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Research Overview
Research Overview
Science is a collection of stories—stories of discovery, stories of failure, stories of resilience. As a scientist and educator, my work revolves around a central idea: What are the stories that students write, and how do they see themselves in these stories?
Science education is not just about what we teach, it’s about who we teach, how we teach, and the stories students carry with them into learning spaces. My research explores the narratives, structures, and experiences that shape students’ pathways through STEM, with a focus on educational equity, identity, and teaching practices.
Here are three key areas that guide my work:
1️⃣ High school-College Transition: Pathways, Barriers and Success
1️⃣ High school-College Transition: Pathways, Barriers and Success
The transition from high school to college is a pivotal moment that shapes students’ long-term success in STEM. My research examines:
What factors predict persistence and success in college-level biology?
How do students’ high school experiences (curriculum, teachers, socioeconomic background) shape their readiness for STEM?
What interventions (e.g., mentorship, bridge programs, active learning) best support first-year STEM students?
📖 Related Publication:
📝 Eden, A. & Wernick, N.L.B. (2025). Does Socioeconomics tell the Whole Story? Exploring High School Demographics and Success in a University Introductory Biology Course. The American Biology Teacher.
2️⃣ Interplay of Latin* Identity, Cultural Wealth and Institutions
2️⃣ Interplay of Latin* Identity, Cultural Wealth and Institutions
Latin* students bring unique cultural assets, lived experiences, and strengths to STEM fields, yet they often navigate institutional structures that fail to fully recognize and leverage their cultural wealth. My work explores:
How do Latin* students experience and perceive their identity within STEM spaces?
What role does community cultural wealth play in fostering resilience and success?
How can Hispanic-Serving Institutions (HSIs) evolve to better serve their students beyond the label?
📖 Related Publications:
📝 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 and Biology Education.
📝 Eden, A. (2024). Celebrando Herencia: A Latino Educator’s Reflection on a Science Museum’s Hispanic Heritage Celebration. Journal of Latinos and Education.
3️⃣ Teaching Practices in Biology Education: Pedagogy, Engagement, and Scientific Literacy
3️⃣ Teaching Practices in Biology Education: Pedagogy, Engagement, and Scientific Literacy
Effective teaching is more than just delivering content, it is about creating meaningful learning experiences that foster curiosity, critical thinking, and a sense of belonging in STEM. My research in biology education examines:
How can instructors use storytelling and narrative to enhance student engagement?
What role does active learning and inquiry-based instruction play in shaping student understanding?
How can scientific literacy be developed through writing, discussion, and reflection?
📖 Related Publications:
📝 Eden, A. (2024). Writing like a Scientist: A Research Assignment for Undergraduates Inspired by the Publishing Process. Journal of Microbiology and Biology Education.
📝 Eden, A. (2024). Promoting Scientific Literacy through the Writing of Abstracts. The Science Teacher
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