for help early, build relationships with your instructors and classmates and give yourself permission not to have everything figured out. College is a place to explore, change your mind and discover what matters to you. Struggling with something does not mean you do not belong; often it is part of learning something worth knowing.

Share a bit about your education journey. What did you take away from it?

I am a first-generation Latino college graduate whose path from biology student to high school teacher, graduate student and faculty member was not especially linear. My experiences navigating higher education shaped how I think about belonging, mentorship and whose knowledge is valued in science. I learned education is not simply about earning credentials but about discovering what matters to you and using what you learn to help others.

My research examines how identity, culture, belonging and educational environments shape students’ experiences in biology and STEM. I study community cultural wealth, inclusive teaching and pathways into science, with growing work on how popular culture and emerging technologies can create meaningful and equitable learning experiences.

• Eden, A. (2026). Biology of Superpowers: A Curriculum Activity for Teaching Adaptation, Trade-offs, and Organismal Diversity. Integrative and Organismal Biology.
• Eden, A. & Dewsbury, B.M. (2025). "I'm Just Me and That's Okay": Pláticas with First-year Latin Biology Students at a Large Hispanic-serving Institution.* Journal of Latinos and Education.
• Eden, A. (2025). From Jurassic Park to Pokémon: A Pop Culture-Based Science Communication Project for the Biology Classroom. Journal of Microbiology and Biology Education.
• Eden, A. & Dewsbury, B.M. (2025). A Latent Class Analysis of Cultural Wealth: Insights into Academic Success in Introductory Biology at a Hispanic-serving Institution. Journal of Microbiology and Biology Education.
• Eden, A. & Dewsbury, B.M. (2024). Validating an Instrument for Measuring Community Cultural Wealth with Biology Majors at a Hispanic-Serving Institution. Journal of Microbiology Biology Education.

• Outstanding New Biology Teacher Award, National Association of Biology Teachers (2023)
• Outstanding Alumnus Award, UTeach STEM Educators Association (2022)
• Maitland P. Simmons Memorial Award for New Teachers, National Science Teaching Association (2022)
• Shell Science Urban Educators Development Award, National Science Teaching Association (2021)