Eduardo Gonzalez

Biography

Dr. Gonzalez earned a BS in Chemistry at Universidad Autonoma de Ciudad Juarez, in Ciudad Juarez Chihuahua, Mexico. He received his doctorate degree in 2013 from New Mexico State University, studying the regulation of cell adhesion by small GTPases during development. Later, he became interested in Discipline Based Educational Research, focusing in understanding how Active learning, learning communities and mentoring communities can reduce the disparities observed in higher education.

Research

My research focuses on improving undergraduate education by identifying and implementing effective teaching practices that support student learning and academic success. Rather than attributing achievement gaps to student shortcomings, I examine how course design, instructional strategies, and learning environments can be enhanced to benefit all students. This includes the use of evidence-based pedagogical approaches such as active learning, the creation of structured support systems like learning communities and near-peer mentorship, and the redesign of mentoring practices, including more purposeful and accessible office hours. To assess the impact of these interventions, I use a comprehensive evaluation framework that includes measures of student engagement, confidence in academic skills, development of scientific identity, and course performance.

Recent Publications

Mike Wilton, Daniel Katz, Anthony Clairmont, Eduardo Gonzalez-Nino, Kathy R. Foltz, and Rolf E. Christoffersen. "Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program." CBE—Life Sciences Education 20, no. 4 (2021): ar63.

Mike Wilton, Eduardo Gonzalez-Nino, Peter McPartlan, Zach Terner, Rolf Christoffersen, and Joel Rothman. 2019. “A highly structured Introductory Biology Class promotes underrepresented student success and persistence.” CBE Life Sciences Education. 18(4), 18:ar53, 1–13.