Dr. Alexandra Simmons-Nout started teaching at the University of St. Thomas in Fall 2008 and was promoted to Professor (tenured) in Fall 2024. In Fall 2025, she became Chair of the Biology Department.

She is a dynamic instructor who uses a flipped-classroom, multi-method teaching approach that combines lectures, case studies, problem-solving, and active-learning activities to create an engaging and challenging learning environment. She strives to keep course content current and relevant, especially for students pursuing biomedical and health professions. She has developed numerous teaching resources, created and redesigned several biology courses, and regularly incorporate new learning materials and instructional strategies. She has also taught graduate-level courses abroad and participated in multiple educational workshops to strengthen my teaching practices.

Her research program emphasizes collaborative, student-centered undergraduate research experiences. I authored the textbook “Introductory Genetics: A Primer for the Flipped Classroom” with the assistance of undergraduate students who created its illustrations. She leads research projects involving model organisms to engage students in laboratory research, while also conducting biology education research focused on career awareness and student success. In addition, she has published multiple papers, presented research at national and international conferences, contributed to grant writing efforts, and remained active in my professional development and genetics research.

She actively serves students and the University through academic and pre-health advising, helping students plan coursework, prepare applications, and develop professional skills through workshops. Her service contributions also include curriculum development and revision, as well as participation in university committees, task forces, and faculty search committees.  

Ph.D. in Human Population Genetics, Venezuelan Institute of Scientific Studies (IVIC – Caracas, Venezuela) 

B.E. in Biological Sciences, Andres Bello Catholic University (UCAB – Caracas, Venezuela) 

Selected Publications: 

Taylor R, Williams A, Bigler A, Marin S, Sequeira C, Rizk G, Lichtarge O, Ribes-Zamora A, Marciano DC, Simmons AD (2025). Directed evolution of chromoprotein tinselpurple in a course-based undergraduate research experience improves scientific proficiency. EDULEARN25 Proceedings (ISBN: 978-84-09-74218-9), pp. 2669-2678, Palma de Mallorca, Spain.

Simmons AD (2025). Introductory Genetics: A Primer for the Flipped Classroom (1st Ed). Cognella. ISBN 979-8-8233-1597-5.

Ribes-Zamora A, Simmons A (2022). Reimagining an undergraduate Genetics Laboratory: using bioinformatic tools and 3D printing to study the COVID virus in an online environment. EDULEARN22 Proceedings (ISBN: 978-84-09-42484-9), pp. 1598-1603, Palma de Mallorca, Spain.

Nam E, Ribes-Zamora A, Simmons A, Amin S, Villares G, Bagnall RA, Rosell R, Larios-Sanz M (2018). Comprehensive inclusion of an active and inquiry-based curriculum increases retention and persistence in Biology. EDULEARN18 Proceedings (ISBN: 978-84-09-02709-5), pp.5457-5464, Barcelona, Spain.

Ribes-Zamora A, Baenziger EJ, Foss KB, Simmons AD (2015). Orchid DNA-barcoding: A method to teach an inquiry-based, Undergraduate Genetics Laboratory. ICERI2015 Proceedings (ISBN: 978-84-608-2657-6), pp.6919-6925, Seville, Spain.

Simmons AD, Nguyen TKT, Follis JL, Ribes-Zamora A (2014). Using a PyMOL activity to reinforce the connection between genotype and phenotype in an undergraduate Genetics Laboratory. PLOS One 9(12):e114257.

Simmons A, Larios-Sanz M, Amin S, Rosell R (2014). Using mini-reports to teach scientific writing to biology students. Am Biol Teach 76(8):545.

Ribes-Zamora A, Amin S, Simmons-N A, Larios-Sanz M, Rosell R (2013). Bringing research into introductory laboratory courses. EDULEARN13 Proceedings (ISBN: 978-84-616-3822-2), pp. 5913-5918, Barcelona, Spain.